Yes
Music Education
Electronic Learning
Usability
Music Teachers
Online Surveys
Feedback (Response)
Teacher Surveys
Use Studies
Educational Resources
Upitis, Rena
Boese, Karen
Abrami, Philip C.
Anwar, Zaeem
Speeches/Meeting Papers
Reports - Research
English
The Digital Resource Exchange About Music (DREAM) is a virtual space for exchanging information about digital learning tools. The purpose of the present study was to determine how users responded to DREAM in the first four months after its public release. This study is the second phase of usability research on DREAM, and was conducted to guide future development of the tool. Research questions were designed to determine patterns of use for DREAM, the most popular resources, and gaps in the DREAM resources, in order to guide further design and content development. The primary data sources were site analytics, supplemented by an online survey and feedback from teachers who took part in a DREAM workshop. Results indicated that DREAM is steadily gaining users, and that the tool is effective and satisfying for music teachers as a way of keeping abreast about digital learning tools, especially for resources for ear training and sight reading. The paper concludes with suggestions for design enhancements and ways of broadening the user base. [For the full proceedings, see ED562095.]
ED562458
Digital Resource Exchange About Music (DREAM): Phase 2 Usability Testing
International Association for Development of the Information Society
Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
2015-07-00
6
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
N/A
2016
19
As Provided
JAN2020
Yes
Electronic Learning
Models
Higher Education
Instructional Systems
Foreign Countries
Güllü, Fatih
Kuusik, Rein
Laanpere, Mart
Speeches/Meeting Papers
Reports - Research
Estonia
Turkey
Estonia
Turkey
English
Higher Education
Postsecondary Education
In this study we presented new EES Model-2 extended from EES model for more productive implementation in e-learning process design and modelling in higher education. The most updates were related to uppermost instructional layer. We updated learning processes object of the layer for adaptation of educational process for young and old people, taking into account interests and abilities of students of the different age groups. Important added objects of the uppermost layer are cultural diversity and language. We updated communication object of the instructional layer and added human and social factor. The methods of study of instructional layer were updated with selective object "religion". We added to E-paradigm layer an object "combination" that explains by combination of synchronous and asynchronous objects. Our study has high significance for increase of quality of e-learning in higher education in specific cases. We strongly recommend application of this updated EES Model-2 to support high educational standards of higher education and provide rights of students with different needs and abilities. [For the full proceedings, see ED562095.]
ED562464
Electronic Education System Model-2
International Association for Development of the Information Society
Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
2015-07-00
5
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
N/A
2016
13
As Provided
JAN2020
Yes
Innovation
Adoption (Ideas)
Higher Education
Colleges
Models
Program Implementation
Buc, Sanjana
Divjak, Blaženka
Speeches/Meeting Papers
Reports - Research
English
Higher Education
Postsecondary Education
The diffusion of innovation (DOI) is critical for any organization and especially nowadays for higher education institutions (HEIs) in the light of vast pressure of emerging educational technologies as well as of the demand of economy and society. DOI takes into account the initial and the implementation phase. The conceptual model of DOI in higher education (HE), where e-learning is considered as innovation, will be elaborated in the poster. [For the complete proceedings, see ED562095.]
ED562467
Innovation Diffusion Model in Higher Education: Case Study of E-Learning Diffusion
International Association for Development of the Information Society
Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
2015-07-00
3
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
N/A
2016
5
As Provided
JAN2020
Yes
Foreign Countries
Educational Technology
Technology Uses in Education
Higher Education
Electronic Learning
Integrated Learning Systems
Intervention
Adoption (Ideas)
International Cooperation
Student Mobility
Marques, Bertil P.
Villate, Jaime E.
Vaz de Carvalho, Carlos
Speeches/Meeting Papers
Reports - Research
Portugal
Portugal
English
Higher Education
Postsecondary Education
The results of several studies conducted to analyze the quantitative and qualitative use of learning technologies in Higher Education in Portugal showed that, in general, these technologies are not used systematically and effectively and e-learning platforms tend to be relegated to repositories of contents rather than as full-fledged tools actively enabling and promoting learning. Several gaps were also identified at the management, pedagogical and technical levels. Following best-practice in this domain, a holistic intervention including these three levels is crucial to achieve positive results. Therefore, following these studies, a set of guidelines and recommendations was created to raise the level of technology adoption in higher education and improve the educational performance of each institution by raising teaching/learning levels so that they are in accordance with the Bologna paradigm. This way it is possible to have a systematic approach, expanding the intervention to the entire institutional campus and resulting in an effective learning platform usage by teachers and students. [For the full proceedings, see ED562095.]
ED562470
A Proposal to Enhance the Use of Learning Platforms in Higher Education
International Association for Development of the Information Society
Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
2015-07-00
5
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
N/A
2016
4
As Provided
JAN2020
Yes
Internet
Innovation
Computer System Design
Commercialization
Learning Processes
Suciu, George
Todoran, Gyorgy
Vulpe, Alexandru
Suciu, Victor
Bulca, Cristina
Cheveresan, Romulus
Speeches/Meeting Papers
Reports - Descriptive
English
Innovation in Internet of Things (IoT) requires more than just creation of technology and use of cloud computing or big data platforms. It requires accelerated commercialization or aptly called go-to-market processes. To successfully accelerate, companies need a new type of product development, the so-called validated learning process. Furthermore, the development of the IoT paradigm has advanced the research on Machine to Machine (M2M) communications and has enabled novel acceleration platforms. However, there is a need for converging currently decentralized cloud systems, general software for processing big data and IoT systems. The paper describes a cloud platform that will bring together several services and instruments that the companies usually rely on in their go-to-market process. The main contribution of this paper consists in the integration of several services in the platform. The proposed platform will allow companies to bring their products to market faster and in a more successful manner, will be accessed via the Internet and will host the tools and virtual environments needed for the go-to-market accelerated process. Finally, is presented the acceleration results of a Cloud IoT architecture for processing big data from M2M telemetry. [For the complete proceedings, see ED562095.]
ED562471
Cloud Computing and Validated Learning for Accelerating Innovation in IoT
International Association for Development of the Information Society
Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
2015-07-00
5
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
N/A
2016
8
As Provided
JAN2020
Yes
Foreign Countries
Medical Education
Ethical Instruction
Computer Software
Cartoons
Novels
Computer Uses in Education
Premedical Students
Mixed Methods Research
Likert Scales
Questionnaires
Randomized Controlled Trials
Weber, Alan S.
Speeches/Meeting Papers
Reports - Research
Qatar
Qatar
English
Higher Education
Postsecondary Education
Although used as a common pedagogical tool in K-12 education, online graphic narrative ("comics") software has not generally been incorporated into advanced professional or technical education. This contribution reports preliminary data from a study on the use of cloud-based graphics software Pixton.com to teach basic medical ethics concepts and the human dimension of medical ethics dilemmas in a premedical program at an American medical college in the State of Qatar. Qualitative and quantitative end-of-semester data (open-ended and 7-point Likert scale questions) were collected from randomized control and study groups from 22 total students in a 4-week medical ethics module, half of whom wrote an argumentative essay on a contemporary medical ethics dilemma and the other half who created a 10-15 panel graphic narrative consisting of a real-life doctor-patient-family encounter involving a contemporary ethical issue. [For the full proceedings, see ED562095.]
ED562472
Use of Cloud-Based Graphic Narrative Software in Medical Ethics Teaching
International Association for Development of the Information Society
Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
2015-07-00
6
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
N/A
2016
22
As Provided
JAN2020
Yes
Usability
Web Based Instruction
Preservice Teacher Education
Preservice Teachers
Student Surveys
Student Attitudes
Cooperating Teachers
Teacher Surveys
Teacher Attitudes
Attitude Measures
Factor Analysis
Student Satisfaction
Foreign Countries
Likert Scales
Genç, Zülfü
Speeches/Meeting Papers
Reports - Research
Turkey
Mann Whitney U Test
Kruskal Wallis Test
Bartletts Test of Sphericity
Turkey
English
Higher Education
Postsecondary Education
With advances in information and communication technologies, the classical nature of educational institutions has changed. One innovative effort within teacher training is the Web-Based School Experience System (WBSES) developed by the researcher. In this study, the usability of an existing WBSES is evaluated from both teachers' (n = 13) and students' (n = 96) perspectives. A non-experimental survey method was applied to collect participant opinions. A usability questionnaire was designed, and analysis yielded five significant factors for the system: usefulness, helpfulness, visual effectiveness, customizability, and smoothness. To obtain more in-depth information, participants were asked to delineate their responses to five open-ended questions. Generally, students and teachers liked the tool in terms of its usability, but they also provided recommendations for design issues. [For the full proceedings, see ED562095.]
ED562475
Usability of a Web-Based School Experience System: Opinions of IT Teachers and Teacher Candidates
International Association for Development of the Information Society
Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
2015-07-00
9
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
N/A
2016
17
As Provided
JAN2020
Yes
Music Education
Educational Resources
Electronic Learning
Music Teachers
Information Dissemination
Foreign Countries
Upitis, Rena
Boese, Karen
Abrami, Philip C.
Speeches/Meeting Papers
Reports - Descriptive
Canada
Canada
English
The Digital Resource Exchange About Music (DREAM) is an online tool for exchanging information about digital learning tools for music education. DREAM was designed by our team to encourage music teachers to learn about digital resources related to learning to play a musical instrument, both in classroom and independent music studio settings. In addition to enabling music teachers to learn about resources, DREAM allows music teachers to evaluate the resources based on their own experiences using the resources, to read about other teachers' views of the resources, and to add resources to the learning objects repository. During the demonstration of DREAM, we will showcase some of the resources and discuss the evolution of the design of DREAM. We will encourage participants to explore DREAM on the devices we provide and/or on their own laptops, tablets, or smartphones. [For the full proceedings, see ED562095.]
ED562477
Demonstrating DREAM: A Digital Resource Exchange about Music
International Association for Development of the Information Society
Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
2015-07-00
3
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
N/A
2016
7
As Provided
JAN2020
Yes
Educational Games
Computer Games
Electronic Learning
Educational Assessment
Data Analysis
Computer Software
Steiner, Christina M.
Kickmeier-Rus, Michael D.
Albert, Dietrich
Speeches/Meeting Papers
Reports - Descriptive
English
Digital learning games are useful educational tools with high motivational potential. With the application of games for instruction there comes the need of acknowledging learning game experiences also in the context of educational assessment. Learning analytics provides new opportunities for supporting assessment in and of educational games. We give an overview of current learning analytics methods in this field and reflect on existing challenges. An approach of providing reusable software assets for interaction assessment and evaluation in games is presented. This is part of a broader initiative of making available advanced methodologies and tools for supporting applied game development. [For the complete proceedings, see ED562095.]
ED562478
Making Sense of Game-Based User Data: Learning Analytics in Applied Games
International Association for Development of the Information Society
Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
2015-07-00
4
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
N/A
2016
18
As Provided
JAN2020
Yes
Electronic Learning
College Freshmen
Information Science Education
College Instruction
Blended Learning
Prior Learning
Preferences
Cognitive Style
Knowledge Level
Visual Learning
Programming
Instructional Effectiveness
Computer Science Education
Curriculum Development
Mironova, Olga
Amitan, Irina
Vendelin, Jelena
Vilipõld, Jüri
Saar, Merike
Speeches/Meeting Papers
Reports - Research
English
Higher Education
Postsecondary Education
The present paper introduces some strategies used in teaching an Informatics course for non-IT first year university students. The strategies were developed during several years, using the main principles of flexible and blended learning. The methodology has been based on the results of experiments with students from social sciences, economics and technical faculties. Numerous tests were carried out to find out the level of prior knowledge and the preferred learning styles of each student. According to the results, students were divided into separate groups within an e-learning environment. The authors considered three main aspects: student's background, the level of knowledge and the most suitable style of learning. The success of the experiment presented in this paper is demonstrated by comparing the academic results of the test group who was taught using the new strategy with the reference group, taught in a common way. [For the full proceedings, see ED562095.]
ED562482
Maximizing and Personalizing E-Learning Support for Students with Different Backgrounds and Preferences
International Association for Development of the Information Society
Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
2015-07-00
8
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
N/A
2016
12
As Provided
JAN2020
Yes
Response to Intervention
Randomized Controlled Trials
Models
Program Effectiveness
Reading Improvement
Prediction
Standardized Tests
Reading Tests
Reading Difficulties
Statistical Significance
Effect Size
Comparative Analysis
Emergent Literacy
Elementary School Students
Reading Fluency
Hierarchical Linear Modeling
Al Otaiba, Stephanie
Connor, Carol M.
Folsom, Jessica S.
Wanzek, Jeanne
Greulich, Luana
Schatschneider, Christopher
Wagner, Richard K.
Reports - Research
United States (Southeast)
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Woodcock Johnson Tests of Achievement
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
This randomized control study compares the efficacy of two response-to-intervention (RTI) models: (1) Dynamic RTI, which immediately refers grade 1 students with the weakest skills to the most intensive intervention supports (Tier 2 or Tier 3); and (2) Typical RTI, which starts all students in Tier 1 and after 8 weeks, decides whether students who did not respond to general instruction in Tier 1 should move to Tier 2. The study asks: (1) What are the effects of Dynamic RTI and Typical RTI on student reading outcomes by the end of first grade?; and (2) Does assignment to specific tiers predict gains on standardized assessments, and does this differ when comparing Dynamic and Typical RTI groups? The setting is seven schools in a school district in a mid-size city in the southeast in their first year of RTI implementation. Approximately 500 students participated in the study; less than 3% were Limited English Proficient, and student socioeconomic status varied across schools. Matched pairs of students within classrooms were assigned to either Dynamic or Typical RTI. The only difference between conditions was "when" students were provided supplemental intervention sessions. Reading assessments included letter-sound, word, passage reading, and teacher-reported severity of reading difficulties. Results of the analysis revealed that: (1) Students in the Dynamic RTI group had statistically significantly higher Spring Reading scores than did students in Typical RTI, with an effect size of 0.36; (2) Tier 2 students in the Dynamic RTI condition had significantly higher reading outcomes scores compared to students initially eligible for Tier 2 in Typical RTI; and (3) Students initially eligible for Tier 3 had the weakest scores over the school year, but students initially eligible for Tier 3 who received the Tier 3 intervention immediately because they were in Dynamic RTI achieved higher Brief Reading scores compared to Tier 3 students in Typical RTI who had to wait until the beginning of Session 3. Dynamic RTI protocols, such as the one used in this study, suggest that there is no reason to delay intervention; that any effect of false negatives is negligible; and that, broadly implemented, Dynamic RTI, including a foundation of effective Tier 1 instruction, can improve reading outcomes for all children. The study was conducted for a full school year, and was unique relative to prior RTI investigations in allowing movement across tiers every 8 weeks in tandem with report card periods and in allowing fast tracking to Tier 3 for the most needy students. Table and figures are appended.
ED562485
To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading
Society for Research on Educational Effectiveness
2015-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
18
ERIC
JAN2020
Yes
Communication Strategies
Online Courses
Curriculum Design
Foreign Students
Course Descriptions
Integrated Learning Systems
Inclusion
College Students
Language Proficiency
Cultural Influences
Student Experience
Lalla, Sharon
Speeches/Meeting Papers
Reports - Descriptive
English
Higher Education
Postsecondary Education
A myriad of cultural differences can take educators in a multitude of directions when planning intentional design strategies in an online course to become more inclusive of international student needs. The topic of cultural diversity is a complex discussion. Nevertheless, there are ways educators can begin to practice culturally inclusive strategies. Using Hall's (1976) low-context communication style, this paper addresses two components of the online course, the syllabus and the learning management system, and offers suggestions for beginning the journey toward culturally inclusive pedagogical practices to address barriers in the curriculum for international students. [For the full proceedings, see ED562095.]
ED562487
Practicing Low-Context Communication Strategies in Online Course Design for International Students Studying in the U.S.
International Association for Development of the Information Society
Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
2015-07-00
4
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
N/A
2016
17
As Provided
JAN2020
Yes
Grade Repetition
Behavior Problems
Correlation
Student Promotion
Quasiexperimental Design
Scores
Regression (Statistics)
Secondary School Students
Mariano, Lou
Martorell, Paco
Reports - Research
New York
New York
Society for Research on Educational Effectiveness (SREE)
English
Secondary Education
Requiring a failing student to repeat a grade is, of course, not a novel idea. The theory behind test-based promotion policies is that students who fail to demonstrate a sufficient understanding of their current grade's curriculum lack the prerequisite proficiency to fully engage in the following grade. This view recognizes the cumulative nature of the curriculum across grades. However, very little causal evidence exists on whether grade retention generates negative behavioral outcomes. This study examines the impact of grade retention under a comprehensive student promotion policy instituted by the New York City Department of Education (NYCDOE). Building off earlier work that examined impacts on test scores, the current study aims to examine effects on various measures of behavioral outcomes using a quasi-experimental regression discontinuity research design. Data analyses are ongoing and the authors could not draw firm conclusions by the time of the SREE conference in March 2015, however, they expect to have solid results at a future date that will shed light on whether or not grade retention leads to the behavioral problems that critics of the policy contend that it does. Tables and figures are appended.
ED562493
The Causal Effects of Grade Retention on Behavioral Outcomes
Society for Research on Educational Effectiveness
2015-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
21
ERIC
JAN2020
Yes
Children
Social Development
Emotional Development
Elementary School Students
Middle School Students
Interpersonal Competence
Outcomes of Education
Intervention
Child Development
Catholic Schools
Psychological Patterns
Social Support Groups
Structural Equation Models
Causal Models
Professional Development
Torrente, Catalina
Nathanson, Lori
Rivers, Susan
Brackett, Marc
Reports - Research
New York
New York
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Children's social-emotional skills, such as conflict resolution and emotion regulation, have been linked to a number of highly regarded academic and social outcomes. The current study presents preliminary results from a causal test of the theory of change of RULER, a universal school-based approach to social and emotional learning (SEL). Specifically, the authors examine RULER impacts on the quality of classroom climates, the hypothesized setting-level mediating mechanism linking RULER to improved student outcomes. These analyses will provide a more precise understanding of the pathways through which RULER, a specific SEL program, contributes to children's positive development, and will also expand our understanding of the intervening mechanisms underlying effective educational interventions more generally. Data for this study come from the first randomized control trial (RCT) of The RULER Approach. The RCT took place in 62 primary schools in the Roman Catholic Diocese of Brooklyn in Brooklyn and Queens, NY. The effective sample for these analyses includes 24 classrooms (12 in each treatment condition) nested in 19 schools. At baseline, schools in the full sample ranged in size from 178 to 656 students (M = 325.92, SD = 97.06), and the number of students per teacher ranged from 17 to 35. First stage results from the instrumental variable analysis show significant intervention impacts on classroom emotional support after one year of intervention (b = 0.35, p < 0.05). Second stage results confirm that emotional support after a year of implementation has a marginally significant causal impact on classroom organization. Unexpectedly, emotional support does not have a statistically significant causal impact on instructional support. Tables are appended.
ED562494
Testing Causal Impacts of a School-Based SEL Intervention Using Instrumental Variable Techniques
Society for Research on Educational Effectiveness
2015-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
7
ERIC
JAN2020
Yes
Electronic Learning
Cognitive Style
Visual Learning
Verbal Learning
Computer Assisted Instruction
Performance
Student Motivation
Student Satisfaction
Prior Learning
Instructional Effectiveness
College Students
Foreign Countries
Beckmann, Jennifer
Bertel, Sven
Zander, Steffi
Speeches/Meeting Papers
Reports - Research
Germany
Mann Whitney U Test
Wilcoxon Matched Pairs Signed Ranks Test
Germany
English
Higher Education
Postsecondary Education
Adaptive e-Learning systems are able to adjust to a user's learning needs, usually by user modeling or tracking progress. Such learner-adaptive behavior has rapidly become a hot topic for e-Learning, furthered in part by the recent rapid increase in the use of MOOCs (Massive Open Online Courses). A lack of general, individual, and situational data about student populations currently hampers the infusion of effective adaptive behavior into existing e-Learning platforms. This contribution presents original research on using differences in individual learning styles. Factors related to performance, motivation, satisfaction, and previous knowledge were targeted and used to assess the effectiveness of the approach. We discuss alternative bases for adaptation (e.g. cognitive styles), style distributions in student populations, and conclude with repercussions for adaptive behavior in HCI in general. [For the full proceedings, see ED562095.]
ED562495
Performance & Emotion--A Study on Adaptive E-Learning Based on Visual/Verbal Learning Styles
International Association for Development of the Information Society
Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
2015-07-00
8
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
N/A
2016
34
As Provided
JAN2020
Yes
Middle School Students
Grade 6
Grade 7
Grade 8
Grade 9
Intervention
Self Concept
Stereotypes
African American Students
Achievement Gap
Values
Grade Point Average
Academic Achievement
Student Behavior
Behavior Change
Longitudinal Studies
Self Control
Discipline
Referral
Predictor Variables
Measures (Individuals)
Models
Statistical Significance
Schmidt, Alex
Canela, Carlos
Reports - Research
Wisconsin
Wisconsin
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Grade 6
Intermediate Grades
Elementary Education
Grade 7
Grade 8
Grade 9
High Schools
Social psychological interventions in schools have gained popularity in education research for their ability to often dramatically increase student academic performance through simple exercises. Many of these interventions are designed to address stereotype threat, which is defined as "being at risk of confirming, as self-characteristic, a negative stereotype about one's group" (Steele & Aronson, 1995, p. 797). One of the social psychological interventions with the most drastic impact on the performance of students potentially affected by stereotype threat (i.e., African American students) was a set of self-affirmation exercises administered in racially diverse middle schools by Cohen and his colleagues (Cohen, Garcia, Apfel, & Master, 2006; Cohen, Garcia, Purdie-Vaughns, Apfel, & Brzustoski, 2009). The intervention, a brief writing exercise about why a value the student selected (e.g., friendship) is important to him or her, resulted in a 40 percent decrease in the racial grade point average gap in the year of administration (Cohen, Garcia, Apfel, & Master, 2006), as well as long-term increases in the grade point averages of African American students (Cohen, Garcia, Purdie-Vaughns, Apfel, & Brzustoski, 2009). While Cohen and his colleagues' (2006; 2009) self-affirmation intervention focused on academic achievement outcomes, there is evidence suggesting the intervention may also be able to elicit positive behavioral responses in students by supplementing their levels of self-control. Based on these findings, the authors sought to determine if a self-affirmation intervention can influence the behavior of middle school students over the course of three years, focusing on a measure of behavior that is both common in middle/high school settings and potentially related to students' ability to self-regulate: the number of office discipline referrals (ODRs) students receive over the course of a school year. For now, the authors found no strong evidence to suggest that self-affirmation exercises should be adopted as a strategy to address office discipline referral receipt in schools. Tables and figures are appended.
ED562496
The Behavioral Outcomes of a Self-Affirmation Intervention for Middle School Students
Society for Research on Educational Effectiveness
2015-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
6
ERIC
JAN2020
Yes
Foreign Countries
Cognitive Style
Electronic Learning
Student Behavior
Online Courses
Pattern Recognition
Mathematics
Personality Measures
Computer Science Education
College Freshmen
Integrated Learning Systems
Personality Traits
Context Effect
Fatahi, Somayeh
Moradi, Hadi
Farmad, Elaheh
Speeches/Meeting Papers
Reports - Research
Iran
Myers Briggs Type Indicator
Iran
Myers Briggs Type Indicator
English
Higher Education
Postsecondary Education
Learning Style (LS) is an important parameter in the learning process. Therefore, learning styles should be considered in the design, development, and implementation of e-learning environments. Consequently, an important capability of an e-learning system could be the automatic determination of a student's learning style. In this paper, a set of features which are important in extracting the learning style automatically from students' behavior has been determined. These features, which are recognized based on Myers-Briggs Type Indicator's (MBTI), play a key role in predicting learning styles in an online course. The features are determined and ranked using pattern recognition techniques, such as K-means clustering algorithm, to show which features can be better to separate learning style dimensions. The results show several features can be used to predict learning styles with high precision. [For the complete proceedings, see ED562095.]
ED562499
Behavioral Feature Extraction to Determine Learning Styles in e-Learning Environments
International Association for Development of the Information Society
Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
2015-07-00
7
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
N/A
2016
22
As Provided
JAN2020
Yes
Teacher Effectiveness
Student Surveys
Validity
Reliability
Administration
Reports - Descriptive
Opinion Papers
Regional Educational Laboratory Mid-Atlantic (ED)
ICF International
English
In this webinar, Dr. Ronald Ferguson, creator of the Tripod Project and Senior Lecturer at Harvard University Graduate School of Education, discussed the use of student surveys as an approach to measuring teacher effectiveness. This Q&A addressed the questions participants had for Dr. Ferguson following the webinar. The webinar recording and PowerPoint presentation are also available.
ED562500
Using Student Surveys to Monitor Teacher Effectiveness: Q&A with Dr. Ronald Ferguson. REL Mid-Atlantic Teacher Effectiveness Webinar Series
Regional Educational Laboratory Mid-Atlantic
2013-06-27
6
Regional Educational Laboratory Mid-Atlantic. Available from: ICF International. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. Tel: 301-572-0889; Tel: 866-735-6239; e-mail: info@relmidatlantic.org; Web site: http://www.relmidatlantic.org
N/A
2016
As Provided
JAN2020
Yes
Yes
Text Structure
Elementary School Students
Middle School Students
Content Area Reading
Content Area Writing
Reading Comprehension
Grade 4
Grade 5
Grade 7
Grade 8
Reading Improvement
Instructional Effectiveness
Rural Schools
Suburban Schools
Pretests Posttests
Hierarchical Linear Modeling
Albro, Elizabeth
Williams, Joanna P.
Wijekumar, Kausalai
Meyer, Bonnie J. F.
Harris, Karen R.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Grade 4
Intermediate Grades
Grade 5
Grade 7
Grade 8
Content area reading comprehension and writing have been a challenge for children in the U.S. schools for many years as evidenced by state and national assessments. One promising solution to the problem is text structure based instruction that promotes strategic selection, encoding, retrieval, and use of information for myriads of activities within the learning environment and beyond. The text structure based instruction has been researched extensively since 1975 (Meyer, 1975; Meyer, Brandt, and Bluth 1980; Meyer, Middlemiss, Theodorou, Brezinski, McDougall, and Bartlett 2002; Meyer, Wijekumar, Middlemiss, Higley, Lei, Meier, and Spielvogel 2010; Williams, Hall, Lauer, Stafford, DeSisto, and deCani 2005; Williams, Stafford, Lauer, Hall, and Pollini 2009) and has received considerable attention with the adoption of the Common Core State Standards by many states. The goal of this panel presentation is to showcase how text structure instruction can be designed for early and upper elementary school children and middle grade students. Brief descriptions of each presentation are provided and all other sections of the structured abstract presenting information about the large scale randomized controlled efficacy trials on the web-based intelligent tutoring system for the structure strategy (ITSS). ITSS is a web-based intelligent tutoring system designed to provide modeling, practice, assessment, scaffolding, and feedback to the learner. The study also posed exploratory questions to study whether the effect of ITSS delivered instruction about the structure strategy on reading comprehension varies depending on other factors, such as gender, initial reading comprehension proficiency, and locale. Children in the ITSS classrooms at all grade levels statistically significantly outperformed the children in control classrooms on all researcher designed measures of reading comprehension (e.g., comparison main idea quality, signaling word knowledge). Tables and figures are appended.
ED562504
The Many Facets and Applications of Text Structure in Supporting Educational Trajectories of Elementary and Middle Grade Children in Content Area Reading Comprehension and Writing
Society for Research on Educational Effectiveness
2015-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
18
ERIC
JAN2020
Yes
Early Childhood Education
Kindergarten
School Readiness
Transitional Programs
Child Development
Individual Characteristics
Parent Attitudes
Teacher Attitudes
Program Effectiveness
Academic Ability
Reading Aloud to Others
Parent Role
Experimental Groups
Control Groups
Comparative Analysis
Preschool Education
Learning Activities
Parent Education
Parent Surveys
Questionnaires
Brotherson, Sean E.
Hektner, Joel M.
Hill, Brent D.
Saxena, Divya
Reports - Research
North Dakota
North Dakota
Society for Research on Educational Effectiveness (SREE)
English
Early Childhood Education
Kindergarten
Primary Education
Preschool Education
Adult Education
In the world of early childhood care and education, the preparation of children to enter school successfully and perform well in their learning environments has become a subject of significant interest and concern (McLanahan, 2005). The term "school readiness" is generally used to describe the process of ensuring that children are prepared by parents and society for a successful school experience. Clearly defined, school readiness embraces the combination of knowledge, skills, and behaviors that a child should learn and be able to do as they enter the school environment. Areas of a child's growth and well-being that receive attention in school readiness include physical abilities and motor development; social and emotional development; motivation and desire for learning; cognitive development and early academic skills; creativity and imagination; and language and literacy development (Minnesota Department of Education, 2007). While a variety of early education programs exist ranging from Head Start to other models, the authors are interested in the outcomes associated with a family-centered intervention that brings parents and pre-kindergarten children together to advance school readiness and parent education. This program is entitled the Gearing Up for Kindergarten program and to date only a single study has examined its influence on parent outcomes. The purpose of this study was to gather information on basic demographics of program participants, parent perceptions of the general value and impacts of the program related to child school readiness, and teacher perceptions of the impacts of the program related to child school readiness. The essential question for study was how program participants in Gearing Up for Kindergarten compare to children in a non-experimental group on selected school readiness outcomes as assessed by both parents and teachers. Results indicate that the Gearing up for Kindergarten program appears to be effective at increasing the academic skills of children, making them better prepared to start kindergarten. The program is also related to increases in the amount of reading parents do with their children, which undoubtedly plays a role in the increased academic readiness seen in their children. Figures are appended.
ED562505
Targeting the Transition to Kindergarten: Academic and Social Outcomes for Children in the Gearing up for Kindergarten Program
Society for Research on Educational Effectiveness
2015-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
6
ERIC
JAN2020
Yes
Educational Research
Clearinghouses
Synthesis
Evidence
Meta Analysis
Valentine, Jeff
Lau, Timothy
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Following the theme of the first two presentations, this presentation will focus on the choices available for research synthesis when summarizing research evidence. The presenters will describe the current research synthesis practice of the What Works Clearinghouse (WWC) as well as several alternative models, including inverse-variance weighted fixed effect and random effects meta-analysis and Bayesian meta-analysis. The presenters will begin with an overview of the context of the WWC's intervention reports, with specific attention to the method used to synthesize the results of multiple studies and the context in which synthesis occurs. The data used for the illustration will be derived from published WWC intervention reports in which at least one synthesis across two or more studies was reported. Given that most of the syntheses that the public-policy clearinghouses do involve only a very small number of studies, they could consider not doing any syntheses at all unless the number of studies reaches some minimum threshold (e.g., five studies). However, consumers really would like to know something about the typical effect, even if the number of studies is small, and are likely to adopt idiosyncratic rules to help them do this. Alternatively, the clearinghouses could take a different approach to synthesis either in place of or as an adjunct to current practice.
ED562507
Synthesizing Evidence: Synthesis Methods for Evidence Clearinghouses
Society for Research on Educational Effectiveness
2015-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
4
ERIC
JAN2020
Yes
Accountability
Educational Strategies
Educational Technology
Professional Development
State Standards
Educational Assessment
Educational Practices
Inquiry
Curriculum Design
Educational Quality
Communities of Practice
Technology Integration
Active Learning
Student Projects
Problem Solving
Program Implementation
Grade 7
Grade 8
Middle School Students
Outcomes of Education
Rural Schools
Poverty Areas
Academic Achievement
Statistical Significance
Meyers, Coby
Molefe, Ayrin
Brandt, Chris
Reports - Research
Missouri
Missouri
Society for Research on Educational Effectiveness (SREE)
English
Grade 7
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Grade 8
Despite years of implementing standards-based accountability systems, many teachers today lack the necessary preparation to develop standards-based instructional strategies and to inform decisions utilizing student assessments. The eMINTS ("Enhancing Missouri's Instructional Networked Teaching Strategies") National Center at the University of Missouri (UM), in partnership with the Missouri Department of Higher Education (DHE), offers the eMINTS professional development (PD) program to teams of educators, especially those serving high-need students. eMINTS PD generates building wide reform by helping teachers master the translation of any state standards and information from assessments into engaging classroom practices that employ technology. The program is based on four underlying research-based components: "inquiry-based learning," "high-quality lesson design," "community of learners," and "technology integration," and addresses issues identified as barriers in the consistent use of standards-based instruction and technology. The program provides teachers with more than 250 hours of PD spanning two years and support that includes monthly classroom visits. As part of refining and improving eMINTS PD, eMINTS staff integrated the Intel® Teach Elements Program recently, adding a third year of PD to help teachers sustain and build on the first two years of eMINTS PD. The third year combines online and face to face training for teachers to expand their use of project-based learning. Teachers also gain access to Intel's suite of online tools designed to involve students in 21st century higher-order thinking and problem solving. The current report focuses on the impact after the second year of implementation of the eMINTS program. It addresses the following research questions: (1) What is the impact of the eMINTS Comprehensive Program on the performance of Grades 7 and 8 students in mathematics and communication arts?; (2) What is the impact of the eMINTS Comprehensive Program on the 21st century skills, including communication, technology literacy, and critical thinking, of Grades 7 and 8 students?; and (3) What is the impact of the eMINTS Comprehensive Program on the academic engagement of Grades 7 and 8 students? The study focused on grade 7 and 8 students in 60 high-poverty rural Missouri schools. This study used a cluster randomized design that randomly assigned 60 high-poverty rural Missouri middle schools to one of three groups in Fall 2010 (Year 0). Estimated impacts after the second year of implementation on all student achievement outcomes--mathematics, communication arts, and 21st century skills--were not statistically significant. Impacts on student engagement are negative (with a 0.25 effect size) and statistically significant, indicating that student engagement was lower in eMINTS schools than in the control schools. A table is appended.
ED562508
The Impact of the "Enhancing Missouri's Instructional Networked Teaching Strategies" (eMINTS) Program on Student Achievement, 21st-Century Skills, and Academic Engagement--Second-Year Results
Society for Research on Educational Effectiveness
2015-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
6
ERIC
JAN2020
Yes
State Departments of Education
Educational Improvement
Performance
Organizational Effectiveness
Strategic Planning
Elementary Secondary Education
Public Education
Capacity Building
Evidence Based Practice
Educational Policy
Educational Research
Technical Assistance
Gross, Betheny, Ed.
Jochim, Ashley, Ed.
Reports - Descriptive
Massachusetts
Michigan
Tennessee
Massachusetts
Michigan
Tennessee
Edvance Research, Inc., Building State Capacity and Productivity Center (BSCP Center)
English
Elementary Secondary Education
"The SEA of the Future" is an education publication series examining how state education agencies can shift from a compliance to a performance-oriented organization through strategic planning and performance management tools to meet growing demands to support education reform while improving productivity. This volume, the fifth in the series, draws on the experiences of state agency staff from Massachusetts, Michigan, and Tennessee, as well as the work of the Regional Comprehensive Centers, to explore how state education agencies can bolster their ability to use research and data to drive key spending, policy, and program decisions. Volume 5 includes practical tools state agencies can use to assist with research and data. Following an introduction by Ashley Jochim, this report contains the following essays: (1) Better Policy through Research: Pursuing High-Impact Research in State Education Agencies (Carrie Conaway)--features a sample policy analyst job description and a research office organizational chart; (2) Making Research Matter for the SEA (Nathaniel Schwartz)--describes how to build a research team within the SEA, and provides a framework and practical guidance on how research fits in the policy cycle; (3) Building Productive Research Partnerships (Venessa Keesler)--includes a case study of a research partnership: the Michigan Consortium for Educational Research; and (4) Technical Assistance to Support Evidence-Based Policymaking: A Conversation with the Regional Comprehensive Centers (facilitated by Bethany Gross)--provides a sample blueprint for states looking to create a research office, and Comprehensive Center leaders Kathleen Dempsey, Caitlin Howley, and Paul Kohler discuss their experiences in building evidence-based policy. [For "The SEA of the Future: Leveraging Performance Management to Support School Improvement. Volume 1," see ED562516. For "The SEA of the Future: Prioritizing Productivity. Volume 2," see ED562514. For "The SEA of the Future: Building the Productivity Infrastructure. Volume 3," see ED562515. For "The SEA of the Future: Uncovering the Productivity Promise of Rural Education. Volume 4," see ED562510.]
ED562509
The SEA of the Future: Building Agency Capacity for Evidence-Based Policymaking. Volume 5
Building State Capacity and Productivity Center
2015-11-00
Office of Elementary and Secondary Education (ED)
Administrators
67
Building State Capacity and Productivity Center. Edvance Research, Inc. 9901 1H 10 West Suite 1000, San Antonio, TX 78230. Tel: 210-558-1902; e-mail: info@BSCPcenter.org; Web site: http://www.bscpcenter.org
N/A
2016
ERIC
JAN2020
S283B120042
Yes
State Departments of Education
Educational Improvement
Performance
Organizational Effectiveness
Strategic Planning
Elementary Secondary Education
Public Education
Rural Education
Productivity
Rural Schools
Technology Uses in Education
State School District Relationship
Special Education
Gross, Betheny, Ed.
Jochim, Ashley, Ed.
Reports - Descriptive
Edvance Research, Inc., Building State Capacity and Productivity Center (BSCP Center)
English
Elementary Secondary Education
"The SEA of the Future" is an education publication series examining how state education agencies can shift from a compliance to a performance-oriented organization through strategic planning and performance management tools to meet growing demands to support education reform while improving productivity. This is the fourth volume in the series. Like their urban counterparts, rural schools and districts are being asked to stretch their dollars further but with limited economies of scale, difficult teacher labor markets, and inadequate access to time and money-saving technologies. While rural schools and districts educate millions of American students, they do so with less support and attention than their urban and suburban counterparts. Regardless, there are examples of rural districts and schools that are innovating how they deliver services to students, recruit teachers, use technology, and serve special populations. This volume details those efforts, provides potential solutions to challenges, and compels state leaders to keep the unique needs of rural education in mind when crafting policies that are designed with urban and suburban districts in mind. Following an introduction by Betheny Gross and Ashley Jochim, this report contains the following essays: (1) States Could Do More for Rural Education (Paul T. Hill); (2) Promoting Productivity: Lessons from Rural Schools (Marguerite Roza); (3) How Technology Can Boost Productivity in Rural School Systems (Rural Education and Technology Consensus Panel); and (4) How States Can Help Rural LEAs Meet the Needs of Special Populations (Tessie Rose Bailey and Rebecca Zumeta). [For "The SEA of the Future: Leveraging Performance Management to Support School Improvement. Volume 1," see ED562516. For "The SEA of the Future: Prioritizing Productivity. Volume 2," see ED562514. For "The SEA of the Future: Building the Productivity Infrastructure. Volume 3," see ED562515. For "The SEA of the Future: Building Agency Capacity for Evidence-Based Policymaking. Volume 5," see ED562509.]
ED562510
The SEA of the Future: Uncovering the Productivity Promise of Rural Education. Volume 4
Building State Capacity and Productivity Center
2015-05-00
Office of Elementary and Secondary Education (ED)
60
Building State Capacity and Productivity Center. Edvance Research, Inc. 9901 1H 10 West Suite 1000, San Antonio, TX 78230. Tel: 210-558-1902; e-mail: info@BSCPcenter.org; Web site: http://www.bscpcenter.org
N/A
2016
ERIC
JAN2020
S283B120042
No
International Assessment
Educational Assessment
Data Collection
Comparative Analysis
Evaluation Methods
Developing Nations
Testing Programs
Program Implementation
Data Analysis
Information Utilization
Cognitive Tests
Surveys
Out of School Youth
Test Construction
Psychometrics
Test Items
Reading Tests
Mathematics Tests
Science Tests
Achievement Tests
Foreign Countries
Cresswell, John
Schwantner, Ursula
Waters, Charlotte
Reports - Research
Program for International Student Assessment
Trends in International Mathematics and Science Study
Progress in International Reading Literacy Study
Program for International Student Assessment
Progress in International Reading Literacy Study
Trends in International Mathematics and Science Study
ISSN-1990-8539
Organisation for Economic Cooperation and Development (OECD) (France)
World Bank
International Bank for Reconstruction and Development
English
This report reviews the major international and regional large-scale educational assessments, including international surveys, school-based surveys and household-based surveys. The report compares and contrasts the cognitive and contextual data collection instruments and implementation methods used by the different assessments in order to identify practices that are recognised as being effective. It also identifies assessment practices that are particularly likely to be useful for developing countries. The findings of this report are being used by the OECD to support its efforts to make PISA more relevant to a wider range of countries, and by the World Bank as part of its on-going dialogue with its client countries regarding participation in international large-scale assessments. The contents are as follows: Chapter 1. Overview: Lessons from international large-scale assessments in education; Chapter 2. Methodology for the review of international large-scale assessments in education; Chapter 3. Component skills and cognitive instruments used in educational assessments; Chapter 4. Contextual data collection instruments used in educational assessments; Chapter 5. Implementation procedures and approaches to including out-of-school children in educational assessments; Chapter 6. Analysis, reporting and use of data from international large-scale assessments in education. Also included are the Annexes: (1) General information about the international surveys reviewed and (2) Sample items from selected international assessments; (3) Sample items from selected international assessments; and (4) Overview tables of contextual data collection instruments. [This report was produced with the support of the World Bank through its Russia Education Aid for Development (READ) Trust Fund programme, as part of its contribution to the PISA for Development project. PISA for Development is an initiative of the OECD, development partners and participating countries that aims to identify how PISA can best support evidence-based policy making in emerging and developing economies and contribute to the UN-led definition of global learning goals for the post-2015 agenda.]
ED562511
A Review of International Large-Scale Assessments in Education: Assessing Component Skills and Collecting Contextual Data. PISA for Development
OECD Publishing
2015-12-00
978-92-64-24834-2
244
OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
N/A
http://dx.doi.org/10.1787/9789264248373-en
2016
287
As Provided
JAN2020
Yes
State Departments of Education
Educational Improvement
Performance
Organizational Effectiveness
Strategic Planning
Productivity
Government Role
Teacher Evaluation
Teacher Effectiveness
Teacher Retirement
Retirement Benefits
Elementary Secondary Education
Gross, Betheny, Ed.
Jochim, Ashley, Ed.
Reports - Evaluative
Edvance Research, Inc., Building State Capacity and Productivity Center (BSCP Center)
English
Elementary Secondary Education
"The SEA of the Future" is an education publication series examining how state education agencies can shift from a compliance to a performance-oriented organization through strategic planning and performance management tools to meet growing demands to support education reform while improving productivity. This volume, the second in the series, examines how state leaders, challenged with having to make decisions on how to use limited resources, are faced with an uneasy zero-sum game: every dollar they put into one program is a dollar not spent in another. When state education agency (SEA) chiefs suggest that public funds can be better spent, they are criticized, often unfairly. In short, leaders need to talk about how to better spend money in schools and districts; they need to prioritize productivity. Following an overview by Betheny Gross, this volume contains the following essays: (1) Leveraging Productivity for Progress: An Imperative for States (Marguerite Roza); (2) Getting Beyond the Data: The State Role in Fostering Continuous Improvement (Data Quality Campaign); (3) Next-Generation Teacher Evaluation Reform: Taking on Teacher Quality from the Statehouse (Betheny Gross and Ashley Jochim); and (4) Teacher Retirement Benefits: Defining a More Active Role for SEAs and Their Chiefs (Marguerite Roza and Michael Podgursky). [For "The SEA of the Future: Leveraging Performance Management to Support School Improvement. Volume 1," see ED562516. For "The SEA of the Future: Building the Productivity Infrastructure. Volume 3," see ED562515. For "The SEA of the Future: Uncovering the Productivity Promise of Rural Education. Volume 4," see ED562510. For "The SEA of the Future: Building Agency Capacity for Evidence-Based Policymaking. Volume 5," see ED562509.]
ED562514
The SEA of the Future: Prioritizing Productivity. Volume 2
Building State Capacity and Productivity Center
2013-11-00
Office of Elementary and Secondary Education (ED)
45
Building State Capacity and Productivity Center. Edvance Research, Inc. 9901 1H 10 West Suite 1000, San Antonio, TX 78230. Tel: 210-558-1902; e-mail: info@BSCPcenter.org; Web site: http://www.bscpcenter.org
N/A
2016
ERIC
JAN2020
S283B120042
Yes
State Departments of Education
Educational Improvement
Performance
Organizational Effectiveness
Strategic Planning
Productivity
Educational Innovation
School Districts
State School District Relationship
Educational Finance
Financial Support
Institutional Autonomy
State Aid
Information Systems
Elementary Secondary Education
Public Education
Gross, Betheny, Ed.
Jochim, Ashley, Ed.
Reports - Descriptive
Edvance Research, Inc., Building State Capacity and Productivity Center (BSCP Center)
English
Elementary Secondary Education
"The SEA of the Future" is an education publication series examining how state education agencies can shift from a compliance to a performance-oriented organization through strategic planning and performance management tools to meet growing demands to support education reform while improving productivity. This volume, the third in the series, introduces the "productivity infrastructure." The productivity infrastructure constitutes the building blocks for an SEA committed to supporting productivity, innovation, and performance--from the state chief to the classroom. Following an introduction by Betheny Gross, this volume contains the following essays: (1) How State Education Agencies Can Help Districts and Schools Become More Productive (Paul T. Hill); (2) Funding for Students' Sake: How to Stop Financing Tomorrow's Schools Based on Yesterday's Priorities (Larry Miller, Marguerite Roza, and Suzanne Simburg); (3) Accelerating Productivity through Autonomy (Kelly Hupfeld); and (4) A State Information System to Support Improvements in Productivity (Marguerite Roza). [For "The SEA of the Future: Leveraging Performance Management to Support School Improvement. Volume 1," see ED562516. For "The SEA of the Future: Prioritizing Productivity. Volume 2," see ED562514. For "The SEA of the Future: Uncovering the Productivity Promise of Rural Education. Volume 4," see ED562510. For "The SEA of the Future: Building Agency Capacity for Evidence-Based Policymaking. Volume 5," see ED562509.]
ED562515
The SEA of the Future: Building the Productivity Infrastructure. Volume 3
Building State Capacity and Productivity Center
2014-05-00
Office of Elementary and Secondary Education (ED)
49
Building State Capacity and Productivity Center. Edvance Research, Inc. 9901 1H 10 West Suite 1000, San Antonio, TX 78230. Tel: 210-558-1902; e-mail: info@BSCPcenter.org; Web site: http://www.bscpcenter.org
N/A
2016
ERIC
JAN2020
S283B120042
Yes
State Departments of Education
Educational Improvement
Performance
Organizational Effectiveness
Strategic Planning
Elementary Secondary Education
Public Education
Resource Allocation
State Officials
Legislators
State School District Relationship
Gross, Betheny, Ed.
Jochim, Ashley, Ed.
Reports - Descriptive
Edvance Research, Inc., Building State Capacity and Productivity Center (BSCP Center)
English
Elementary Secondary Education
"The SEA of the Future" is an education publication series examining how state education agencies can shift from a compliance to a performance-oriented organization through strategic planning and performance management tools to meet growing demands to support education reform while improving productivity. This inaugural edition of "The SEA of the Future" examines how SEAs can better manage their relationships with districts and schools, identifies strategies for aligning resources with goals, and considers how outsiders--governors, legislators, philanthropies, and reform advocates--can support the transition. The following essays provide the basis of this examination: (1) Building a Better System of Support (Sam Redding); (2) Doing More with Less: Three Strategies for Improved Resource Alignment (Patrick Murphy and Ashley Jochim); and (3) Where to Start? What Governors, Legislators, and Others Can Do (Paul Hill). Individual essays contain references. [For "The SEA of the Future: Prioritizing Productivity. Volume 2," see ED562514. For "The SEA of the Future: Building the Productivity Infrastructure. Volume 3," see ED562515. For "The SEA of the Future: Uncovering the Productivity Promise of Rural Education. Volume 4," see ED562510. For "The SEA of the Future: Building Agency Capacity for Evidence-Based Policymaking. Volume 5," see ED562509.]
ED562516
The SEA of the Future: Leveraging Performance Management to Support School Improvement. Volume 1
Building State Capacity and Productivity Center
2013-05-00
Office of Elementary and Secondary Education (ED)
42
Building State Capacity and Productivity Center. Edvance Research, Inc. 9901 1H 10 West Suite 1000, San Antonio, TX 78230. Tel: 210-558-1902; e-mail: info@BSCPcenter.org; Web site: http://www.bscpcenter.org
N/A
2016
ERIC
JAN2020
S283B120042
No
Technology Uses in Education
Educational Technology
Technology Integration
Misconceptions
Costs
Access to Computers
Academic Achievement
Achievement Gains
Attention
Renwick, Matt
Books
Reports - Descriptive
ASCD
English
What's keeping your school behind the technology curve? Is it a fear of the unfamiliar? Expenses? Or some other myth? Have you considered how students with special needs or students learning a second language may benefit from using digital tools? If you've fallen for the perception that technology is too expensive, unnecessary for real learning, or a distraction in the classroom, then you need this book. You use technology in your job. Why not help your students use it in theirs? Educator Matt Renwick debunks five common myths about technology and helps you consider how to fund and manage the devices and create a supportive, schoolwide program. Renwick uses his school's experiences and examples as a foundation to explain how you can assess and answer your students' technology needs in terms of access, purpose, and audience--and why you and your school cannot afford to keep students from using technology in their education. This book contains the following chapters: (1) Technology: Necessary or nice?; (2) Myth 1: Technology is easy to learn and use; (3) Myth 2: Technology is expensive; (4) Myth 3: Technology should be in the hands of every student; (5) Myth 4: Technology improves student learning; (6) Myth 5: Technology is a distraction; and (7) Encore.
ED562517
5 Myths about Classroom Technology: How Do We Integrate Digital Tools to Truly Enhance Learning?
ASCD
2015-00-00
978-1-4166-2127-0
Teachers
56
ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
N/A
http://www.ascd.org/Publications/Books/Overview/Five-Myths-About-Classroom-Technology.aspx
2016
20
ERIC
JAN2020
Yes
Access to Education
Graduation
Higher Education
Academic Achievement
Student Financial Aid
Work Study Programs
Federal Programs
Federal Aid
Mayer, Alexander K.
Richburg-Hayes, Lashawn
Diamond, John
Legal/Legislative/Regulatory Materials
Reports - Descriptive
Pell Grant Program
Pell Grant Program
MDRC
English
Higher Education
Postsecondary Education
MDRC is pleased to provide testimony on college access and completion to the Advisory Committee on Student Financial Assistance. Access to college has increased substantially over the last 50 years, but student success--defined as the combination of academic success and degree or certificate completion--has not kept pace. Student success, moreover, generally correlates with students' financial resources: Students from high-income families attend and complete college at higher rates than low-income students. It is challenging to determine whether financial aid does in fact improve student success, because the factors associated with financial need, such as low family income, are also associated with a lack of academic success, making it difficult to isolate the effect of additional financial aid on student achievement. The authors recommend encouraging financial aid innovation paired with evaluation research, especially randomized controlled trials. This testimony focuses on: (1) Year-round financial aid: The authors describe existing research that suggests year-round financial aid could improve access and completion. They also describe strategies to test such a change rigorously before implementing it more broadly. (2) Federal Work-Study and satisfactory academic progress requirements: The authors briefly describe two other innovations that could help improve access and completion, namely, retargeting and realigning Federal Work-Study and restructuring the notification of "satisfactory academic progress" (SAP) requirements in the Pell Grant program. (3) Clarifying opportunities for innovation: The Department of Education could grant waivers more readily if innovations were paired with evaluation research and could clarify where institutions currently have flexibility that does not require a waiver. Financial aid is an important tool with great potential to improve academic success and postsecondary completion, but there is much to learn about whether new innovations will prove effective. A growing body of work, however, demonstrates that randomized controlled trials--the most reliable method to determine a program or policy's effectiveness--can be effectively applied to financial aid programs to inform policy. Using this type of rigorous evaluation is critical to ensuring that new innovations in the financial aid system are effective, before investments are made to extend new practices more broadly.
ED562518
Promoting Innovation to Improve College Access and Completion: Testimony Submitted to the Advisory Committee on Student Financial Assistance
MDRC
2015-09-11
6
MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
N/A
2016
ERIC
JAN2020
Yes
Outcomes of Education
Education Work Relationship
Economic Climate
Labor Market
Longitudinal Studies
Case Studies
Income
Educational Attainment
Employment
College Graduates
High School Graduates
Human Capital
Belfield, Clive
Reports - Research
Numerical/Quantitative Data
Arkansas
Arkansas
Center for Analysis of Postsecondary Education and Employment (CAPSEE)
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The Great Recession was one of the sharpest economic downturns of the past century, with significant impacts across the U.S. labor market. Over past decades, one key feature of the U.S. labor market has been the high and stable returns to education. In this paper I estimate the returns to education for large samples of young workers in Arkansas over the period before, during, and after the Great Recession. I use linked education and Unemployment Insurance earnings data on almost 1 million individuals within the state. From both cross-sectional and longitudinal analysis, I find very modest effects of the Great Recession on the earnings gaps of workers with different levels of education. Over the period 2001 to 2012, there were large and stable returns to postsecondary education relative to high school completion, and these gaps were largely unaffected by the Great Recession. I do find employment shocks that differ by education level: for persons without a college education, employment shocks were stronger and they persisted beyond the end of the recession. Adjusting for these employment shocks, earnings gaps by education level increased over the period after 2007. I also find evidence that those who graduated from college during the Great Recession gained less than those who graduated before 2007. As with earlier recessions, postsecondary education served as an effective buffer against labor market shocks. The following are appended: (1) Tables; and (2) Figures.
ED562519
Weathering the Great Recession with Human Capital? Evidence on Labor Market Returns to Education from Arkansas. A CAPSEE Working Paper
Center for Analysis of Postsecondary Education and Employment
2015-11-00
Institute of Education Sciences (ED)
44
Center for Analysis of Postsecondary Education and Employment. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212.678.3091; e-mail: capsee@columbia.edu; Web site: http://capseecenter.org
N/A
2016
31
As Provided
JAN2020
Yes
R305C110011
Yes
Educational Research
Partnerships in Education
College Readiness
Community Colleges
Remedial Reading
English Instruction
Remedial Instruction
Two Year College Students
Standardized Tests
Writing Tests
Self Concept Measures
Questionnaires
Reading Skills
Writing Skills
Self Efficacy
Correlation
Regression (Statistics)
Teacher Attitudes
College Faculty
Mixed Methods Research
Interviews
Perin, Dolores
Raufman, Julia
Kalamkarian, Hoori Santikian
Reports - Research
United States (South)
Nelson Denny Reading Tests
Woodcock Johnson Tests of Achievement
Flesch Kincaid Grade Level Formula
Flesch Kincaid Grade Level Formula
Nelson Denny Reading Tests
Woodcock Johnson Tests of Achievement
Columbia University, Community College Research Center
English
Two Year Colleges
Higher Education
Postsecondary Education
This paper reports findings from a researcher-practitioner partnership that assessed the readiness for postsecondary reading and writing demands of 211 students in developmental reading and English courses in two community colleges. An assessment battery was designed for the study, comprising two standardized tests and five projectdeveloped tasks. The project-developed measures were two text-based writing tasks similar to those typically assigned in college classrooms (a summarization task and a persuasive essay), a self-efficacy scale, a teacher judgment questionnaire, and a qualitative student retrospective report. The text-based writing measures were keyed to high-enrollment, introductory-level general education courses that had significant literacy demands. The results pointed to areas where students needed improvement in order to be ready for literacy tasks at the introductory postsecondary level. There was a discrepancy between the relatively low reading and writing skills as assessed through performance tasks and relatively high student self-efficacy ratings and teacher judgments. This finding suggests the possibility of an unrealistic amount of confidence in students' ability to perform college-level reading and writing tasks. Correlations between assessment measures tended to be moderate, suggesting that the measures were tapping different skills. A series of hierarchical regressions modeling the text-based writing skills suggested that improvement in text-based summarization may require particular attention to reading comprehension skills, while improvement in text-based persuasive essay writing may depend more on developing general writing skills. Students' retrospective reports indicated that although participants had some difficulty stating the requirements of the summarization task, they described appropriate strategies to complete it. Overall, the study's findings point to the need to examine approaches to instruction, curriculum, course structure, and placement policy that may improve students' college readiness. The following are appended: (1) Examples of Student Writing; and (2) Student Self-Efficacy Ratings and Teacher Judgments.
ED562521
Developmental Reading and English Assessment in a Researcher-Practitioner Partnership. CCRC Working Paper No. 85
Community College Research Center, Teachers College, Columbia University
2015-12-00
Bill and Melinda Gates Foundation
86
Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://www.tc.columbia.edu/ccrc
N/A
2016
135
As Provided
JAN2020
No
Data
Decision Making
Student Evaluation
Data Analysis
Academic Achievement
Information Utilization
Models
Data Interpretation
Accountability
Benchmarking
Formative Evaluation
Grades (Scholastic)
Brookhart, Susan M.
Books
Reports - Descriptive
ASCD
English
In this book, best-selling author Susan M. Brookhart helps teachers and administrators understand the critical elements and nuances of assessment data and how that information can best be used to inform improvement efforts in the school or district. Readers will learn: (1) What different kinds of data can--and cannot--tell us about student learning; (2) What different analyses reveal about changes in student achievement; (3) How to interpret, use, and share relevant data; and (4) How to create a model to go from problem to solution in a data-based decision-making process. With easy-to-understand explanations, supplemented by examples and scenarios from actual schools, this book offers a path to better understanding, more accurate interpretation of assessment results, and--most important--more effective use of data to improve teaching and learning. Following an Acknowledgments section this book contains the following chapters: (1) An Introduction to Different Kinds of Data; (2) Large-Scale Accountability Assessments; (3) Interim/Benchmark Assessments and Common Formative Assessments; (4) Classroom Grades; (5) Classroom Formative Assessment Strategies; (6) Putting It All Together: Basing Decisions on Data; (7) But Did They Learn Anything? Evaluating the Results of Your Decisions; and (8) Different Kinds of Data. The following are appended: (1) Related ASCD Resources: Student Assessment and Data; and (2) An ASCD Study Guide for How to Make Decisions with Different Kinds of Student Assessment Data.
ED562522
How to Make Decisions with Different Kinds of Student Assessment Data
ASCD
2015-12-00
978-1-4166-2103-4
Teachers
Administrators
140
ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
N/A
http://www.ascd.org/Publications/Books/Overview/How-To-Make-Decisions-With-Different-Kinds-of-Student-Assessment-data.aspx
2016
67
As Provided
JAN2020
Yes
Academic Achievement
Educational Improvement
Grants
Educational Finance
Federal Legislation
Federal Aid
Regression (Statistics)
Monte Carlo Methods
Disadvantaged Schools
Deke, John
Dragoset, Lisa
Reports - Research
American Recovery and Reinvestment Act 2009
American Recovery and Reinvestment Act 2009
Society for Research on Educational Effectiveness (SREE)
English
Does receipt of School Improvement Grants (SIG) funding to implement a school intervention model have an impact on outcomes for low-performing schools? This study answers this question using a regression discontinuity design (RDD) that exploits cutoff values on the continuous variables used to define SIG eligibility tiers, comparing outcomes in schools that just met the eligibility criteria to outcomes in schools that just missed the eligibility cutoff (while controlling for the variable used to determine tier assignment). The sample includes 1,100 low-performing schools in about 60 districts in 21 states and the District of Columbia (DC). Using student-level data, researchers assess whether SIG affected student mobility, and calculate "mobility-robust" impacts using students slated to attend study schools in the implementation year based on the school they attended the prior year. This approach yields impacts on student achievement that are not conflated with impacts on student mobility. For comparison, researchers also calculate "place-based" impacts using students who attended study schools in the implementation year. Education researchers can benefit from this large-scale RDD that tackles a host of methodological issues simultaneously (including multiple sites, multiple assignment variables, fuzziness, clustering of individuals within schools, and standard errors that take into account the bandwidth selection method). Findings and conclusions will be presented in a future Institute of Education Sciences (IES) report. Tables and exhibits are appended.
ED562523
The Impact of School Improvement Grants on Achievement: Plans for a National Evaluation Using a Regression Discontinuity Design
Society for Research on Educational Effectiveness
2015-00-00
Institute of Education Sciences (ED)
Researchers
15
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
7
ERIC
JAN2020
Yes
Yes
Educational Environment
Interpersonal Relationship
Academic Achievement
School Activities
Elementary School Students
Grade 3
Social Development
Emotional Development
Values Education
Elementary School Teachers
Learner Engagement
Student Motivation
Grade 5
Longitudinal Studies
Hierarchical Linear Modeling
Berg, Juliette K.
Aber, J. Lawrence
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
Grade 5
Intermediate Grades
Middle Schools
A positive school climate is characterized by a supportive, orderly, and fair interpersonal climate. Children's perceptions of interpersonal climate and school safety are associated with several academic and behavioral adjustment outcomes. The current study has two goals: (1) to better understand the contribution of school interpersonal climate to children's school success; and (2) to examine whether the impact of the whole-school implementation of social and character development (SACD) programs are moderated by interpersonal climate. The study asks: (1) Is there a direct relationship between school interpersonal climate at the start of 3rd grade as perceived by children and teachers and modeled at the individual and school levels and children's school engagement and academic competence/motivation at the end of 5th grade?; (2) Do school-aggregated child and teacher perceptions of interpersonal climate moderate the relationship between children's individual perceptions of climate and the outcomes?; (3) Is there an impact of SACD programs on engagement and academic competence?; and (4) Do school-aggregated child and teacher perceptions of interpersonal climate moderate the impact of SACD programs on school engagement and academic competence? This study used data from a three-year, multi-site, school-randomized evaluation of Social and Character Development (SACD) Programs in 83 elementary schools in 7 sites and 6 states funded by the Institute of Education Sciences (IES) and Centers for Disease Control. The child sample consisted of 4,245 children in 320 classrooms at baseline. In each site, a research team randomized 10 to 18 schools to the business-as-usual approach to implement the SACD program. The randomization employed a matched pair design with stratified sampling. As part of the evaluation, a common set of student outcomes including social and emotional competence, behavior, academics, and perceptions of school climate were collected across sites. Data included survey data from students, primary caregivers, teachers, and interview responses from principals. In addition, each site collected its own set of site-specific data. Three-level hierarchical linear modeling with fixed effects in which children were nested in teachers and schools was used to account for the multilevel nature of the data. Findings reveal that: (1) children who experienced a lack of community were less engaged and had more difficulty academically; (2) teachers' perceptions of support and safety in school were also related to academic outcomes; (3) cross-level interaction pointed to the importance of considering the fit between the child and the school environment--children who had a good fit (i.e., perceived a more negative climate in the context of a school with a more negative climate) actually reported being more engaged, compared to children who had a poor fit (i.e., perceived a negative climate in the context of a less negative climate); and (4) SACD programs did not directly improve academic outcomes. Limitations of this study include low intraclass correlations and reliabilities at the school levels for the study outcomes, suggesting low power to detect group-level effects. Tables and figures are appended. [For the IES NCER report on SACD Programs that provided data for this study, see ED512329.]
ED562524
The Direct and Moderating Role of School Interpersonal Climate on Children's Academic Outcomes in the Context of Whole-School, Social-Emotional Learning Programs
Society for Research on Educational Effectiveness
2015-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
22
ERIC
JAN2020
No
Foreign Countries
Educational Resources
Educational Finance
Human Resources
Educational Facilities
Elementary Secondary Education
Financial Support
Educational Policy
Governance
Nusche, Deborah
Miron, Gary
Santiago, Paulo
Teese, Richard
Reports - Evaluative
Belgium
Belgium
ISSN-2413-4333
Organisation for Economic Cooperation and Development (OECD) (France)
English
Elementary Secondary Education
This report for the Flemish Community of Belgium forms part of the Organisation for Economic Cooperation and Development (OECD) Review of Policies to Improve the Effectiveness of Resource Use in Schools and explores how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education. This report considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources such as learning time. The policy recommendations attempt to build on and strengthen reforms that are already underway in the Flemish Community of Belgium. This report contains four chapters and respective annexes as follows: Chapter 1: School Education in the Flemish Community of Belgium; Chapter 2: Funding of School Education in the Flemish Community of Belgium and Annexes: (1) Funding flows in the Flemish Community of Belgium; (2) Calculation of the Operating Grant for a Sample Elementary School; and (3) Calculation of Staffing Hours and ICT Points for a Sample Secondary School; Chapter 3: Provision of School Places in the Flemish Community of Belgium; and Chapter 4. The Teaching Workforce in the Flemish Community of Belgium, and Annexes: (1) Number of School Staff, by Level, Type of Education and School Network, 2008, 2011, 2014; (2) Main Features of the Teaching Profession: Initial Education, Employment Status and Teacher Evaluation. The report concludes with additional annexes: (1) The OECD Review of Policies to Improve the Effectiveness of Resource Use in School; (2) Composition of the Review Team; and (3) Visit Programme. (Individual chapters also contain notes.)
ED562525
OECD Reviews of School Resources: Flemish Community of Belgium
OECD Publishing
2015-12-00
978-92-64-24758-1
182
OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
N/A
http://dx.doi.org/10.1787/9789264247598-en
2016
152
ERIC
JAN2020
Yes
Academic Achievement
Standardized Tests
Accountability
State Legislation
Educational Legislation
Educational Policy
State Policy
Progress Monitoring
Educational Quality
Federal Legislation
Scores
Value Added Models
Measurement Objectives
Bias
Testing Problems
Intervention
School Size
Alternative Assessment
Polikoff, Morgan S.
McEachin, Andrew
Reports - Descriptive
California
No Child Left Behind Act 2001
California
No Child Left Behind Act 2001
Policy Analysis for California Education (PACE)
English
The Academic Performance Index (API) is the centerpiece of California's state assessment and accountability system. With the recent passage of SB1458 and the pending reauthorization of both state and federal accountability legislation, there is now an unprecedented opportunity to improve the API for next generation accountability in California. In this policy brief Morgan S. Polikoff and Andrew McEachin draw on their own previous work and more than a decade's worth of research on effective accountability policy design to describe the lessons that have been learned and to propose policy changes that would improve the API. The research literature on accountability systems has produced a number of key findings with regard to API and API-like measures of school performance. For instance, the API is heavily influenced by student demographics, as are other status measures of achievement. Year-to-year changes in API, often heralded by schools and the media, are highly unstable and do not reflect sustained improvement. The API is biased against small schools and high schools and in favor of larger schools and elementary schools. Perhaps most importantly, the API is too narrowly focused on test-based measures of performance. Fortunately, many of these problems are relatively simple to fix, as the operation of current accountability systems in other states and some school districts has made clear. The authors conclude with a number of recommendations for improving the API, including a) tracking the achievement of individual students across years; b) using multiple years of school-level data to measure growth in achievement; c) incorporating both growth and levels of achievement in identifying schools for intervention/support; and d) exploring alternative measures of school performance. While these solutions will not solve all of California's educational problems, they will certainly help make our state's assessment and accountability systems more effective in determining where to target improvement efforts.
ED562526
Fixing the Academic Performance Index. Policy Brief 13-1
Policy Analysis for California Education, PACE
2013-01-00
California Education Policy Fund (CEPF)
Dirk and Charlene Kabcenell Foundation
James Irvine Foundation
Stuart Foundation
12
Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail: pace@berkeley.edu; Web site: http://www.edpolicyinca.org
N/A
2016
7
As Provided
JAN2020
Yes
Teacher Effectiveness
Value Added Models
Observation
Student Surveys
Validity
Randomized Controlled Trials
Elementary School Teachers
Grade 4
Grade 5
Bacher-Hicks, Andrew
Chin, Mark
Kane, Thomas J.
Staiger, Douglas O.
Reports - Research
United States (East)
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Policy changes from the past decade have resulted in a growing interest in identifying effective teachers and their characteristics. This study is the third study to use data from a randomized experiment to test the validity of measures of teacher effectiveness. The authors collected effectiveness measures across three school years from three broad areas: value-added, classroom observation, and student surveys. In the first two years, they collected non-experimental estimates of these measures and, in the third year, they designed a randomized experiment to test the validity of these estimates. Using these data, they answer two questions: (1) Does a combination of these three distinct non-experimental measures identify teachers who, on average, produce higher student achievement gains following random assignment?; and (2) Does the magnitude of the gains correspond with what we would have predicted based on their non-experimental estimates of effectiveness? The analysis sample consisted of 66 fourth- and fifth-grade teachers from four large East coast school districts in the 2010-2011 through 2012-2013 school years. To answer the research questions, the authors first constructed the best linear combination of non-experimental student test score, survey, and classroom observation data from the first two years of the study (2010-11 and 2011-12) to predict teachers' average contribution to student growth on state standardized math tests another year. They used these predicted outcomes as their non-experimental estimates of teachers' contributions to student test score growth in 2012-13. Then, they examined actual student growth in 2012-13 (the third year of the study in which re randomly assigned students to teachers) and compared their non-experimental prediction of growth to actual growth. Tables are appended.
ED562533
Validating Components of Teacher Effectiveness: A Random Assignment Study of Value-Added, Observation, and Survey Scores
Society for Research on Educational Effectiveness
2015-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
15
ERIC
JAN2020
Yes
Foreign Countries
Child Development
Grants
Young Children
Randomized Controlled Trials
Longitudinal Studies
Financial Support
Program Effectiveness
Surveys
Seidenfeld, David
Prencipe, Leah
Handa, Sudhanshu
Hawkinson, Laura
Reports - Research
Zambia
Zambia
Society for Research on Educational Effectiveness (SREE)
English
Little research has been conducted on unconditional cash transfers (UCTs) despite their growing prevalence in Africa, including South Africa, Zambia, Zimbabwe, Kenya, Malawi, Lesotho, and Uganda. In this study, researchers implemented a randomized control trial with over 2,500 households to investigate the impact of Africa's child grant program on a range of protective and productive outcomes. The participants include over 3,000 children aged 3-7, one of the largest longitudinal samples of young children in a cash transfer evaluation, which allows researchers to estimate effects of the program on early childhood development (ECD) outcomes. The study includes a number of ECD indicators such as availability of learning materials, adult support for learning and school readiness, non-adult care, and pre-school attendance, with this study being the first time these indicators are studied in an evaluation of a cash transfer program in Africa. Researchers selected ECD indicators from UNICEF's Multiple Indicator Cluster Survey (MICS). Program impacts on individuals and households are estimated using a differences-in-differences (DD) statistical model that compares change in outcomes between baseline and follow-up, and between treatment and control groups. Findings reveal that the program increases the number of households with three or more books by 1.5 percentage points, from 1.5 percent of households to three percent of households. This effect holds for all subgroups except for small households. Children who grow up in households where books are available are likely to receive, on average, three more years of schooling than children from homes with no books. This relationship holds regardless of a caregiver's level of education, occupation or class, and it applies to rich and poor countries alike. However, the program has no effect on those who do not own any books prior to receiving the grant. For the full sample, the CGP impacts the child's ability to follow directions by 10.5 percentage points, with 65 percent of children in beneficiary households following directions. This study suggests that there is reason to believe that UCTs can affect early child development, and that more research should pursue this line of inquiry.
ED562535
The Impact of an Unconditional Cash Transfer on Early Child Development: The Zambia Child Grant Program
Society for Research on Educational Effectiveness
2015-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
ERIC
JAN2020
Yes
Foreign Countries
Merit Pay
Teacher Salaries
Developing Nations
Academic Achievement
Correlation
Outcomes of Education
Grade 6
Elementary School Students
Elementary School Teachers
Mathematics Teachers
Control Groups
Experimental Groups
Comparative Analysis
Incentives
Administrators
Administrator Surveys
Student Surveys
Teacher Surveys
Statistical Significance
Teacher Behavior
Loyalka, Prashant
Sylvia, Sean
Liu, Chengfang
Chu, James
Rozelle, Scott
Reports - Research
China (Gansu Province)
China (Shaanxi Province)
China
Society for Research on Educational Effectiveness (SREE)
English
Grade 6
Intermediate Grades
Middle Schools
Elementary Education
Growing evidence suggests that teachers in developing countries often have weak or misaligned incentives for improving student outcomes. In response, policymakers and researchers have proposed performance pay as a way to improve student outcomes by tying concrete measures like achievement scores to teacher pay. While evidence from randomized experiments generally indicates that performance pay programs are effective at improving student achievement in developing countries, there has been considerable variation in how much these programs affect student achievement. The goals of this study are to: (1) examine the impacts of different teacher performance pay designs on student achievement, both for the average student and for students across the baseline achievement distribution; and (2) examine the mechanisms through which different teacher performance pay designs affect student achievement (for the average student and for students across the baseline achievement distribution). The sample includes a total of 8,892 students and their grade 6 mathematics teachers from 216 schools from 16 nationally-designated "poverty" counties in Yulin Prefecture (Shaanxi Province) and Tianshi Prefecture (Gansu Province) in rural, northwest China. To test the impacts of the different teacher performance pay designs, researchers designed a cluster-randomized controlled trial. In this trial, schools were randomly allocated to 4 different treatment arms: (1) control--no teacher incentive pay; (2) levels incentive--performance pay contract stipulating rewards based on student achievement levels on endline tests; (3) gains incentive--performance pay contract based on student achievement gains from baseline and endline tests; and (4) pay-for-percentile incentive--performance pay contract stipulating rewards based on student growth percentiles. Surveys were used to collect information from the students, teachers, and school administrators. Findings reveal that: (1) Only "pay-for-percentile" incentives had a positive, statistically significant impact on average student achievement; (2) Teacher incentives based on "levels" or "gains" were ineffective; (3) "Gains" incentives led teachers to only focus on certain types of students, which led to negligible learning (on average) across all students; and (4) Pay-for-percentile incentives led to score gains across all students (on average). The results of this study may have important implications for how Teacher Performance Pay Policy can be implemented in China and in other developing countries.
ED562536
Teaching to the Tails: Teacher Performance Pay and the Distribution of Student Achievement
Society for Research on Educational Effectiveness
2015-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
20
ERIC
JAN2020
Yes
Student Personnel Services
Higher Education
School Safety
Violence
Sexual Abuse
Sexual Harassment
Weapons
State Legislation
Law Enforcement
Lawyers
State Policy
Morse, Andrew
Sponsler, Brian A.
Fulton, Mary
Reports - Evaluative
United States
United States
NASPA - Student Affairs Administrators in Higher Education
Education Commission of the States
English
Higher Education
Postsecondary Education
NASPA--Student Affairs Administrators in Higher Education and Education Commission of the States (ECS) have partnered to address legislative developments and offer considerations for leaders in higher education and policy on two top-level safety issues facing the higher education community: campus sexual violence and guns on campus. The first in a series jointly released by NASPA and ECS, this publication looks at recent state legislation on campus sexual violence. By offering in-depth analyses of state legislation and framing key issues and considerations for leaders in higher education and policy across the states, NASPA and ECS look to support constructive dialogue toward effective action on campus safety. The following are appended: (1) State Legislation in the Four Primary Policy Areas: Enacted, 2013-2015; and (2) Four Primary Policy Areas by State: Legislation that Died or Was Vetoed, 2013-2015. A list of NASPA resources on campus sexual violence law and policy is included.
ED562539
State Legislative Developments on Campus Sexual Violence: Issues in the Context of Safety
NASPA - Student Affairs Administrators in Higher Education
2015-12-00
20
NASPA - Student Affairs Administrators in Higher Education. 1875 Connecticut Avenue NW Suite 418, Washington, DC 20009. Tel: 202-265-7500; Fax: 202-797-1157; Web site: http://www.naspa.org
N/A
https://www.naspa.org/images/uploads/main/ECS_NASPA_BRIEF_DOWNLOAD3.pdf
2016
13
As Provided
JAN2020
Yes
Educational Finance
Budgets
Funding Formulas
School Districts
Long Range Planning
Educational Improvement
Common Core State Standards
Expenditures
Time
Community Involvement
Information Systems
Technology Uses in Education
Professional Development
Teacher Recruitment
Elementary Secondary Education
Reports - Descriptive
California
California
Policy Analysis for California Education (PACE)
English
Elementary Secondary Education
After years of painful budget cuts, new revenues will begin to flow to California school districts in 2014. Thanks to the voters' approval of Proposition 30 and the adoption of the Local Control Funding Formula (LCFF), nearly all districts can expect budget increases over the next several years. In this report PACE offers guidance on research-based strategies for LCFF implementation. They begin with three key principles that must guide any long-term strategy for improvement in California's education system. PACE then identifies four key areas for the investment of new resources where research suggests that additional spending can produce real gains in the performance of schools and students.
ED562541
2020 Vision: Rethinking Budget Priorities under the LCFF
Policy Analysis for California Education, PACE
2014-04-00
Bill and Melinda Gates Foundation
6
Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail: pace@berkeley.edu; Web site: http://www.edpolicyinca.org
N/A
2016
ERIC
JAN2020
Yes
Finance Reform
Educational Finance
Educational Objectives
Career Readiness
College Readiness
Policy Analysis
Educational Policy
State Policy
Funding Formulas
School District Autonomy
Student Needs
Accountability
Academic Persistence
Incentives
Resource Allocation
Government Role
State Government
Perry, Mary
Reports - Evaluative
California
California
Policy Analysis for California Education (PACE)
English
For decades, when California's state leaders have wanted to see local school districts respond to shifts in policy and expectations they relied on the state-controlled school finance system to leverage local change. Through the use of categorical programs and earmarked funding, they created incentives for districts that complied and penalties for those that did not. The result: a school finance system that has been roundly criticized as irrational, inequitable, excessively complicated, overly centralized, and inefficient at allocating resources. In 2012, Governor Jerry Brown proposed to transform California's school finance policies by introducing a new funding formula that would give local districts more control over their funding and provide additional funds to school districts based on student need. Despite broad consensus that school finance reform is needed the Legislature declined to act on the Governor's proposal. As the 2013 legislative session begins, the governor is once again proposing K-12 finance reform. In broad strokes, his proposed Local Control Funding Formula would provide a uniform base amount for each student a school district serves, adjusted by grade span, and with extra funding based on student needs. (See box below.) Intended both to simplify the state's approach to school district funding and to give more control and flexibility to local education leaders, the proposal raises a number of challenging questions that are examined in this report: (1) How can the state balance its need to create a school finance system that is more rational and transparent with its interest in better results for all students?; (2) Is it possible to provide funding with few or no strings attached and still have meaningful incentives and accountability systems that result in improved local educational practices and student outcomes?; and (3) What changes in how state policymakers allocate funds to local education agencies would most effectively further their aspirational goals for schools?
ED562542
School Finance Reform: Can It Support California's College- and Career-Ready Goal? Report 2
Policy Analysis for California Education, PACE
2013-02-00
8
Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail: pace@berkeley.edu; Web site: http://www.edpolicyinca.org
N/A
2016
8
ERIC
JAN2020
Yes
English Language Learners
Educational Opportunities
Outcomes of Education
Educational Policy
Educational Practices
College School Cooperation
Partnerships in Education
Classification
Data Collection
Information Utilization
Access to Education
Core Curriculum
Bilingual Education
Teacher Education
Elementary Secondary Education
Umansky, Ilana M.
Reardon, Sean F.
Hakuta, Kenji
Thompson, Karen D.
Estrada, Peggy
Hayes, Katherine
Maldonado, Hilda
Tandberg, Susan
Goldenberg, Claude
Reports - Research
California
California
Policy Analysis for California Education (PACE)
English
Higher Education
Postsecondary Education
Elementary Secondary Education
Recent policy changes in California's education system have opened up a unique opportunity to improve educational opportunities for the state's 1.4 million English learner students (ELs). The implementation of new state standards including new English Language Development standards will require major changes in teaching and learning for all students including ELs, while the Local Control Funding Formula gives districts that educate large numbers of ELs additional resources to improve the services that they provide. To take full advantage of these opportunities policymakers and educators should rely on the best available evidence to shape state and district policies and to inform classroom instructional practice for EL students. In this policy brief, Ilana Umansky and her co-authors review research findings from three university-school district research partnerships and present recommendations for changes in policy and practice to expand opportunities for EL students. They draw three main conclusions. First, California must improve the ways in which students who need language supports are classified and reclassified, in order to improve alignment across districts in the state, and alignment between classification and services. Second, state and local officials must become more systematic in how data on ELs are collected and used, by tracking students' progress over longer time periods and by including all students who were ever ELs in accountability metrics. Finally, and most importantly, the state must improve ELs' educational opportunities in school by expanding access to core content, bilingual instruction, and well-prepared teachers. Changes along these lines would not necessarily require large new investments, but they could yield substantial benefits for large numbers of California students.
ED562543
Improving the Opportunities and Outcomes of California's Students Learning English: Findings from School District-University Collaborative Partnerships. Policy Brief 15-1
Policy Analysis for California Education, PACE
2015-10-00
Institute of Education Sciences (ED)
California Education Policy Fund (CEPF)
Dirk and Charlene Kabcenell Foundation
Noyce Foundation
Stuart Foundation
Silver Giving Foundation
S.H. Cowell Foundation
William T. Grant Foundation
16
Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail: pace@berkeley.edu; Web site: http://www.edpolicyinca.org
N/A
2016
36
As Provided
JAN2020
Yes
R305A110670
R305A110512
Yes
Likert Scales
Test Reliability
Test Items
Undergraduate Students
Student Attitudes
Foreign Countries
Gul, Showkeen Bilal Ahmad
Qasem, Mamun Ali Naji
Bhat, Mehraj Ahmad
Journal Articles
Reports - Research
Saudi Arabia
Saudi Arabia
ISSN-2278-2435
English
Higher Education
Postsecondary Education
In this paper an attempt was made to analyze the effect of items direction (positive or negative) on the Alpha Cronbach reliability coefficient and the Split Half reliability coefficient in Likert scale. The descriptive survey research method was used for the study and sample of 510 undergraduate students were selected by used random sampling technique. A scale developed by Sobhei Hamdan & Mohammed Jehad (2007) was used by the investigator to access attitude of students towards undergraduate study. The findings of the study revealed that: (1) there is no effect of items direction (positive, negative, half positive and half negative and randomly) on the Alpha Cronbach reliability coefficients in Likert scale, and (2) the results also indicated that there is no effect of items direction (positive, negative, half positive and half negative and randomly) on the Spilt Half reliability coefficients in Likert scale.
ED562545
Effect of Items Direction (Positive or Negative) on the Reliability in Likert Scale. Paper-11
Online Submission
Education India Journal v4 n4 p187-200 Nov 2015
2015-11-00
14
N/A
2016
35
As Provided
JAN2020
Yes
Foreign Countries
Curriculum Based Assessment
Reading Difficulties
Disability Identification
Progress Monitoring
Learning Disabilities
At Risk Students
Academic Standards
Academic Achievement
Validity
Reliability
Reading Materials
Reading Tests
Measures (Individuals)
Valladolid, Violeta C.
Journal Articles
Reports - Research
Philippines
Philippines
ISSN-2094-5876
English
The role of classroom teachers in the early detection of learning difficulty/disability in school children cannot be ignored. When it comes to young children's literacy learning, there is substantial consensus that the teacher is the primary assessment agent (Johnston & Rogers, 2002). But classroom teachers also have a lot of responsibilities in school. As such, they need an assessment and identification approach that they can easily employ. Progress monitoring is one of the feasible and practicable methods in identifying students at-risk. Progress monitoring is a set of assessment procedures for determining the extent to which students are benefiting from classroom instruction and for monitoring effectiveness of curriculum (Johnson, Mellard, Fuchs, & McKnight, 2006). It makes use of Curriculum-Based Measurement (CBM), which has been demonstrated by research to effectively gather student performance data to support a wide range of educational decisions, such as screening to identify students with learning disability, evaluating referral interventions, and determining eligibility for and placement in remedial and special education programs (Deno, 2003). This study aimed to develop and validate a set of curriculum-based measurement (CBM) tools to identify students at-risk of reading difficulty in public schools. This study is relevant since the Philippine public school system is in dire need for an alternative method to identify and help students who are at-risk of reading difficulty that is not only valid and relevant, but also cost-effective, teacher-driven, and easily-implemented. The development and validation of CBMs for this study followed the following stages: (1) definition of criterion and performance standards (i.e., "what to measure?"), (2) development of CBM-ORF passages (i.e., "how to measure?"), and (3) assessment of the reliability and validity of the CBM (i.e., how technically adequate are the measures?)
ED562546
Development and Validation of Curriculum-Based Measurement (CBM) for Identifying Students with Reading Difficulties
Online Submission
Educational Measurement and Evaluation Review v6 n1 p2-10 Jul 2015
2015-07-00
9
N/A
2016
24
As Provided
JAN2020
Yes
Literacy Education
Pedagogical Content Knowledge
Questionnaires
Secondary School Students
Secondary School Teachers
Teaching Methods
Specialists
Teacher Attitudes
Literature
Competence
Literary Genres
Indo European Languages
Linguistic Competence
Foreign Countries
Cultural Literacy
Vocabulary
Reader Text Relationship
Teacher Characteristics
Benchmarking
Books
Classification
Profiles
Statistical Analysis
Grounded Theory
Academic Discourse
Student Evaluation
Competency Based Education
Witte, Theo
Rijlaarsdam, Gert
Schram, Dick
Reports - Research
Journal Articles
Netherlands
Netherlands
English
Secondary Education
Teachers encounter immense variety in literary competence among students in their secondary school classrooms. Yet, little is known about how they perceive and deal with this variety. Moreover, little is known about the literary development that students undergo during their school career and the different levels of development that can be identified. The aim of the present study is to design an instrument that can help to describe relevant differences in literary competence between students and to specify the individual literary development process of students in upper secondary education (aged 15-18). To tie in with teaching practice, we designed a research method by which we could explore the shared pedagogical content knowledge of a diverse group of six expert teachers. With the aid of questionnaires and panel discussions, data was collected on the following question: what does a student with a particular level of literary competence demonstrate with a particular literary text? The data analysis resulted in 14 indicators of literary competence which we then used to describe six successive competence levels. These levels are validated by both developmental theory and the practice of literature teaching. The following is appended: "Data matrix: Teachers' pedagogical content knowledge about levels of literary competence in upper secondary education."
ED562547
An Empirically Grounded Theory of Literary Development. Teachers' Pedagogical Content Knowledge on Literary Development in Upper Secondary Education
Online Submission
L1-Educational Studies in Language and Literature v12 p1-33 2012
2012-00-00
33
N/A
2016
66
As Provided
JAN2020
Yes
Foreign Countries
Educational Games
Computer Simulation
Astronomy
Secondary School Science
Secondary School Students
Science Instruction
Statistical Significance
Interdisciplinary Approach
Scientific Literacy
Science Curriculum
National Curriculum
Learning Activities
Science Activities
Program Effectiveness
Qualitative Research
Cohort Analysis
Learner Engagement
Data Analysis
Writing Assignments
Personal Narratives
Experimental Groups
Control Groups
Comparative Analysis
Curriculum Development
Instructional Design
Statistical Analysis
Questionnaires
O'Donnell, Hugh
Journal Articles
Reports - Research
Scotland
Mann Whitney U Test
United Kingdom (Scotland)
ISSN-2055-8198
English
Secondary Education
Literacy remains an area of concern in early secondary education in Scotland (ages 12-14), with recent research suggesting a continued decline in attainment levels. As literacy underpins learning, interdisciplinary and collaborative approaches to teaching literacy are now being emphasized through the new Curriculum for Excellence that aims to address this issue. It is not clear, however, what types of learning activity are most appropriate for implementing this new, more cooperative approach. One candidate is the use of educational games and reflective writing. So, to what extent do learners demonstrate transferable literacy skills through engaging with educational games? This paper evaluates the effectiveness of the multi-user simulation game, Mars Colony Challenger (MCC), which portrays a scientifically accurate Mars colonisation mission in a way that aims to facilitate both scientific and literary development. A class of secondary school pupils (n = 28) used the game within the context of a science class on "The Three States of Matter". They then produced written narratives that captured the experiential learning undertaken. Comparing these narratives with the remaining pupils in the cohort, who had not used MCC in their science class, revealed a statistically significant difference in literacy ability. Further qualitative analysis of the narratives themselves highlighted a high level of engagement and inspiration evoked through the experience. Consequently, these results highlight the efficacy of MCC as a means of literacy development, and they suggest a means to elicit greater frequency of opportunity for pupil engagement with, and subsequent assessment of, literacy competencies.
ED562548
Games-Based Learning as an Interdisciplinary Approach to Literacy across Curriculum for Excellence
Online Submission
Press Start v2 n2 p75-98 Dec 2015
2015-12-00
24
N/A
2016
39
As Provided
JAN2020
Yes
Foreign Countries
Item Response Theory
Locus of Control
Psychometrics
Likert Scales
Reliability
Validity
Measurement
Accuracy
College Students
Goodness of Fit
Gadiana, Leny G.
David, Adonis P.
Journal Articles
Reports - Research
Philippines
Rasch Scaled Scores
Philippines
ISSN-2094-5876
English
Higher Education
Postsecondary Education
The Locus-of-Hope Scale (LHS) was developed as a measure of the locus-of-hope dimensions (Bernardo, 2010). The present study adds to the emerging literature on locus-of-hope by assessing the psychometric properties of the LHS using Rasch analysis. The results from the Rasch analyses of the four subscales of LHS provided evidence on the reliability, validity, and measurement precision of the LHS.
ED562549
Rasch Analysis of the Locus-of-Hope Scale. Brief Report
Online Submission
Educational Measurement and Evaluation Review v6 p32-37 Jul 2015
2015-07-00
6
N/A
2016
12
As Provided
JAN2020
Yes
Public School Teachers
Teacher Burnout
Depression (Psychology)
Measures (Individuals)
Anxiety
Fatigue (Biology)
Symptoms (Individual Disorders)
Stress Variables
Correlation
Comorbidity
Schonfeld, Irvin Sam
Bianchi, Renzo
Journal Articles
Reports - Research
California
New York
Ohio
Missouri
Massachusetts
Arkansas
Washington
New Jersey
Idaho
New Hampshire
Indiana
Maine
Minnesota
Montana
Nebraska
Rhode Island
Wyoming
Arkansas
California
Idaho
Indiana
Maine
Massachusetts
Minnesota
Missouri
Montana
Nebraska
New Hampshire
New Jersey
New York
Ohio
Rhode Island
Washington
Wyoming
ISSN-1097-4679
English
Objectives: The purpose of this study was to examine the overlap in burnout and depression. Method: The sample comprised 1,386 schoolteachers (mean [M][subscript age] = 43; M[subscript years taught] = 15; 77% women) from 18 different U.S. states. We assessed burnout, using the Shirom-Melamed Burnout Measure, and depression, using the depression module of the Patient Health Questionnaire. Results: Treated dimensionally, burnout and depressive symptoms were strongly correlated (0.77; disattenuated correlation, 0.84). Burnout and depressive symptoms were similarly correlated with each of 3 stress-related factors, stressful life events, job adversity, and workplace support. In categorical analyses, 86% of the teachers identified as burned out met criteria for a provisional diagnosis of depression. Exploratory analyses revealed a link between burnout and anxiety. Conclusions: This study provides evidence that past research has underestimated burnout-depression overlap. The state of burnout is likely to be a form of depression. Given the magnitude of burnout-depression overlap, treatments for depression may help workers identified as "burned out."
ED562550
Burnout and Depression: Two Entities or One?
Online Submission
Journal of Clinical Psychology v72 n1 p22-37 Jan 2016
2016-01-00
16
N/A
2016
98
As Provided
JAN2020
Yes
Foreign Countries
Science Teaching Centers
Web Sites
User Needs (Information)
Surveys
Online Searching
Science Education
Bozdogan, Aykut Emre
Bozdogan, Kerem
Journal Articles
Reports - Research
Turkey
Turkey
ISSN-2148-6123
English
Science centres which have a considerable importance and functions in developed countries are intended to be popularized in Turkey. At this point considering the fact that the first contact between science centres and visitors is usually provided with websites, it is quite important that the content of these websites should be designed and developed to meet the needs of the visitors. From this point of view, the aim of this study is to examine the websites of the science centres in Turkey and to reveal at what level they meet the needs of the visitors. The research study was carried out via descriptive survey method and between September 14 and September 18, 2015 the key word "science centre" was searched on Google. Out of the science centres found, twelve science centres were included in the study. During the process of analysis of the documents obtained, two researchers examined every single data on the website separately and then they combined and tabulated them. Within this context, four main titles were obtained: a) information and news b) activities and the documents, c) Visuals, and d) Contact, Appointment, and Booking. At the end of the study, it was determined that under some circumstances the websites of the science centres were useful, where as they were inadequate under some conditions.
ED562551
Examination and Evaluation of Websites of Science Centres in Turkey
Online Submission
Participatory Educational Research (PER) Spec Iss 2016-II p71-79 Feb 2016
2016-02-00
9
N/A
2016
22
As Provided
JAN2020
Yes
Instructional Leadership
United States History
Females
African American History
Experience
Behavior
Leadership Training
Leadership Qualities
Leadership Styles
Schenck, Andrew D.
Reports - Research
English
Late in the 19th century, American communities were in a state of flux. As northern abolitionists fought against slavery, relationships among diverse members of society rapidly changed, forcing historical figures to adopt new leadership strategies. Like communities of the pre- and post-Civil War era, modern educational contexts reveal growing diversity (immigration) and rapid societal change (emergence of a large adult learner population and changes in communication), suggesting that analogous leadership skills may be needed to navigate diverse ethnic and social circles. The purpose of this study was to examine historical traits and behaviors conducive to leadership of diverse populations. Due to tremendous success in assisting runaway slaves, as well as service in a variety of capacities (conductor of the underground railroad, nurse, career trainer, and military captain), Harriet Tubman was deemed an ideal candidate for examination. Her experiences and behaviors were analyzed in detail, resulting in a number of recommendations for leadership training and governance of today's American schools.
ED562552
The More Things Change, the More They Stay the Same: Gleaning Valuable Insights for Modern Educational Leadership from the Life of Harriet Tubman
Online Submission
2015-12-18
25
N/A
2016
22
As Provided
JAN2020
Yes
Academic Achievement
Expenditure per Student
Correlation
Institutional Characteristics
Elementary Schools
Middle Schools
High Schools
Rice, John
Huang, Min
Reports - Research
Nevada
Nevada
Regional Educational Laboratory West (ED)
WestEd
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
High Schools
Clark County School District (CCSD) asked the Western Regional Education Laboratory (REL West) to examine the relationship between spending per pupil and Nevada School Performance Framework (NSPF) index scores in the district's schools. Data were examined from three school years (2011/12, 2012/13, 2013/14) and for three types of schools (elementary, middle, and high schools). One set of analyses examined whether more spending per pupil was linked to higher NSPF index scores, without first accounting for how school characteristics are linked to NSPF index scores. In this case, when not adjusting for the additional costs of educating students in special programs, more spending per pupil in elementary schools was significantly linked with lower NSPF index scores. In addition, when adjusting for the additional costs of educating students in special programs, more spending per pupil in elementary schools in 2014 was significantly linked with higher NSPF index scores in the same year. Otherwise, there was no consistent relationship between spending per pupil and NSPF index scores across school years or types of schools. A second set of analyses examined whether a greater difference in actual versus predicted (based on school characteristics) spending per pupil was linked to higher NSPF index scores. There was no consistent relationship between the differences in actual versus predicted spending per pupil, and NSPF index scores, either across school years or types of schools. This was the case whether or not spending per pupil was adjusted for the additional costs of educating students in special programs. A third set of analyses examined whether more spending per pupil was linked to higher NSPF index scores, after accounting for how school characteristics are linked to index scores. Again, more spending per pupil was not significantly associated with NSPF index score across types of schools, whether or not spending per pupil was adjusted for the additional costs of educating students in special programs. This was the case whether index scores were examined year-by-year or whether the changes in index scores were examined over three consecutive years. All the findings are correlational; therefore, they cannot speak to whether variations in school performance are caused by variations in spending per pupil. The following are appended: (1) Details on the analytic methods; and (2) Additional analyses for question 3.
ED562553
The Relationship between Schools' Costs per Pupil and Nevada School Performance Framework Index Scores in Clark County School District
Regional Educational Laboratory West
2015-10-00
14
Regional Educational Laboratory West. Available from: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: https://relwest.wested.org
N/A
2016
6
As Provided
JAN2020
Yes
EDIES12C0002
Yes
Autism
Pervasive Developmental Disorders
Hearing Impairments
Deafness
Disability Identification
Clinical Diagnosis
Early Intervention
Comorbidity
Symptoms (Individual Disorders)
Communication Disorders
Interpersonal Communication
Listening Skills
Children
Alzahrani, Amsa N.
Reports - Descriptive
English
Autism spectrum disorders are lifelong conditions that affect children's social and communication skills. Dual diagnoses pose additional challenges mainly because of the difficulties that come with making accurate decisions. It is intriguing to note that children with hearing impairments are more likely to have autism as opposed to members of the general public. As a result of this, it is critical for hearing impairments to be identified at an early age. Parents of such children may feel confused about the dual diagnoses of autism as well as that of deafness. Therefore, the intention of this research brief is to provide parents and families about the signs and symptoms of deafness and autism. It also provides them some recommendation about the intervention strategies that could be used with their children.
ED562554
Hearing Loss and Autism Spectrum Disorders (ASD): Information for New First Parents and Families
Online Submission
2015-04-00
9
N/A
2016
14
As Provided
JAN2020
Yes
Foreign Countries
Enrollment
Graduation Rate
Equal Education
Access to Education
Educational Quality
Elementary Secondary Education
Racial Differences
Gender Differences
Rural Urban Differences
Educational Policy
Educational Opportunities
Conflict
Banraba, Boboya James Edimond
Reports - Evaluative
Sudan (South)
Sudan
English
Elementary Secondary Education
This paper attempts to examine the contemporary status of an education system. The paper takes the case of the Republic of South Sudan. The key issues the paper will examine are the education enrollment and completion rates while paying particular attention to inequalities in both access and quality among racial or ethnic groups, males and females, and rural and urban areas. Furthermore, the paper will also look at if there are programs and policies in South Sudan which improve educational opportunities for poor or marginalized communities given the actuality that the country is in state of conflict. Finally the paper will also gauge some of the evaluation mechanisms put in place on the education sector.
ED562555
Examining the Contemporary Status of an Education System: The Case of the Republic of South Sudan
Online Submission
2015-12-00
10
N/A
2016
19
As Provided
JAN2020
Yes
Literature Reviews
Beliefs
Medical Research
Health Behavior
Models
Diseases
Screening Tests
Intervention
Health Education
Research Methodology
Mayo-Gamble, Tilicia L.
Journal Articles
Information Analyses
Reports - Research
English
Individuals with sickle cell disease experience a life-time of morbidity as well as a decreased lifespan. Since African Americans are disproportionately affected by the disease, sickle cell contributes to growing health disparities within this population. Thus, addressing issues related to the disease presents an increased need for health education programming. A narrative literature review was conducted to assess the application of the health belief model in sickle cell trait screening research. Research articles were identified through an interdisciplinary search of peer-reviewed manuscripts. Articles including the following three criteria were selected for review: (1) use of the health belief model, (2) application to sickle cell disease/sickle cell trait, and (3) practical implementation in the field of public health education. Findings from this review indicate that the health belief model is not effective in all sickle cell trait screening interventions. Additional theories of health behavior should be considered when designing health education programs and interventions geared toward sickle cell screening.
ED562556
A Review of the Literature: Use of the Health Belief Model in Sickle Cell Research
Online Submission
The Health Education Monograph Series v31 n1 p37-41 2014
2014-00-00
5
N/A
2016
14
As Provided
JAN2020
Yes
Electronic Learning
Educational Change
Influence of Technology
Knowledge Economy
Educational Technology
Educational Practices
Research Methodology
Discovery Processes
Educational Benefits
Web 2.0 Technologies
Gul, Showkeen Bilal Ahmad
Speeches/Meeting Papers
Reports - Research
English
The focus of the paper is to explore how e-learning revolutionises education. Education is one domain that has accompanied civilization throughout the centuries, adapting its tools to fulfill the expectations of students and the needs of teachers. One of the basic requirements for education in the 21st century is to prepare populations for participation in a knowledge-based economy, including the social and cultural perspectives. E-learning is a cornerstone for building inclusive knowledge societies. E-learning is the use of electronic educational technology in learning and teaching. The present study explored how e-learning revolutionises educational systems. E-Learning is learning that utilizes electronic technologies to access educational curriculum outside of traditional classrooms.
ED562557
E-Learning Revolutionise Education: An Exploratory Study
Online Submission
Paper presented at the E-Learning: A Boom or Curse Conference (Punjab, India, Feb 2015)
2015-02-00
978-93-80748-87-0
5
N/A
2016
7
As Provided
JAN2020
Yes
Literature Appreciation
Teaching Methods
Curriculum
Guidelines
Comparative Education
Taxonomy
Competency Based Education
Secondary School Students
Secondary School Teachers
Cultural Literacy
Individual Development
Foreign Countries
Reading Material Selection
Program Descriptions
Witte, Theo
Sâmihaian, Florentina
Journal Articles
Reports - Research
Germany
Portugal
Czech Republic
Finland
Netherlands
Romania
Czech Republic
Finland
Germany
Netherlands
Portugal
Romania
English
Secondary Education
This study is a comparative analysis of literary curricula in six European countries and is part of the project LiFT-2, funded by Comenius' Life Long Learning Programme of the European Commission. The result of this project, that involved almost 4,500 teachers, is a European literary framework for secondary education which can be described as a developmental competence-based taxonomy for teachers. This article aims to identify tendencies in the field of teaching literature in Europe on the basis of the formal curricula of the participating countries, and to examine how the teachers working with those curricula could benefit from the framework. In the conclusion, the authors emphasize the role of LiFT-2 instruments for a more structured approach to developing literary competences within the curricula for literature in different European countries.
ED562558
Is Europe Open to a Student-Oriented Framework for Literature? A Comparative Analysis of the Formal Literature Curriculum in Six European Countries
Online Submission
L1-Educational Studies in Language and Literature v13 p1-22 2013
2013-00-00
22
N/A
2016
48
As Provided
JAN2020
Yes
Vocational Education
Cooperative Education
Networks
Apprenticeships
Case Studies
Adoption (Ideas)
Sociology
Small Businesses
Foreign Countries
Semi Structured Interviews
Leemann, Regula Julia
Imdorf, Christian
Journal Articles
Reports - Research
Switzerland
Switzerland
English
In training networks, particularly small and medium-sized enterprises pool their resources to train apprentices within the framework of the dual VET system, while an intermediary organisation is tasked with managing operations. Over the course of their apprenticeship, the apprentices switch from one training company to another on a (half-) yearly basis. Drawing on a case study of four training networks in Switzerland and the theoretical framework of the sociology of conventions, this paper aims to understand the reasons for the slow dissemination and reluctant adoption of this promising form of organising VET in Switzerland. The results of the study show that the system of moving from one company to another creates a variety of free-rider constellations in the distribution of the collectively generated corporative benefits. This explains why companies are reluctant to participate in this model. For the network to be sustainable, the intermediary organisation has to address discontent arising from free-rider problems while taking into account that the solutions found are always tentative and will often result in new free-rider problems.
ED562559
Cooperative VET in Training Networks: Analysing the Free-Rider Problem in a Sociology-of-Conventions Perspective
Online Submission
International Journal for Research in Vocational Education and Training v2 n4 p184-207 2015
2015-00-00
24
N/A
2016
31
As Provided
JAN2020
Yes
Sample Size
Item Response Theory
Computation
Accuracy
Data Analysis
Research Problems
Error of Measurement
Test Items
Item Analysis
Scores
Custer, Michael
Speeches/Meeting Papers
Reports - Research
Rasch Scaled Scores
English
This study examines the relationship between sample size and item parameter estimation precision when utilizing the one-parameter model. Item parameter estimates are examined relative to "true" values by evaluating the decline in root mean squared deviation (RMSD) and the number of outliers as sample size increases. This occurs across three conditions. The first condition utilizes one test level of 40 items without missing data. The second incorporates missing data and the third utilizes a vertical scale across three levels. When test levels were calibrated individually, the majority of RMSD and outlier-reduction improvement was achieved once a sample size of 400 examinees had been reached. Incremental increases to sample size beyond a threshold of 500 examinees added little gain to estimation precision. With the vertical-scaling condition, the majority of RMSD and outlier-reduction improvement was seemingly reached with a sample size of approximately 300 examinees per level with 500-600 examinees per common item linking set. However, when compared to conditions one and two, a similar level of estimation precision was not reached until a sample size of approximately 400-450 examinees per each of the three levels. Supplemental tables are appended.
ED562560
Sample Size and Item Parameter Estimation Precision When Utilizing the One-Parameter "Rasch" Model
Online Submission
Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Evanston, IL, Oct 21-24, 2015)
2015-10-00
18
N/A
2016
13
As Provided
JAN2020
Yes
Positive Behavior Supports
Sustainability
Program Implementation
Intervention
Program Effectiveness
Efficiency
Administrators
McIntosh, Kent
Turri, Mary G.
Reports - Descriptive
English
Because of its widespread adoption and implementation (in over 13,000 schools in the US; Center on Positive Behavioral Interventions and Supports, 2010), there has been increasing attention to how School-wide Positive Behavior Support (SWPBS) systems can be sustained. Sustained implementation can be defined as "continued use of an intervention or prevention program, with ongoing implementation fidelity to the core program principles, after supplemental resources used to support initial training and implementation are withdrawn" (Han & Weiss, 2005, p. 666). The term sustainability regards a practice's potential for durable implementation with high fidelity, when considering features of the practice, its implementation, and the context of implementation. Though it can be tempting to consider sustainability as deriving entirely from the behavioral principle of maintenance, sustainability includes not only maintenance, but also ongoing adaptations to enhance a practice's effectiveness, efficiency, and contextual fit (Elias, Zins, Graczyk, & Weissburg, 2003; McLaughlin & Mitra, 2001). This process of adaptation is known as continuous regeneration (McIntosh, Horner, & Sugai, 2009). Given the importance of sustainability to continued positive outcomes for stakeholders and wise use of resources, there is an urgent need to explore theories of sustainability and glean practical information to make practices, including SWPBS, more sustainable. [In C. R. Reynolds, K. J. Vannest & E. Fletcher-Janzen (Eds.), "Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals" (4th ed., pp. 2061-2064). Hoboken, NJ: Wiley.]
ED562561
Positive Behavior Support: Sustainability and Continuous Regeneration
Grantee Submission
2014-00-00
Institute of Education Sciences (ED)
10
T
2016
20
As Provided
JAN2020
Yes
R324A120278
Yes
Statistical Analysis
Achievement Gains
Academic Achievement
Computation
Scores
Longitudinal Studies
Item Response Theory
Inferences
Error of Measurement
Bias
Grade 7
Lockwood, J. R.
Castellano, Katherine E.
Journal Articles
Reports - Research
ISSN-2330-443X
English
Grade 7
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
This article suggests two alternative statistical approaches for estimating student growth percentiles (SGP). The first is to estimate percentile ranks of current test scores conditional on past test scores directly, by modeling the conditional cumulative distribution functions, rather than indirectly through quantile regressions. This would remove the need for post hoc procedures required to ensure monotonicity of the estimated quantile functions, and for inversion of those functions to obtain SGP. We provide a brief empirical example demonstrating this approach and its potential benefits for handling discreteness of the observed test scores. The second suggestion is to estimate SGP directly from longitudinal item-level data, using multidimensional item response theory models, rather than from test scale scores. This leads to an isomorphism between using item-level data from one test to make inferences about latent student achievement, and using item-level data from multiple tests administered over time to make inferences about latent SGP. This framework can be used to solve the bias problems for current SGP methods caused by measurement error in both the current and past test scores, and provides straightforward assessments of uncertainty in SGP. We note practical problems that need to be addressed to implement our suggestions.
ED562562
Alternative Statistical Frameworks for Student Growth Percentile Estimation
Grantee Submission
Statistics and Public Policy v2 n1 p1-10 May 2015
2015-05-00
Institute of Education Sciences (ED)
11
T
2016
67
As Provided
JAN2020
Yes
R305D140032
Yes
Educational Research
Randomized Controlled Trials
Teacher Researchers
Foreign Countries
Teaching Methods
Research Methodology
Scientific Methodology
Experiments
Evidence Based Practice
Control Groups
Experimental Groups
Intervention
Pretests Posttests
Feedback (Response)
Creative Writing
Rural Schools
Elementary Schools
Peer Teaching
Reading Skills
Check Lists
Mathematics Instruction
Video Technology
Technology Uses in Education
Homework
Elementary Secondary Education
Instructional Effectiveness
Maps
Problem Solving
Team Teaching
Teacher Collaboration
Grouping (Instructional Purposes)
Low Achievement
Reading Programs
Achievement Gap
Churches, Richard
McAleavy, Tony
Reports - Research
Collected Works - General
United Kingdom
Wales
United Arab Emirates
United Arab Emirates
United Kingdom
United Kingdom (Wales)
CfBT Education Trust (United Kingdom)
English
Elementary Education
Elementary Secondary Education
This publication contains 12 (A3 open-out) poster-style reports of teacher experimental research. The style of presentation parallels the type of preliminary reporting common at academic conferences and postgraduate events. At the same time, it aims to act as a form of short primer to introduce teachers to the basic options that there are when conducting this type of research. This said, the determined teacher-researcher would be advised to extend their reading further to full-scale textbooks such as Richard Churches and Eleanor Dommett's Teacher-led research: how to design and implement randomised controlled trials and other forms of experimental research which clearly explains how to choose and conduct the right statistical tests. CfBT Education Trust also offers an in-depth training programme over two days with access to statistical software and support for teachers when conducting and writing up their research. Most of the teachers in this report followed this programme in Wales, or in one case Dubai. Others, associated with Kyra Teaching School Alliance (led by Mount Street Academy, part of the CfBT Schools Trust), attended the Department for Education/National College for Teaching and Leadership training that Richard Churches delivered as part of the Closing the Gap: Test and Learn programme in England. [The teacher-researchers contributing to this document are as follows: Kate Andrews, Simon Andrews, David Ashton, Timm Barnard-Dadds, Sarah Baugh-Williams, Bridie Bear, Ceri Bibby, Wendy Blyth, Allison Davies, Rachel Elphick, Dean Flood, Emmet Glackin, Gavin Jones, Graeme Jones, Daniel Lear, Matthew Maughan, Jess Moore, Charlotte Morris, Theresa Peacock, James Siddle, Alison Turner, and Rob Wilson.]
ED562564
Evidence That Counts--What Happens When Teachers Apply Scientific Methods to Their Practice: Twelve Teacher-Led Randomised Controlled Trials and Other Styles of Experimental Research
CfBT Education Trust
2015-09-00
978-1-909437-69-2
45
CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS, England. Tel: +44-11-8902-1296; Fax: +44-11-8902-1895; e-mail: researchenquiries@cfbt.com; Web site: http://www.cfbt.com/research
N/A
2016
As Provided
JAN2020
Yes
Simulation
Computation
Statistical Analysis
Statistical Bias
Regression (Statistics)
Robustness (Statistics)
Error of Measurement
Middle School Students
Mathematics Achievement
Grade 6
Influences
Monte Carlo Methods
Grade 5
Grade 7
Lockwood, J. R.
McCaffrey, Daniel F.
Journal Articles
Reports - Research
English
Middle Schools
Secondary Education
Junior High Schools
Grade 6
Intermediate Grades
Elementary Education
Grade 5
Grade 7
Regression, weighting and related approaches to estimating a population mean from a sample with nonrandom missing data often rely on the assumption that conditional on covariates, observed samples can be treated as random. Standard methods using this assumption generally will fail to yield consistent estimators when covariates are measured with error. We review approaches to consistent estimation of a population mean of an incompletely observed variable using error-prone covariates, noting difficulties with applying these methods. We consider the application of Simulation-Extrapolation (SIMEX) as a simple and effective alternative. We provide technical conditions under which SIMEX will lead to a consistent estimator of a population mean and argue why it may function well in common settings. We use a simulation study to demonstrate its potential for removing nearly all of the bias in regression, weighting and doubly robust estimators for a population mean while maintaining precision competitive with what would be obtained without measurement error. We also discuss and evaluate options for estimating the standard error of the SIMEX mean estimator. Finally, we present an empirical example of estimating middle school effects on student achievement.
ED562566
Simulation-Extrapolation for Estimating Means and Causal Effects with Mismeasured Covariates
Grantee Submission
Observational Studies v1 p241-290 Oct 2015
2015-10-00
Institute of Education Sciences (ED)
50
T
2016
65
As Provided
JAN2020
Yes
R305D140032
Yes
Transfer Students
Positive Behavior Supports
Student Mobility
School Orientation
Models
Middle School Students
Fidelity
Hubbuch, Chris
Stucker, Keelie
Reports - Descriptive
Missouri
Missouri
English
Middle Schools
Secondary Education
Junior High Schools
Schools implementing positive behavioral interventions and supports work to establish and maintain fidelity of school-wide systems and practices. Depending on the mobility rate of the student population, initial efforts may not be enough to adequately support and personalize the induction experience for highly mobile students. This monograph will share a framework for a student induction model specifically designed to meet the needs of highly mobile students. The Transfer Student Induction Model, or TSIM was developed and implemented on the middle school level in Excelsior Springs, Missouri in 2010. TSIM was designed to support the specific social, emotional, and academic needs of highly mobile students. This model was carefully designed as a Tier 1 support with practical steps that protect existing school climate. Several structures and steps are suggested to implement this model with fidelity. This model was designed to be implemented using existing school personnel. TSIM is informed by educational research, tested by practitioners in the field, and easily adapts to different grade levels and community demographics.
ED562567
Transfer Student Induction Model: Providing a Path to Connection
Online Submission
2015-12-00
36
N/A
2016
29
As Provided
JAN2020
Yes
Foreign Countries
Academic Achievement
Emotional Adjustment
Social Adjustment
Females
Secondary School Students
Rural Urban Differences
Urban Areas
Predictor Variables
Statistical Analysis
Regression (Statistics)
Gul, Showkeen Bilal Ahmad
Journal Articles
Reports - Research
India
India
ISSN-2231-4113
English
Secondary Education
The study examined the impact of socio-emotional adjustment on academic achievement of adolescent girls of Jammu and Kashmir. The purpose of the investigation was to study the relationship and effect of socio-emotional adjustment on academic achievement among adolescent girls. The descriptive survey research method was used for the study and the sample of 250 participants were randomly selected from ten higher secondary schools. The socio-emotional adjustment scale developed by Najam and Simeen (1991) adopted and revised by the investigator, and the academic achievement of previous year examination was used. The finding of the study revealed that: (1) there is a positive and significant correlation between socio-emotional adjustment and academic achievement of adolescent girls; (2) The socio-emotional adjustment of adolescent girls has a significant effect on their academic achievement; and (3) there was significant difference between rural and urban adolescent girls in their socio-emotional adjustment.
ED562568
Impact of Socio-Emotional Adjustment on Academic Achievement of Adolescent Girls in Jammu and Kashmir
Online Submission
Sodha Pravaha v5 n3 p21-28 Jul 2015
2015-07-00
8
N/A
2016
13
As Provided
JAN2020
Yes
College Entrance Examinations
Gender Differences
Racial Differences
Language
Socioeconomic Status
Performance
Differences
Standardized Tests
Trend Analysis
Comparative Analysis
Grades (Scholastic)
College Bound Students
National Competency Tests
Scores
Kobrin, Jennifer L.
Sathy, Viji
Shaw, Emily J.
Tests/Questionnaires
Reports - Research
SAT (College Admission Test)
ACT Assessment
National Assessment of Educational Progress
ACT Assessment
National Assessment of Educational Progress
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Secondary Education
High Schools
This paper presents and reviews gender, racial/ethnic, language, and socioeconomic subgroup performance differences on the SAT® over nearly the last two decades. Theories on the existence of subgroup differences are examined. Substantial revisions to the SAT were made in 1994, and again in 2005. The short-term and long-term impact of these revisions on subgroup differences is evaluated. Furthermore, the trends in subgroup differences on the SAT are compared to those documented for other large-scale standardized tests (i.e., the ACT Assessment, National Assessment of Educational Progress), as well as those found in high school grades. This documentation of trends in subgroup differences on the SAT can be a useful resource for individuals interested in standardized tests as well as those studying how students' experiences might account for differences on the test. The following are appended: (1) Student Descriptive Questionnaire Questions; and (2) Tables.
ED562569
A Historical View of Subgroup Performance Differences on the SAT Reasoning Test™. Research Report No. 2006-5
College Board
2007-00-00
54
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
59
As Provided
JAN2020
Yes
College Entrance Examinations
Standardized Tests
Surveys
Reading Skills
Writing Skills
Hypothesis Testing
Alignment (Education)
Test Validity
High Schools
Secondary School Teachers
College Faculty
Correlation
Curriculum
Teaching Methods
Sentences
Paragraph Composition
Essays
Tests
Critical Reading
Scores
Scoring
Milewski, Glenn B.
Johnsen, Daniel
Glazer, Nancy
Kubota, Melvin
Reports - Research
Tests/Questionnaires
SAT (College Admission Test)
SAT (College Admission Test)
College Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The current paper presents the results of a large-scale, national, reading and writing curriculum survey and evaluates the alignment of the survey results to the reading and writing skills measured by the new SAT®. It was hypothesized that the skills measured by the writing and critical reading sections of the new SAT would be aligned to the curricula reflected in the survey responses. A strong alignment would provide important validity evidence for the new SAT. A total of 2,351 high school and college teachers in the United States were asked about reading and writing skills, student proficiency in reading and writing, assignments, and background information. The results demonstrate a strong link between the skills measured by the new SAT and high school and college curricula and instructional practice. Limitations and next steps are discussed. The following are appended: (1) Sample SAT Items; and (2) Essay Scoring Guide.
ED562570
A Survey to Evaluate the Alignment of the New SAT® Writing and Critical Reading Sections to Curricula and Instructional Practices. Research Report No. 2005-1. ETS RR-05-07
College Board
2005-00-00
38
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
8
As Provided
JAN2020
Yes
Research Reports
Educational History
Test Content
Aptitude Tests
Testing Programs
Test Format
Mathematics Tests
Verbal Tests
Test Items
Standardized Tests
College Entrance Examinations
Educational Change
Lawrence, Ida M.
Rigol, Gretchen W.
Van Essen, Thomas
Jackson, Carol A.
Tests/Questionnaires
Reports - Descriptive
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
This paper provides an historical perspective on the content of the SAT. The review begins at the beginning, when the first College Board SAT (the Scholastic Aptitude Test) was administered to 8,040 students on June 23, 1926. At that time, the SAT consisted of nine subtests: Definitions, Arithmetical Problems, Classification, Artificial Language, Antonyms, Number Series, Analogies, Logical Inference, and Paragraph Reading. Over the years, the SAT has evolved in the way it measures what is now referred to as verbal and mathematical reasoning. With each redesign of the SAT, a variety of considerations were taken into account, including fairness issues, scaling issues, cost, public perception, face validity, changes in the test taking population, changes in patterns of test preparation, and changes in the college admission process. This paper describes the reasons for the various changes while emphasizing that the value of SAT scores rests on its high technical quality, and on the assumption that scores would maintain their meaning over time. A scholastic aptitude test is appended.
ED562571
A Historical Perspective on the Content of the SAT®. Research Report No. 2003-3. ETS RR-03-10
College Entrance Examination Board
2003-00-00
26
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
7
As Provided
JAN2020
Yes
College Entrance Examinations
Standard Setting
College Readiness
Career Readiness
Criteria
Benchmarking
Success
Academic Achievement
Scores
College Freshmen
Grade Point Average
Correlation
Probability
Kobrin, Jennifer L.
Patterson, Brian F.
Wiley, Andrew
Mattern, Krista D.
Reports - Research
Tests/Questionnaires
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
In 2011, the College Board released its SAT college and career readiness benchmark, which represents the level of academic preparedness associated with a high likelihood of college success and completion. The goal of this study, which was conducted in 2008, was to establish college success criteria to inform the development of the benchmark. The College Board convened a panel comprised of experts in educational policy and higher education to review data showing the relationship between SAT scores and college performance. Panelists were asked to provide two sets of ratings on what first-year college GPA (FYGPA) should be used to define the criterion for success in the first year of college; and two sets of ratings to define the probability level for a successful student attaining that FYGPA (probability of mastery). The mean FYGPA rating from the second round was 2.62 (with a median of 2.67), and the mean and median rating for probability of mastery was 70%. The SAT score associated with the panelists' final ratings was approximately 1580. Three appendices are included: (1) Sample Rating Form; (2) Percentage of Students in the SAT Validity Study Earning Different FYGPA by SAT Score Category, and by Gender and Ethnic Subgroups (table); and (3) Standard-Setting Evaluation Survey.
ED562572
A Standard-Setting Study to Establish College Success Criteria to Inform the SAT® College and Career Readiness Benchmark. Research Report 2012-3
College Board
2012-00-00
28
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
25
As Provided
JAN2020
Yes
College Entrance Examinations
Writing Skills
Fatigue (Biology)
Influences
Writing Tests
Test Length
Comparative Analysis
Test Items
Essays
Performance
Verbal Ability
Mathematics Skills
Achievement
Questionnaires
Surveys
Mathematics Achievement
Hunger
Statistical Analysis
Scores
High School Students
Verbal Tests
Liu, Jinghua
Allspach, Jill R.
Feigenbaum, Miriam
Oh, Hyeon-Joo
Burton, Nancy
Reports - Research
Tests/Questionnaires
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This study evaluated whether the addition of a writing section to the SAT Reasoning Test™ (referred to as the SAT® in this study) would impact test-taker performance because of fatigue caused by increased test length. The study also investigated test-takers' subjective feelings of fatigue. Ninety-seven test-takers were randomly assigned to three groups: the first group took a current SAT with no essay; the second group took a pseudo new SAT composed of the current SAT plus an essay, with the essay appearing in the first section of the test; and the third group also took the pseudo new SAT with an essay, but with the essay in the last section. Test-taker performance on the verbal and math sections and the essay was then evaluated and compared. The results indicated that while the extended testing time for the new SAT may cause test-takers to feel fatigued, fatigue did not affect test-taker performance. Appended are: (1) SAT Fatigue Study Survey; and (2) SAT I Fatigue Study Survey.
ED562573
A Study of Fatigue Effects from the New SAT®. Research Report No. 2004-5. ETS RR-04-46
College Entrance Examination Board
2004-00-00
22
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
17
As Provided
JAN2020
No
Achievement Gap
Academic Achievement
Learning Strategies
Grades (Scholastic)
Scores
Student Improvement
Learner Engagement
Student Evaluation
Teaching Methods
Questioning Techniques
Assignments
Faculty Handbooks
Guidelines
Kelley, Patrick
Books
Guides - Classroom - Teacher
English
This refreshingly frank handbook shows teachers how to close the achievement gap in their classrooms by teaching students innovative paths to academic success. Drawing on over 20 years' experience, Kelley presents straightforward strategies for helping learners improve their grades and test scores and experience greater school engagement--all while streamlining the teacher's work to yield maximum efficiency. Strategies include team-grading essays, using Socratic seminars and sworn statements, allowing for re-dos, and ruthlessly pruning assignments, among others. Often humorous and irreverent in tone, this guide will be the talk of the break room. Includes online digital content.
ED562574
Teaching Smarter: An Unconventional Guide to Boosting Student Success
Free Spirit Publishing
2015-03-00
978-1-57542-492-7
Teachers
224
Free Spirit Publishing. 217 Fifth Avenue North Suite 200, Minneapolis, MN 55401. Tel: 800-735-7323; Tel: 612-338-2068; Fax: 866-419-5199; Fax: 612-337-5050; e-mail: help4kids@freespirit.com; Web site: http://www.freespirit.com
N/A
http://www.freespirit.com/teaching-strategies-and-professional-development/teaching-smarter-patrick-kelley/
2016
As Provided
JAN2020
No
Academically Gifted
Student Needs
Social Development
Emotional Development
Underachievement
Student Characteristics
Classroom Environment
Attention Deficit Hyperactivity Disorder
Asperger Syndrome
Common Core State Standards
Child Development
Personality Traits
Galbraith, Judy
Delisle, Jim
Guides - Non-Classroom
Books
English
Gifted kids are so much more than test scores and grades. Still, it's sometimes difficult to see past the potential to the child who may be anxious, lonely, confused, or unsure of what the future might bring. This book, now fully revised with updated information and new survey quotes, offers practical suggestions for addressing the social and emotional needs of gifted students. The authors present ways to advocate for gifted education; help gifted underachievers, perfectionists, and twice-exceptional students; and provide all gifted kids with a safe, supportive learning environment. Complete with engaging stories, strategies, Q&As, essays, activities, resources, and discussions of ADHD, Asperger's, and the Common Core, this book is for anyone committed to helping gifted students thrive. Online digital content includes reproducible forms from the book.
ED562575
When Gifted Kids Don't Have All the Answers: How to Meet Their Social and Emotional Needs. Revised and Updated Edition
Free Spirit Publishing
2015-04-00
978-1-57542-493-4
Teachers
Counselors
Parents
288
Free Spirit Publishing. 217 Fifth Avenue North Suite 200, Minneapolis, MN 55401. Tel: 800-735-7323; Tel: 612-338-2068; Fax: 866-419-5199; Fax: 612-337-5050; e-mail: help4kids@freespirit.com; Web site: http://www.freespirit.com
N/A
http://www.freespirit.com/gifted-and-special-education/when-gifted-kids-dont-have-all-the-answers-jim-delisle-judy-galbraith/
2016
As Provided
JAN2020
No
Principals
Leadership Effectiveness
Leadership Styles
Teacher Administrator Relationship
Parent School Relationship
Administrator Guides
Kessler, Susan Stone
Snodgrass, April M.
Davis, Andrew T.
Guides - Non-Classroom
Books
English
This hands-on school leadership guide for new and veteran principals and administrators offers practical advice for leading a school successfully. Want honest student input? Try texting. Got a group of angry parents? Arrange one-on-one meetings--you'll avoid a mob scene and give each family the attention it deserves. Trying to make a teacher feel appreciated? Shoot a quick email after stopping by his classroom and describe something cool you saw him do. It takes ten seconds but has a big impact. These tips and hundreds more are the collective wisdom of three experienced principals who know how to connect with kids, staff, families, and stakeholders, and help students succeed.
ED562576
The Principal's Survival Guide: Where Do I Start? How Do I Succeed? When Do I Sleep?
Free Spirit Publishing
2015-03-00
978-1-57542-491-0
Administrators
208
Free Spirit Publishing. 217 Fifth Avenue North Suite 200, Minneapolis, MN 55401. Tel: 800-735-7323; Tel: 612-338-2068; Fax: 866-419-5199; Fax: 612-337-5050; e-mail: help4kids@freespirit.com; Web site: http://www.freespirit.com
N/A
http://www.freespirit.com/teaching-strategies-and-professional-development/principals-survival-guide-susan-stone-kessler-april-snodgrass-andrew-davis/
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Institutional Characteristics
Correlation
Individual Differences
Academic Achievement
Extracurricular Activities
Socioeconomic Status
Logical Thinking
Verbal Ability
Mathematics Achievement
Scores
High School Students
Structural Equation Models
College Bound Students
Gender Differences
Ethnic Groups
Racial Differences
Goodness of Fit
Family Characteristics
Achievement Tests
Context Effect
Verbal Tests
Everson, Howard T.
Millsap, Roger E.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This paper explores the complex, hierarchical relationship among school characteristics, individual differences in academic achievement, extracurricular activities, and socioeconomic background on performance on the SAT Reasoning Test™ verbal and mathematical sections. Using multilevel structural equation models (SEMs) with latent means, data from a national sample of college-bound high school students were analyzed. A nested series of structural equation models were fit simultaneously to eight subgroups (disaggregated by both gender and ethnicity) of high school students. Analyses suggest that multilevel structural equation models provide a reasonably good fit to the data, that family background influences SAT® scores directly and indirectly, that learning opportunities in and outside the school curriculum are related to SAT performance, and that the characteristics of the schools matter when it comes to performance on the SAT. The paper's main contention is that context matters and that researchers ought to move beyond analyses of individual differences when attempting to understand performance on large-scale standardized tests. An appendix contains 2 tables.
ED562577
Beyond Individual Differences: Exploring School Effects on SAT® Scores. Research Report No. 2004-3
College Entrance Examination Board
2004-00-00
24
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
45
As Provided
JAN2020
Yes
Dual Enrollment
Outcomes of Education
Advanced Placement Programs
High School Students
Comparative Analysis
College Graduates
Academic Persistence
Scores
Student Characteristics
College Attendance
Probability
Graduation
Time to Degree
Grade Point Average
Databases
Student Records
College Entrance Examinations
Parent Background
Educational Attainment
Gender Differences
Racial Differences
Ethnic Groups
Statistical Analysis
Wyatt, Jeffrey N.
Patterson, Brian F.
Di Giacomo, F. Tony
Reports - Research
Advanced Placement Examinations (CEEB)
SAT (College Admission Test)
Advanced Placement Examinations (CEEB)
SAT (College Admission Test)
College Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
Educators are increasingly focused on ensuring that students experience a rigorous curriculum in high school and graduate college and career ready. One way of introducing rigorous course work is to have students take college-level work, often in the form of either an AP® course and exam or a dual enrollment course. This study compared the outcomes of students who participated in either program and graduated high school in 2006. The outcomes investigated were four-year college enrollment, persistence at a four-year institution, graduation in four years, and graduation in six years, as well as first-year college grades. The results indicated that AP students who had obtained at least one score of 3 or higher on an AP Exam considerably outperformed on all examined outcomes except for four-year college enrollment, which was highest for students who had taken a dual enrollment course affiliated with a four-year college. AP students whose highest exam score was less than 3 performed as well or better than did students who took a dual enrollment course affiliated with a two year college for all outcomes. AP students whose highest exam score was lower than 3 outperformed students who took a dual enrollment course affiliated with a four-year college on some outcomes and underperformed on others. Tables are appended.
ED562578
A Comparison of the College Outcomes of AP® and Dual Enrollment Students. Research Report 2015-3
College Board
2015-00-00
36
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
42
As Provided
JAN2020
Yes
College Entrance Examinations
Achievement Tests
Test Construction
Test Bias
History
Verbal Tests
Verbal Ability
Mathematics Tests
Mathematics Achievement
Statistical Analysis
Student Characteristics
High School Students
Racial Differences
Ethnic Groups
Test Format
Lawrence, Ida
Rigol, Gretchen W.
Van Essen, Thomas
Jackson, Carol A.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This paper describes the various ways in which the SAT has evolved since its introduction in 1926. Some of the modifications have involved changes in the types of questions used to measure verbal and mathematical skills. Other modifications focused on liberalizing time limits to ensure that speed of responding to questions has minimal effect on performance. There were changes in the actual administration of the test, such as allowing students to use calculators on the math sections. Still other revisions have stemmed from a concern that certain types of questions might be more susceptible to pretest coaching. All of these changes were intended to update the SAT so that it remains fair for an increasingly diverse group of test-takers, while at the same time enhancing its effectiveness as an admission tool.
ED562579
A Historical Perspective on the SAT® 1926-2001. Research Report No. 2002-7
College Entrance Examination Board
2002-00-00
20
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
6
As Provided
JAN2020
Yes
College Entrance Examinations
Computer Assisted Testing
Educational Technology
Evaluation Methods
Test Construction
Delivery Systems
Barriers
Mastery Tests
Scores
Measurement Techniques
Test Length
Psychometrics
Computer Software
Time
Standardized Tests
Navigation
Luecht, Richard M.
Sireci, Stephen G.
Reports - Research
SAT (College Admission Test)
Preliminary Scholastic Aptitude Test
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
Preliminary Scholastic Aptitude Test
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Over the past four decades, there has been incremental growth in computer-based testing (CBT) as a viable alternative to paper-and-pencil testing. However, the transition to CBT is neither easy nor inexpensive. As Drasgow, Luecht, and Bennett (2006) noted, many design engineering, test development, operations/logistics, and psychometric changes are required to develop a successful operational program. Early research on CBT almost exclusively focused on theoretical issues such as improving measurement efficiency by achieving adequate levels of test score reliability using as few items as possible. However, it was soon evident that practical issues--such as ensuring content representation, making sure all examinees have sufficient time to complete the test, implementation of new item types, and controlling the degree to which items were exposed to examinees--needed to be addressed, too. In the past few years, research on CBT has focused on developing models that achieve desired levels of measurement efficiency while simultaneously satisfying other important goals, such as minimizing item exposure and maintaining content validity. In addition, there has been a growing awareness among practitioners that basic CBT research using small samples or simulation studies needs to be vetted using cost-benefit analysis, as well as engineering design and implementation criteria to ensure that feasibility, scalability, and efficiency are evaluated in more concrete ways than by merely reporting a reduction of error variances for theoretical examinee scores (Luecht, 2005a, 2005b).
ED562580
A Review of Models for Computer-Based Testing. Research Report 2011-12
College Board
2011-00-00
56
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
132
As Provided
JAN2020
Yes
Graduation Rate
High Schools
Academic Standards
College Preparation
College Graduates
Educational Quality
Difficulty Level
Scoring
Multiple Regression Analysis
College Entrance Examinations
Grade Point Average
Academic Persistence
Scores
Models
Beatty, Adam S.
Sackett, Paul R.
Kuncel, Nathan R.
Kiger, Thomas B.
Rigdon, Jana L.
Shen, Winny
Walmsley, Philip T.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
In recent decades, there has been an increasing emphasis placed on college graduation rates and reducing attrition due to the social and economic benefits, at both the individual and national levels, proposed to accrue from a more highly educated population (Bureau of Labor Statistics, 2011). In the United States in particular, there is a concern that declining college graduation rates relative to the rest of the world's population will reduce economic competitiveness (Callan, 2008). As such, in addition to research on how to increase educational performance in elementary and secondary schools, educational researchers are also interested in the determinants of performance and persistence at the collegiate level. One method hypothesized to promote increased college graduation rates is to raise the standards in the nation's high schools in order to better prepare students for college. Indeed, data from many converging sources suggests high school graduates are not prepared for higher-level college curriculum (Achieve, 2005). As such, many state institutions have attempted to set standards for rigor in order to ensure students are prepared for college study. Against this backdrop, the College Board has recently developed a measure of academic rigor, termed the Academic Rigor Index (ARI), for the purpose of examining how well a student is prepared for college study both within and across broad content domains (Wiley, Wyatt, & Camara, 2010). The ARI awards 0 to 5 points in each of five areas (English, mathematics, science, social science/history, and foreign/classical languages) based on students' self-reported course-taking and sums these to create an overall index on a 0-25-point scale. The 25 credited activities are drawn from a larger set of course-taking variables. Each individual credited activity's inclusion in the index is empirically supported by links to subsequent collegiate performance. The decisions to award an equal number of possible points in each of the five areas, and to weight each area equally in computing the total score, were not empirically based, and thus the degree to which relaxing the equal point per area and equal weight per area constraints could improve the predictive power of the ARI is not known. The purpose of the present paper is to compare the ARI with alternative scoring procedures that remove these constraints. An appendix contains supplemental tables.
ED562581
A Comparison of Alternate Approaches to Creating Indices of Academic Rigor. Research Report 2012-11
College Board
2013-00-00
32
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
25
As Provided
JAN2020
Yes
Calculus
High Achievement
Minority Group Students
Educational History
College Freshmen
Research Reports
Scholarships
Program Administration
Advocacy
Information Dissemination
Barriers
Professional Development
Committees
Teaching Models
Learning Strategies
Academic Achievement
Cooperative Learning
Program Descriptions
Workshops
Asera, Rose
Reports - Descriptive
College Entrance Examination Board
English
Higher Education
Postsecondary Education
Commissioned by the College Board's National Task Force on Minority High Achievement, this report presents a history of the Emerging Scholars Program, a proven strategy for increasing the number of underrepresented minority students who achieve at high levels in freshman calculus (and in initial freshman courses in several of the sciences, including chemistry, physics, and biology), and discusses the lessons that have been learned over the years from efforts to disseminate the Emerging Scholars Program to a number of institutions.
ED562582
Calculus and Community: A History of the Emerging Scholars Program. A Report of the National Task Force on Minority High Achievement
College Entrance Examination Board
2001-05-00
50
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
16
As Provided
JAN2020
Yes
Best Practices
Admission Criteria
College Admission
Models
Eligibility
Decision Making
Educational Planning
Strategic Planning
Success
Universities
Case Studies
Academic Achievement
Predictor Variables
Conferences (Gatherings)
Speeches/Meeting Papers
Reports - Descriptive
College Entrance Examination Board
English
Higher Education
Postsecondary Education
This document summarizes the discussions that occurred during the third conference on admissions models on August 23-24, 2001, in Vancouver, Canada. This monograph builds on the work of the first two College Board conferences on admissions models, which culminated in the 1999 publication of "Toward a Taxonomy of the Admissions Decision-Making Process." A roster of participants is included.
ED562583
Best Practices in Admissions Decisions: A Report on the Third College Board Conference on Admission Models
College Entrance Examination Board
2002-00-00
33
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Metacognition
Learning
Knowledge Level
Multiple Choice Tests
Construct Validity
Generalizability Theory
Educational Assessment
Reading Comprehension
Predictor Variables
Vocabulary Skills
Correlation
Academic Achievement
Prediction
High School Students
Multivariate Analysis
Vocational Schools
Dropouts
College Students
Standardized Tests
Problem Solving
Mathematics Achievement
Elementary School Students
Anxiety
Student Interests
Learning Disabilities
Tobias, Sigmund
Everson, Howard
Reports - Descriptive
College Entrance Examination Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Elementary Education
This report describes 12 studies dealing with the knowledge monitoring component of metacognition. It is assumed that knowledge monitoring is basic to other metacognitive activities, such as evaluating learning, selecting appropriate strategies, or planning, because distinguishing between what students know and do not know ought to be a prerequisite for these other higher-level activities. The 12 studies, 10 in the verbal domain and 2 in mathematics, used various versions of a knowledge monitoring assessment (KMA) that evaluates the discrepancy between students' estimates of their knowledge in a domain and their demonstrated knowledge in that domain on a multiple-choice test. The results provide a good deal of support for the construct validity of the KMA and suggest that it has considerable generalizability over different types of content and varying student populations. Since the KMA may be group or computer administered and is objectively scored, it has substantial advantages over other means of evaluating metacognition. Suggestions for further research using the procedure are made.
ED562584
Assessing Metacognitive Knowledge Monitoring. Report No. 96-01
College Entrance Examination Board
1996-00-00
41
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
100
As Provided
JAN2020
Yes
High School Seniors
Student Attitudes
Student Loan Programs
Student Financial Aid
Scholarships
College Attendance
Postsecondary Education
Two Year Colleges
Institutional Characteristics
Part Time Students
Full Time Students
Grants
Enrollment Trends
College Choice
Comparative Analysis
Regression (Statistics)
National Surveys
Student Characteristics
Questionnaires
Ekstrom, Ruth B.
Reports - Research
College Entrance Examination Board
Educational Testing Service
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
Two Year Colleges
High school seniors who answered that they would choose to borrow, when asked what they would do if college costs were $1,500 more than they, their family, and a scholarship could provide, were significantly more likely to attend college in the next four years than were students who answered that they would choose other options (delaying college entrance, attending a less expensive college, or getting a job). This held true even after controlling for other variables such as educational aspirations, tested achievement, influence from others, and socioeconomic status. This finding supports the contention that students who are reluctant to borrow are less likely to enroll in postsecondary education. Among the students who did enroll in college, willingness to borrow was significantly associated with attendance at a four-year college rather than a two-year college and with full-time rather than part-time attendance. This may mean that recent changes in financial aid packaging, with fewer grants and more loans, have had an effect not only on college enrollments but also on the type of college that students attend and on the proportion of students enrolling in college on a part-time basis. The results also suggest that, all else being equal, students who are knowledgeable about financial aid sources may be more likely to enroll in college than are students with less knowledge of these sources.
ED562585
Attitudes toward Borrowing and Participation in Postsecondary Education. Report No. 92-6. ETS RR No. 92-36
College Entrance Examination Board
1992-00-00
15
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
40
As Provided
JAN2020
Yes
College Entrance Examinations
Predictive Validity
Grades (Scholastic)
Correlation
College Freshmen
Scores
Change
Computation
Error of Measurement
Private Colleges
Public Colleges
Small Colleges
Selective Admission
Morgan, Rick
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
Since 1964, colleges have been sending data to the College Board Validity Study Service in order to determine the degree to which measures used in admissions predict college performance. These studies have allowed for the monitoring of general trends in the relationship of SAT scores and high school grades with freshman grades. Beginning in the early-1970s and continuing to the mid-1970s, the observed average correlations of SAT scores with freshman grades increased dramatically. In the decade that followed, the strength of this relationship gradually declined. In order to determine to what extent the observed variations in the average correlations might be associated with the composition of colleges conducting validity studies each year, validity data were analyzed for the enrolling classes of 1976 to 1985. Estimates of change, based on a repeated measures estimation approach utilizing data from colleges conducting more than one predictive validity study within the 10-year period, and correcting for the restriction of range in SAT scores and high school record, indicated a general linear trend from 1976 to 1985. The correlations of SAT scores with first-year college grades declined from about 0.51 to about 0.47, for a change of approximately 0.04. There was less change during this period for private colleges, small colleges, and more selective colleges. The following are appended: (1) Yearly Estimates; Standard Errors of Yearly Estimates; and (2) Number of Colleges for Each Pairwise Set of Years.
ED562586
Analyses of the Predictive Validity of the SAT® and High School Grades from 1976 to 1985. Report No. 89-7. ETS RR No. 89-37
College Entrance Examination Board
1989-00-00
20
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
6
As Provided
JAN2020
Yes
Research Reports
Publications
Educational Research
College Students
Academic Achievement
Student Placement
Secondary School Curriculum
Grades (Scholastic)
Student Characteristics
College Preparation
Access to Education
School Holding Power
Higher Education
Test Format
Test Items
Scoring
Psychometrics
Tests
High School Students
College Entrance Examinations
Advanced Placement Programs
College Admission
Reference Materials - Directories/Catalogs
Reports - Research
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
Advanced Placement Examinations (CEEB)
SAT (College Admission Test)
College Level Examination Program
Advanced Placement Examinations (CEEB)
College Level Examination Program
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Secondary Education
High Schools
This catalog lists research reports, research notes, and other publications available from the College Board's website. The catalog briefly describes research publications available free of charge. Introduced in 1981, the Research Report series includes studies and reviews in areas such as college admission, special populations, subgroup differences, postsecondary readiness and success, and learning and cognition. Extensive research on specific College Board programs such as the SAT, the Advanced Placement Program, PSAT/NMSQT, and ACCUPLACER is provided. Many historical reports, statistical reports, data tables, and policy reports are also available. A subject index, author index, and title index are also provided.
ED562587
Catalog of Research Reports
College Board
2011-00-00
68
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Minority Group Students
High Achievement
Academic Achievement
Elementary School Students
Educational Change
Student Characteristics
Institutional Characteristics
Hispanic American Students
African American Students
Achievement Gap
White Students
Longitudinal Studies
Disadvantaged Schools
Mathematics Achievement
Reading Achievement
Learner Engagement
Borman, Geoffrey D.
Stringfield, Sam
Rachuba, Laura
Reports - Research
College Entrance Examination Board
English
Elementary Education
Commissioned by the College Board's National Task Force on Minority High Achievement, this report documents recent national progress in advancing the achievements of elementary-aged minority children, the potential for replicable whole-school reform designs to contribute to this advancement, and the individual, classroom, and school characteristics that distinguish those minority students who attain high levels of achievement. The primary focus is on the progress of Latino and African-American students who begin their academic careers at relatively high achievement levels. The analyses are based on data from the national study Prospects and its companion study of exemplary school programs, Special Strategies. Tables are appended.
ED562588
Advancing Minority High Achievement: National Trends and Promising Programs and Practices. A Report Prepared for the National Task Force on Minority High Achievement
College Entrance Examination Board
2000-02-00
118
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
61
As Provided
JAN2020
Yes
College Admission
Decision Making
Models
Undergraduate Students
Admission Criteria
Supply and Demand
Evaluation Methods
Rigol, Gretchen W.
Reports - Research
College Entrance Examination Board
English
Higher Education
Postsecondary Education
This report represents the third phase in the College Board Admissions Models Project. The first two phases of the project are summarized in two monographs: "Toward a Taxonomy of the Admissions Decision-Making Process" (1999) identifies nine different philosophical approaches to admissions and related selection criteria; and "Best Practices in Admissions Decisions" (2002) builds on the Taxonomy and outlines various components of a best practices model for admissions decision-making. The purpose of this phase of the project was to examine exactly how institutions make admissions decisions. Information from more than 100 institutions, representing all levels of selectivity, forms the basis for this report. The following are appended: (1) Institutional Statements Regarding Admissions Policies and Institutional Enrollment Goals; (2) Summary of Application Components; (3) Sample Essay (or personal statement) Topics; (4) Factors that May Be Used in Making Admissions Decisions Based on internal evaluation guidelines; (5) What Colleges Tell Students about what They Look for; and (6) Tables from "Trends in College Admission 2000."
ED562589
Admissions Decision-Making Models: How U.S. Institutions of Higher Education Select Undergraduate Students
College Entrance Examination Board
2003-00-00
96
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
17
As Provided
JAN2020
Yes
College Entrance Examinations
Mathematics Tests
Calculators
Scores
Mathematics Achievement
Regression (Statistics)
Statistical Analysis
Test Bias
Scheuneman, Janice
Camara, Wayne J.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
This study showed that almost all of the students brought calculators to the administration of the SAT I test in November 1996 and 1997 and continue to do so today. The number who actually used the calculators on the test and the extent to which they used them varied across students. Performance on the math sections of the exam was associated with the extent of calculator use, with those using calculators on about a third to a half of the items averaging higher scores than those using calculators more or less frequently. Performance differences associated with type of calculator used were also observed.
ED562590
Calculator Use and the SAT® I Math. Research Notes. RN-16
College Entrance Examination Board
2002-05-00
8
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Critical Reading
Logical Thinking
Difficulty Level
Test Items
Statistical Analysis
Verbal Ability
Verbal Tests
Test Construction
Scores
Error of Measurement
Item Response Theory
Liu, Jinghua
Feigenbaum, Miriam
Cook, Linda
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
This study explored possible configurations of the new SAT® critical reading section without analogy items. The item pool contained items from SAT verbal (SAT-V) sections of 14 previously administered SAT tests, calibrated using the three-parameter logistic IRT model. Multiple versions of several prototypes that do not contain analogy items were assembled. Item statistics and test statistics for the simulated forms were compared to the average of 13 forms of the SAT-V. These statistics included: IRT scaled score reliability, scaled score standard error of measurement, conditional scaled score standard error of measurement, r-biserial, and equated deltas. The results indicated that it is possible to maintain measurement precision for the new SAT critical reading section without analogy items, but it may be necessary to modify the distribution of item difficulty in order to obtain adequate precision at the ends of the score scale.
ED562591
A Simulation Study to Explore Configuring the New SAT® Critical Reading Section without Analogy Items. Research Report No. 2004-2. ETS RR-04-01
College Entrance Examination Board
2004-00-00
22
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
7
As Provided
JAN2020
Yes
Computer Assisted Testing
Adaptive Testing
Models
Delivery Systems
Item Banks
Scoring
Patelis, Thanos
Reports - Descriptive
College Entrance Examination Board
English
Because different types of computerized tests exist and continue to emerge, the term "computer-based testing" does not encompass all of the various models that may exist. As a result, test delivery model (TDM) is used to describe the variety of methods that exist in delivering tests to examinees. The criterion that is used to distinguish between the various TDMs is the extent to which the test is adaptive to an examinee's performance during the test session. On one side of the continuum, there are linear tests that do not change in light of the examinee's performance. On the other side of this continuum, there are tests in which each item presented is dependent on the examinee's performance (adaptive). Types of TDMs and the architecture of a computer-based testing system are described.
ED562592
An Overview of Computer-Based Testing. Research Notes. RN-09
College Entrance Examination Board
2000-04-00
8
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
20
As Provided
JAN2020
Yes
Block Scheduling
Advanced Placement Programs
Academic Achievement
Statistical Analysis
Correlation
Time Factors (Learning)
Biology
Calculus
Science Instruction
Mathematics Instruction
High School Students
College Entrance Examinations
United States History
History Instruction
Effect Size
English Literature
Reports - Research
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
College Entrance Examination Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
The instructional schedule does affect student grades on the four AP Examinations in this study after they have been adjusted for group differences in student ability. The results from this study generally suggest that students, on average, obtain higher AP grades when instruction is given over an entire year rather than in a semesterized block schedule format. These results are consistent across the four AP Examinations and are found on 15 of the 16 comparisons between year-long and semester block courses. The remaining results differ by examination and subject.
ED562593
Block Schedules and Student Performance on AP® Examinations. Research Notes. RN-03
College Entrance Examination Board
1998-05-00
12
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
6
As Provided
JAN2020
Yes
College Entrance Examinations
Tables (Data)
Scores
Reading Tests
Writing Tests
Mathematics Tests
Reports - Research
SAT (College Admission Test)
ACT Assessment
ACT Assessment
SAT (College Admission Test)
College Board, Office of Research and Analysis
English
Higher Education
Postsecondary Education
In 2005, the College Board added a required writing section to the SAT, and ACT added an optional writing test to the ACT. Before 2005, ACT and the College Board had periodically produced concordance tables to assist admission officers who wanted to understand how students of comparable ability would score on the two college entrance examinations. Given the changes to both tests, the College Board and ACT are now providing updated concordance tables that are based on the current versions of the two tests.
ED562594
ACT and SAT® Concordance Tables. Research Notes. RN-40
College Board
2009-10-00
2
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Scores
Feedback (Response)
Reading Skills
Mathematics Skills
Writing Skills
Reliability
Critical Reading
High School Students
Grade 11
Reading Tests
Writing Tests
Mathematics Tests
Statistical Analysis
Test Reliability
Ewing, Maureen
Huff, Kristen
Andrews, Melissa
King, Kinda
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Analysis
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Grade 11
In connection with the new SAT that was introduced in March 2005, research has been under way to investigate the feasibility of providing examinees with score reports that contain feedback on skills measured by the critical reading, mathematics, and writing sections of the test. The main purpose of this study was to estimate the reliability of the SAT skill scores. Findings showed that with the exception of writing skills, most skills exhibited acceptable internal consistency and alternate-form reliability estimates.
ED562595
Assessing the Reliability of Skills Measured by the SAT®. Research Notes. RN-24
College Board
2005-12-00
8
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
13
As Provided
JAN2020
Yes
College Readiness
Career Readiness
Educational Indicators
Academic Standards
College Preparation
Definitions
College Admission
Admission Criteria
Educational Policy
Expectation
Remedial Instruction
Alignment (Education)
Di Giacomo, F. Tony
Linn, Dane
Monthey, Wanda
Pack, Catherine
Wyatt, Jeffrey
Reports - Research
College Board, Office of Research and Development
English
Secondary Education
Higher Education
Postsecondary Education
In recent decades, the United States economy has undergone a dramatic shift to a knowledge-based economy that, when coupled with simultaneous, rapid globalization, has created a greater demand for a more educated and skilled workforce. The share of U.S. jobs requiring some level of postsecondary education is expected to grow to 63% in the next decade. By 2018, the United States will need 22 million new college degrees and at least 4.7 million new workers with postsecondary certificates, but it will produce three million fewer degrees than are needed. Evidence suggests that a substantial fraction of the student population in the United States is insufficiently prepared for postsecondary education, which results in a great cost to the nation. Students' performance on the National Assessment of Educational Progress (NAEP), a nationally representative assessment, is an indication of the challenges that states face in trying to prepare students for postsecondary education. For example, 2009 NAEP data indicate that just 38% of U.S. 12th-graders performed at or above proficient in reading, and only 26% performed at or above proficient in math. Data from international academic assessments indicate that students in the United States are being outperformed by other developed nations. On the Programme for International Student Assessment (PISA), 15-year-olds in the United States ranked 17th in reading and 31st in mathematics. Secondary and postsecondary institutions must address the academic rigor of their programs and why students are not successfully completing postsecondary programs. This brief is intended to support policymakers in achieving the goal that every student graduating from high school is ready for both college and career.
ED562596
Academic Readiness Indicators: Implications for State Policy. Policy Brief 2013-1
College Board
2013-00-00
Policymakers
8
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Foreign Countries
College Entrance Examinations
High Stakes Tests
Information Security
Psychometrics
College Preparation
Admission Criteria
Educational Change
Test Validity
Wang, Xiang Bo
Reports - Research
China
China
College Board, Office of Research and Analysis
English
Higher Education
Postsecondary Education
Secondary Education
This report provides an introduction to the system and culture of the college entrance examination (CEE) of China. College entrance examinations in China (and in several other Asian countries such as Korea and Japan) are so important that they are commonly dubbed "once in a lifetime" or a "one-test-to-determine-a-life" for most high school graduates. Given the high-stakes nature of the CEE, test security is paramount to the Chinese government at all levels. Because all information related to CEE tests and items is considered a national secret, test security is closely monitored, and violations are investigated and prosecuted swiftly and forcefully by China's Ministries of Education, Public Security, Communication, and Justice. As a result, both the national and provincial educational examination authorities have been actively engaged in experimenting with testing reforms and technical innovations as well as learning about psychometrics from abroad. It is the author's hope that Chinese officials will share the results of further reforms and innovations so that the rest of the world can both learn and benefit from its experience.
ED562597
An Introduction to the System and Culture of the College Entrance Examination of China. Research Notes. RN-28
College Board
2006-11-00
6
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
21
ERIC
JAN2020
Yes
Middle School Students
Grade 6
Grade 7
Grade 8
Scientific Attitudes
Scientific Literacy
Science Education
Correlation
Scientific Research
Interviews
Questionnaires
Science Process Skills
Pretests Posttests
Statistical Analysis
Computer Software
Predictor Variables
Likert Scales
Gender Differences
Genç, Murat
Journal Articles
Reports - Research
English
Middle Schools
Secondary Education
Junior High Schools
Grade 6
Intermediate Grades
Elementary Education
Grade 7
Grade 8
The purpose of this study was to investigate the effect of scientific studies on students' scientific literacy and attitude towards science course. For the study, a middle school science study group was established by randomly selecting 30 students from the 6th, 7th, and 8th grades. Participating students were given information about the programme. Students worked regularly for 12 weeks on topics of scientific research and held discussions on them. Students did research on information they collected during interviews. As a result, many students involved in the science group studies were able to increase their skills through discussion and exchange of views. Before the application, the students in the program were given a test which incorporated scientific literacy and attitude towards science course. Their attitudes about science were assessed and scored using a questionnaire. During the program of study, students were provided with discussion topics by the researcher. An additional goal was to encourage student participation in scientific processes. Twelve weeks after the application, the students were given the same questionnaire and test again. The data obtained were analysed using an SPSS program. Statistical results indicated that the students' scientific literacy had increased significantly, and that their attitudes towards science were more positive. In terms of both gender and class level of the students, a significant difference emerged after the application, when compared to before the application.
ED562598
The Effect of Scientific Studies on Students' Scientific Literacy and Attitude
Online Submission
Ondokuz Mayis University Journal of Faculty of Education v34 n1 p141-152 2015
2015-00-00
12
N/A
2016
40
As Provided
JAN2020
Yes
Enrollment Rate
College Applicants
Probability
Low Income Students
College Choice
Student Characteristics
Enrollment Trends
Educational Policy
Longitudinal Studies
Smith, Jonathan
Reports - Research
College Board Advocacy & Policy Center
English
Higher Education
Postsecondary Education
The goal of this research brief is to highlight new causal evidence on how the number of colleges to which students apply affects their college enrollment decisions. Using a 2004 sample of students who applied to at least one four-year college, this research brief finds that applying to more colleges causally increases students' probabilities of enrolling in a four-year college, especially for those lower-income students applying to only one or two colleges. A Technical Appendix is included.
ED562599
Can Applying to More Colleges Increase Enrollment Rates? Research Brief
College Board
2011-10-00
12
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
6
As Provided
JAN2020
Yes
Mathematics Instruction
Common Core State Standards
Mathematical Concepts
Thinking Skills
Remedial Mathematics
Problem Solving
Mathematics Skills
Individualized Instruction
Teaching Methods
Preservice Teacher Education
Instructional Effectiveness
Skill Development
Technology Uses in Education
Reports - Descriptive
Opinion Papers
Regional Educational Laboratory Mid-Atlantic (ED)
ICF International
English
Higher Education
Postsecondary Education
In this webinar, Dr. William Schmidt of Michigan State University discussed helpful instructional tools for promoting the higher order conceptual thinking found in the Common Core Standards. The PowerPoint presentation and webinar recording are also available.
ED562600
Mathematics Instruction and the Common Core: Where Do We Go from Here? Q&A with William Schmidt, Ph.D. REL Mid-Atlantic Webinar
Regional Educational Laboratory Mid-Atlantic
2015-10-01
3
Regional Educational Laboratory Mid-Atlantic. Available from: ICF International. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. Tel: 301-572-0889; Tel: 866-735-6239; e-mail: info@relmidatlantic.org; Web site: http://www.relmidatlantic.org
N/A
2016
As Provided
JAN2020
Yes
Yes
Teaching Methods
Individualized Instruction
Teacher Competencies
Knowledge Base for Teaching
Multiple Intelligences
Language Teachers
Literacy Education
Age Differences
Instructional Program Divisions
Culturally Relevant Education
Administrator Role
Principals
Student Participation
Grouping (Instructional Purposes)
Cultural Differences
Teacher Attitudes
Competency Based Education
Test Preparation
Instructional Effectiveness
Common Core State Standards
Learning Disabilities
Standardized Tests
Reports - Descriptive
Opinion Papers
Regional Educational Laboratory Mid-Atlantic (ED)
ICF International
English
In this webinar, Dr. Carol Tomlinson of the University of Virginia presented the research base supporting the practice of differentiation and described the characteristics of effective differentiation. She led a discussion of how quality preparation can build and strengthen teachers' knowledge and skills in implementing differentiated instruction strategies. The webinar and PowerPoint presentation are also available. A brief list of resources is included.
ED562601
Effective Differentiation: A Guide for Teachers and Leaders. Q&A for Carol A. Tomlinson, Ed.D. REL Mid-Atlantic Educator Effectiveness Webinar Series
Regional Educational Laboratory Mid-Atlantic
2015-09-17
11
Regional Educational Laboratory Mid-Atlantic. Available from: ICF International. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. Tel: 301-572-0889; Tel: 866-735-6239; e-mail: info@relmidatlantic.org; Web site: http://www.relmidatlantic.org
N/A
2016
As Provided
JAN2020
Yes
Yes
Literacy Education
Reading Instruction
Student Needs
Teaching Methods
Reading Teachers
Response to Intervention
Teacher Collaboration
High School Students
English Language Learners
Intervention
Low Achievement
Low Income Groups
Reading Difficulties
Elementary School Students
Phonics
Family Role
Inclusion
Reading Skills
Technology Uses in Education
Reading Comprehension
Progress Monitoring
School Schedules
Responsibility
Evaluation Methods
Reports - Descriptive
Opinion Papers
Regional Educational Laboratory Mid-Atlantic (ED)
ICF International
English
High Schools
Secondary Education
Elementary Education
In this webinar, Janice A. Dole, Professor and Director of the Reading and Literacy Program in the Department of Educational Psychology at the University of Utah, discussed different strategies for delivering literacy instruction to meet a range of student needs, including the ways in which teachers can collaborate with reading specialists to achieve this purpose. The PowerPoint presentation and webinar recording are available.
ED562602
Effective Literacy Interventions: Q&A with Janice Dole, Ph.D. REL Mid-Atlantic Educator Effectiveness Webinar Series
Regional Educational Laboratory Mid-Atlantic
2015-10-29
9
Regional Educational Laboratory Mid-Atlantic. Available from: ICF International. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. Tel: 301-572-0889; Tel: 866-735-6239; e-mail: info@relmidatlantic.org; Web site: http://www.relmidatlantic.org
N/A
2016
As Provided
JAN2020
Yes
Yes
Family Involvement
Family School Relationship
Academic Achievement
Correlation
Partnerships in Education
Community Organizations
Parent Participation
Measurement Techniques
Models
Middle School Students
High School Students
After School Programs
Attendance Patterns
Disabilities
Cultural Differences
Poverty
Disadvantaged
Immigrants
English Language Learners
Language Usage
Barriers
Sustainability
School Culture
Communication Strategies
Educational Methods
Higher Education
Certification
Teacher Competencies
Educational Technology
Social Media
Educational Finance
Reports - Descriptive
Opinion Papers
Regional Educational Laboratory Mid-Atlantic (ED)
ICF International
English
Middle Schools
Secondary Education
Junior High Schools
High Schools
Higher Education
Postsecondary Education
In this webinar, Dr. Joyce Epstein, Director of the Center on School, Family, and Community Partnerships and the National Network of Partnership Schools, discussed what the research says about effective family engagement. The webinar and PowerPoint presentation are also available. A brief list of resources is included.
ED562603
Engaging Families in Partnership Programs to Promote Student Success: Q&A for Dr. Joyce L. Epstein. REL Mid-Atlantic Educator Effectiveness Webinar Series
Regional Educational Laboratory Mid-Atlantic
2015-08-27
8
Regional Educational Laboratory Mid-Atlantic. Available from: ICF International. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. Tel: 301-572-0889; Tel: 866-735-6239; e-mail: info@relmidatlantic.org; Web site: http://www.relmidatlantic.org
N/A
2016
As Provided
JAN2020
Yes
Yes
Foreign Countries
Educational Indicators
Global Approach
International Assessment
Reading Tests
Achievement Tests
Grade 4
Reading Achievement
Mathematics Tests
Science Tests
Mathematics Achievement
Science Achievement
Elementary Secondary Education
Secondary School Students
Academic Achievement
Educational Attainment
Comparative Analysis
Developed Nations
Enrollment
Adult Literacy
Numeracy
Education Work Relationship
Educational Environment
Educational Finance
Gender Differences
Teacher Salaries
Expenditure per Student
Graduation Rate
Adults
Elementary School Students
College Students
Problem Solving
Student Attitudes
Scientific Attitudes
Grade 8
Stephens, Maria
Warren, Laura K.
Harner, Ariana L.
Numerical/Quantitative Data
Reports - Research
Argentina
Australia
Brazil
Canada
China
France
Germany
India
Indonesia
Italy
Mexico
South Korea
Russia
Saudi Arabia
South Africa
Turkey
United Kingdom
Japan
United States
Progress in International Reading Literacy Study
Trends in International Mathematics and Science Study
Program for International Student Assessment
Argentina
Australia
Brazil
Canada
China
France
Germany
India
Indonesia
Italy
Japan
Mexico
Russia
Saudi Arabia
South Africa
South Korea
Turkey
United Kingdom
United States
Program for International Student Assessment
Progress in International Reading Literacy Study
Trends in International Mathematics and Science Study
National Center for Education Statistics (ED)
American Institutes for Research
English
Grade 4
Intermediate Grades
Elementary Education
Elementary Secondary Education
Secondary Education
Higher Education
Postsecondary Education
Grade 8
Junior High Schools
Middle Schools
The "Comparative Indicators of Education" report series has been published on a biennial basis since it began in 2002, although this year's is the first to expand its focus to the G-20 countries, having previously been focused on the G-8 countries. "Comparative Indicators of Education in the United States and Other G-20 Countries: 2015" is a comparison of the education system in the United States with those in the other Group of 20 (G-20) countries: Argentina, Australia, Brazil, Canada, China, France, Germany, India, Indonesia, Italy, Japan, Mexico, the Republic of Korea, the Russian Federation, Saudi Arabia, South Africa, Turkey, and the United Kingdom. The G-20 countries, which are among the most economically developed, represent 85 percent of the world's economy and two-thirds of its population. These countries are some of the United States' largest economic partners. The report draws on the most current information about education from the International Indicators of Education Systems (INES) project at the Organization for Economic Cooperation and Development (OECD), as reported in the "Education at a Glance" series, as well as international assessments that range from grade 4 through adulthood. These international assessments include the Progress in International Reading Literacy Study (PIRLS), which assesses fourth-graders in reading; the Trends in International Mathematics and Science Study (TIMSS), which assesses fourth- and eighth-graders in mathematics and science; the Program for International Student Assessment (PISA), which assesses 15-year-old students (regardless of grade) in mathematics, reading, science, and, occasionally, other subjects; and the Program for the International Assessment of Adult Competencies (PIAAC), which assesses adults, ages 16 to 65, in literacy, numeracy, and problem solving in technology-rich environments. Findings are organized into five major sections: (1) population and school enrollment; (2) academic performance; (3) contexts for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. An appendix presents: The Education Systems of the G-20 Countries.
ED562604
Comparative Indicators of Education in the United States and Other G-20 Countries: 2015. NCES 2016-100
National Center for Education Statistics
2015-12-00
154
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
T
2016
13
ERIC
JAN2020
Yes
EDIES12D0002
http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=2016100
Yes
College Entrance Examinations
College Readiness
Benchmarking
Scores
Predictor Variables
Probability
Institutional Characteristics
Individual Characteristics
College Freshmen
Databases
Regression (Statistics)
Kobrin, Jennifer L.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Analysis
English
Higher Education
Postsecondary Education
The purpose of this research study was to determine benchmark scores on the SAT that predict a 65 percent probability or higher of getting a first-year college grade point average of either 2.7 or higher or 2.0 or higher, to use these benchmarks to describe the level of college readiness in the nation and in certain demographic subgroups, and to examine how the benchmarks vary according to certain college characteristics. Additional tables are appended.
ED562605
Determining SAT® Benchmarks for College Readiness. Research Notes. RN-30
College Board
2007-01-00
8
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
9
As Provided
JAN2020
Yes
College Entrance Examinations
Academic Achievement
Grade Point Average
Correlation
Socioeconomic Status
Resources
Educational Opportunities
College Admission
Measures (Individuals)
Racial Differences
Gender Differences
Mattern, Krista D.
Shaw, Emily J.
Williams, Frank E.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Analysis
English
Higher Education
Postsecondary Education
While the results demonstrate that SAT scores still correlated more strongly, on average, with socioeconomic status (SES) than high school grade point average (GPA) and rank, this does not indicate that this is a problem with the test; more likely it is a societal reflection of disparate resources. That is, higher-SES families have more resources to provide their children with additional or richer educational opportunities, along with various other factors that could translate into higher academic performance.
ED562606
Examining the Relationship between the SAT®, High School Measures of Academic Performance, and Socioeconomic Status: Turning Our Attention to the Unit of Analysis. Research Notes. RN-36
College Board
2008-04-00
12
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
12
As Provided
JAN2020
Yes
Parent Teacher Conferences
Gifted
Children
Educational Planning
Student Educational Objectives
Parent Teacher Cooperation
Danielian, Jeff
Langley, Susan Dulong
Reports - Descriptive
National Association for Gifted Children
English
"Connecting for High Potential" sheds light on questions from teachers and parents on many subject matters, however, rarely is there an opportunity to explore how the "other side" might be facing the issue. An ongoing goal of the National Association for Gifted Children (NAGC) is for teachers and parents to develop a broader understanding of their students' potential (and one another) which will enable them to build stimulating learning environments that tap into a child's high potential. This resource for parents, teachers, and community members is designed to provide practical advice for working together to support gifted children's continued growth in educational settings. Presented in this issue is the "Parent/Teacher Conference." While it can differ greatly depending on the student, the parent(s), the teacher and the issues at hand, it offers one of the best opportunities to create a school/home plan to help students succeed.
ED562607
Connecting for High Potential... "The Parent/Teacher Conference." CHP Issue 24
National Association for Gifted Children
2014-01-00
3
National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: nagc@nagc.org; Web site: http://www.nagc.org/
N/A
2016
ERIC
JAN2020
Yes
Teaching Methods
Learner Engagement
Academic Achievement
Teacher Surveys
Observation
Faculty Development
English Instruction
Mathematics Instruction
Program Evaluation
High School Students
Middle School Students
Focus Groups
Interviews
Experimental Groups
Control Groups
Comparative Analysis
Coding
Scores
Student Characteristics
Institutional Characteristics
Kerns, Mary-Margaret
Reports - Research
College Board, Office of Research and Development
English
High Schools
Secondary Education
Middle Schools
Junior High Schools
The College Board developed a program in the content areas of English and mathematics designed to prepare students for challenging content as early as grade 6 and extending through high school. Conceived with the goal of creating high-quality professional development activities with associated instructional strategies embedded in instructional materials rich in content and cognitive demand, the resulting Textual Power and Mathematics with Meaning instructional materials and professional development ultimately sought to improve student engagement and achievement in the classroom. The findings associated with the evaluations of Textual Power and Mathematics with Meaning in years 1 and 2 of the pilot informed the development of their current forms in the SpringBoard Program. The following tables are appended: (1) Sample and Response Rates, Introductory Survey; (2) Number of Reflections Surveys Completed by Teachers; (3) Sample and Response Rates, Final Survey; (4) Regional and School Characteristics of Site Visit Schools; (5) Percentages of Types of Students in Classes Observed; (6) Collected Sample Distribution; (7) HLM Coefficient Estimates for District A High School; (8) Regional and School Characteristics of Site Visit Schools; (9) Numbers of English Observations with Descriptive Information, 2003 and 2004; (10) Numbers of Mathematics Observations with Descriptive Information, 2003 and 2004; (11) HLM Coefficient Estimates for District A High School; and (12) HLM Coefficient Estimates for District A Middle School.
ED562608
Evaluation of SpringBoard® English Textual Power™ and Mathematics with Meaning™ Pilot Program. Research Notes. RN-21
College Board
2004-01-00
12
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
2
As Provided
JAN2020
Yes
College Entrance Examinations
Logical Thinking
Thinking Skills
Scores
Test Construction
High School Students
Test Items
Equated Scores
Critical Thinking
Student Characteristics
Reading Achievement
Mathematics Achievement
Gender Differences
Racial Differences
Kobrin, Jennifer L.
Melican, Gerald J.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Analysis
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This report synthesizes the research to date addressing the construct comparability of the SAT Reasoning Test and prior SAT I: Reasoning Test and the series of research studies addressing the equatability and subpopulation invariance of the SAT and SAT I.
ED562609
Comparability of Scores on the New and Prior Versions of the SAT Reasoning Test™. Research Notes. RN-31
College Board
2007-01-00
6
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
18
As Provided
JAN2020
Yes
Academically Gifted
Student Placement
Student Needs
Advocacy
Needs Assessment
Planning
Danielian, Jeff
Langley, Susan Dulong
Reports - Descriptive
National Association for Gifted Children
English
"Connecting for High Potential" sheds light on questions from teachers and parents on many subject matters, however, rarely is there an opportunity to explore how the "other side" might be facing the issue. An ongoing goal of the National Association for Gifted Children (NAGC) is for teachers and parents to develop a broader understanding of their students' potential (and one another) which will enable them to build stimulating learning environments that tap into a child's high potential. This resource for parents, teachers, and community members is designed to provide practical advice for working together to support gifted children's continued growth in educational settings. Presented in this issue is "Finding a Program or Advocating for One that Works." Challenges exist in finding the right academic fit for exceptional learners. This resource offers teachers and parents ways to think critically and plan creatively to share information with key stakeholders to effect changes in programs and services to benefit exceptional learners.
ED562610
Connecting for High Potential... "Finding a Program or Advocating for One That Works." CHP Issue 23
National Association for Gifted Children
2013-06-00
3
National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: nagc@nagc.org; Web site: http://www.nagc.org/
N/A
2016
ERIC
JAN2020
Yes
Achievement Gap
Elementary Secondary Education
Educational Policy
Educational Legislation
Federal Legislation
Position Papers
Gifted
High Achievement
Reports - Descriptive
No Child Left Behind Act 2001
No Child Left Behind Act 2001
National Association for Gifted Children
English
Elementary Secondary Education
Since the passage of the No Child Left Behind Act in 2001, a major objective of federal and state education policy has been to narrow K-12 achievement gaps. This position statement notes that the available data suggest that the singular focus on the most struggling learners has resulted in meaningful progress in closing minimum-competency achievement gaps. However, at the same time, schools have not addressed gaps between groups of students at advanced levels of achievement, commonly referred to as "excellence gaps." Reducing and eventually eliminating excellence gaps is an issue of equity and social justice, community development, economic advancement, and national security. This position statement from the National Association for Gifted Children provides recommendations and calls on policymakers and educators to set a goal of closing achievement gaps at every level of achievement.
ED562611
Addressing Excellence Gaps in K-12 Education. Position Statement
National Association for Gifted Children
2015-03-00
2
National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: nagc@nagc.org; Web site: http://www.nagc.org/
N/A
2016
5
ERIC
JAN2020
Yes
Teacher Education Programs
National Standards
Academically Gifted
Expertise
Specialists
Regular and Special Education Relationship
Referral
Talent Identification
State Standards
Accreditation (Institutions)
Cognitive Style
Individual Differences
Individualized Instruction
Educational Environment
Knowledge Base for Teaching
Educational Assessment
Educational Planning
Educational Strategies
Professional Development
Teacher Collaboration
Culturally Relevant Education
Reports - Descriptive
National Association for Gifted Children
Council for Exceptional Children
English
The National Association for Gifted Children (NAGC), in collaboration with the Council for Exceptional Children (CEC), and the Association for the Gifted (CEC-TAG), has developed national standards for teacher preparation programs in gifted and talented education. Typically, these programs are at the masters level, but they may also be endorsement programs, or less frequently, teacher preparation programs at the undergraduate level. The programs develop expertise in gifted and talented education, which is needed in specialized programs for gifted students, and is also needed at the building and district level to coordinate programs and services. Gifted education specialists also collaborate with other educators to ensure that general education teachers are able to support advanced students in their classrooms and to refer students for further testing as part of the overall identification process. The standards are the basis for state standards in gifted education and are also used at the national level as part of the teacher preparation accreditation process. The 2013 standards include 7 standards and 28 individual elements. The previous standards were approved in 2006.
ED562612
NAGC-CEC Teacher Preparation Standards in Gifted and Talented Education
National Association for Gifted Children
2013-12-00
9
National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: nagc@nagc.org; Web site: http://www.nagc.org/
N/A
2016
8
As Provided
JAN2020
Yes
College Readiness
Benchmarking
College Graduates
Academic Achievement
Aptitude Tests
Time to Degree
Student Characteristics
Gender Differences
Ethnicity
Racial Differences
Oral Language
Native Language
Family Income
Parent Background
Graduation Rate
Validity
Evidence
Measures (Individuals)
Intervention
Educational Policy
Outcomes of Education
College Entrance Examinations
High School Students
Grade Point Average
Mattern, Krista D.
Shaw, Emily J.
Marini, Jessica
Reports - Research
SAT (College Admission Test)
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The current study examines the relationship between the SAT® College Readiness Benchmark with the outcome of graduation from college in either four or six years. The results indicate that the SAT benchmark is indeed differentiating between those students who graduate within four years and those who do not, as well as between those who graduate within six years and those who do not. The data were further disaggregated by student characteristics of gender, ethnicity, best spoken language, household income, and highest parental education. Even within student subgroups, differences in graduation rates for students who were college ready versus those who did not meet the SAT benchmark persisted. The results from the current study provide additional validity evidence for the use of the benchmark as a measure of college readiness and as a crucial tool in guiding educational interventions and policy that promote college success for all students.
ED562613
Does College Readiness Translate to College Completion? Research Note 2013-9
College Board
2013-00-00
25
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
14
As Provided
JAN2020
Yes
Validity
Prediction
College Entrance Examinations
Standardized Tests
College Freshmen
Gender Differences
Racial Differences
Ethnic Groups
Language Usage
Comparative Analysis
Correlation
Scores
Grade Point Average
High School Students
American Indian Students
Cutting Scores
Questionnaires
Test Bias
Culture Fair Tests
College Admission
Statistical Analysis
Mattern, Krista D.
Patterson, Brian F.
Shaw, Emily J.
Kobrin, Jennifer L.
Barbuti, Sandra M.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The purpose of the study is to examine the differential validity and prediction of the SAT using a nationally representative sample of first-year college students admitted with the revised version of the SAT. The findings demonstrate that there are similar patterns of differential validity and prediction by gender, race/ethnicity, and best language subgroups on the revised SAT compared with previous research on older versions of the test. The following are appended: (1) Uncorrected Correlations between SAT Scores and HSGPA and First-Year GPA by Subgroups; (2) Correlation of SAT Scores and HSGPA with FYGPA for American Indian Students at Different Minimum Cut Points; and (3) Average Overprediction (-) and Underprediction (+) of FYGPA for SAT Scores and HSGPA by Subgroups (Unstandardized Residuals).
ED562614
Differential Validity and Prediction of the SAT®. Research Report No. 2008-4
College Board
2008-00-00
17
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
15
As Provided
JAN2020
Yes
Gifted
Teacher Collaboration
Ethics
Professional Identity
Teacher Leadership
Teacher Researchers
Inquiry
Program Improvement
Pedagogical Content Knowledge
Specialists
Evaluation Methods
Standards
Teacher Characteristics
Teacher Education Programs
Reports - Descriptive
National Association for Gifted Children
Council for Exceptional Children
English
After mastering initial standards for the preparation of teachers of the gifted, many educators in gifted education continue their professional growth toward mastery of advanced professional standards at the post baccalaureate levels. For some this means deepening their understandings and expertise and adding new responsibilities for leadership within the classroom. Regardless of the specific role, educators in advanced roles share an array of functions and responsibilities in common. Reflecting this commonality, the advanced standards in gifted education were developed by standards experts at the National Association for Gifted Children, the Council for Exceptional Children, and the Association for the Gifted. These content and teacher preparation experts conducted an extensive study of advanced teaching standards, including National Board for Professional Teaching Standards, state standards, knowledge and skill standards that are expected of all special educators in advanced roles, and standards used by the Council for Accreditation of Educator Preparation as part of the school/college of education accreditation process. The adopted advanced standards contain seven standards and 28 elements.
ED562615
Advanced Standards in Gifted Education Teacher Preparation
National Association for Gifted Children
2013-07-00
5
National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: nagc@nagc.org; Web site: http://www.nagc.org/
N/A
2016
ERIC
JAN2020
Yes
High School Students
Grade Point Average
Accuracy
Aptitude Tests
Questionnaires
Correlation
Measurement Techniques
Statistical Analysis
Scaling
Comparative Analysis
Reliability
Grade Inflation
Dual Enrollment
Honors Curriculum
Advanced Placement
College Entrance Examinations
Shaw, Emily J.
Mattern, Krista D.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
This study examined the relationship between students' self-reported high school grade point average (HSGPA) from the SAT Questionnaire and their HSGPA provided by the colleges and universities they attend. The purpose of this research was to offer updated information on the relatedness of self-reported (by the student) and school-reported (by the college/university from the high school transcript) HSGPA, compare these results to prior studies, and provide recommendations on the use of self-reported HSGPA. Results from this study indicated that even though the correlation between the self-reported and school-reported HSGPA is slightly lower than in prior studies (r = 0.74), there is still a very strong relationship between the two measures. The following tables and figure are appended: (1) HSGPA Grading Scales Across Higher Education Institutions in the Study; (2) Recoding of School- and Self-Reported HSGPA; (3) Descriptive Statistics for the Academic Measures (N = 40,301); (4) Self-Reported Versus School-Reported HSGPA Accuracy: Correlations, Percentage of Exact HSGPA Match, Underreporting and Overreporting of HSGPA in Grade Steps by Race/Ethnicity, Parental Income, Parental Education Level and SAT Score Band; (5) Accuracy of Self-Reported HSGPA by HSGPA Value; (6) Percentage of Exactly Matching, Underreporting and Overreporting of HSGPA by Demographic Characteristics in the SAT Score Band; and (7) Self-Reported HSGPA Item on the SAT Questionnaire (2005-2006).
ED562616
Examining the Accuracy of Self-Reported High School Grade Point Average. Research Report No. 2009-5
College Board
2009-00-00
18
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
14
As Provided
JAN2020
No
Nutrition
Standards
Federal Legislation
State Departments of Education
Compliance (Legal)
Food
Elementary Schools
Middle Schools
Secondary Schools
Reports - Descriptive
National Association of State Boards of Education
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
The Healthy Hunger Free Kids Act of 2010 (HHFK) requires the Secretary of Agriculture to establish standards for foods sold in schools other than those provided as part of the National School Lunch Program or School Breakfast Program. According to the HHFK, these standards are to be consistent with the Dietary Guidelines for Americans and the development process should take into account existing state, local, and voluntary standards and the practical application of the standards. This Legislative Brief outlines the proposed standards that USDA published in the Federal Register on February 8, 2013. The proposed standards apply to: (1) All foods sold outside of the school meals programs; (2) The full school day (midnight before to 30 minutes after the end of the official school day); and (3) The entire school campus (all areas of the property under the jurisdiction of the school that are accessible to students).
ED562617
Proposed Rule: Nutrition Standards for All Foods Sold in School. Legislative Brief 13-1
National Association of State Boards of Education
2013-03-00
3
National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org
N/A
http://www.nasbe.org/wp-content/uploads/Legislative-Brief-Competitive-Foods-Standards1.pdf
2016
ERIC
JAN2020
Yes
Academic Achievement
Change
Race
Student Characteristics
Teacher Characteristics
Elementary School Students
Secondary School Students
Elementary School Teachers
Secondary School Teachers
Public Schools
African American Students
White Students
Asian American Students
Reading Achievement
Mathematics Achievement
Achievement Gains
Minority Group Teachers
Egalite, Anna J.
Kisida, Brian
Winters, Marcus A.
Reports - Research
Florida
Florida
Harvard University, Program on Education Policy and Governance
English
Elementary Education
Secondary Education
Previous research suggests that there are academic benefits when students and teachers share the same race/ethnicity because such teachers can serve as role models, mentors, advocates, or cultural translators. In this paper, we obtain estimates of achievement changes as students are assigned to teachers of different races/ethnicities from grades 3 through 10 utilizing a large administrative dataset provided by the Florida Department of Education that follows the universe of test-taking students in Florida public schools from 2001-02 through 2008-09. We find small but significant positive effects when black and white students are assigned to race-congruent teachers in reading (0.004 to 0.005 standard deviations) and for black, white and Asian/Pacific Island students in math (0.007 to 0.041 standard deviations). We also examine the effects of race matching by students' prior performance level, finding that lower-performing black and white students appear to particularly benefit from being assigned to a race-congruent teacher. An appendix provides a test of the authors' hypothesis and supplemental tables.
ED562618
Representation in the Classroom: The Effect of Own-Race Teacher Assignment on Student Achievement. Program on Education Policy and Governance Working Papers Series. PEPG 14-07
Program on Education Policy and Governance
2014-00-00
37
Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg
N/A
2016
51
As Provided
JAN2020
Yes
Teaching Methods
Language Arts
Mathematics Instruction
English Instruction
Educational Research
Instructional Design
Reading Instruction
Oral Language
Language Proficiency
Cooperation
Problem Solving
Cognitive Processes
Memory
Middle School Students
High School Students
Learning Theories
Curriculum
Individualized Instruction
Student Diversity
Teacher Competencies
Cognitive Science
Learning Strategies
Metacognition
Affective Behavior
Reading Strategies
Writing Strategies
Delgado, Jane
Reports - Descriptive
College Board, Office of Research and Analysis
English
Middle Schools
Secondary Education
Junior High Schools
High Schools
SpringBoard is a comprehensive instructional program in English language arts and mathematics that reflects powerful, research-based understandings about how people learn. This report presents a model of learning based on cognitive science with particular attention to the role of memory and language. The instructional framework of strategic learning that follows from this model provides the basis for the SpringBoard program's incorporation of rigorous content and training in strategic activities and skills. Finally, the research base for the SpringBoard program is reviewed and summarized, first for the program overall and then for each set of strategies incorporated in the instructional design: reading, writing, oral proficiency, collaboration, and problem solving.
ED562619
Engaging Strategies for All Students: The SpringBoard® Example. Research Notes. RN-23
College Board
2005-00-00
12
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
65
As Provided
JAN2020
Yes
Test Bias
Evaluation Methods
Measurement Techniques
Writing Evaluation
Models
Writing Achievement
Student Characteristics
Gender Differences
Racial Differences
Ethnic Groups
Language Usage
Factor Analysis
College Entrance Examinations
Standardized Tests
Engelhard, George, Jr.
Wind, Stefanie A.
Kobrin, Jennifer L.
Chajewski, Michael
Reports - Research
Tests/Questionnaires
Rasch Scaled Scores
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
The purpose of this study is to illustrate the use of explanatory models based on Rasch measurement theory to detect systematic relationships between student and item characteristics and achievement differences using differential item functioning (DIF), differential group functioning (DGF), and differential person functioning (DPF) techniques. The major focus of the analyses in this study was to demonstrate a set of methodological techniques that can be used to better understand subgroup performance on a large-scale writing assessment, rather than to conduct bias or sensitivity reviews. Tables and figures are appended.
ED562620
Differential Item and Person Functioning in Large-Scale Writing Assessments within the Context of the SAT®. Research Report 2013-6
College Board
2013-00-00
50
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
57
As Provided
JAN2020
Yes
Public Schools
Documentaries
Educational Change
Elementary Secondary Education
Charter Schools
Competition
Global Approach
Levine, Arthur
Swail, Watson Scott
Reports - Descriptive
Opinion Papers
Educational Policy Institute
English
Elementary Secondary Education
On March 21 2013, the "Educational Policy Institute" held the first day of the EPI Forum on Education & the Economy in Orlando, Florida. The Forum was designed to discuss critical issues related to the nexus of education and the workforce. This document presents the transcribed session that featured two of the authors of the Teachers College Press publication, "Finding Superman: Debating the Future of Public Schools in America" (2012). The book was a response to Davis Guggenheim's documentary, "Waiting for "Superman,"" released in 2010. Watson Scott Swail, President and CEO of the Educational Policy Institute, served as editor of the book and wrote the introductory chapter, "Finding Superman". Arthur Levine, President of the Woodrow Wilson Foundation, wrote a chapter titled "The Potential Impact of Waiting for "Superman" on Schooling in America." The Forum provided an opportunity to talk about their respective chapters and engage in an interesting conversation about education and international competition.
ED562621
Finding Superman & Global Competitiveness: A Conversation with Arthur Levine & Watson Scott Swail. Policy Perspectives
Educational Policy Institute
2014-08-00
13
Educational Policy Institute. 6900 Wisconsin Avenue Suite 606, Bethesda, MD 20815. Tel: 202-657-5207; e-mail: info@educationalpolicy.org; Web site: http://www.educationalpolicy.org
N/A
2016
ERIC
JAN2020
Yes
Educational Vouchers
College Attendance
College Graduates
Academic Degrees
Program Effectiveness
Correlation
Minority Group Students
Statistical Analysis
Private Schools
Low Income Groups
Scholarships
Regression (Statistics)
Immigrants
Academic Persistence
Chingos, Matthew M.
Peterson, Paul E.
Reports - Research
New York
New York
Harvard University, Program on Education Policy and Governance
English
Higher Education
Postsecondary Education
We provide the first experimental estimates of the long-term impacts of a voucher to attend private school by linking data from a privately sponsored voucher initiative in New York City, which awarded the scholarships by lottery to low-income families, to administrative records on college enrollment and degree attainment. We find no significant effects on college enrollment or four-year degree attainment of the offer of a voucher. However, we find substantial, marginally significant impacts for minority students and large, significant impacts for the children of women born in the United States. Negative point estimates for the children of non-minority and foreign-born mothers are not statistically significant at conventional levels. The information needed to match students to administrative data on postsecondary outcomes was available for 99 percent of the sample. We find evidence of substantial bias due to attrition in the original evaluation, which relied on data collected at follow-up sessions.
ED562622
Experimentally Estimated Impacts of School Vouchers on College Enrollment and Degree Attainment. Program on Education Policy and Governance Working Papers Series. PEPG 15-01
Program on Education Policy and Governance
2015-00-00
William E. Simon Foundation
Searle Freedom Trust
41
Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg
N/A
2016
29
As Provided
JAN2020
Yes
Global Approach
Barriers
Educational Policy
College Role
Educational Objectives
Institutional Mission
School Community Relationship
School Community Programs
Conference Papers
Educational Quality
Student Diversity
Student Needs
Curriculum Development
Alignment (Education)
Outcome Measures
Educational Strategies
Educational Practices
Foreign Countries
Swail, Watson Scott
Reports - Descriptive
Speeches/Meeting Papers
Europe
Educational Policy Institute
English
Higher Education
Postsecondary Education
This EPI Policy Perspectives covers a presentation given at the European University Association Annual Convention (March 20, 2009, in Prague, Czech Republic) that addresses the Bologna process in the European Union. The process raised many questions regarding the role of the university, and the entire tertiary/postsecondary system of education. The issues being discussed in the EU are not only pertinent in the European arena, but are living issues being debated around the world. Three questions of note were addressed by Watson Swail in his presentation: (1) What is the purpose of the university?; (2) What role does research play?; and (3) How does the institution interact with community and contribute to the local, regional, and global economy and society?
ED562623
Facing Global Challenges: A European University Perspective. Policy Perspectives
Educational Policy Institute
2014-08-00
9
Educational Policy Institute. 6900 Wisconsin Avenue Suite 606, Bethesda, MD 20815. Tel: 202-657-5207; e-mail: info@educationalpolicy.org; Web site: http://www.educationalpolicy.org
N/A
2016
ERIC
JAN2020
Yes
Teacher Characteristics
Thinking Skills
Academic Achievement
Teacher Influence
Teacher Effectiveness
International Assessment
Scores
Developed Nations
Differences
Wages
Government Employees
Elementary School Teachers
Secondary School Teachers
Foreign Countries
Hanushek, Eric A.
Piopiunik, Marc
Wiederhold, Simon
Reports - Research
Numerical/Quantitative Data
Program for International Student Assessment
Australia
Austria
Belgium
Canada
Czech Republic
Denmark
Estonia
Finland
France
Germany
Ireland
Italy
Japan
Korea
Netherlands
Norway
Poland
Russia
Slovakia
Spain
Sweden
United Kingdom
United States
Australia
Austria
Belgium
Canada
Czech Republic
Denmark
Estonia
Finland
France
Germany
Ireland
Italy
Japan
Netherlands
Norway
Poland
Russia
Slovakia
South Korea
Spain
Sweden
United Kingdom
United States
Program for International Student Assessment
Harvard University, Program on Education Policy and Governance
English
Elementary Education
Secondary Education
Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.
ED562624
The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
Program on Education Policy and Governance
2014-00-00
Fritz Thyssen Foundation (Germany)
55
Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg
N/A
2016
43
As Provided
JAN2020
Yes
Student Attrition
Costs
Income
Public Colleges
Private Colleges
Proprietary Schools
Educational Finance
Graduation Rate
Tables (Data)
College Students
Raisman, Neal
Numerical/Quantitative Data
Reports - Research
United States
United States
Educational Policy Institute
English
Higher Education
Postsecondary Education
This report, an analysis of 1669 U.S. institutions, is a first-time study of the relationship of attrition to revenues lost in four-year public, private, and for-profit colleges and universities on an annual basis. The report is the result of a study investigating the financial impact of attrition on four-year colleges and universities. Other studies of attrition and graduation rates report on the number of students lost to attrition but do not deal with the effects of the attrition on the schools' fiscal situation. Realizing that every student who attends a college or university represents direct revenue to the school through tuition paid directly to the school, or through a public formula that pays X number of dollars on a per student basis to the college or university, it appears apparent that when a student leaves the school the revenue received through tuition is lost either immediately or when the formulas are recalculated. Thus, a study of the relationship of attrition to dollars lost would indicate the effects of attrition on a school's revenues and thus its fiscal condition. The study is based on data collected from colleges and universities directly, through IPEDS, the Educational Trust, college and university websites and reporting, as well as the College Board "Annual Survey of Colleges 2010."
ED562625
The Cost of College Attrition at Four-Year Colleges & Universities. Policy Perspectives
Educational Policy Institute
2013-02-00
269
Educational Policy Institute. 6900 Wisconsin Avenue Suite 606, Bethesda, MD 20815. Tel: 202-657-5207; e-mail: info@educationalpolicy.org; Web site: http://www.educationalpolicy.org
N/A
2016
ERIC
JAN2020
Yes
National Competency Tests
Computer Assisted Testing
Writing Tests
Grade 4
Elementary School Students
Scores
Writing Skills
Achievement Gap
Pilot Projects
Internet
Access to Computers
High Achievement
Low Achievement
Computer Software
Word Processing
Text Structure
Writing Achievement
Student Attitudes
Preferences
Correlation
White, Sheida
Kim, Young Yee
Chen, Jing
Liu, Fei
Reports - Research
Numerical/Quantitative Data
Tests/Questionnaires
National Assessment of Educational Progress
National Assessment of Educational Progress
National Center for Education Statistics (ED)
English
Grade 4
Intermediate Grades
Elementary Education
This study examined whether or not fourth-graders could fully demonstrate their writing skills on the computer and factors associated with their performance on the National Assessment of Educational Progress (NAEP) computer-based writing assessment. The results suggest that high-performing fourth-graders (those who scored in the upper 20 percent in the computer- and paper-based writing assessments on the NAEP) write better on the computer than on paper and can fully demonstrate their writing proficiency in a computer-based assessment. There are, however, indications that low-performing fourth-graders (i.e., those in the bottom 20 percent) and middle-performing fourth-graders (representing the middle 60 percent) may have performed less well on the computer than on paper. This suggests a potential differential effect of writing on the computer on writing performance that might have contributed to the widened achievement gap between high- and non-high-performing (i.e., low- and middle-performing) students in the 2012 computer-based pilot assessment, compared to the 2010 paper-based pilot assessment. Unequal prior exposure to writing on the computer and preference for mode of writing (paper vs. computer) appear to be associated with this widening of the achievement gap. For example, about 94 percent of high-performing students in 2012 reported having access to the Internet at home, compared to about half (52 percent) of low-performing students. The score difference between those with access to the Internet at home and those without was substantive, with an effect size of 0.87. The statistics presented in this report are estimates based on a NAEP pilot assessment conducted with a nationally representative sample of 10,400 grade 4 students. As a pilot assessment, the sample was not adjusted to account for nonresponse bias. As a result, the sample may not completely represent the grade 4 population. The following are appended: (1) Exact text of questions in the 2012 NAEP Writing Contextual Questionnaires; (2) Tables; (3) Tables for Chapter 3; (3) Tables for Chapter 4; (4) Tables for Chapter 5; and (5) Figures. [The American Institutes for Research provided technical and editorial services.]
ED562627
Performance of Fourth-Grade Students in the 2012 NAEP Computer-Based Writing Pilot Assessment: Scores, Text Length, and Use of Editing Tools. Working Paper Series. NCES 2015-119
National Center for Education Statistics
2015-10-00
150
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
N/A
2016
6
As Provided
JAN2020
Yes
http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=2015119
Yes
Adult Education
Higher Education
Cultural Literacy
Bullying
Community Education
Cultural Differences
Cooperative Learning
Learning Activities
Writing (Composition)
Grouping (Instructional Purposes)
Doctoral Programs
Test Reliability
Attitude Measures
Educational Quality
Scholarship
Group Activities
Informal Education
Case Studies
Historic Sites
Elufiede, Oluwakemi, Ed.
Flynn, Bonnie, Ed.
Collected Works - Proceedings
Adult Higher Education Alliance (AHEA)
English
Adult Education
Higher Education
Postsecondary Education
This document contains the proceedings of The Adult Higher Education Alliance 35th Annual Conference. The theme of the conference was Adult and Higher Education in the Contemporary World: Its Role In Cultural Literacy. The conference was held on March 10-11, 2015. The event was hosted by and held at the College of Education and Human Performance, Morgridge International Reading Center, University of Central Florida, in Orlando, Florida. Papers in these proceedings include: (1) Bullies in the Academy (Patricia Coberly-Holt and Caroline Braun); (2) Community Education: Cultural Diversity Exemplified through Collaborative Learning Activities in an Adult Peer-to-Peer Writing Group (Oluwakemi Elufiede and Tina Murray); (3) The Life, Death, and Rebirth of the Cohort (Bonnie Flynn and Robert Benway); (4) The Political Culture of Adult Education and the Doctorate (Tom Heaney and Wendy Yanow); (5) Establishing the Reliability of an Instrument to Measure Students' Perception of Quality Service (Larchin Leslie, Mathias R. Vairez, Jr., and Tremaine Leslie); (6) Writing Groups: A Recipe for Successful Scholarly Writing (Marilyn Lockhart); and (7) Public Pedagogy of a Victoria Brothel: An Informal Learning Case Study (Margaret A. Voelkel and Rosa M. Henehan). Sections about the authors and the purpose of the Adult Higher Education Alliance are also included. (Individual papers contain references.)
ED562628
Proceedings of the Adult Higher Education Alliance Annual Conference (35th, Orlando, Florida, March 10-11, 2015)
Adult Higher Education Alliance
2015-03-00
67
Adult Higher Education Alliance. P.O. Box 2093, Minneola, FL 34755. Tel: 407-673-3773; e-mail: AHEA.Main.Email@gmail.com; Web site: http://www.ahea.org
T
2016
ERIC
JAN2020
No
Educational Assessment
State Policy
Performance Based Assessment
Sustainability
Test Reliability
Accountability
Alignment (Education)
Measurement Objectives
Equal Education
Program Implementation
Educational Finance
Educational Policy
Test Use
Elementary Secondary Education
Parsi, Ace
Darling-Hammond, Linda
Reports - Descriptive
Tests/Questionnaires
National Association of State Boards of Education
Stanford Center for Opportunity Policy in Education (SCOPE)
English
Elementary Secondary Education
Employers, postsecondary institutions, and civic leaders are urging greater focus on 21st century skills essential for college, career, and civic success: problem solving, interpersonal skills, and collaboration, among others. In response to these demands, states across the country are working to realign policies--on learning standards, assessments, and human capital strategies--to set a new course for their state education systems. Many states are reconsidering their assessment strategies and asking whether existing assessments are designed to be the barometer, resource, and engine for learning necessary to support the new demands on students. To address gaps in existing assessments, many states are considering the role of performance assessments--assessments that require students to craft solutions to problems by constructing an answer, producing a product, or performing an activity rather than selecting from a list of multiple-choice answers--within their statewide assessment strategies. By requiring students to complete multifaceted tasks, these assessments can better support 21st century learning. This report is intended to familiarize state boards of education with performance assessments and help state board members and other policymakers address some of the thorniest issues around these assessments: purpose, sustainability, reliability, accountability, policy alignment, equity, professional practice, and implementation. The report ends with a set of discussion questions so that each state can begin to analyze barriers and opportunities toward effective implementation of these assessments.
ED562629
Performance Assessments: How State Policy Can Advance Assessments for 21st Century Learning. White Paper
National Association of State Boards of Education
2015-01-00
William and Flora Hewlett Foundation
Policymakers
18
National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org
N/A
http://www.nasbe.org/wp-content/uploads/Parsi-LDH-Performance-Assessment_Jan2015.pdf
2016
As Provided
JAN2020
Yes
High School Graduates
Success
Access to Education
Hispanic American Students
College Entrance Examinations
College Bound Students
Enrollment Trends
Graduation Rate
Academic Ability
Academic Aspiration
Academic Achievement
Student Characteristics
College Attendance
Gender Differences
Parent Education
Language Usage
Educational Research
McKillip, Mary E. M.
Mackey, Philip E.
Reports - Evaluative
Numerical/Quantitative Data
SAT (College Admission Test)
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
SAT (College Admission Test)
College Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
Adult Education
This report shows college enrollment and graduation trends among Latino SAT® takers who finished high school in 2004 and 2010 by various student characteristics including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high perceived ability, high assessed ability) were the most likely to enroll in four-year colleges within one year after graduating from high school in 2004 and in 2010. Students in these top categories among the 2004 cohort were also more likely to have graduated from a four-year college six years later. We found patterns seen previously in research: Females and students whose parents went to college tended to have more positive college outcomes. Additionally, we found an increase in SAT participation, Advanced Placement Program® (AP®) participation, two-year college enrollment, and an increase in students with high aspirations and self-perceived ability. These positive trends, combined with the finding that relationships between student characteristics and college enrollment in 2010 were quite similar to the relationships seen in 2004, suggest that an increased number of Latino students may graduate with college degrees in the coming years. We also find an increased proportion of Latino SAT takers who report bilingualism, suggesting that we may see an increased number of college graduates who are bilingual in the coming years as well.
ED562630
College Access and Success among High School Graduates Taking the SAT®: Latino Students. Research Note 2013-3
College Board
2013-00-00
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
8
As Provided
JAN2020
Yes
Feasibility Studies
College Entrance Examinations
Standardized Tests
Use Studies
Test Validity
Scores
Grades (Scholastic)
Difficulty Level
Predictor Variables
Predictive Validity
Prediction
Academic Advising
Educational Counseling
College Students
Grade Point Average
Majors (Students)
Stricker, Lawrence J.
Rock, Donald A.
Burton, Nancy W.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
This study appraised the validity of SAT scores, in combination with grades in high school courses and the number and difficulty level of these courses, in predicting college grades in various fields of study, with the objective of providing SAT takers with predictions of their academic performance in different fields for guidance purposes. The possible impact of this feedback on the flow of students into specific major fields was also assessed. Data on an entering class at a large state university provided the basis for the study. The SAT and collateral variables were able to predict college grades in different academic areas by taking into account marked variations in grade distributions among fields of study. These predictions could be potentially useful in academic guidance. Students' predicted grades in the various fields and their intended majors were unrelated. Most students received their highest predicted grades in the humanities, although few intended to major in this area. Hence, such feedback would probably stimulate students to take courses or major in the humanities. Table A-1--Standardized Regression Coefficients for Predicting Actual and Imputed GPAs for Three Fields of Study--is appended.
ED562631
Feasibility of Using the SAT® in Academic Guidance. Report No. 95-1. ETS RR No. 95-3
College Entrance Examination Board
1995-00-00
13
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
30
As Provided
JAN2020
Yes
Multiple Choice Tests
College Entrance Examinations
Problem Solving
Cognitive Style
STEM Education
Word Problems (Mathematics)
Test Format
Test Items
Mathematical Aptitude
Difficulty Level
High School Students
Learning Strategies
Katz, Irvin R.
Friedman, Debra E.
Bennett, Randy Elliot
Berger, Aliza E.
Reports - Research
Tests/Questionnaires
SAT (College Admission Test)
New Jersey
New Jersey
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This study investigated the strategies subjects adopted to solve STEM-equivalent SAT-Mathematics (SAT-M) word problems in constructed-response (CR) and multiple-choice (MC) formats. Parallel test forms of CR and MC items were administered to subjects representing a range of mathematical abilities. Format-related differences in difficulty were more prominent at the item level than for the test as a whole. At the item level, analyses of subjects' problem-solving processes appeared to explain differences as well as similarities. Although there may be good reasons for using constructed-response items in large-scale testing programs, multiple-choice questions of the sort studied here should provide measurement that is generally comparable to stem-equivalent constructed-response items. An appendix presents "Item Stems and Multiple-Choice Options for Each Item Pair."
ED562632
Differences in Strategies Used to Solve STEM-Equivalent Constructed-Response and Multiple-Choice SAT®-Mathematics Items. Report No. 95-3. ETS RR No. 96-20
College Entrance Examination Board
1996-00-00
23
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
19
As Provided
JAN2020
Yes
College Attendance
Enrollment Trends
Graduation Rate
College Graduates
High School Graduates
Graduation
African American Students
Standardized Tests
Academic Achievement
Academic Ability
Self Concept
Student Characteristics
Gender Differences
Parent Background
Educational Attainment
Student Participation
Advanced Placement Programs
Two Year Colleges
Correlation
College Entrance Examinations
Language Usage
Grade Point Average
McKillip, Mary E. M.
Mackey, Philip E.
Numerical/Quantitative Data
Reports - Evaluative
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Two Year Colleges
This report shows college enrollment and graduation trends among African American SAT® takers who finished high school in 2004 and 2010 by various student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories were the most likely to enroll in four-year colleges within one year after graduating from high school in 2004 and in 2010. Students in these top categories among the 2004 cohort were also more likely to graduate from a four-year college six years later. Also, African American females and students whose parents went to college tended to be more likely to enroll and graduate from college, although we did see increases in the proportion of males participating in the SAT as well as increases in examinees whose parents had a college degree. Additionally, we found an increase in SAT participation, Advanced Placement Program® (AP®) participation, two-year college enrollment, and an increase in SAT takers with high aspirations and self-perceived ability. These positive trends, combined with the finding that relationships between student characteristics and college enrollment in 2010 were often quite similar to the relationships seen in 2004, suggest that an increased number of African American students may graduate with college degrees in the coming years.
ED562633
College Access and Success among High School Graduates Taking the SAT®: African American Students. Research Note 2013-5
College Board
2013-00-00
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
6
As Provided
JAN2020
Yes
College Applicants
College Admission
Interrater Reliability
Reliability
Individual Differences
Interviews
Program Improvement
Admission Criteria
Admissions Officers
Shaw, Emily J.
Milewski, Glenn B.
Reports - Research
College Entrance Examination Board
English
Higher Education
Postsecondary Education
In order for individualized review in college admissions to be fair, issues of consistency and reliability must be considered. There are a number of ways to assess interrater reliability, including calculating the composite reliability of readers, computing the proportion of times that readers make consistent ratings, and evaluating reader severity.
ED562634
Consistency and Reliability in the Individualized Review of College Applicants. Research Notes. RN-20
College Entrance Examination Board
2004-10-00
4
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
13
As Provided
JAN2020
Yes
Correlation
Gender Differences
Educational Experience
Individual Development
Cognitive Ability
Biological Influences
Genetics
Child Development
Mathematical Aptitude
Sex Role
Sex Stereotypes
Socialization
Individual Differences
Intervention
Educational Environment
Influences
Neurological Organization
Neuropsychology
Wilder, Gita Z.
Reports - Research
College Entrance Examination Board
English
This report offers a broad overview of the three major categories of explanations of gender patterns in cognitive functioning. Two of the major categories are biological and psychosocial. The third category, explanations that have been attributed to differences in the educational experiences of men and women, is treated separately because while such explanations are most appropriately considered a subset of psychosocial factors, they have special significance in the context of assessing cognitive ability.
ED562635
Correlates of Gender Differences in Cognitive Functioning. Report No. 96-03
College Entrance Examination Board
1996-00-00
31
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
212
As Provided
JAN2020
Yes
Statistical Analysis
Prediction
Scores
Standardized Tests
College Entrance Examinations
Classification
Scaling
Correlation
Equated Scores
Test Content
Comparative Analysis
Individual Differences
Dorans, Neil J.
Reports - Research
SAT (College Admission Test)
ACT Assessment
ACT Assessment
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
Distinctions were made between three classes of statistical linkage: equivalence, concordance, and prediction. These distinctions were based on rational content considerations and empirical statistical relationships. A large database involving SAT I and ACT scores was used to determine which type of linkage was best suited for different scores and composite scores.
ED562636
Distinctions among Classes of Linkages. Research Notes. RN-11
College Entrance Examination Board
2000-12-00
12
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
13
As Provided
JAN2020
ED565632
Yes
Group Membership
Definitions
Cluster Grouping
Racial Differences
Ethnic Groups
Standardized Tests
College Entrance Examinations
Testing Programs
Test Bias
Multiracial Persons
Racial Identification
Wendler, Cathy
Feigenbaum, Miriam
Escandón, Mérida
Reports - Research
Tests/Questionnaires
SAT (College Admission Test)
Student Descriptive Questionnaire
SAT (College Admission Test)
Student Descriptive Questionnaire
College Entrance Examination Board
English
Higher Education
Postsecondary Education
The SAT Program undertook two studies aimed at evaluating the impact of allowing students to indicate more than one ethnic/racial category. Results of this study indicated that there is little impact on DIF [differential item functioning] analyses when different definitions of ethnic/racial classifications are used compared to traditionally defined classifications. Until the percentage of students representing multiple ethnic/racial categories increases, it is unlikely that current testing practices need to be modified.
ED562637
Defining Group Membership: The Impact of Multiple versus Single Ethnic/Racial Categories on Testing Practices. Research Notes. RN-13
College Entrance Examination Board
2001-12-00
8
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
No
Learner Engagement
Teacher Role
Parent Role
Community Role
Faculty Development
Educational Environment
Individualized Instruction
Cooperation
Stakeholders
Parent School Relationship
School Community Relationship
Student Attitudes
Feedback (Response)
School Safety
Communities of Practice
Teacher Collaboration
Social Development
Emotional Development
Partnerships in Education
Parsi, Ace
Reports - Evaluative
Illinois
North Carolina
Delaware
Kentucky
Kansas
West Virginia
Connecticut
Maryland
California
California
Connecticut
Delaware
Illinois
Kansas
Kentucky
Maryland
North Carolina
West Virginia
National Association of State Boards of Education
English
Education is a $600 billion-a-year enterprise, but the investments states make in education will not benefit students unless they are physically and mentally present in the classroom. Too many students are not. In this report, the National Association of State Boards of Education asks policymakers to promote student engagement through a suite of policy changes. The report explores the behavioral, emotional, and cognitive dimensions of student engagement and the role peers, educators, school environments, parents and communities play in helping students become invested in their own learning. The report finds that an educational system that more meaningfully engages students will require state policymakers to act. Five policy actions are recommended: (1) Promote measures of educational success that emphasize student engagement; (2) Back an educator preparation, learning, and support continuum that empowers school leaders, teachers, and other staff to facilitate more engaging experiences for students; (3) Advance school climate guidelines that build an environment more conducive to student engagement; (4) Invest in school structures that help personalize student learning and thereby expand student engagement; and (5) Encourage collaboration between schools, parents and other community stakeholders to address students' comprehensive needs. Several states have made great progress toward these goals: Illinois routinely gathers student feedback on school learning conditions and climate, while Maryland is developing a statewide measurement system to assess school safety and student engagement. North Carolina and Delaware have established professional learning communities that foster teacher collaboration. Kansas has made headway on developing social, emotional and character development standards. Kentucky and others have invested in personalized learning strategies, and West Virginia and Connecticut seek out constructive community partnerships and have established structures for more open communications. An appendix provides video links.
ED562639
A State of Engagement: NASBE Study Group on Student Engagement
National Association of State Boards of Education
2015-00-00
32
National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org
N/A
http://www.nasbe.org/wp-content/uploads/StudentEngagementStudyGroupReport_March-2015_FINAL1.pdf
2016
ERIC
JAN2020
Yes
College Entrance Examinations
Fatigue (Biology)
Time
Personality Traits
Student Motivation
Individual Differences
High School Students
Testing
Environmental Influences
Questionnaires
Student Attitudes
Scores
Comparative Analysis
Correlation
College Bound Students
Timed Tests
Ackerman, Phillip L.
Kanfer, Ruth
Wolman, Stacey D.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Analysis
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The current study was designed to examine performance effects and fatigue effects associated with different total SAT testing times. In addition, the researchers examined personality, motivation, and other determinants of individual differences in examinee fatigue before, during, and after testing.
ED562640
Effects of Total SAT® Test Time on Performance and Fatigue. Research Notes. RN-37
College Board
2005-05-00
8
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
11
As Provided
JAN2020
Yes
Scores
Comparative Analysis
Standardized Tests
College Entrance Examinations
Cognitive Tests
Test Format
Statistical Analysis
Equated Scores
Scoring Formulas
Rating Scales
Academic Achievement
Test Items
Test Interpretation
Lawrence, Ida M.
Schmidt, Amy Elizabeth
Reports - Descriptive
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
The SAT® I: Reasoning Test is administered seven times a year. Primarily for security purposes, several different test forms are given at each administration. How is it possible to compare scores obtained from different test forms and from different test administrations? The purpose of this paper is to provide an overview of the statistical procedures used to produce comparable scores on different forms of the SAT I.
ED562641
Ensuring Comparable Scores on the SAT® I: Reasoning Test. Research Notes. RN-14
College Entrance Examination Board
2001-12-00
8
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
5
As Provided
JAN2020
Yes
Standardized Tests
Colleges
Admission Criteria
College Admission
Educational Policy
College Entrance Examinations
Institutional Characteristics
Competition
Trend Analysis
Educational Practices
Statistical Data
Milewski, Glenn B.
Camara, Wayne J.
Reports - Research
SAT (College Admission Test)
ACT Assessment
ACT Assessment
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
In recent years, conflicting reports have circulated about the number of colleges and universities that have made standardized tests optional, rather than required, for admission. The National Center for Fair and Open Testing, or FairTest, has widely publicized a list of 391 colleges and universities that, it claims, do not require admissions tests for admitting substantial numbers of students into bachelor degree programs. In this study, the number of such institutions are reanalyzed by examining colleges and universities that have SAT or ACT optional policies for making admissions decisions. Additionally, the characteristics of institutions on the FairTest list--including the type of institutions and the competitiveness of their admissions policies--are compared with all four-year U.S. colleges.
ED562642
Colleges and Universities That Do Not Require SAT® or ACT Scores. Research Notes. RN-18
College Entrance Examination Board
2002-09-00
8
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
11
As Provided
JAN2020
Yes
College Entrance Examinations
Timed Tests
Standardized Tests
Time
Grade 11
High School Students
Scores
Statistical Analysis
Student Characteristics
Racial Differences
Ethnic Groups
Gender Differences
Academic Ability
Reading Achievement
Writing Achievement
Mathematics Achievement
Bridgeman, Brent
Cline, Frederick
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Analysis
Educational Testing Service
English
Higher Education
Postsecondary Education
Grade 11
Secondary Education
High Schools
This study took an experimental approach to evaluating test speededness. In order to assess the benefits of extra time (or the penalty of strict time limits) on new SAT scores, sections that were designed to be administered with a 25-minute time limit were administered with a 40-minute time limit (or slightly more than time and a half) as part of the SAT field trial that was administered to thousands of eleventh-grade students in the spring of 2003.
ED562643
Effects of Extra Time on Performance on New SAT® Questions. Research Notes. RN-33. ETS RM-07-02
College Board
2007-08-00
6
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
6
As Provided
JAN2020
Yes
Access to Education
High School Graduates
American Indian Students
College Entrance Examinations
College Bound Students
Success
Enrollment Trends
Graduation Rate
Student Characteristics
Academic Achievement
Academic Aspiration
Academic Ability
Cohort Analysis
College Attendance
Gender Differences
Parent Education
Language Usage
McKillip, Mary E. M.
Mackey, Philip E.
Reports - Evaluative
Numerical/Quantitative Data
SAT (College Admission Test)
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
SAT (College Admission Test)
College Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
Adult Education
This report shows college enrollment and graduation trends among Native American SAT® takers who finished high school in 2004 and 2010 by various student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high perceived ability, high assessed ability) were the most likely to enroll in four-year colleges within one year after graduating from high school in 2004 and in 2010. Students in these top categories among the 2004 cohort were also more likely to graduate from a four-year college six years later. We found patterns seen in previous research: Female students and students whose parents went to college tended to have more positive college outcomes. Additionally, we found some positive trends among Native American SAT takers when comparing 2004 with 2010: increases in Advanced Placement Program® (AP®) participation and scores of 3 or higher, in four-year college enrollment, and in the number of students whose parents have college degrees. These positive trends, combined with the finding that relationships between student characteristics and college enrollment in 2010 were often quite similar to the relationships seen in 2004, suggest that an increased number of Native American students may graduate with college degrees in the coming years.
ED562645
College Access and Success among High School Graduates Taking the SAT®: Native American Students. Research Note 2013-4
College Board
2013-00-00
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
5
As Provided
JAN2020
Yes
Access to Education
Success
High School Graduates
College Entrance Examinations
College Bound Students
Asian American Students
Educational Research
Student Characteristics
Academic Achievement
Academic Ability
Academic Aspiration
Graduation Rate
Enrollment Rate
Trend Analysis
Attendance
Parent Education
Language Usage
Gender Differences
McKillip, Mary E. M.
Mackey, Philip E.
Reports - Evaluative
Numerical/Quantitative Data
SAT (College Admission Test)
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
SAT (College Admission Test)
College Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
Adult Education
This report shows college enrollment and graduation trends among Asian American SAT® takers who finished high school in 2004 and 2010 by student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high-perceived ability, high-assessed ability) were the most likely to enroll in four-year colleges within one year after graduating high school in 2004 and in 2010. Students in these top categories among the 2004 cohort were also more likely to graduate from a four-year college six years later. We find positive trends among Asian American SAT takers when comparing 2004 to 2010. Asian American students participated at a high rate on the SAT and AP® in both years, with increases from 2004 to 2010 in these participation rates as well as in the proportion of students scoring a 3 or higher on an AP Exam. Asian American SAT takers have high and stable college enrollment rates, and we found an increase among SAT takers in students with high aspirations and self-perceived ability. These positive trends, combined with the finding that relationships between student characteristics and college enrollment in 2010 were often quite similar to the relationships seen in 2004, suggest that an increased number of Asian American students may be graduating with college degrees in the coming years. We also find an increased proportion of Asian American SAT takers who report bilingualism, suggesting that we may see an increased number of college graduates who are bilingual in the coming years as well.
ED562646
College Access and Success among High School Graduates Taking the SAT®: Asian American Students. Research Note 2013-8
College Board
2013-00-00
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
7
As Provided
JAN2020
Yes
College Admission
Advanced Placement Programs
Grade Point Average
Predictive Validity
College Freshmen
High School Students
Scores
College Entrance Examinations
Statistical Analysis
Correlation
Student Characteristics
Racial Differences
Ethnic Groups
Gender Differences
Shaw, Emily J.
Marini, Jessica
Mattern, Krista D.
Reports - Research
Advanced Placement Examinations (CEEB)
SAT (College Admission Test)
Advanced Placement Examinations (CEEB)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The Study evaluated the predictive validity of various operationalizations of AP® Exam and course information that could be used to make college admission decisions. The incremental validity of different AP variables, above and beyond traditional admission measures such as SAT® and high school grade point average (HSGPA), in predicting first-year grade point average (FYGPA) was also explored. The AP variables examined included the following: the number of AP Exams a student took, the number of AP Exams a student took on which he or she received a score of 3 or higher, the proportion of the number of AP Exams the student took in relation to the number of AP courses offered at his or her high school, his or her average AP score, followed by the number of AP scores the student received that were greater than or equal to 3. With regard to the incremental validity of the different AP predictors above and beyond HSGPA and SAT scores to predict FYGPA, we found that the AP Average score variable produced the greater increment. This report discusses the practical implications of these results in using AP information, in addition to traditional admission measures to improve admission decisions. The following are appended: (1) Descriptive Statistics of Study Variables; (2) Subgroup Differences by AP Measures; (3) Raw and Corrected Correlations between Predictors and FYGPA; (4) Incremental Validity of AP Measures above and beyond SAT and HSGPA to Predict FYGPA; (5) Scatterplots of mean FYGPA by the six AP variables; and (6) Mean FYGPA by AP Average Score for all students with a HSGPA = 4.00 and SAT CR+M+W = 1800.
ED562647
Considering Practical Uses of Advanced Placement® Information in College Admission. Research Note 2014-1
College Board
2014-00-00
24
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
48
As Provided
JAN2020
Yes
College Students
Gender Differences
Ethnic Groups
Correlation
Grade Point Average
Achievement
Regression (Statistics)
Meta Analysis
Student Attitudes
Student Behavior
Student Characteristics
College Admission
Admission Criteria
Predictor Variables
Cognitive Ability
Success
Scoring
Test Reliability
Rating Scales
Citizenship Responsibility
Intention
Likert Scales
College Entrance Examinations
Counseling
Cultural Influences
Schmitt, Neal
Billington, Abigail
Keeney, Jessica
Reeder, Matthew
Pleskac, Timothy J.
Sinha, Ruchi
Zorzie, Mark
Reports - Research
SAT (College Admission Test)
ACT Assessment
ACT Assessment
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Noncognitive attributes as the researchers have measured them do correlate with college GPA, but the incremental validity associated with these measures is relatively small. The noncognitive measures are correlated with other valued dimensions of student performance beyond the achievement reflected in college grades. There were much smaller differences between males and females and ethnic subgroups compared to the differences displayed by cognitive predictors; use of a battery of admission tools that includes both sets or measures will usually result in a more demographically diverse student body at little or no decrement in average student performance. The following are appended: (1) Conceptual Definitions of Student Performance Dimensions Represented in the Biodata Scales, the SJT and the Self-Rating BARS Instrument; (2) Means, Standard Deviations and Intercorrelations between Measures of the Biodata Dimensions and SJI; (3) Comparison of Applicants to Incumbent Students in Previous Data Collection; (4) Correlations between Predictor and Outcome Variables (Combined Meta-analytically) in the 2004 and 2007 Samples and the Intercorrelations between the Outcomes; (5) Incremental Validity of Biodata and SJT: Hierarchical Regression Results; (6) Meta-analytic Findings for Subgroup Differences from Three Samples; (7) Demographic Composition: Percent of Ethnic Subgroups Admitted under Various Levels of Selectivity Using Composites of Cognitive or Both Cognitive and Noncognitive Measures; (8) Means and Standard Deviations of the Clusters on Attitudinal, Behavioral and Performance Outcomes; and (9) Profile of cognitive and noncognitive dimensions for the five clusters of students.
ED562648
Development and Validation of Measures of Noncognitive College Student Potential. Research Report 2011-1
College Board
2011-00-00
44
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
64
As Provided
JAN2020
Yes
Individual Differences
Student Characteristics
Comparative Analysis
Scores
Standardized Tests
College Entrance Examinations
Equated Scores
Norm Referenced Tests
Tables (Data)
Guidelines
Schneider, Dianne
Dorans, Neil
Reports - Research
SAT (College Admission Test)
ACT Assessment
ACT Assessment
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
This paper describes how results on the ACT and SAT I can be compared through statistical linking procedures.
ED562649
Concordance between SAT® I and ACT™ Scores for Individual Students. Research Notes. RN-07
College Entrance Examination Board
1999-06-00
8
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
9
As Provided
JAN2020
Yes
Grade 7
Grade 8
Cognitive Tests
Test Validity
Talent Identification
Standardized Tests
College Entrance Examinations
Gender Differences
Racial Differences
Cohort Analysis
Verbal Tests
Mathematics Tests
Academic Achievement
Wendler, Cathy
Ninneman, Anne
Feigenbaum, Miriam
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Grade 7
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Grade 8
Higher Education
Postsecondary Education
The SAT is designed to measure the verbal and math reasoning abilities of high school juniors and seniors. These abilities develop over a long period of time and are independent of a particular school curriculum. The performance of seventh and eighth graders on the SAT is amazing, especially when considering their age. Although these students do, on average, perform slightly less well than students belonging to the group for whom the test is designed, many of them score as well as, or better than, many high school students. The use of the SAT by talent identification programs does not seem to penalize students who choose to take the test. For many talent identification programs, the SAT provides an additional mechanism to identify, guide, and reward young students who have exceptional academic talent.
ED562650
Evaluating the Appropriateness of the SAT® I: Reasoning Test for Seventh and Eighth Graders. Research Notes. RN-12
College Entrance Examination Board
2001-12-00
8
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
3
As Provided
JAN2020
Yes
School Policy
Educational Practices
Secondary Schools
Principals
Questionnaires
Administrator Attitudes
Ability Grouping
Grouping (Instructional Purposes)
Transfer Policy
Information Utilization
Progress Monitoring
Teacher Evaluation
Administrator Evaluation
Foreign Countries
Ozmusul, Mustafa
Baskan, Gulsun Atanur
Journal Articles
Reports - Research
Turkey
Program for International Student Assessment
Turkey
Program for International Student Assessment
English
Secondary Education
In this study, the question "According to PISA 2009 data, what is the situation of the school policies and practices at upper secondary schools in Turkey?" was answered. Study group included 150 principals at upper secondary schools, which were taken into PISA 2009 Turkey sample. The data related to school policies and practices used in this study were derived from OECD database of which were the responses of school principals to the questions placed in the part F of the PISA 2009 school questionnaire. The dimensions of study are as follows: The considered factors in admitting students to school; grouping students; the reasons for transferring students; using assessment of student data in declaration/transparency and monitoring-developing; the methods for monitoring the practice of teachers; using assessment of student data in evaluation of teachers' and principal's performance. Using data from the PISA 2009, the findings suggest that equity is not taken sufficiently into account for school policies and practices, and administrative accountability is used predominantly rather than professional accountability.
ED562651
School Policies and Practices at Upper Secondary Schools in Turkey According to PISA 2009 Data
Online Submission
Mevlana International Journal of Education (MIJE) v3 n4 p186-199 Dec 2013
2013-12-01
14
N/A
2016
72
As Provided
JAN2020
Yes
American Indian Students
Enrollment
School Location
American Indian Languages
American Indian Education
Public Schools
Rural Schools
Apthorp, Helen S.
Reports - Evaluative
South Dakota
North Dakota
Wyoming
Kansas
Colorado
Nebraska
Missouri
Colorado
Kansas
Missouri
Nebraska
North Dakota
South Dakota
Wyoming
Regional Educational Laboratory Central (ED)
National Center for Education Evaluation and Regional Assistance (ED)
Marzano Research Laboratory
English
This report provides descriptive information about the location and native language use of schools in the REL Central Region with high enrollment of American Indian students, whether Bureau of Indian Education schools or non-Bureau of Indian Education high-density American Indian schools (schools with 25 percent or more American Indian student enrollment). Of the 208 schools with high American Indian student enrollment (33 BIE and 173 HDAI schools), 83% are located in the region's rural areas. The schools located in counties with the highest concentration of Native North American language speakers are in South Dakota, Wyoming, and Colorado.
ED562652
Where American Indian Students Go to School: Enrollment in Seven Central Region States. REL 2016-113
Regional Educational Laboratory Central
2016-01-00
Policymakers
Practitioners
Researchers
10
Regional Educational Laboratory Central. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
T
2016
24
As Provided
JAN2020
Yes
EDIES12C0007
http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=4493
Yes
Questionnaires
Test Construction
Student Surveys
Teacher Surveys
Parent Surveys
Test Format
Test Items
Test Content
Objectives
Harlacher, Jason
Guides - Non-Classroom
Reports - Descriptive
Regional Educational Laboratory Central (ED)
National Center for Education Evaluation and Regional Assistance (ED)
Marzano Research Laboratory
English
Educators have many decisions to make and it's important that they have the right data to inform those decisions and access to questionnaires that can gather that data. This guide, developed by REL Central and based on work done through separate projects with the Wyoming Office of Public Instruction and the Nebraska Department of Education, provides educators with a process for developing questionnaires. Principals, superintendents, state-level personnel, or other school or district personnel can use this guide when they need to make a decision about an education policy or practice but (1) lack the information needed to make that decision and (2) lack a preexisting questionnaire that can be used to gather the information. This guide can help these educators collect information about attitudes, perceptions, or factual information to inform their decisions.
ED562653
An Educator's Guide to Questionnaire Development. REL 2016-108
Regional Educational Laboratory Central
2016-01-00
Administrators
22
Regional Educational Laboratory Central. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
T
2016
15
As Provided
JAN2020
Yes
EDIES12C0007
http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=4496
Yes
College Entrance Examinations
Scores
Standardized Tests
Prediction
Scaling
Equated Scores
Correlation
College Admission
Reading Skills
English
Science Process Skills
Verbal Ability
Mathematics Skills
Dorans, Neil J.
Reports - Evaluative
ACT Assessment
SAT (College Admission Test)
ACT Assessment
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
Correspondences between ACT[superscript TM] and SAT[superscript R] I scores are presented from a conceptual framework that distinguishes among three kinds of correspondences, namely, equating, scaling, and prediction. Construct similarity plays an important role in determining the nature and degree of correspondence that can be achieved. This report also maintains that statistical indices in conjunction with rational considerations are needed to determine whether the highest level of correspondence attainable between scores from two admission tests is the conceptual and statistical exchangeability sought by equating, the distributional similarity achieved by scaling, or the association attained by prediction. Relationships among the different scales of the ACT and SAT I are described in the context of the conceptual framework developed herein. Sums of scores, composites of scores, and individual scores are examined. Different types of correspondences between different sets of scores from these two admission tests are amenable to different interpretations.
ED562654
Correspondences between ACT[superscript TM] and SAT[superscript R] I Scores. College Board Report No. 99-1. ETS RR No. 99-2
College Entrance Examination Board
1999-00-00
24
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
10
As Provided
JAN2020
Yes
Portfolio Assessment
Spanish
Reliability
Validity
Scoring Rubrics
Guidelines
Second Language Learning
Language Teachers
Secondary School Teachers
High Schools
Fercsey, Andrea
Luna, Carmen
Ponte, Eva
Aliaga, Pablo
Reports - Research
Tests/Questionnaires
College Entrance Examination Board
English
High Schools
Secondary Education
Portfolios are one of the assessment tools used in Pacesetter® Spanish. In Phase I of this study, conducted in 1995-96, a first attempt was made to develop a standardized portfolio assessment system. As part of this system, a set of guidelines and an assessment matrix were prepared. In Phase II of our research, in consultation with participating teachers, a revised set of guidelines and a revised assessment matrix were distributed to all schools implementing the Pacesetter Spanish course in 1997. A new set of benchmark portfolios was identified, and a set of sample portfolios was prepared for use in subsequent professional development sessions for Pacesetter Spanish teachers. In general, the results of our findings are encouraging. Initiating national and/or regional portfolio scoring sessions would greatly enhance the validity and reliability of the portfolio component as an integral part of the Pacesetter Spanish program. The following are appended: (1) Draft Cover Sheet: Pacesetter Spanish Portfolio Assessment; (2) Assessment Matrix; (3) Student Scoring Sheet Form; (4) Portfolio Score Tables; (5) Transcription of Comments Written in Scoring Sheets; (6) Preparation for Portfolio Assessment Scoring Sessions; (7) Cover Sheet: Pacesetter Spanish Portfolio Assessment; (8) Scoring Rubrics for Each Aspect of the Portfolio Assessment System; and (9) Rater Comments about Rubrics and Portfolios.
ED562655
Developing a Portfolio Assessment: Pacesetter® Spanish. Report No. 99-2
College Entrance Examination Board
1999-00-00
99
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
23
As Provided
JAN2020
Yes
Standardized Tests
Social Stratification
Differences
Scores
Racial Differences
Socioeconomic Status
College Entrance Examinations
Advanced Placement Programs
Achievement Tests
Grades (Scholastic)
Grade Point Average
Graduation Rate
Class Rank
Academic Achievement
Comparative Analysis
Outcomes of Education
Educational Attainment
Graduate Study
Medical Schools
National Competency Tests
Law Schools
High School Students
College Students
Camara, Wayne J.
Schmidt, Amy Elizabeth
Reports - Research
SAT (College Admission Test)
ACT Assessment
Graduate Record Examinations
Graduate Management Admission Test
Medical College Admission Test
National Assessment of Educational Progress
Law School Admission Test
Advanced Placement Examinations (CEEB)
ACT Assessment
Advanced Placement Examinations (CEEB)
Graduate Management Admission Test
Graduate Record Examinations
Law School Admission Test
Medical College Admission Test
National Assessment of Educational Progress
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Group differences among ethnic and racial groups on a series of educational measures and outcomes are examined. African-American and Hispanic students perform substantially lower than white and Asian students on the SAT I. These substantial differences also exist on a variety of other admissions tests used for undergraduate, graduate, and professional programs. Similar differences are found on national testing programs such as NAEP and NELS, as well as on a variety of performance assessments. These results are consistent with differences in high school grades, the rigor and intensity of high school curriculum, college performance, and graduation among these groups. Differences in socioeconomic status (e.g., parental education and family income) are examined across these measures within and across ethnic and racial groups, and account for a large portion of the group differences found across these educational measures and outcomes. The report provides a comparison of group differences across a variety of measures and discusses the impact of social stratification and academic preparation on these differences. An appendix contains additional tables and figures.
ED562656
Group Differences in Standardized Testing and Social Stratification. Report No. 99-5
College Entrance Examination Board
1999-00-00
21
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
43
As Provided
JAN2020
Yes
Essays
Comparative Analysis
Writing Tests
Timed Tests
Test Reliability
Test Validity
Difficulty Level
College Entrance Examinations
Graduate Study
Language Tests
English (Second Language)
Second Language Learning
Camara, Wayne J.
Reports - Evaluative
SAT (College Admission Test)
Graduate Record Examinations
Test of English as a Foreign Language
Graduate Record Examinations
SAT (College Admission Test)
Test of English as a Foreign Language
College Entrance Examination Board
English
Higher Education
Postsecondary Education
Previous research on differences in the reliability, validity, and difficulty of essay tests given under different timing conditions has indicated that giving examinees more time to complete an essay may raise their scores to a certain extent, but does not change the meaning of those scores, or the rank ordering of students. There is no evidence suggesting that giving less time to complete an essay advantages or disadvantages any particular ethnic or language sub-group, or ability level.
ED562657
Comparing Essays Written under Different Timing Conditions. Research Summary. RS-08
College Entrance Examination Board
2003-03-00
3
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
5
As Provided
JAN2020
Yes
Academic Persistence
Educational Research
School Statistics
Educational Attainment
Remedial Instruction
Data Interpretation
Barriers
Enrollment Rate
Bachelors Degrees
College Preparation
Graduation Rate
First Generation College Students
Ethnicity
Racial Differences
Camara, Wayne J.
Reports - Research
College Entrance Examination Board
English
Higher Education
Postsecondary Education
Secondary Education
This research describes data on college persistence, educational attainment, and remediation, and explains the difficulty in interpreting this data.
ED562658
College Persistence, Graduation, and Remediation. Research Summary. RS-09
College Entrance Examination Board
2003-03-00
6
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
6
As Provided
JAN2020
Yes
High Schools
Grading
School Policy
School Surveys
Educational Practices
Scoring Formulas
College Entrance Examinations
Camara, Wayne J.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
To obtain information on current high school grading policies, additional questions were included on the College Board's High School Profile in 1997. Results of the survey provide insight into the following grading policies across high schools: a large majority of schools (91 percent) use the traditional grading system A-F, or numeric grades; 92.2 percent use the same grading system for all academic courses; 90.1 percent report GPA; and 81.3 percent calculate a high school class rank. However, even with the high agreement on these general grading practices, a substantial number and proportion of schools (between 8 and 19 percent) do vary from the majority on one or more of these standard grading issues, which raises a number of concerns regarding the comparability of grading practices, and the comparability of grades, across schools and districts.
ED562659
High School Grading Policies. Research Notes. RN-04
College Entrance Examination Board
1998-05-00
4
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
9
As Provided
JAN2020
Yes
Coaching (Performance)
Aptitude Tests
Test Preparation
Scores
Achievement Gains
Program Effectiveness
Instructional Design
Tutorial Programs
Statistical Analysis
Outcomes of Education
College Entrance Examinations
Powers, Donald E.
Camara, Wayne J.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
The relationship between coaching and subsequent performance on the SAT I is a complex issue. Overall, anecdotal reports from one or two students and even studies that gauge the effects of coaching by examining the score gains for students who have enrolled in these programs are highly misleading and will not present an accurate picture of the true effects of coaching. Collectively, these studies indicate that coaching does have some benefit. However, though consistent, the effect is small. A typical student enrolling in a formal test preparation program can expect a total score gain of between 25 to 32 total points on the verbal and math sections beyond what they could expect to gain without attending such a program.
ED562660
Coaching and the SAT® I. Research Notes. RN-06
College Entrance Examination Board
1999-04-00
12
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
14
As Provided
JAN2020
Yes
College Entrance Examinations
Test Validity
Prediction
Educational Research
Evaluation Research
Racial Differences
Gender Differences
Grade Point Average
Scores
Grades (Scholastic)
Predictor Variables
Multiple Regression Analysis
Correlation
Predictive Validity
Minority Group Students
College Students
High School Students
Asian American Students
African American Students
Hispanic American Students
American Indian Students
Research Reports
Literature Reviews
Young, John W.
Reports - Research
SAT (College Admission Test)
ACT Assessment
ACT Assessment
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This research report is a review and analysis of all of the published studies during the past 25+ years (since 1974) in the area of differential validity/prediction and college admission testing. More specifically, this report includes 49 separate studies of differences in validity and/or prediction for different racial/ethnic groups and/or for men and women. All of the studies that were reviewed originated as journal articles, book chapters, conference papers, or research/technical reports. The breadth of studies range from single-institution studies based on a single cohort of several hundred students to large-scale compilations of results across hundreds of institutions that included several thousand students in all. The typical research design in these studies used first-year grade point average (FGPA) as the criterion and test scores (usually SAT® scores) and high school grades as predictor variables in a multiple regression analysis. Correlation coefficients were also usually reported as evidence of predictive validity. The main contribution of this report is contained in sections 3 and 4 with a focus on racial/ethnic differences and on sex differences, respectively. With regard to racial/ethnic differences, the minority groups that have been studied include Asian Americans, blacks/African Americans, Hispanics, and Native Americans. Some studies used a combined sample of minority students that was usually composed primarily of African American and Hispanic students. Overall, there was no common pattern to the results for validity and prediction for the different minority groups. Correlations between predictors and criterion were different for each minority group with generally lower values (for both blacks/African Americans and Hispanics) or similar values (for Asian Americans) when compared to whites. Too few studies of Native Americans or of combined samples of minority students are available to reliably determine typical validity coefficients for these groups. In terms of grade prediction, the common finding was one of over-prediction of college grades for all of the minority groups (except for Asian Americans), although the magnitude differed for each group. With Asian American students, studies that employed grade adjustment methods found that under-prediction of grades occurred. With respect to sex differences, the correlations between predictors and criterion were generally higher for women than for men. In terms of prediction, the typical finding in these studies was that women's college grades were under-predicted. However, in the most selective universities, the correlations for men and women appear to be equal, while the degree of under-prediction for women's grades appears to be somewhat less than in other institutions. Compared to earlier research on this topic, sex differences in validity and prediction appear to have persisted, although the magnitude of the differences seems to have lessened. The concluding section of the report provides a summary of the results, states several conclusions that can be drawn from the research reviewed, and postulates a number of different avenues for further research on differential validity/prediction that could yield useful additional information on this important and timely topic. Descriptions of Studies Cited in Sections 3 and 4 are appended. [This report was written with the assistance of Jennifer L. Kobrin. A list of Differential Validity/Prediction Studies Cited in Sections 3 and 4 is included.]
ED562661
Differential Validity, Differential Prediction, and College Admission Testing: A Comprehensive Review and Analysis. Research Report No. 2001-6
College Entrance Examination Board
2001-00-00
50
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
128
As Provided
JAN2020
Yes
Reflection
Thinking Skills
Skill Development
Web 2.0 Technologies
Higher Education
Teaching Methods
Internet
Portfolios (Background Materials)
Electronic Publishing
Computer Oriented Programs
Documentation
Action Research
Questionnaires
Abdullah, Mohamed
Reports - Research
Tests/Questionnaires
English
Higher Education
Postsecondary Education
The study aims to investigate are using Web 2.0 applications promoting reflective thinking skills for higher education student in faculty for education. Although the literature reveals that technology integration is a trend in higher education and researchers and educators have increasingly shared their ideas and examples of implementations of Web 2.0 applications in educational domains, few studies have focused on what happened in the mind when we use Web 2.0 applications as effective teaching and learning tools. This study focused on the impact of the use of Web 2.0 (Google Application) (sites applications, drive, Picasa) through the production of (web folio) on the internet and studies the relationship between creating web portfolio and reflective thinking skills. Results show that the students have improved their skills in reflective thinking. The following are appended: (1) the Questionnaire for Reflective Thinking; and (2) The wording of items within each scale.
ED562662
Promoting Reflective Thinking Skills by Using Web 2.0 Application
Online Submission
2015-00-00
15
N/A
2016
16
As Provided
JAN2020
201025553779
Yes
Public School Teachers
Teacher Surveys
Teacher Attitudes
Educational Change
Common Core State Standards
Teacher Evaluation
Correlation
National Surveys
Elementary School Teachers
Middle School Teachers
Secondary School Teachers
High Schools
Teacher Collaboration
Parent Teacher Cooperation
Reports - Research
Numerical/Quantitative Data
Bill and Melinda Gates Foundation
Scholastic Inc.
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
High Schools
This third edition of "Primary Sources" represents a joint project of Scholastic and the Bill & Melinda Gates Foundation. It reports the views of more than 20,000 public school teachers on important issues related to their profession. Fielded in July 2013, the survey asks teachers about their motivation, new learning standards, teacher evaluations, how they collaborate within and beyond school walls and how they are using technology. The goal of "Primary Sources" is to place teachers' voices at the center of the conversation on education by sharing their thoughts and opinions with policymakers, the media, the field of education and the public. This year's report seeks to: (1) Showcase the daily work and challenges of teachers in an era of change and provide insights into their perspectives on their work, craft and students; (2) Explore teachers' views on the Common Core State Standards; (3) Identify how teacher evaluations can be most helpful to teachers' growth and practice as evaluation systems evolve; and (4) Display how teachers seek to connect with peers, parents and communities to ensure student success. As was the case with the previous two editions of "Primary Sources" (2009, 2011), the results of this survey demonstrate teachers' commitment to student success. A key finding from this research is the strong correlation between teachers' job satisfaction and feeling that their voices are heard. This report is offered as a resource to bring teachers' voices directly to administrators, district leaders, union leaders, legislators, parents and education advocates. Two appendices are included: (1) Full Survey Results; and (2) Common Core State Standards Data By Total in CCSS Adoption States, Grade Level and Subjects Taught. [For a 2014 update to this report, see ED562670.]
ED562664
Primary Sources: America's Teachers on Teaching in an Era of Change. Third Edition
Scholastic Inc. and the Bill & Melinda Gates Foundation
2013-00-00
216
Scholastic Inc. and the Bill & Melinda Gates Foundation. 557 Broadway, New York, NY 10012. Tel: 212-343-6857; Fax: 212-343-4913; Web site: http://www.scholastic.com/primarysources
N/A
2016
ERIC
JAN2020
Yes
Language Arts
English Curriculum
Effective Schools Research
Comparative Analysis
Advanced Placement Programs
Social Sciences
Academic Achievement
Cutting Scores
Racial Differences
First Generation College Students
School Statistics
School Effectiveness
High School Students
Middle School Students
Niu, Sunny
Li, Jun
Merriman, Jennifer
Matos-Elefonte, Haifa
Reports - Research
Numerical/Quantitative Data
Florida
Florida
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Middle Schools
Junior High Schools
In this study, we compare SpringBoard® (SB) schools that had continuously used the SB English Language Arts (ELA) curriculum for at least three years with comparable non-SB schools. For high schools, the outcomes examined were school-level AP® participation and performance for a) all AP subjects, b) ELA and social science AP subjects, and c) ELA only subjects. AP performance was defined as the percentage of students among graduating seniors scoring 3 or higher in at least one AP Exam. We report comparison results for all students in schools, and for three subgroups--black, Hispanic, and first-generation college-going students. For middle schools, the outcome examined was school-level FCAT reading scores among eighth-graders.
ED562665
Florida SpringBoard® Schools Efficacy Study. Statistical Report 2015-1
College Board
2015-00-00
10
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Preservice Teachers
Science Teachers
Student Teacher Attitudes
Foreign Countries
Reflection
Thinking Skills
Skill Development
Reflective Teaching
Statistical Analysis
College Students
Teaching Skills
Microteaching
Lesson Plans
Self Evaluation (Individuals)
Journal Writing
Interviews
Töman, Ufuk
Odabasi Çimer, Sabiha
Çimer, Atilla
Journal Articles
Reports - Research
Turkey
Turkey
ISSN-1309-6249
English
Higher Education
Postsecondary Education
In this study, we investigate of science and technology pre-service teachers' opinions about the methods developed reflective thinking and we determined at the level of reflective thinking. This study is a descriptive study. Open-ended questions were used to determine the views of pre-service teachers. Questions used in the statistical analysis of data for obtained student's through. Solution to the problems encountered in practice as a method for the production of research so descriptive research approaches used in the survey method. This study was applied Department of Science Teaching at the Faculty of Education students in the third class. Department of Science Teaching 32 students participated the study in Bayburt University. The 32 students in the sample and all of the mare 18 female and 14 male. The findings of the study about students opinion for reflective thinking skills that most of the prospective science teachers' technical reflective thinking skills were better than critical reflective thinking skills. In the area of critical reflective thinking skills is not at all note worthy. In addition, pre-service teachers have expressed their positive contributions to the teaching skills of the methods developed for reflective thinking. Work towards the development of pre-service teachers' reflective thinking skills are complemented by recommendations. Key Words: The methods developed reflective thinking, Descriptive reflective thinking, Critical reflective thinking, Pre-service science teachers.
ED562666
Analysis of Pre-Service Science Teachers' Views about the Methods Which Develop Reflective Thinking
Online Submission
International Journal on New Trends in Education and Their Implications v5 n4 Article 16 p162-172 Oct 2014
2014-10-00
11
N/A
2016
19
As Provided
JAN2020
Yes
Foreign Countries
Academically Gifted
Learning Centers (Classroom)
Questionnaires
Likert Scales
Student Satisfaction
Statistical Significance
Student Evaluation of Teacher Performance
Enrichment
Teaching Methods
Peer Relationship
Educational Facilities
Program Evaluation
Gender Differences
Statistical Analysis
Al-Zoubi, Suhail Mahmoud
Bani Abdel Rahman, Majdoleen Sultan
Reports - Research
Journal Articles
Saudi Arabia
Saudi Arabia
ISSN-2149-8342
English
This study aimed to identify talented students' levels of satisfaction with the performance of the gifted centers. The sample of the study consisted of (142) gifted and talented students enrolled in the Najran Centers for Gifted in the Kingdom of Saudi Arabia. A questionnaire was developed and distributed to the sample of the study. The results revealed that talented students were highly satisfied with the administration and teachers, whereas they were only moderately satisfied with enrichment activities, teaching methods, student relationships and facilities and equipment. Moreover, results also showed that there were no significant differences could be attributed to gender or to the level of schooling.
ED562667
Talented Students' Satisfaction with the Performance of the Gifted Centers
Online Submission
Journal for the Education of Gifted Young Scientists v4 n1 p1-20 Dec 2015
2015-12-00
20
N/A
2016
102
As Provided
JAN2020
Yes
College Entrance Examinations
Mathematics Tests
Test Items
Difficulty Level
Comparative Analysis
Item Analysis
Test Bias
Liu, Jinghua
Schuppan, Fred
Walker, Michael E.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
This study explored whether the addition of the items with more advanced math content to the SAT Reasoning Test™ (SAT®) would impact test-taker performance. Two sets of SAT math equating sections were modified to form four subforms each. Different numbers of items with advanced content, taken from the SAT II: Mathematics Level IC Test (Math IC), were embedded in the subforms. The number of Math IC items in a 25-item subform ranged from zero to six. The subforms were spiraled to obtain approximately equal numbers of examinees of roughly equal ability for all subforms. The Math IC items turned out to be more difficult than the SAT math items they replaced; therefore, there was a negative relationship between mean performance and number of Math IC items in the subforms. To examine possible indirect context effects of Math IC items, the 19 common SAT items across the subforms within a set were examined. When this was done, interset differences in performance disappeared. This finding supports the notion that test-taker performance is not affected by the mere presence of Math IC items. Rather, the effects of these items appear to be linked directly to the difficulty level of the items.
ED562668
Evaluating SAT® II: Mathematics IC Items in the SAT I Population. Research Report No. 2005-3
College Board
2005-00-00
18
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Merit Scholarships
Admission Criteria
Selection Criteria
Recognition (Achievement)
Competitive Selection
Academic Achievement
College Students
Grades (Scholastic)
Academic Persistence
School Holding Power
Grade Point Average
Validity
Evidence
Predictor Variables
Success
Cohort Analysis
College Entrance Examinations
Marini, Jessica P.
Mattern, Krista D.
Shaw, Emily J.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
The current study examined the validity of the selection process used for the National Merit Scholarship Program (NMSP) to identify scholarship winners. Namely, this study examined whether students who advanced to higher NMSP recognition levels (Commended Students, Semifinalists, and various levels of award winners) had higher college performance, as indexed by first-year college grades and second-year retention rates. Based on a sample of nearly 400,000 college students, the results indicated that students who advance to higher NMSP recognition levels did earn higher FYGPAs and were more likely to return for their second year of college. In sum, these findings provide validity evidence in support of the NMSP selection process for identifying students who are most likely to succeed in college and deserving of a National Merit Scholarship.
ED562669
Examination of College Performance by National Merit Scholarship Program Recognition Level. Research Report 2011-10
College Board
2011-00-00
16
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
10
As Provided
JAN2020
Yes
Teacher Attitudes
Common Core State Standards
Teacher Surveys
Public School Teachers
Elementary School Teachers
Secondary School Teachers
Followup Studies
National Surveys
Reports - Research
Numerical/Quantitative Data
United States
District of Columbia
District of Columbia
United States
Bill and Melinda Gates Foundation
Scholastic Inc.
English
Elementary Education
Secondary Education
Elementary Secondary Education
Scholastic and the Bill & Melinda Gates Foundation fielded the third edition of the "Primary Sources" survey of America's teachers in July 2013 (see ED562664). Twenty thousand pre-K through grade 12 public school teachers responded, sharing their perspectives on issues important to their profession, including the Common Core State Standards. The results documented teachers' enthusiasm for implementation of the standards, even as they acknowledged challenges ahead. In July 2014, Scholastic and the Bill & Melinda Gates Foundation invited the same teachers who responded to the 2013 survey, and who teach in the more than 40 states where the Common Core State Standards are being implemented, to take a follow-up survey to indicate how implementation is going in their schools and classrooms. The teachers were also asked what impact, if any, the standards are having on their classrooms, students and families. More than 1,600 pre-K through grade 12 teachers responded from 43 states and the District of Columbia. In the 2014 follow-up survey, key findings include: (1) Teachers are now more likely to report feeling prepared to teach to the Common Core (79% in 2014 vs. 71% in 2013); they are also now more likely to say implementation is going well in their schools (68% in 2014 vs. 62% in 2013); (2) Further, teachers are beginning to see positive changes in their own classrooms, particularly those who have had more experience with the standards; (3) Eighty-four percent (84%) of teachers who have experienced more than one year of full implementation with the Common Core also say they are enthusiastic about the implementation of the new standards; (4) Fewer teachers overall this year than last say that they are enthusiastic about Common Core implementation (68% in 2014 vs. 73% in 2013); teachers are now also more likely to say implementation is challenging (81% in 2014 vs. 73% in 2013); and (5) Teachers continue to need support and resources, identifying Common Core-aligned instructional materials (86%), quality professional development (84%) and additional planning time (78%) and opportunities to collaborate (78%) as critical to ensure successful implementation. An appendix presents survey results, by total.
ED562670
Primary Sources. Update: Teachers' Views on Common Core State Standards
Scholastic Inc. and the Bill & Melinda Gates Foundation
2014-00-00
44
Scholastic Inc. and the Bill & Melinda Gates Foundation. 557 Broadway, New York, NY 10012. Tel: 212-343-6857; Fax: 212-343-4913; Web site: http://www.scholastic.com/primarysources
N/A
2016
ERIC
JAN2020
Yes
Competency Based Education
Global Education
Global Approach
Skill Development
Educational Needs
Thinking Skills
Metacognition
Interpersonal Competence
Beliefs
World Views
Higher Education
Di Giacomo, F. Tony
Fishbein, Bethany G.
Monthey, Wanda
Pack, Catherine
Reports - Descriptive
College Board
English
Higher Education
Postsecondary Education
Every year in the United States, millions of students graduate with some type of postsecondary credential--certificate, associate, or bachelor's degree--and discover they are not, or are identified as not being, adequately prepared to compete in the increasingly global economy. A recent McKinsey & Company study, Education to Employment, reported that less than half of U.S. student respondents believe their postsecondary studies improved their employment opportunities and half of U.S. employer respondents say a skills shortage is a leading reason for entry-level vacancies--and this trend is worldwide. By 2018, the United States will need approximately 22 million new Associate's degrees or greater to fill new and replacement job projections, but will have three million fewer postsecondary degrees than needed. This reality brings forward the question: How do we ensure that those with a postsecondary credential are prepared for a rapidly changing and globalized economy? A first and necessary step is the Common Core State Standards (CCSS), which, at this time, have been adopted by forty-five states, the District of Columbia, four territories, and the Department of Defense. As is well-documented, CCSS raises college and career readiness expectations for all students in the United States. Curricula, assessments, and teaching, however, will need to include and integrate global competency skills to ensure that students are prepared to succeed in the workforce. Toward that end, this brief is intended to support educators in preparing the next generation of students for college and career in an interconnected and hyper changing world by highlighting key, relevant concepts germane to comparative education.
ED562671
Global Competency Education. Research Brief 2013-1
College Board
2013-00-00
Practitioners
5
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Time
Timed Tests
Fatigue (Biology)
High School Students
College Bound Students
Comparative Analysis
Logical Thinking
Environmental Influences
Test Items
Critical Reading
Scores
Test Bias
Writing Skills
Reading Skills
Learning Disabilities
Attention Deficit Hyperactivity Disorder
Mathematics Skills
Laitusis, Cara Cahalan
Morgan, Deanna L.
Bridgeman, Brent
Zanna, Jennifer
Stone, Elizabeth
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This study examined operational data from the SAT Reasoning Test™ to determine if students who tested under extended-time conditions were suffering from excessive fatigue relative to students who tested under standard-time conditions. Excessive fatigue was defined by significant (a) increases in differential item functioning (DIF) and (b) decreases in item completion rates, for items at the end of testing compared to the beginning of testing. Both of these factors were examined by comparing the performance of students who tested under standard time to students who tested with extended time on items administered early (section position 2 or 3) and different items administered late (section position 8, 9, or 10) during the 10-section test administration. The sample included students with learning disabilities and/or Attention-Deficit/Hyperactivity Disorder (ADHD) who tested with extended time (time and a half or double time) and students without disabilities who tested under standard-time conditions. Analyses were conducted on the critical reading and writing sections of the SAT® and examined item difficulty as well as item completion rates. Results indicated few changes in levels of DIF (early in the test compared to late in the test). In addition, item completion rates for students who received extra time were comparable to (or in some cases higher than) test-takers without disabilities who tested under standard time on both early and late sections. The following tables are appended: (1) DIF Results by Item for Form 1 Writing (Standard and Time and a Half); (2) DIF Results by Item for Form 1 Writing (Standard and Double Time); (3) DIF Results by Item for Form 2 Critical Reading (Standard and Time and a Half); and (4) DIF Results by Item for Form 3 Critical Reading (Standard and Double Time).
ED562672
Examination of Fatigue Effects from Extended-Time Accommodations on the SAT Reasoning Test™. Research Report No. 2007-1. ETS RR-07-31
College Board
2007-00-00
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
10
As Provided
JAN2020
Yes
Kindergarten
Program Effectiveness
Outcomes of Education
Reading Ability
Reading Skills
Comparative Analysis
Preschool Education
Curriculum
Accountability
Literacy Education
At Risk Persons
Correlation
Hypothesis Testing
Vocabulary Development
Reading Comprehension
Emergent Literacy
Scores
Parent Participation
Educational Legislation
Federal Legislation
Quasiexperimental Design
Reading Tests
Statistical Analysis
Harrington, Julie
Reports - Research
South Carolina
No Child Left Behind Act 2001
South Carolina
No Child Left Behind Act 2001
English
Kindergarten
Primary Education
Early Childhood Education
Preschool Education
The purpose of this quantitative study was to determine what, if any, impact that attending a four year old kindergarten program had on five year old kindergarteners reading ability as measured by Dominie testing, compared to those five year olds who did not attend a four year old program at Inman Elementary School. The significance of this study was to not only determine if there is a difference in aptitude and ability in the area of basic reading skills, concepts about print, but to find the strengths in the curriculum content taught in our preschool program at Inman Elementary School. The researcher strived to use the information gained through this study to build a more comprehensive curriculum for the four year old program and promote progress in school readiness. There is a great deal of money, time, and effort put into these preschool programs nation-wide. Is it worth it? Are the results truly showing a benefit or is just an academic daycare at its best? A copy of the research proposal is appended.
ED562673
The Benefits of Preschool: Do Children Who Attend Preschool Prior to Kindergarten Achieve Higher Test Scores
Online Submission
2015-08-15
29
N/A
2016
10
As Provided
JAN2020
Yes
Childhood Attitudes
Student Attitudes
Parent Attitudes
Reading Attitudes
Reading Aloud to Others
Reading Habits
Recreational Reading
Socioeconomic Influences
Parent Child Relationship
Children
Adolescents
Reading Materials
Surveys
Attitude Measures
Predictor Variables
Educational Environment
Family Environment
Reading Skills
Reading Material Selection
Electronic Publishing
Individual Characteristics
Age Differences
Gender Differences
Racial Differences
Ethnic Groups
Marital Status
Family Income
Educational Attainment
Parents
Technology Uses in Education
Elementary Secondary Education
Parent Role
Reports - Research
Numerical/Quantitative Data
Scholastic Inc.
YouGov, Harrison Group
English
Elementary Secondary Education
This report presents the 4th Edition of Scholastic's biannual study of children's and parents' attitudes and behaviors about reading. Much has changed since the first "Kids & Family Reading Report" was issued in 2006, but literacy remains the critical skill needed for school success. Today's children are growing up in a world full of digital information, which makes it even more important for them to know how to analyze, interpret and understand complex texts, to separate fact from opinion, and to develop a deep respect for logical thinking. This edition of the Kids & Family Reading Report takes a closer look at the ways in which the increasingly popular use of digital devices, both at home and in the classroom, impacts children's and parents' reading behaviors. It was found that the percent of children who have read an ebook has almost doubled since 2010 (25% vs. 46%). Yet it was also heard that parents are concerned that digital devices are distracting children from reading. Among parents of children in every age group, nearly half feel their children do not spend enough time reading books for fun--the kind of reading practice that is critical for children to build stamina, fluency, vocabulary and comprehension. The challenge is to harness the power of technology and kids' interest in ebooks to build better readers, and clearly the opportunity is there. Of the children who have read an ebook, one in five says they are reading more books for fun--especially boys, who tend to be less frequent readers than girls. In addition, almost half of all children age 6 to 17 say they would read more books for fun if they had greater access to ebooks. Whether children read print books or ebooks, the more children read, the better readers they become, and the better readers they become, the more they enjoy reading. But reading practice cannot only occur in the classroom; children need access to books and time to read at home every day. This report found that having reading role-model parents or a large book collection at home has a greater impact on kids' reading frequency than does household income. Furthermore, every child should be able to choose and own the books they want to read, for that choice builds literacy confidence--the ability to read, write, and speak about what they know, how they feel, and who they are. The formula for every child to become a successful reader is simple: (1) have books available at home at all times and be a reading role model; (2) allow children to read the books they choose to read; and (3) set aside time--20 minutes or more each day--to read books for fun. With these practices, any child will not only become a fluent, skilled reader, but will also develop a love of books and reading that will last a lifetime. The following are appended: (1) Methodology; (2) Demographics of the Sample; (3) Subgroup Sample Sizes; and (4) Survey Results.
ED562674
Kids & Family Reading Report™. 4th Edition
Scholastic Inc.
2013-01-00
136
Scholastic Inc. 557 Broadway, New York, NY 10012. Tel: 212-343-6857; Fax: 212-343-4913; Web site: http://www.scholastic.com/primarysources
N/A
2016
ERIC
JAN2020
Yes
Middle School Students
High School Students
Social Studies
Language Arts
Reading Comprehension
Reading Instruction
Teaching Methods
Educational Practices
Time on Task
School Districts
Urban Schools
Rural Schools
Classroom Observation Techniques
Interrater Reliability
Vocabulary Development
Swanson, Elizabeth
Wanzek, Jeanne
McCulley, Lisa
Stillman-Spisak, Stephanie
Vaughn, Sharon
Simmons, Deborah
Fogarty, Melissa
Hairrell, Angela
Journal Articles
Reports - Research
United States (Southwest)
United States (Southeast)
ISSN-1057-3569
English
Middle Schools
Secondary Education
Junior High Schools
High Schools
This study reports vocabulary and reading comprehension instructional practices implemented in middle and high school social studies and language arts classrooms. It also describes text reading practices. We conducted 137 observations of 11 social studies and 9 language arts teachers over the course of 1 academic year. We observed instructional practices supportive of vocabulary and reading comprehension to differing degrees in social studies and language arts. The proportion of time spent reading text was roughly the same across the 2 subjects, with differences by text type, reading mode, and grade level within both subject areas. [At time of submission to ERIC this article was in press with "Reading and Writing Quarterly."]
ED562675
Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms
Grantee Submission
2015-00-00
Institute of Education Sciences (ED)
28
T
http://dx.doi.org/10.1080/10573569.2014.910718
2016
53
As Provided
JAN2020
Yes
R305F100013
Yes
College Entrance Examinations
Extracurricular Activities
Scores
Structural Equation Models
College Bound Students
Student Participation
Differences
Minority Group Students
Economically Disadvantaged
Academic Achievement
Everson, Howard T.
Millsap, Roger E.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This report presents evidence that links participation in extracurricular activities (ECAs) in high school with higher SAT Reasoning Test™ (SAT®) scores. Using structural equation models (SEMs) with latent means, we analyzed data from a national sample of college-bound high school students. A series of structural equation models--isolating the influence of ECAs on SAT verbal and mathematics scores--were fit simultaneously to eight subgroups (disaggregated by both gender and ethnicity) of high school students. The SEMs analyses suggest: (1) that often observed group differences in SAT scores shrink, and (2) that students' levels of participation in ECAs in high school are related to meaningful gains in SAT scores, once the influences of socioeconomic background and academic achievement are controlled statistically. These analyses suggest that participation in ECAs benefits minority and socioeconomically disadvantaged students as much as, or more than, economically advantaged white students. These findings support the conclusion that supplementary education programs benefit minorities and disadvantaged high school students who are often ill-served by traditional academic curricula.
ED562676
Everyone Gains: Extracurricular Activities in High School and Higher SAT® Scores. Research Report No. 2005-2
College Board
2005-00-00
12
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
12
As Provided
JAN2020
Yes
College Entrance Examinations
Scores
Grade Point Average
High Achievement
Regression (Statistics)
Goodness of Fit
Effect Size
Correlation
Scaling
College Freshmen
Screening Tests
High School Students
Marini, Jessica P.
Mattern, Krista D.
Shaw, Emily J.
Reports - Research
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
College Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
There is a common misperception that test scores do not predict above a minimum threshold (Sackett, Borneman, & Connelly, 2008). That is, test scores may be useful for identifying students with very low levels of ability; however, higher scores are considered unrelated to higher performance for those above a certain threshold. This study aims to examine whether this is true for the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT), which is used for that very purpose -- to differentiate among very high performing students. The linearity of the relationship between PSAT/NMSQT scores and first-year college GPA (FYGPA) was explored in this paper, using a regression approach. This relationship was explored over the entire range of the PSAT/NMSQT score scale, known as the Selection Index, ranging from 60 to 240 as well as the upper end of the score scale (= 200), where initial screening decisions are made for scholarship programs conducted by National Merit Scholarship Corporation (NMSC). For the full PSAT/NMSQT scale, the addition of a quadratic term improved model fit; however, the effect size was small as indexed by the change in the squared multiple correlation coefficient (R2) of 0.001. That is, including PSAT/NMSQT Selection Index2 in the model accounted for an additional 0.1% of variance in FYGPA. As for the subset of students who had a PSAT/NMSQT score of 200 or higher, the results indicated a strong linear relationship, which suggests that even among very high-scoring students, the PSAT/NMSQT score scale differentiates between students in terms of academic success measured by grades earned in the first year of college. In sum, the results of this study support the use of the PSAT/NMSQT as a screening tool for selecting Merit Scholarship winners.
ED562677
Examining the Linearity of the PSAT/NMSQT®-FYGPA Relationship. Research Report 2011-7
College Board
2011-00-00
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
17
As Provided
JAN2020
Yes
Childhood Attitudes
Student Attitudes
Parent Attitudes
Reading Attitudes
Reading Aloud to Others
Reading Habits
Recreational Reading
Independent Reading
Socioeconomic Influences
Parent Child Relationship
Children
Adolescents
Reading Materials
Surveys
Attitude Measures
Predictor Variables
Educational Environment
Family Environment
Reading Skills
Reading Material Selection
Electronic Publishing
Individual Characteristics
Age Differences
Gender Differences
Racial Differences
Ethnic Groups
Marital Status
Family Income
Educational Attainment
Parents
Elementary Secondary Education
Reports - Research
Numerical/Quantitative Data
Scholastic Inc.
YouGov
English
Elementary Secondary Education
This report presents the 5th Edition of Scholastic's biannual study of children's and parents' attitudes and behaviors about reading. The latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read. Frequent readers are defined as children who read books for fun 5 or more days a week, compared to infrequent readers, who read less than one day a week. Children who read frequently say they enjoy reading, have parents who are frequent readers, and strongly believe that reading for fun is important. Among older frequent readers, this can lead to reading up to eight times as many books annually as infrequent readers, and, to stronger results in school. Independent reading is supported widely by teachers. The research found that 33% of children ages 6 to 17 say their class has a designated time during the school day to read independently, but only 17% do this every or almost every school day. This opportunity is particularly important for children from lower-income homes who are more likely than their higher-income peers to read books for fun in school and far less likely to read books outside of school. While both children and parents agree that reading skills are the most important skills kids can have, children are reading somewhat less often than they did four years ago. In the home, especially for older children, reading competes with games on smartphones or computers, while at school, the majority of kids do not have a dedicated time for independent reading. It is known that reading aloud to a young child is a wonderful bonding moment, but the research also shows that reading aloud to children all the way up to age 11 is a powerful predictor that children will become frequent readers. While 73% of parents with children ages 0 to 5 say they started reading aloud to their children before age one, only 30% say they began before the age of 3 months, in accord with the recent recommendation from the American Academy of Pediatrics that parents read aloud to children starting at birth. Kids love it: 83% of children of all ages surveyed say they loved or liked a lot being read aloud to and 40% of kids ages 6 to 11 whose parents have stopped reading aloud to them say they wish their parents had continued. Kids ages 6 to 17 report that they want books that make them laugh (70%), and 91% agree "my favorite books are the ones that I have picked out myself." For Scholastic, it is encouraging that many children in the study rate school book clubs and school book fairs as important ways to find books they want to choose, read, and own--second only to finding books though the library. The following are appended: (1) Methodology; (2) Demographics of the Sample; (3) Subgroup Sample Sizes; and (4) Expanded Survey Responses. [For "Kids & Family Reading Report™. 4th Edition," see ED562674.]
ED562678
Kids & Family Reading Report™. 5th Edition
Scholastic Inc.
2015-00-00
108
Scholastic Inc. 557 Broadway, New York, NY 10012. Tel: 212-343-6857; Fax: 212-343-4913; Web site: http://www.scholastic.com/primarysources
N/A
2016
ERIC
JAN2020
Yes
College Entrance Examinations
Learning Disabilities
Scores
Testing Accommodations
Change
High School Students
Achievement Gains
Comparative Analysis
Camara, Wayne J.
Copeland, Tina
Rothschild, Brian
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Tests administered with accommodations to persons with disabilities have been considered nonequivalent to tests administered under standardized conditions to nondisabled test takers. This study examined the score change patterns for learning disabled students completing extended-time administrations of the SAT I: Reasoning Test in comparison to nondisabled students retesting under standard-time administrations. Results illustrate that learning disabled students generally performed about 0.5 of a standard deviation below nondisabled test takers. However, the mean score gain for learning disabled students first completing a standard-time SAT and retesting under an extended-time SAT was more than three times as large as the mean score gain for both nondisabled students testing under standardized conditions and learning disabled students testing with extended time on both occasions. An appendix contains supplementary tables. [This research was funded through the Joint Staff Research and Development Committee of ETS and the College Board.]
ED562679
Effects of Extended Time on the SAT® I: Reasoning Test Score Growth for Students with Learning Disabilities. Research Report No. 1998-7
College Board
2005-00-00
26
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
29
As Provided
JAN2020
Yes
College Entrance Examinations
Test Items
Timed Tests
Verbal Tests
Mathematics Tests
Scores
Achievement Gains
Statistical Analysis
High School Students
Bridgeman, Brent
Trapani, Catherine
Curley, Edward
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The impact of allowing more time for each question on SAT® I: Reasoning Test scores was estimated by embedding sections with a reduced number of questions into the standard 30-minute equating section of two national test administrations. Thus, for example, questions were deleted from a verbal section that contained 35 questions to produce forms that contained 27 or 23 questions. Scores on the 23-question section could then be compared to scores on the same 23 questions when they were embedded in a section that contained 27 or 35 questions. Similarly, questions were deleted from a 25-question math section to form sections of 20 and 17 questions. Allowing more time per question had a minimal impact on verbal scores, producing gains of less than 10 points on the 200-800 SAT scale. Gains for the math score were less than 30 points. High-scoring students tended to benefit more than lower-scoring students, with extra time creating no increase in scores for students with SAT scores of 400 or lower. Ethnic/racial and gender differences were neither increased nor reduced with extra time. Item-Level Results for Study 2 are appended.
ED562680
Effect of Fewer Questions per Section on SAT® I Scores. Research Report No. 2003-2. ETS RR-03-08
College Entrance Examination Board
2003-00-00
22
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
9
As Provided
JAN2020
Yes
Global Approach
Curriculum Development
Evaluation Methods
Teaching Methods
Educational Change
Educational Improvement
Foreign Students
Labor Market
Literacy Education
Skill Development
Knowledge Level
Thinking Skills
Metacognition
Interpersonal Competence
Cognitive Ability
Knowledge Economy
Critical Thinking
Problem Solving
Information Literacy
Innovation
Creativity
Lifelong Learning
Competence
Faculty Development
Economic Factors
Citizenship Education
Balistreri, Sarah
Di Giacomo, F. Tony
Noisette, Ivanley
Ptak, Thomas
Reports - Evaluative
College Board
English
Following the completion of this century's first decade, educators, policymakers, and researchers are attempting to predict future needs. However, is it possible to know what the education and global landscape will look like at the end of this century? Certainly, in 1900 one could not have comprehended the myriad innovations that would occur by the year 2000. What we know is this: The skills to survive and thrive in this century have transitioned from a memorizing or banking perspective to that of accessing, navigating, and filtering. Moreover, the primacy of technology to our daily lives and events and phenomena across the globe cause many to rethink how best to prepare students in an education system born out of Prussian and industrial-era influences. Of additional importance for American education, comparative assessments demonstrate that other nations have surpassed the U.S. when it comes to preparing their students. This dynamic must inspire innovative solutions to improve American education. But, because demographic, linguistic, vocational, economic, and political variables differ from country to country, we cannot simply copy systems that outrank or outperform the U.S. Also, solutions must be developed to support a balance between competitive and collaborative reform efforts. While many obstacles exist, including cultural, economic, and political considerations, with the appropriate framework, organizations such as the College Board can support U.S. education systems (at the local, state, and federal levels) to maintain relevancy amid a shifting paradigm. Moreover, organizations such as the College Board can concurrently increase access and equity to provide more students with greater opportunities to learn and then contribute to the national well-being. As this paper will explore, at the heart of this movement will be the adoption of global skills in curricula, assessments, and pedagogy. Thus, while we may not know what the education and global landscape will look like in 2100, students who benefit from this reform movement globally will be prepared to excel and succeed. Appendices include: (1) International student origins; (2) 10-year job trends underscore shift to service sector; (3) Global Literacy Education in Practice; (4) Examples of assessment measures; and (5) Major Frameworks for 21st Century Learning.
ED562681
Global Education: Connections, Concepts, and Careers. Research in Review 2012-4
College Board
2012-00-00
37
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
66
As Provided
JAN2020
Yes
Postsecondary Education
Colleges
College Choice
Grants
Student Financial Aid
Racial Differences
Ethnic Groups
Family Income
Socioeconomic Status
Academic Ability
Minority Groups
Student Records
Probability
Statistical Analysis
Hurwitz, Michael
Reports - Research
College Board Advocacy & Policy Center
English
Postsecondary Education
Higher Education
New evidence on how students' choice of postsecondary institution is sensitive to grant aid offers from the colleges and universities. Institutional aid sensitivity is largest for students from the least wealthy families but does not vary by race/ethnicity or measured academic ability. A technical appendix is included.
ED562682
How Does Institutional Grant Aid Impact College Choice? Research Brief
College Board
2012-06-00
12
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
7
As Provided
JAN2020
Yes
Reading Programs
Program Effectiveness
Reading Difficulties
Reading Instruction
Reading Achievement
Reading Improvement
Quasiexperimental Design
Demography
Randomized Controlled Trials
Evidence
School Districts
Reports - Research
Texas
Arizona
North Carolina
Missouri
Massachusetts
California
New York
Tennessee
Michigan
Ohio
Iowa
Delaware
Wisconsin
New Jersey
Florida
Minnesota
New Mexico
Nevada
Kentucky
Arizona
California
Delaware
Florida
Iowa
Kentucky
Massachusetts
Michigan
Minnesota
Missouri
Nevada
New Jersey
New Mexico
New York
North Carolina
Ohio
Tennessee
Texas
Wisconsin
Scholastic Inc.
English
In school districts across the nation, diverse student groups have been experiencing significant gains in reading performance after using READ 180. This compendium of READ 180 research contains 40 studies. The studies take place in a variety of settings in school districts across the country from 1999 to 2012. Summarized are correlational and descriptive studies, as well as randomized or quasi-experimental studies. Reports on reading gains for the general student population and in some cases for specific demographic groups of students are provided. The studies in this compendium show that READ 180 meets the literacy needs of even the most challenged students, and the findings of these studies have been integral in informing new and better versions of the program, including the most recent READ 180 Next Generation. An index is included.
ED562683
Compendium of Read 180® Research: 15 Years of Evidence-Based Results for America's Struggling Readers
Scholastic Inc.
2014-03-00
51
Scholastic Inc. 557 Broadway, New York, NY 10012. Tel: 212-343-6857; Fax: 212-343-4913; Web site: http://www.scholastic.com/primarysources
N/A
2016
48
ERIC
JAN2020
Yes
College Admission
Grade Point Average
College Entrance Examinations
Prediction
Graduation
College Bound Students
Correlation
Measures (Individuals)
Validity
Institutional Characteristics
Hierarchical Linear Modeling
Mattern, Krista D.
Patterson, Brian F.
Wyatt, Jeffrey N.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Secondary Education
High Schools
Research has consistently shown that traditional admission measures--SAT® scores and high school grade point average (HSGPA)--are valid predictors of early college performance such as first-year grades; however, their usefulness to predict later college outcomes has been questioned, especially for the SAT. This study builds on previous research showing that both SAT scores and HSGPA are predictive of a more distal measure of college success--college graduation within four years. Moreover, each measure provided unique information to the prediction of graduation, indicating the utility of using both measures in the admission process to elect applicants who are most likely be successful. Finally, the relationships between SAT and HSGPA with four-year graduation rates by institutional control and selectivity (i.e., undergraduate admittance rate) were also investigated. The findings demonstrate the usefulness of traditional admission measures for predicting long-term college outcomes.
ED562684
How Useful Are Traditional Admission Measures in Predicting Graduation within Four Years? Research Report 2013-1
College Board
2013-00-00
28
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
48
As Provided
JAN2020
Yes
College Entrance Examinations
Standardized Tests
Scores
Inferences
Mathematics Tests
Reading Tests
Critical Reading
Correlation
Mathematics Achievement
Reading Achievement
Test Content
Test Items
Factor Analysis
Reading Skills
Mathematics Skills
Indexes
Psychometrics
Nonparametric Statistics
High School Students
Gierl, Mark J.
Tan, Xuan
Wang, Changjiang
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The results of this study conclude that there is a multidimensional basis for test score inferences on the mathematics and critical reading sections of the SAT. Results from the exploratory analyses indicate that the data are multidimensional, as mathematics displayed two dimensions and critical reading displayed three dimensions. The correlations between the dimensions were moderate in both test sections. Appended are: (1) Appendix A (a short description of each primary mathematics skill); and (2) Appendix B (a short description of each critical reading skill).
ED562685
Identifying Content and Cognitive Dimensions on the SAT®. Research Report No. 2005-11
College Board
2005-00-00
37
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
62
As Provided
JAN2020
Yes
Hispanic American Students
College Students
Colleges
Higher Education
Institutional Characteristics
Educational Attainment
Institutional Mission
Federal Legislation
Educational Legislation
Student Costs
Federal Aid
Academic Degrees
Barriers
Malcom-Piqueux, Lindsey E.
Lee, John Michael, Jr.
Reports - Descriptive
Higher Education Act Amendments 1992
Higher Education Act Title III
Higher Education Act Amendments 1992
Higher Education Act Title III
College Board Advocacy & Policy Center
English
Higher Education
Postsecondary Education
This brief presents information about the characteristics of the nation's Hispanic-serving institutions (HSIs) and their students, as well as the HSIs' contributions to the educational attainment of the Latino population. The brief concludes by outlining some of the challenges faced by HSIs as they aim to meet their implied mission of serving Latino students.
ED562686
Hispanic-Serving Institutions: Contributions and Challenges. Policy Brief
College Board
2011-10-00
16
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
16
As Provided
JAN2020
Yes
Remedial Instruction
College Students
College Readiness
Alignment (Education)
Common Core State Standards
Educational Trends
High School Seniors
Program Effectiveness
Costs
Educational Assessment
Kurlaender, Michal
Howell, Jessica S.
Reports - Evaluative
College Board Advocacy & Policy Center
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This brief gives an overview of the prevalence, causes, and consequences of college remediation, which aims to improve basic literacy skills among college students.
ED562687
Collegiate Remediation: A Review of the Causes and Consequences. Literature Brief
College Board
2012-09-00
16
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
53
As Provided
JAN2020
Yes
Foreign Countries
Debt (Financial)
Student Loan Programs
Loan Repayment
College Students
Benchmarking
Money Management
Loan Default
Baum, Sandy
Schwartz, Saul
Reports - Evaluative
Canada
United States
Canada
United States
College Board
Institute for College Access & Success, Project on Student Debt
English
Higher Education
Postsecondary Education
Many discussions of student loan repayment focus on those students for whom repayment is a problem and conclude that the reliance on debt to finance postsecondary education is excessive. However, from both a pragmatic perspective and a logical perspective, a more appropriate approach is to develop different benchmarks for students in different circumstances in order to differentiate between those students whose repayment requirements are excessive and those for whom debt burdens are manageable. The purpose of this report is to establish a range of empirically derived thresholds for manageable student debt in order to: (a) provide good advice to students as they make decisions about financing their postsecondary educations, and (b) inform the design of loan forgiveness and debt management programs intended to relieve excessive debt burdens.
ED562688
How Much Debt Is Too Much? Defining Benchmarks for Manageable Student Debt
College Board
2006-00-00
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
30
As Provided
JAN2020
Yes
Achievement Gap
Readiness
High School Students
Student Adjustment
At Risk Students
Grade 9
Academic Persistence
Dropout Prevention
College Readiness
Longitudinal Studies
Program Effectiveness
College Attendance
Standardized Tests
Grade 8
Models
Grade 10
Grade 11
Minority Groups
Low Income Groups
First Generation College Students
Rural Schools
Urban Schools
Racial Differences
Expectation
Educational Quality
Teacher Responsibility
Bernstein, Larry
Edmunds, Julie
Fesler, Lily
Reports - Research
North Carolina
North Carolina
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
Grade 9
Junior High Schools
Middle Schools
Higher Education
Postsecondary Education
Grade 8
Elementary Education
Grade 10
Grade 11
Students entering high school in 9th grade face a formidable challenge. The transition to high school from 8th grade brings with it increased risks for all students. For example, students in 9th grade are anywhere from three to five times more likely to fail a class than students in any other grade. Similarly, ninth grade retention rates are higher than in any other grade. More importantly, research indicates that 70 to 80 percent of students failing in 9th grade will eventually dropout of high school. Early College High Schools (ECHS) are a new model merging high school and college designed to increase the number of students who graduate from high school and enroll and succeed in college. This paper presents results from a longitudinal, experimental study of ECHS, tracking students from 9th grade through graduation from high school and enrollment in college. This paper will examine impacts of the ECHS model on "underprepared" students, defined as those students who did not pass the 8th grade state exams in either or both reading and math. "Prepared" students, on the other hand, are those passing both exams. In this paper, the authors report on the impact of the model on the performance gaps between underprepared and prepared students from 9th-11th grades. This paper addresses the following specific research questions: (1) Are underprepared students more likely to be from traditionally underrepresented groups such as first generation, minority and free/reduced price lunch students?; (2) What is the impact of the ECHS model on these students' academic performance?; and (3) How does that impact compare to the impact on students who are prepared? This study focuses on ECHSs as implemented in North Carolina. North Carolina has the largest concentration of ECHSs in the country, with over 70 across the state; all managed by the same entity, the North Carolina New Schools. The 19 schools that are a part of this study are geographically distributed throughout the state; they include schools in rural and urban areas, schools with predominantly white populations and schools with predominantly African American populations. Results from this experimental study show that it is possible for schools to have an impact on students entering high school at-risk for academic failure and dropout. These data suggest to us that the reduction or elimination of performance gaps in the early college is a product of a purposeful implementation of a high quality learning environment with high expectations, rigorous courses and instruction, positive relationships, extensive student support, and teachers taking responsibility for student learning. Tables and figures are appended.
ED562689
Closing the Performance Gap: The Impact of the Early College High School Model on Underprepared Students
Society for Research on Educational Effectiveness
2014-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
6
ERIC
JAN2020
Yes
Randomized Controlled Trials
Regression (Statistics)
Research Problems
Comparative Analysis
Nonparametric Statistics
Economics
Monte Carlo Methods
Foreign Countries
Grade 4
Elementary School Students
Scholarships
Experimental Groups
Control Groups
Intervention
Statistical Bias
Research Design
Barrera-Osorio, Felipe
Filmer, Deon
McIntyre, Joe
Reports - Research
Cambodia
Cambodia
Society for Research on Educational Effectiveness (SREE)
English
Grade 4
Intermediate Grades
Elementary Education
Randomized controlled trials (RCTs) and regression discontinuity (RD) studies both provide estimates of causal effects. A major difference between the two is that RD only estimates local average treatment effects (LATE) near the cutoff point of the forcing variable. This has been cited as a drawback to RD designs (Cook & Wong, 2008). Comparisons of RCT estimates of average treatment effect (ATE) and RD estimates of LATE are rare because few studies have both randomized assignment and a forcing variable. Using a study which is amenable to analysis both as an RCT and an RD, the authors compare the RCT estimate of ATE to the RD estimate of LATE. They also explore how the RD estimate of average treatment effect depends on econometric specifications, including for parametric and non-parametric estimators, and for various bandwidths. Finally, they use Monte Carlo simulation based on observed data to explore the performance of RD estimators with a forcing variable which is standardized within schools by choosing a different cutoff in each school. Findings can be used to inform decisions about which estimators to use in doing regression discontinuity, as well as providing evidence of how well RD estimators approximate RCT estimators. Tables are appended.
ED562690
An Empirical Comparison of Randomized Control Trials and Regression Discontinuity Estimations
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
Nonprofit Organizations
Program Effectiveness
Organizational Effectiveness
Academic Achievement
Elementary Secondary Education
Outcomes of Education
Beginning Teachers
Achievement Gap
Intervention
Teacher Placement
High Schools
Dropout Rate
Penner, Emily K.
Reports - Research
Numerical/Quantitative Data
North Carolina
North Carolina
Society for Research on Educational Effectiveness (SREE)
English
Elementary Secondary Education
High Schools
Secondary Education
Children enter school with vastly different skill levels and formal schooling often magnifies these disparities over time. Widening achievement gaps between high- and low-income children have grown substantially in the last 50 years. Further, the opportunity gap facing most low-income students contributes to a host of academic and social challenges including: lower performance in math and reading, increased truancy and incarceration, less higher-level course taking, and lower graduation and college entrance rates than their higher-income peers, and these disparities are not new. Teach For America (TFA) was founded with the purpose of addressing these educational inequities. Early on in its existence, TFA became focused on "closing the achievement gap" for students in the schools it serves, and put a large stake in promoting, "significant gains," (defined as 1.5 to 2 grade levels of improvement in core subject areas) for its students (Teach For America, 2013). For many of the students it serves, this target aimed to get students caught up to grade level standards. The research on TFA's short term impacts is mixed, although experimental and quasi-experimental evidence finds that TFA teachers are more effective than non-TFA teachers in many settings, particularly in high school math and science, and elementary math. This study extends existing research on short-term TFA impacts to examine whether TFA has any relationship with students' long-term academic outcomes. Specifically, I examine whether having a TFA teacher in elementary, middle, or high school is associated with improved student educational outcomes at the end of high school. The author examined the relationship between TFA and long-term student attainment using administrative data from the state of North Carolina. TFA places teachers in two regions in North Carolina. Eastern North Carolina, which encompasses rural and urban areas, opened in 1990 and was one of TFA's charter locations. Charlotte, which is a primarily urban region, has had corps members since 2004. Analyses for this study concentrate on the students in grades 3-12 and their teachers. The author examined the relationship between having a TFA teacher and end of high school attainment by comparing students who had TFA teachers with students who had the possibility of being in a TFA teacher's classroom but were not. To do so, the author compared students within schools, grades, and years that have TFA teachers using fixed effects. Results suggest different patterns for students who have TFA teachers in grades 3-8 versus 9-12. Among students who ever have a TFA teacher in high school, there is a negative association with dropping out, a decline of 0.012 standard deviations. There is also a positive association of having a TFA teacher and graduating high school, an increase of 0.034 standard deviations, compared with students who were in the same schools, grades, and subjects, but did not have a TFA teacher. In contrast, in elementary and middle school, there is no evidence of a relationship between having a TFA teacher and long term outcomes. Tables are appended.
ED562691
Does Teach for America Have Long-Term Impacts?
Society for Research on Educational Effectiveness
2014-00-00
14
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
31
ERIC
JAN2020
Yes
Fidelity
After School Programs
Intervention
Literature Reviews
At Risk Students
Data Analysis
Research Utilization
Selection Criteria
Social Work
Measurement Techniques
Search Strategies
Maynard, Brandy R.
Peters, Kristen E.
Vaughn, Michael G.
Sarteschi, Christine M.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Over the past 2 decades, the number of after-school programs (ASP) and the number of students attending ASPs has markedly increased. Although several reviews and meta-analyses have examined the outcomes of ASPs, ASP intervention study reviews have not specifically examined intervention fidelity. Establishing intervention fidelity is critically important to interpreting the effects, or lack thereof, of interventions. Given the popularity of ASPs and the growing body of intervention research resulting in ambiguous findings, it seems prudent to examine whether investigators have attended to fidelity. The purpose of this systematic review was to examine whether and to what extent researchers addressed intervention fidelity in ASP intervention research. The following research questions guided this review: (1) What proportion of after-school intervention studies report key components of fidelity (i.e., strategies to enhance fidelity, measure fidelity, and use fidelity data)?; and (2) Does the presence of fidelity measurement differ by study or intervention characteristics? Fifty-five studies (15 RCT and 40 QED) were included in this review. Published and unpublished studies conducted between 1980 and 2012 were eligible for inclusion if they examined the effects of an ASP on social, emotional, behavioral, or academic outcomes with primary or secondary students using a randomized or quasi-experimental research design. This study examined the extent to which fidelity was addressed in outcome research of after-school program interventions, defined as "an organized program offering one or more activities that: (1) occurred during at least part of the school year; (2) happened outside of normal school hours; and (3) was supervised by adults". 40 of the 55 studies attended to at least some aspects of intervention fidelity; however, the extent to which those studies engaged in various aspects of intervention fidelity varied. While the majority of studies attended to at least one aspect of intervention fidelity, the use of multiple fidelity components was much less frequent. About half of the studies incorporated two components, 31% incorporated three components, 18% incorporated four components, and just 15% incorporated at least five components. No studies incorporated six or more fidelity components. Tables and figures are appended.
ED562692
Fidelity in After-School Program Intervention Research: A Systematic Review
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
16
ERIC
JAN2020
Yes
Algebra
Course Content
Credits
Course Organization
Online Courses
Summer Science Programs
Difficulty Level
Comparative Analysis
Alignment (Education)
Grading
Teacher Surveys
Content Analysis
Walters, Kirk
Stachel, Suzanne
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Secondary Education
This paper describes the content, organization and rigor of the f2f and online summer algebra courses that were delivered in summers 2011 and 2012. Examining the content of both types of courses is important because research suggests that algebra courses with certain features may be better than others in promoting success for struggling students. One key finding from the literature is that algebra students should have ongoing opportunities to develop procedural fluency and conceptual understanding and engage in meaningful problem solving opportunities, rather than focusing exclusively on skill development and symbolic manipulation. Another reason it is important to examine the content of summer credit recovery courses, in particular, is due to the perception that these courses may get "watered down," rewarding students who show up for summer school but who may not have mastered the material. More specifically, the paper will address the following research questions: (1) How did the online and f2f Algebra IB courses compare in terms of the difficulty of the content? (e.g. what proportion of time in each type of course was devoted to second semester algebra, first semester algebra and pre-algebra topics?); (2) How did the online and f2f Algebra IB courses compare in terms of the nature of the content? (e.g. developing procedural skills, conceptual understanding and problem solving); (3) How did the online and f2f Algebra IB courses compare in terms of the coherence and sequencing of topics?; and (4) How did the online and f2f Algebra IB courses compare in terms of grading expectations? [What proportion of online and f2f students' grades were based on assessments (quizzes, tests) and other criteria (effort, participation, behavior, etc.)]? The authors will draw from several different sources of data that were collected in both conditions in both summers to answer the paper's research questions. These include archival data generated from the online course, course materials (syllabi, annotated tables of contents), and teacher surveys. The initial results suggest that the online course (in both summers), in comparison to the f2f courses, was more rigorous in terms of the algebra content that students were expected to learn, more coherent in terms of how topics were sequenced, and more demanding in terms of the criteria used to calculate grades. More specifically, the online course content was considered typical of second semester algebra and included a fixed set of topics that were organized sequentially within and across 5 units.
ED562693
Paper 3: Content and Rigor of Algebra Credit Recovery Courses
Society for Research on Educational Effectiveness
2014-00-00
3
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
ERIC
JAN2020
Yes
Program Implementation
Fidelity
Measurement Techniques
Benchmarking
Middle School Students
Extended School Day
Intervention
Observation
Interviews
Enrichment Activities
Program Effectiveness
Program Evaluation
Rulf Fountain, Alyssa
Gamse, Beth
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Expanded Learning Time (ELT) is seen as one promising approach for improving academic achievement, particularly in the nation's chronically low-performing schools. Since 1995, Citizen Schools (CS) has developed and supported the implementation of its own ELT model. The CS ELT model uses an additional shift of educators and community volunteers to engage middle school students in hands-on apprenticeships, while simultaneously providing individualized supports to ensure academic and future success. Theory suggests that as a result of ELT, students may become more engaged in school because of additional enrichment and learning opportunities, develop better communication skills due to more time with teachers and peers, and be less likely to engage in disruptive behavior because of less idle time. Ultimately, student achievement may improve as a result of additional learning time. The authors are conducting a five-year evaluation of the CS ELT model that includes an implementation and outcomes component to assess the operation and effects of ELT programming on middle school students. The implementation component of the study incorporates surveys, interviews, and site visits to assess how schools integrate ELT into their school days, organizationally and instructionally. This paper focuses specifically on how to characterize implementation systematically and in such a way as to explain variation in student achievement results.
ED562694
Creating a Fidelity Index to Measure Program Implementation
Society for Research on Educational Effectiveness
2014-00-00
5
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
3
ERIC
JAN2020
Yes
Surveys
Response Style (Tests)
Testing Problems
Online Surveys
Student Surveys
Undergraduate Students
Graduate Students
Statistical Analysis
Factor Analysis
Test Construction
McIntyre, Joe
Reports - Research
United States (Northeast)
Society for Research on Educational Effectiveness (SREE)
English
Higher Education
Postsecondary Education
Proper survey design is essential to obtain reliable, replicable data from research subjects. One threat to inferences drawn from surveys is anchoring-and-adjusting. Tversky and Kahnemann (1974) observed that participants' responses to questions depended systematically on irrelevant information they received prior to answering. It is important for survey designers to have tools that can detect anchoring-and-adjusting. Using non-experimental data, the author will try to determine if respondents are anchoring and adjusting by looking for evidence that responses to adjacent items are more likely to be identical than they should be. In this study the author analyzes scale data from two different settings. One set of scales comes from an online survey administered through the "Survey Monkey website." The second set comes from a survey administered in person to undergraduates and graduates students at a private university in the Northeast. All participants were better educated than people in the country as a whole and one set of participants all had internet access. Thus, it is not appropriate to generalize the results to the population at large. It is possible to find evidence of anchoring-and-adjusting using non-experimental approaches. There is more evidence of anchoring-and-adjusting on uninterrupted scales than on interrupted scales. Further research is needed to determine what sorts of scales elicit more anchoring-and-adjusting, and which sorts of populations anchor-and-adjust more frequently. Tables and figures are appended.
ED562695
Detecting Anchoring-and-Adjusting in Survey Scales
Society for Research on Educational Effectiveness
2014-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
6
ERIC
JAN2020
Yes
Fidelity
Program Implementation
Barriers
Intervention
Research Projects
Research Design
Research Needs
Research Methodology
Data Collection
Data Analysis
Algebra
Control Groups
Experimental Groups
Protocol Materials
Scoring Rubrics
Likert Scales
Observation
Secondary School Mathematics
Outcome Measures
Program Evaluation
Grade 8
Grade 9
Grade 5
Grade 6
Grade 7
Vig, Rozy
Taylor, Megan W.
Star, Jon R.
Chao, Theodore
Reports - Research
United States (Southeast)
Society for Research on Educational Effectiveness (SREE)
English
Grade 8
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Grade 9
High Schools
Grade 5
Intermediate Grades
Grade 6
Grade 7
The concept of "implementation fidelity" is broadly used to capture the extent to which an intervention is executed as intended by the designers of the intervention (Century, Rudnick, & Freeman, 2010; Huntley, 2005, McNaught, Tarr, & Sears, 2010, Munter, 2010). Though implementation fidelity instruments are often used to assess variability in teachers' implementations of an intervention and can be related to measures of student learning, the form and goals of the work involved in developing, implementing, and evaluating fidelity instruments vary from study to study. This research report discusses two research projects that shed light on two challenges associated with assessing implementation fidelity.
ED562696
Assessing Implementation Fidelity: Challenges as Seen through the Lens of Two Experimental Studies
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
Yes
Foreign Countries
Randomized Controlled Trials
Developing Nations
Intervention
Teacher Motivation
Job Satisfaction
Professional Development
Educational Practices
Low Income
War
Teacher Burnout
Pilot Projects
Teacher Attitudes
Elementary School Teachers
Wolf, Sharon
Aber, John Lawrence
Torrente, Catalina
Rasheed, Damira
McCoy, Marissa
Reports - Research
Congo Republic
Congo Republic
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
A wealth of research, primarily in high income countries, has accumulated in recent years evaluating teacher effectiveness and the processes through which teachers' performance and job satisfaction can be improved (e.g., Pianta, Mashburn, Downer, Hamre & Justice, 2008; Ross, 1992; 1995). Much less is known about how these processes operate for teachers in low-income countries, where schools may be located in high conflict areas with low resources that can pose strains on teachers, students and their interactions. In the past several years, there has been a growing interest in rigorous evaluation research in developing countries to help inform policy and practice. This paper applies rigorous methodology to consider the question of whether and how an intervention can improve teachers' motivation, job satisfaction and professional development in the Democratic Republic of the Congo (DRC). The current study is part of OPEQ (Opportunities for Equitable Access to High Quality Basic Education), a 5-year project aimed at improving teachers' motivation and performance, and elementary school children's numeracy, literacy and socio-emotional wellbeing in 3 provinces of the DRC (i.e., Katanga, North Kivu and South Kivu), through curriculum development, teacher training and community mobilization. The main purpose of the current paper is to better understand teacher practices and classroom processes in low-income, war-afflicted countries such as the DRC. It presents baseline information on teachers' criticism of school, burnout, motivation and job satisfaction; examines how these processes can be affected by an intervention that targets teachers' and students' social emotional needs, and provides instructional support to teachers in math and reading; and presents preliminary impacts on teachers' burnout, motivation and job satisfaction after one pilot year of program implementation. An appendix contains a table and figure.
ED562697
Cluster Randomized Trial of a Large-Scale Education Initiative in the Democratic Republic of Congo: Pilot Year Impacts on Teacher Development
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
4
ERIC
JAN2020
Yes
Teacher Effectiveness
Teacher Evaluation
Interrater Reliability
Classroom Observation Techniques
Performance Based Assessment
Elementary School Teachers
Middle School Teachers
Pilot Projects
Scoring Rubrics
Federal Legislation
Educational Legislation
Elementary Secondary Education
Federal Aid
Item Response Theory
School Districts
Manzeske, David P.
Eno, Jared P.
Stonehill, Robert M.
Cumming, John M.
MacGillivary, Heather L.
Reports - Research
United States (West)
Elementary Secondary Education Act
American Recovery and Reinvestment Act 2009
American Recovery and Reinvestment Act 2009
Elementary and Secondary Education Act
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Elementary Secondary Education
Federal policies (e.g., 2002 reauthorization of the Elementary and Secondary Education Act [ESEA] and the American Recovery and Reinvestment Act) posit that teacher quality is a potential leverage point for improving student achievement (U.S. Department of Education, 2010). Moreover, in the Race to the Top competition, teacher effectiveness must be based, in part, on teacher performance measured by classroom observations. This has driven many districts to adopt teacher classroom observation rubrics to meet the Race to the Top requirement. Without clear guidance on how to rate teachers and without proper calibration activities, scores on these rubrics can become upwardly biased, leading to an inability to distinguish among teachers at different performance levels (see, for example, Weisberg, Sexton, Mulhern, & Keeling, 2009). When a rubric is used inconsistently, teachers may not receive useful feedback, and the rubric could lack teacher buy-in, resulting in views that the evaluation does not provide credible information. In partnership with district central office staff, a study was conducted in a set of 20 elementary and middle schools in the western United States to investigate the use of a classroom observation rubric within the context of a district's pilot teacher performance evaluation system. The district wanted to know whether peer raters would use the observation rubric differently compared with principals, whether interrater reliability differed by rater type, and whether district-selected raters, on average, were more or less lenient than principals in rating other teachers. Supplemental tables and figures are appended.
ED562698
Assessing Teacher Effectiveness through Dual-Rater Classroom Observations: Researchers and District Staff Partnering to Create Calibrated Performance Evaluations
Society for Research on Educational Effectiveness
2014-00-00
13
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Student Financial Aid
Student Financial Aid Officers
Higher Education
Eligibility
Debt (Financial)
Demography
Salaries
Administrator Characteristics
Surveys
Tests/Questionnaires
Reports - Research
College Entrance Examination Board
National Association of Student Financial Aid Administrators (NASFAA)
English
Higher Education
Postsecondary Education
This report first describes the aid application procedures aid administrators used to determine award eligibility, and the use of professional judgment to adjust students' aid application data. Next, the report describes the number of students who received financial aid, the funding and distribution of institutional scholarships, and student loan borrowing and cumulative debt. The study then shows the percentage of aid applicants who had financial need and the proportion of need met by total financial aid. The final section of the report describes the salary by type of institution, and technology used by aid offices to process applications. The following are appended: (1) Undergraduate Admissions Selectivity Definitions; and (2) 2001 Survey of Undergraduate Financial Aid Policies, Practices, and Procedures (SUFAPPP).
ED562699
Financial Aid Professionals at Work in 1999-2000: Results from the 2001 Survey of Undergraduate Financial Aid Policies, Practices, and Procedures
College Entrance Examination Board
2002-00-00
46
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
14
As Provided
JAN2020
Yes
National Surveys
Program Effectiveness
Program Evaluation
Comparative Analysis
Student Records
Intervention
Access to Information
Middle Schools
Case Studies
Information Utilization
Multiple Regression Analysis
Velez, Melissa
Sahni, Sarah
Rulf-Fountain, Alyssa
Gamse, Beth
Reports - Research
Mahalanobis Distance Function
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
One of the primary obstacles facing education researchers today is the struggle to obtain student-level data from states, districts, and schools. Researchers typically face one of two scenarios; they must either (1) work with contractors hired by the state or district to handle data requests who can be prohibitively expensive or (2) invest significant amounts of time making data requests from overworked school district staff that can take a year or longer. Due to budget cuts and waning resources, district staff juggle many competing demands and typically prioritize district-level needs above those of external evaluators. It is becoming increasingly clear the research community must look for methodological alternatives that allow the continuation of rigorous research about what works in education. This study explores the possibility of using publicly available school-level data instead of student-level data to conduct an impact analysis of a national education intervention. The authors use a national evaluation of an Expanded Learning Time (ELT) initiative in middle schools across the country as a case-study for these methods. One table is appended.
ED562700
Comparison of Student-Level and School-Level Data in a National Impact Evaluation
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Meta Analysis
Accountability
Cluster Grouping
Effect Size
Research Design
Error of Measurement
Bias
Experimenter Characteristics
Control Groups
Experimental Groups
Research Methodology
Research Problems
Robustness (Statistics)
Citkowicz, Martyna
Polanin, Joshua R.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Meta-analyses are syntheses of effect-size estimates obtained from a collection of studies to summarize a particular field or topic (Hedges, 1992; Lipsey & Wilson, 2001). These reviews are used to integrate knowledge that can inform both scientific inquiry and public policy, therefore it is important to ensure that the estimates of the effect sizes are both robust and free of bias. One such scenario under which bias can occur is from a failure to account for clustering. Clustering occurs when, for example, schools are assigned to conditions and students are grouped together within each school. Occasionally, study designs are such that clustering exists in one condition but not the other. These studies may be referred to as one-group cluster-randomized designs or partially clustered designs. Despite recent advances, researchers do not yet have an understanding of the degree to which "not" accounting for clustering will bias the overall meta-analytic mean effect and its variance. The purpose of this study is to investigate the consequences of not accounting for one-group clustering in meta-analyses. The authors conducted a series of simulations in order to find out how distorted meta-analytic results can be when analysts fail to correct effect sizes for one-group clustering. The results of these analyses, in addition, demonstrate the extent to which researchers may be confident in previously conducted meta-analyses that did not have the tools to adjust the effects and variance in such designs. Data tables are appended.
ED562701
Consequences of Not Accounting for One-Group Clustering in Meta-Analysis
Society for Research on Educational Effectiveness
2014-00-00
14
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
14
ERIC
JAN2020
Yes
Educational Research
Program Effectiveness
Research Problems
Computation
Statistical Distributions
Randomized Controlled Trials
Reading Programs
Grade 1
Elementary School Students
Intervention
Monte Carlo Methods
Maximum Likelihood Statistics
Bayesian Statistics
Hierarchical Linear Modeling
May, Henry
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
Interest in variation in program impacts--How big is it? What might explain it?--has inspired recent work on the analysis of data from multi-site experiments. One critical aspect of this problem involves the use of random or fixed effect estimates to visualize the distribution of impact estimates across a sample of sites. Unfortunately, unless the sample sizes within sites are enormous (e.g., >1,000), the shape of the distribution of estimates is dominated by the normal distribution as a result of imperfect reliability in site-specific estimates. The Central Limit Theorem explains why this occurs and why the problem is unavoidable. The purpose of this paper is to demonstrate the scope and severity of this problem, and to provide cautionary guidance regarding the interpretation of distributions of site-specific impact estimates in multi-site experiments. Furthermore, the paper explores methods for recovering the distribution of true site-specific impacts when that distribution is non-normal. For illustrative purposes, data from the multi-site randomized trial under the Reading Recovery Investing in Innovation (i3) Scale-Up is used in addition to generalized Monte Carlo simulation. Reading Recovery is an early reading intervention for first-graders who are reading substantially below grade level. Data figures are appended.
ED562702
Distortions in Distributions of Impact Estimates in Multi-Site Trials: The Central Limit Theorem Is Not Your Friend
Society for Research on Educational Effectiveness
2014-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
5
ERIC
JAN2020
Yes
High School Students
Grade 9
High School Freshmen
Public Schools
Academic Failure
Algebra
At Risk Students
Core Curriculum
Credits
Cohort Analysis
Repetition
School Holding Power
Electronic Learning
Online Courses
Randomized Controlled Trials
Summer Schools
Outcomes of Education
Scores
Student Attitudes
Heppen, Jessica
Sorensen, Nicholas
Allensworth, Elaine
Walters, Kirk
Stachel, Suzanne
Michelman, Valerie
Reports - Research
Illinois
Illinois
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
Grade 9
Junior High Schools
Middle Schools
The consequences of failing core academic courses during the first year of high school are dire. In the Chicago Public Schools (CPS), only about one-fifth of off-track freshmen--students who fail more than one semester of a core academic course and/or fail to earn enough credits to be promoted to 10th grade--graduate high school, compared with over 80% of on-track freshmen (Allensworth & Easton, 2005, 2007). Failure of Algebra I is particularly problematic. In CPS, only 13% of students who fail both semesters of Algebra I in 9th grade graduate in 4 years, and the largest share of 9th grade algebra failures occur in the second semester of the course. Elucidating the ways that students can get back on track is of the utmost policy importance. Credit recovery is one strategy to deal with high failure rates. The primary goal of credit recovery programs is to give students an opportunity to retake classes that they failed in an effort to get them back on track and keep them in school (Watson & Gemin, 2008). As schools across the nation struggle to keep students on track and re-engage students who are off track, online learning has emerged as a promising and increasingly popular strategy for credit recovery. Despite the growing use of online courses for credit recovery, the evidence base is thin. This paper describes the design, implementation, and results of a randomized control trial that was designed to address this gap. The primary intent of the proposed paper is to share findings to date for the two cohorts of students who participated in two Algebra I credit recovery courses (one online and one face-to-face) as part of this trial--first time freshmen in 2010-11 at 15 CPS high schools and first-time freshmen at 13 CPS high schools in 2011-12. Tables and figures are appended.
ED562703
Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Graders: Consistency of Results from Two Cohorts
Society for Research on Educational Effectiveness
2012-00-00
National Center for Education Research (ED)
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
11
ERIC
JAN2020
Yes
Yes
Interpersonal Competence
Improvement Programs
Intervention
Program Effectiveness
Elementary School Students
Cluster Grouping
Randomized Controlled Trials
Effect Size
Pretests Posttests
DiPerna, James C.
Lei, Puiwa
Bellinger, Jill
Cheng, Weiyi
Reports - Research
Pennsylvania
Pennsylvania
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Teaching children to get along with others, care about themselves, and actively participate in learning are three of the most important outcomes of the schooling process. Yet children in some schools are not achieving these outcomes, and many educators have not received adequate training to create instructional environments that facilitate these outcomes. As a consequence, some schools have become places where children feel uncomfortable, unsupported, and ultimately, uninterested in learning. The genesis of ineffective instructional environments and underachieving students is complex and varies across individuals and schools/communities. Consequently, the solutions to improving learning, preventing or reducing inappropriate behavior, and facilitating the prosocial development of students require multifaceted and sustained interventions. The Social Skills Improvement System (SSIS) is a comprehensive program that integrates multiple levels of assessment and intervention to improve children's social skills and engagement in classroom learning. The Classwide Intervention Program (SSIS-CIP) is the universal component of the SSIS, and it has been developed to help students learn the 10 social skills that teachers have identified as most critical to classroom success. The purpose of this study was to evaluate the efficacy of the SSIS-CIP using a "Multi-Site Cluster Randomized Trial" ("CRT"). Specifically, the authors hypothesized that children in classrooms implementing SSIS-CIP would demonstrate improved social skills compared to children in non-implementing (business-as-usual) classrooms. In addition, children in SSIS-CIP classrooms were expected to demonstrate increased academic engagement during classroom instruction.The study was conducted in two Pennsylvania school districts located in opposite ends of the state. One is a small urban district, while the other is a small rural district that is similar in size to many of the other rural districts within the state. Specifically, 6 schools (4 from the larger urban district, 2 from the smaller district) participated in the study. Child-level data were collected before and after SSIS-CIP implementation in the classrooms randomly assigned to the "treatment" condition. Specifically, two measures were used to assess key outcome variables related to students' classroom behavior (Social Skills Improvement System Rating Scale, Cooperative Learning Observation Code for Kids). In addition, the Classroom Assessment Scoring System was used to assess the instructional environment in each participating classroom before and after treatment implementation. Finally, structured observations were used to assess fidelity of implementation of the SSIS-CIP curriculum in classrooms randomly assigned to the intervention condition. Based on the results of this study, the SSIS-CIP yields small-medium positive effects (increases) in prosocial behavior (overall, communication, cooperation, responsibility, empathy, social engagement, social skills intervention composite). In addition, SSIS-CIP positively impacted academic engagement and motivation, suggesting there may be academic benefits from its implementation. Across all of these variables, the effects of SSIS-CIP appear to be more specific to those children with more severe deficits in these areas prior to SSIS-CIP implementation. Tables and figures are appended.
ED562704
Efficacy of the Social Skills Improvement System--Classwide Intervention Program (SSIS-CIP) in the Primary Grades
Society for Research on Educational Effectiveness
2014-00-00
13
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
Yes
Critical Thinking
Outcomes of Education
High School Students
Quasiexperimental Design
Thinking Skills
Knowledge Level
Interpersonal Competence
College Admission
Graduation Rate
International Assessment
Achievement Tests
Reading Tests
Mathematics Tests
Science Tests
Effect Size
Student Motivation
Self Efficacy
Statistical Distributions
Self Control
Locus of Control
Persistence
Learner Engagement
Academic Achievement
Student Surveys
Taylor, James
Reports - Research
California
New York
Program for International Student Assessment
California
New York
Program for International Student Assessment
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
The "Study of Deeper Learning: Opportunities and Outcomes", funded by the William and Flora Hewlett Foundation, is a "proof-of-concept" study to determine whether students attending high schools with a mature and at least moderately well-implemented approach to promoting deeper learning experience greater deeper learning opportunities and outcomes than they would have had they not attended these schools. The study includes a set of high schools belonging to networks that are aligned with a deeper learning approach. The purpose of this paper is to provide quasi-experimental empirical evidence on whether or not students who experienced these network schools' approaches achieved better outcomes than they would have otherwise. Specifically, did students attending these network schools: (1) score higher on measures of content knowledge and critical thinking skills associated with the OECD PISA-based Test for Schools; (2) report higher levels of intra- and inter-personal competencies and dispositions; (3) attain a higher rate of graduation; or (4) attain a higher rate of post-secondary matriculation than they would have if they had not attended the network schools? This analysis relies on student-level data from schools located in six districts across two states: California and New York. The primary findings include: (1) Students in participating network high schools scored significantly higher on the OECD PISA-based Test for Schools in reading, mathematics, and science than students in the paired non-network schools. Effect sizes for all three test subjects were similar in magnitude, with the scores of students attending network schools exceeding the scores of students in non-network schools by approximately 0.11 standard deviations; and (2) Network students reported higher levels of academic engagement, motivation to learn, self-efficacy and collaboration skills relative to similar students who attended comparison schools. Effect sizes ranged from 0.12 standard deviations (for motivation to learn) to 0.20 standard deviations (for academic engagement). On the other intrapersonal competencies (perseverance, self-management, creative thinking skills, and locus of control) there were no significant differences between network and comparison students. Exhibits are appended.
ED562705
Evidence of Deeper Learning Outcomes: Findings from the Study of Deeper Learning
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
2
ERIC
JAN2020
Yes
Algebra
Summer Science Programs
Program Improvement
Grade 9
Remedial Mathematics
Intervention
Educational Practices
Pretests Posttests
Cohort Analysis
Extended School Day
Program Effectiveness
Program Evaluation
Allensworth, Elaine
Michelman, Valerie
Nomi, Takako
Heppen, Jessica
Reports - Research
Illinois
Illinois
Society for Research on Educational Effectiveness (SREE)
English
Grade 9
Junior High Schools
Middle Schools
Secondary Education
High Schools
In Chicago, over a quarter of students fail at least one semester of algebra in their ninth grade year, and only 13% of students who fail both semesters of Algebra I in ninth grade graduate in 4 years. Offering credit recovery options is one strategy to deal with high failure rates. The primary goal of credit recovery programs is to give students an opportunity to retake classes that they failed in an effort to get them back on track and keep them in school (Watson & Gemin, 2008). While it seems like a good idea, the pay-off may not actually be large for a number of reasons: few students who failed in the prior year may show up in the summer for credit recovery; few students may pass even if they do show up; and the gains of attending summer school for learning and for credit accumulation may be very small compared to students' initial deficits in skills or the number of total credits they eventually need to recover. This study examines the benefits of offering expanded credit recovery options for ninth grade algebra, relative to business as usual (i.e., the summer programming schools would offer in the absence of efforts to expand credit recovery). The study incorporates all regular neighborhood high schools in Chicago (76) and all first-time ninth grade students who entered these schools (about 4,000 students in each cohort) between fall 2009 and fall 2011 who failed second semester algebra (Algebra IB). Tables and figures are appended.
ED562706
Effects of Expanding Summer Credit Recovery in Algebra
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
25
ERIC
JAN2020
Yes
Regression (Statistics)
Research Design
Curriculum Evaluation
Algebra
Readiness
Supplementary Education
Randomized Controlled Trials
Secondary School Mathematics
Grade 9
High School Students
Evaluation Problems
Louie, Josephine
Rhoads, Christopher
Mark, June
Reports - Research
Massachusetts
Massachusetts Comprehensive Assessment System
Massachusetts
Massachusetts Comprehensive Assessment System
Society for Research on Educational Effectiveness (SREE)
English
Secondary Education
Grade 9
Junior High Schools
Middle Schools
High Schools
Recent federal legislation, such as the "No Child Left Behind Act" of 2001 and the "Education Sciences Reform Act (ESRA)" of 2002, has insisted that educational evaluations use rigorous research designs with quantitative outcome measures. In particular, the Institute of Education Sciences (IES) at the U.S. Department of Education has promoted the use of "randomized controlled trials" (RCTs) as the preferred method for educational evaluations that seek to determine the causal effect of interventions. This paper describes a regression discontinuity (RD) study conducted to evaluate the impact of Transition to Algebra (TTA)--a supplemental algebra-readiness curriculum. The TTA curriculum was developed over a period of two years and then evaluated through a formal field test in two Massachusetts high schools in 2011-2012. Outcome data was collected from 85 students who had been properly assigned to the TTA intervention (the "core" treatment group); 9 students who were eligible for the intervention but had been randomly excluded (the "core RCT" comparison group); and 27 students who were ineligible for the TTA intervention due to high Grade 8 Massachusetts Comprehensive Assessment System (MCAS8) scores (the "core RD" comparison group). Outcomes were measured using a modified version of the MCAS test, labeled MCASmod. The research team's experience offers lessons about the implementation of RD studies and the need to work closely with practitioner partners to carry out evaluation designs that address both stakeholder concerns and broader goals of generating rigorous evidence to learn what works in education. Tables and figures are appended.
ED562707
Challenges When Using the Regression Discontinuity Design in Educational Evaluations: Lessons from the Transition to Algebra Study
Society for Research on Educational Effectiveness
2014-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
12
ERIC
JAN2020
Yes
Program Evaluation
Probability
Scores
Scoring
STEM Education
Algebra
Evidence Based Practice
Academic Achievement
College Readiness
High School Students
Scaling
Intervention
Models
Replication (Evaluation)
Public Schools
Hypothesis Testing
Biology
Regression (Statistics)
Thomas, Ally S.
Bonner, Sarah M.
Everson, Howard T.
Reports - Research
New York
New York
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
Recently, the authors have been exploring the use of propensity score methods for developing evidence of program impact. Specifically, they have been developing evidence (after one year of implementation) of the effects of the Math Science Partnership in New York City ("MSPinNYC2") on high school students' achievement--both in terms of course grades and scores on end-ofcourse tests in two key Science, Technology, Engineering and Mathematics (STEM) disciplines: Integrated Algebra and Living Environment. Using an evidence-based approach which relies on propensity score matching, the authors asked if the program in its early stages is making a difference in students' academic achievement and college readiness. The "MSPinNYC2" program restructures early high school STEM courses to include 6-8 Teaching Assistant Scholars (TAS) who, along with the teachers, facilitate in-classroom group work on a daily basis. Early pilot studies suggested the model of peer-enabled restructured classrooms (PERC) increases student achievement and narrows the achievement gap in high school STEM courses. In its inaugural year the "MSPinNYC2" project recruited over 700 students (n = 711) in four New York City public high schools to participate in PERC classes. The students served by the project are not the academically elite (e.g., only about 20-25% were proficient in math and/or English language arts at the end of 8th grade). In the first year (2011-12) the PERC courses were taught by eleven different high school teachers--all trained in the PERC pedagogical model by the Program's staff. Each course served between 25-30 students who were tutored in-class by 6 or 7 TAS. The "MSPinNYC2" program is a multi-year, multi-site STEM intervention, with new cohorts of students entering the program each year, it is essential to develop a sound, rigorous method for evaluating the effectiveness and the scalability of the intervention--one that can be replicated each year. The authors are keenly interested in models that allow them to replicate their results from year-to-year with each new cohort of students. Thus, the purpose of this proposed study is to explore the use of a propensity score model that uses a genetic matching algorithm to evaluate the replicability of limited first-year findings, using as participants a new cohort of students who participated in the second year of the program. Specifically, they examine: (1) the effectiveness of using propensity score methods to evaluate a math/science educational intervention; and (2) the replicability of the findings on a new cohort of students. The current study uses an observational design and is a replication of the initial, preliminary propensity score analysis conducted at the end of the first year of the program. The authors describe the variables used, and will continue to use, during the replication phase of the program evaluation efforts. The results from Phase I of the study are presented, while Phase II is still underway during the production of this paper.
ED562708
Evaluating Phase II of a New York City-Wide STEM Initiative Using Propensity Score Methods: A Replication Study
Society for Research on Educational Effectiveness
2014-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
4
ERIC
JAN2020
Yes
Regression (Statistics)
Bayesian Statistics
Nonparametric Statistics
Causal Models
Research Design
Schools of Education
Teacher Education Curriculum
Preservice Teachers
Karabatsos, George
Walker, Stephen G.
Reports - Research
Illinois
Illinois
Society for Research on Educational Effectiveness (SREE)
English
Higher Education
Postsecondary Education
The regression discontinuity (RD) design (Thistlewaite & Campbell, 1960; Cook, 2008) provides a framework to identify and estimate causal effects from a non-randomized design. Each subject of a RD design is assigned to the treatment (versus assignment to a non-treatment) whenever her/his observed value of the assignment variable equals or exceeds a cutoff value. The RD design provides a "locally-randomized experiment" under remarkably mild conditions, so that the causal effect of treatment outcomes versus non-treatment outcomes can be identified and estimated at the cutoff (Lee, 2008). Such effect estimates are similar to those of a randomized study (Goldberger, 2008/1972). As a result, since 1997, at least 74 RD-based empirical studies have emerged in the ?fields of education, political science, psychology, economics, statistics, criminology, and health science (see van der Klaauw, 2008; Lee & Lemieux, 2010; Bloom, 2012; Wong et al. 2013; Li et al., 2013). Polynomial and local linear models are standard for RD designs (Bloom, 2012; Imbens & Lemieux, 2008). However, these models can produce biased causal effect estimates, due to the presence of outliers of treatment outcomes; and/or due to incorrect choices of the bandwidth parameter for the local linear model. Currently, the correct choice of bandwidth has only been justified by large-sample theory (Imbens & Kalyanaraman, 2012), and the local linear model for quantile regression (Frandsen et al., 2012) suffers from the "quantile crossing" problem. The authors introduce a novel formulation of their Bayesian nonparametric regression model (BLIND, 2012), which provides causal inference for RD designs. It is an infi?nite-mixture model, that allows the entire probability density of the outcome variable to change ?flexibly as a function of the assignment variable. Moreover, the Bayesian model can provide inferences of causal effects, in terms of how the treatment variable impacts the mean, variance, a quantile, distribution function, probability density, hazard function, and/or any other chosen functional of the outcome variable. Moreover, the accurate causal effect estimation relies on a predictively-accurate model for the data. The Bayesian nonparametric regression model attained best overall predictive performance, over many real data sets, compared to many other regression models (BLIND, 2012). Finally, the authors illustrate their Bayesian model through the causal analysis of two real educational data sets. Figures are appended.
ED562709
A Bayesian Nonparametric Causal Model for Regression Discontinuity Designs
Society for Research on Educational Effectiveness
2013-00-00
National Science Foundation (NSF)
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
22
ERIC
JAN2020
SES1156372
Yes
Foreign Countries
Resilience (Psychology)
Violence
Randomized Controlled Trials
Pilot Projects
Primary Education
Elementary School Students
Crime Prevention
Curriculum Development
Progress Monitoring
Resistance to Change
Behavior Modification
Early Intervention
Experimental Groups
Control Groups
Pretests Posttests
Measures (Individuals)
Statistical Significance
Infants
Preschool Children
Outcomes of Treatment
Multivariate Analysis
Hierarchical Linear Modeling
Hinerman, Krystal M.
Hull, Darrell M.
Hayes, DeMarquis
Powell, Marvin G.
Ferguson, Sarah
Naslund-Hadley, Emma I.
Reports - Research
Belize
Belize
Society for Research on Educational Effectiveness (SREE)
English
Primary Education
Early Childhood Education
Elementary Education
The purpose of the Childhood Resiliency Effects from Schoolwide Treatment (CREST) Pilot was to implement a comprehensive school wide social and character development program aimed at decreasing violence among students and assisting students exposed to violence in Belize City. This one-year pilot program implemented portions of the Positive Action curriculum with a randomized controlled design with 13 intervention and 12 control primary schools in Belize City. The Positive Action curriculum was developed and revised by Carol Allred from 1977 to the present using continuous process monitoring and evaluation. The current intervention, although not used with the current population, has been found to be effective in significantly improving school performance and behavior in multi-ethnic and diverse samples from various regions in the United States. Positive effects occur more slowly in older children due to the resistance to change commonly experienced by older children. Early introduction of cognitive-behavioral training is essential if children in Belize are to be able to adapt their behavior in response to what they understand as negative outcomes when they do not adapt positively. Tables and figures are appended.
ED562710
Childhood Resiliency Effects from Schoolwide Treatment: A Cluster Randomized Trial
Society for Research on Educational Effectiveness
2014-00-00
15
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
56
ERIC
JAN2020
Yes
Bias
Educational Research
Outcome Measures
Outcomes of Education
Meta Analysis
Statistical Significance
Williams, R. T.
Polanin, J. R.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Publication bias is a term that typically refers to the well-known tendency for studies lacking statistically significant results to be less likely to be published in peer-reviewed journals. This happens because authors are less likely to submit, while editors and reviewers are less likely to accept for publication, papers that lack statistically significant results for their primary outcomes. Outcome reporting bias (ORB) is a phenomenon associated with publication bias. The purpose of this study is to investigate the consequences of ORB in education research and how to improve estimation in meta-analysis when ORB is present. One table and 2 figures are appended.
ED562711
Consequences of Outcome Reporting Bias in Education Research
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
Yes
Science Education
Teaching Methods
Program Implementation
Federal Aid
Educational Research
Inquiry
Models
Science Achievement
Program Effectiveness
Poverty
School Districts
Intervention
Science Programs
Leadership Training
Educational Change
Science Tests
Scientific Attitudes
Student Attitudes
Grade 3
Grade 6
Elementary School Students
Outcomes of Education
Mixed Methods Research
Kaldon, Carolyn R.
Zoblotsky, Todd A.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 6
Intermediate Grades
Middle Schools
Previous research has linked inquiry-based science instruction (i.e., science instruction that engages students in doing science rather than just learning about science) with greater gains in student learning than text-book based methods (Vanosdall, Klentschy, Hedges & Weisbaum, 2007; Banilower, 2007; Ferguson 2009; Bredderman, 1983; Shymansky, Hedges, & Woodworth, 1990). The LASER model, being validated in the current study, has already been the subject of a number of case studies (RMC Research Corporation, 2010; Horizon Research, 2010; Vanosdall et al., 2007). However, experimental studies of the type that might establish a causal link between program implementation, student science learning, and other valued outcomes have yet to be conducted. Only a handful of studies have involved random assignment, and most of these have involved random assignment of students in a relatively small number of classrooms (see Furtak et al. 2009). With support from the U.S. Department of Education's Investing in Innovation Fund (i3), the current validation study of the LASER Model encompasses approximately 60,000 students, 1,900 teachers, and over 140 district administrators and principals. The efficacy of the LASER program has important implications for both research and practice when working with high-poverty schools and districts, who have limited resources and time available for science interventions. LASER's initial success with early learners also demonstrates its potential for reducing the development of chronic, long-term deficiencies and academic problems. One table and one figure are appended.
ED562712
A Randomized Controlled Trial Validating the Impact of the LASER Model of Science Education on Student Achievement and Teacher Instruction
Society for Research on Educational Effectiveness
2014-00-00
Department of Education (ED), Office of Innovation and Improvement
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
College Graduates
Teaching Conditions
Teacher Education Programs
Foreign Countries
Career Choice
Teaching (Occupation)
Student Motivation
Student Surveys
Teacher Salaries
Futures (of Society)
Grade Point Average
Scores
College Applicants
Selective Admission
Alternative Teacher Certification
Student Attitudes
Disadvantaged Schools
Teacher Recruitment
Program Descriptions
Ganimian, Alejandro
Alfonso, Mariana
Santiago, Ana
Reports - Research
Argentina
Argentina
Society for Research on Educational Effectiveness (SREE)
English
Higher Education
Postsecondary Education
Many school systems today are trying to attract top college graduates into teaching, but little is known about what dissuades this target group from entering the profession. This study randomly assigned applicants for a highly-selective alternative pathway into teaching in Argentina either to a survey about their motivations for applying to the program or to surveys that revealed information about their future pay or working conditions. The study found that applicants who received information about pay or working conditions were much more likely to report that they intended to drop out of the selection process, but were no more likely to actually drop out. Applicants with higher undergraduate grade point averages and/or scores in the selection process, however, were both more likely to report that they will drop out and to actually do so. The overall picture that emerges is one in which applicants "bluff"--that is, those who receive this information are more likely to report that they will drop out of the selection process, but they are no more likely to actually drop out. Tables and figures are appended.
ED562713
Calling Their Bluff: Expressed and Revealed Preferences of Top College Graduates Entering Teaching in Argentina
Society for Research on Educational Effectiveness
2014-00-00
20
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
54
ERIC
JAN2020
Yes
Primary Education
Foreign Countries
Summer Programs
Program Evaluation
Program Effectiveness
Academic Achievement
Reading Skills
Mathematics Skills
Low Income
Enrichment Activities
Grade 1
Elementary School Students
Expressive Language
Basic Writing
Vocabulary Development
Alphabets
Achievement Gains
Disadvantaged Schools
Interpersonal Competence
Receptive Language
Cann, Damon
Karakaplan, Mustafa
Lubke, Margaret
Rowland, Cyndi
Reports - Research
New Mexico
New Mexico
Society for Research on Educational Effectiveness (SREE)
English
Primary Education
Early Childhood Education
Grade 1
Elementary Education
Students' basic reading and math skills can decline significantly during the summer months. Most attribute this to the prolonged period during which young students are outside of a structured learning environment (Cooper et al 1996). While summer learning loss occurs among all income groups, the effects are more pronounced for those from lower--income households than those from higher--income households where families have sufficient resources to provide enriching summer activities including camps, lessons, tutoring, art programs, and such (Entwisle, Alexander, and Olson 1997). These losses begin even in the earliest years of K-12 schooling and accumulate from year to year as students move through the crucial years of learning to read and have lasting impacts on student achievement (Alexander et al 2007). Moderate levels of evidence suggest that summer programs provided as school can ameliorate regression in achievement over the summer holidays (e.g. Borman and Dowling 2006). These findings have led to renewed interest in summer programs designed to mitigate, or even reverse, the trend of summer learning loss. This paper shares additional findings on the effect of the program through the first grade year. The results show that across four outcome domains of interest--Expressive Vocabulary, Letter-Word ID, Applied Problems, and Basic Writing--students randomly assigned to spend the summer in K-3 Plus outperformed those who were randomly assigned to receive regular school year services only. Results, while preliminary, suggest that the K-3 Plus model is an effective way to improve student achievement in high-poverty schools by ameliorating summer learning loss. A table is appended.
ED562714
Assessing the Effectiveness of New Mexico's K-3 plus Summer Learning Initiative
Society for Research on Educational Effectiveness
2014-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
5
ERIC
JAN2020
Yes
Urban Schools
School Districts
Educational Policy
Academic Achievement
Algebra
Grade 8
Eligibility
Mathematics Education
Advanced Courses
College Attendance
Correlation
Graduation Rate
High School Students
Required Courses
Salaries
Statistical Significance
Student Characteristics
Institutional Characteristics
Rickles, Jordan
Phillips, Meredith
Yamashiro, Kyo
Reports - Evaluative
California
California
Society for Research on Educational Effectiveness (SREE)
English
Grade 8
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Higher Education
Postsecondary Education
High Schools
Between 1990 and 2012, the percentage of 13-year-olds (most of whom are 8th graders) taking algebra more than doubled, from 15% to 34% (National Center for Education Statistics, 2013). Yet recent education policy changes suggest that this movement to encourage algebra-taking in 8th grade has begun to reverse course. Existing research suggests that taking more advanced math courses has positive effects on academic achievement, college enrollment, and adult earnings. Preliminary analyses results suggest that exposure to 8th grade algebra may improve math course-taking and completion but that these effects do not translate into statistically significant improvements in high school graduation rates or satisfying college eligibility course requirements. Tables and figures are appended.
ED562715
Effects of 8th Grade Algebra on High School Course-Taking and Math Achievement: Evidence from Changing Practices in a Large Urban District
Society for Research on Educational Effectiveness
2014-00-00
14
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
15
ERIC
JAN2020
Yes
Mixed Methods Research
Administrator Attitudes
Teacher Attitudes
Intervention
Faculty Development
Program Descriptions
Program Design
Trust (Psychology)
Attitude Change
Task Analysis
Interviews
Outcomes of Education
Social Development
Emotional Development
Communities of Practice
Surveys
Teacher Effectiveness
Paxton, Carol L. C.
Leis, Micela
Rimm-Kaufman, Sara E.
Reports - Research
United States (Northeast)
Society for Research on Educational Effectiveness (SREE)
English
This paper describes a mixed-methods pilot study that was conducted in collaboration with the developers of a new adult community-building intervention called "Leading Together" (LT), which focuses on strengthening relational trust among staff. The primary research focus of the collaboration was to gather and share descriptive information regarding implementation, and to examine program efficacy. From the context of this work, this study examines how principal and teacher collective efficacy beliefs (CEB) change over the two year arc of implementation of the "Leading Together" (LT) professional development program. Ten intervention schools in the northeastern United States were purposefully sampled by the program designers; two of the schools discontinued participation at the conclusion of the first year. The sample at each school included at least one administrator, one school leader teacher, and one school site teacher who did not participate in training or implementation planning. Teams participating in the direct training and facilitation portion of the intervention included principals and school leader teachers, with each of these LT teams ranging from 3-6 members. This study employs a sequential, exploratory mixed methods design. Quantitative analyses are used to identify changes in CE, as well as the subconstructs group competence and task analysis. Interview data are qualitatively analyzed to explore changes in quantitative levels of CE. Results confirm the CE theoretical model and suggest that implementation of LT may provide opportunities to increase CE levels for participants who carry out the program consistently and as intended. Tables and figures are appended.
ED562716
Collective Efficacy and Adult Community: Teacher and Principal Perceptions after Two Years of Implementing "Leading Together" in Schools
Society for Research on Educational Effectiveness
2014-00-00
Institute of Education Sciences (ED)
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
12
ERIC
JAN2020
Yes
R305B090002
Yes
Community Colleges
Two Year College Students
College Curriculum
Longitudinal Studies
Outcomes of Education
Income
Enrollment
College Credits
Graduation Rate
Weiss, Michael J.
Mayer, Alexander
Cullinan, Dan
Ratledge, Alyssa
Sommo, Colleen
Diamond, John
Reports - Research
New York
New York
Society for Research on Educational Effectiveness (SREE)
English
Two Year Colleges
Higher Education
Postsecondary Education
Empirical evidence confirms that increased education is positively associated with higher earnings across a wide spectrum of fields and student demographics (Barrow & Rouse, 2005; Card, 2001; Carneiro, Heckman, & Vytlacil, 2011; Dadgar & Weiss, 2012; Dynarski, 2008; Jacobson & Mokher, 2009; Jepsen, Troske, & Coomes, 2009; Kane & Rouse, 1995; Marcotte, 2004). College degree holders earn higher salaries and experience unemployment less frequently than those who do not have college degrees (Dadgar & Weiss, 2012), and those who attended college, regardless of degree receipt, report higher rates of job satisfaction, promotion opportunities, increased work responsibilities, and improved work performance (Hoachlander, Sikora, & Horn, 2003). For many low-income students, the pathway to higher education and increased earnings begins in community colleges, which currently enroll about one-third of American degreeseekers (Digest of Education Statistics, 2012). However, community college students' persistence and completion rates leave much room for improvement. Among students beginning at public two-year colleges, fewer than half earn a credential or transfer to a four-year institution within six years after their initial enrollment (Radford, Berkner, Wheeless, & Shepherd, 2010). Many community college students stop or drop out long before graduation day, losing out on the full complement of higher earnings and employment outcomes associated with higher education. One factor contributing to these low success rates is the fact that many students arrive on campus only to find that they are required to take non-credit-bearing courses, called "developmental" or "remedial" education courses, prior to enrolling in college-level courses (Duke & Strawn, 2008). One estimate of the prevalence of students required to complete developmental coursework suggests that among students whose first institution attended was a community college, around 60 percent took a remedial course at a postsecondary institution (Adelman, 2004; Bailey, Jeong, & Cho, 2009). Unsurprisingly, degree or certificate attainment rates among students who need developmental education are even lower than those of the general population (Attewell, Lavin, Domina, & Levey, 2006). Students in need of developmental education are not just failing to earn a credential -- the majority never complete the developmental course sequence to which they are referred (Bailey 2009). One popular strategy aimed at addressing the issues of students referred to developmental courses (as well as students in college-level courses) is called "learning communities," or LCs. The LC evaluated in this study produced positive short-term impacts on academic outcomes including credits attempted and credits earned and students' progression through the developmental reading sequence of courses. Given these positive results, similar learning communities for developmental reading and math students in community colleges were replicated and evaluated at five other schools. Tables and figures are appended.
ED562717
A Random Assignment Evaluation of Learning Communities Seven Years Later: Impacts on Education and Earnings Outcomes
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
21
ERIC
JAN2020
Yes
Research Methodology
Quasiexperimental Design
Pretests Posttests
Intervention
Outcomes of Treatment
Experimental Groups
Control Groups
Comparative Analysis
Equations (Mathematics)
Price, Cristofer
Unlu, Fatih
Reports - Research
New Jersey
California
Texas
California
New Jersey
Texas
Society for Research on Educational Effectiveness (SREE)
English
The Comparative Short Interrupted Time Series (C-SITS) design is a frequently employed quasi-experimental method, in which the pre- and post-intervention changes observed in the outcome levels of a treatment group is compared with those of a comparison group where the difference between the former and the latter is attributed to the treatment. The increase in the availability and quality of extant data (e.g., state test scores, graduation rates, and college application rates in primary and secondary education and cognitive, language, and socio-emotional assessments in pre-school settings) has made the use of C-SITS designs a more viable option for assessing the impacts of interventions. Despite the recent growth in its use, the existing resources on how to estimate minimum detectable effects for this design are still very limited. This paper aims to address the limitations of existing research on this topic by: (1) deriving expressions for the variance of the various C-SITS estimators; and (2) providing plausible values for the critical variance parameters calculated using school-level test scores from state assessments. The study is ongoing at the time of this publication. Preliminary findings show that when appropriate plausible values are entered into the formulae provided in this paper, there is a close correspondence between the standard errors estimated from the formulae and those obtained from fitting models to actual data. The formulae and plausible values in this paper provide analysts with a flexible basis for estimating MDES for various C-SITS designs, and serves as a template for accumulation of relevant information that can be used to build databases of plausible values that inform the designs of future studies. Tables and figures are appended.
ED562718
A Unified Framework for Estimating Minimum Detectable Effects for Comparative Short Interrupted Time Series Designs
Society for Research on Educational Effectiveness
2014-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
4
ERIC
JAN2020
Yes
Emotional Development
Social Development
Faculty Development
Urban Areas
Elementary Schools
Educational Environment
Student Behavior
Observation
Student Surveys
Fidelity
Grade 3
Grade 5
Check Lists
Focus Groups
Interviews
Program Implementation
Administrator Attitudes
Teacher Attitudes
Principals
Intervention
Measures (Individuals)
Pretests Posttests
Porche, Michelle
Grossman, Jenny
Biro, Nova
MacKay, Nancy
Rivers, Sojourner
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
Grade 5
Intermediate Grades
Middle Schools
Research on social and emotional learning (SEL) has largely focused on classroom interventions and student- and classroom-level outcomes. Few studies have examined whole-school and district-level SEL implementations, or how to ensure that SEL programs are implemented effectively and sustained over time. This study examines both process outcomes and program impact as Open Circle is rolled out across a large, urban district over a three-year period beginning in June 2012. The study investigates the following research questions: (1) What are the critical factors to successful implementation of a whole-school, comprehensive SEL program as it is scaled up across one third of elementary schools serving grades K-5 in a large urban school district over a three-year period?; and (2) How will the implementation of the "Open Circle Curriculum" and corresponding professional development influence school climate, teacher practice, students' social and emotional skill development, and behavior? The sample in this study includes over 7,000 students, 400 classrooms, and 23 schools. Primary data from the first two years gathered through classroom observation and student surveys in grades 3 and 5, Open Circle fidelity checklists completed by coaches and observers, semi-annual online surveys completed by teachers, administrators and school support staff, focus group and individual interviews with staff, and training attendance and coaching logs provide data to measure program implementation, school climate, and social and emotional development at the student, classroom, school, and district levels. Preliminary results indicate that this whole-school SEL program is highly scalable, reaching over 7,000 students with training for nearly 800 staff members at 23 district schools in a two-year period. Key success factors have been robust whole-school professional development, high quality implementation, initial and ongoing principal and district administrator support, and teacher buy-in. Forthcoming data will enable further conclusions about outcomes and impact. Tables and figures are appended.
ED562719
Collaboration to Achieve Whole School SEL across a Large, Urban District
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
5
ERIC
JAN2020
Yes
Teacher Effectiveness
Disadvantaged Youth
Access to Education
School Districts
Value Added Models
Academic Achievement
Equal Education
English
Language Arts
Regression (Statistics)
Elementary Schools
Middle Schools
Standardized Tests
Scores
Isenberg, Eric
Max, Jeffrey
Gleason, Philip
Potamites, Liz
Santillano, Robert
Hock, Heinrich
Hansen, Michael
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Recent federal policy initiatives are aimed at improving disadvantaged students' access to effective teaching. These efforts, including Race to the Top and the Teacher Incentive Fund, arise from concerns that disadvantaged students are taught by less effective teachers. A growing body of research uses value-added analysis to measure teacher effectiveness and then examine whether disadvantaged students receive less effective teaching. Value added measures a teacher's contribution to student learning, accounting for the student's previous achievement level and background characteristics. Given the importance of teachers in improving student achievement and concerns about unequal access to effective teachers (Jerald et al. 2009; Brown and Haycock 2011), more evidence on access to effective teaching is needed. To address this need, the U.S. Department of Education's Institute of Education Sciences contracted with Mathematica Policy Research to examine access to effective teaching in a diverse set of school districts nationwide over a five-year period from the 2008-2009 to the 2012-2013 school years. This report addresses access to effective teaching in grades 4 through 8 for the first three years of the study (2008-2009 through 2011).
ED562721
Access to Effective Teaching for Disadvantaged Students in 29 School Districts
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
7
ERIC
JAN2020
Yes
Early Intervention
Disadvantaged Youth
Child Care
Environmental Influences
Family Programs
Low Income Groups
Program Effectiveness
Program Evaluation
Early Childhood Education
Randomized Controlled Trials
Student Diversity
Statistical Analysis
Verbal Ability
Intelligence Tests
Vocabulary
Feller, Avi
Grindal, Todd
Miratrix, Luke
Page, Lindsay C.
Reports - Research
Peabody Picture Vocabulary Test
Woodcock Johnson Tests of Achievement
Peabody Picture Vocabulary Test
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Early Childhood Education
Head Start programs currently provide early childhood education and family support services to more than 900,000 low-income children and their families across the United States with an annual budget of around $8 billion in state and federal funds. Researchers and policy makers have debated the program's effectiveness since its inception in 1964. Dozens of studies (see for example Currie & Thomas, 1993; Deming, 2009; Ludwig & Miller, 2007) over the last four decades have provided a mixed picture of results with some showing strong positive impacts and others indicating small or null effects. In an effort to resolve these long standing disputes over the impact of Head Start, the Administration for Children and Families commissioned a random assignment study of Head Start programs in 2000. To date, the results of the Head Start Impact Study (HSIS) have done little to settle debates about the effects of Head Start attendance on children's development. Some have suggested that the HSIS results may be attributable, in part, to the fact that more than one-third of children assigned to the study control group enrolled in some form of early childhood education that offered services similar to those provided by Head Start (National Forum on Early Childhood Policy and Programs, 2010). There is some empirical support for this hypothesis. However, unpacking treatment effect by variation in control group setting is difficult using traditional methods. The standard Two-Stage Least Squares (TSLS) framework can be used to estimate effects of Head Start relative to no Head Start among students who are "compliers" with the randomization scheme. Yet, there are many other instances of uncontrolled variation that are of policy interest in the context of HSIS. Given this variation, an important question to ask is whether enrollment in Head Start by virtue of the randomized offer to do so has differential effects according to the alternate care type setting in which a child would otherwise be. In this paper, the authors extend the main HSIS findings to examine whether the offer of Head Start was differentially beneficial for students grouped by the care setting they would have received absent the offer of Head Start. Tables and figures are appended.
ED562722
Compared to What? Estimating Causal Effects for Latent Subgroups to Understand Variation in the Impacts of Head Start by Alternate Child Care Setting
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Algebra
Mathematics Instruction
Low Achievement
Educational Policy
Outcomes of Education
Educational Improvement
Secondary School Students
Academic Achievement
Correlation
Remedial Instruction
Peer Relationship
Mathematics Skills
Educational Strategies
Time on Task
Educational History
Required Courses
Nomi, Takako
Raudenbush, Stephen W.
Reports - Research
Illinois
Illinois
Society for Research on Educational Effectiveness (SREE)
English
Secondary Education
Algebra is often considered as a gateway for later achievement. A recent report by the Mathematics Advisory Panel (2008) underscores the importance of improving algebra learning in secondary school. Today, a growing number of states and districts require algebra for all students in ninth grade or earlier. Chicago is at the forefront of this movement. Many low-achieving students took remedial math before 1997 and the algebra-for-all policy immersed these students in academic coursework for the first time. Moreover, these low-achieving students experienced a rise in the ability levels of their classroom peers. However, this study suggests that simply requiring algebra is insufficient to improve their outcomes, even though students may benefit from having higher achieving peers in their classrooms. Overall, taking Algebra, instead of remedial math, would have no significant effect and this may be because students lack sufficient skills to handle algebra. Chicago subsequently implemented double-dose algebra to address this problem, and research showed that offering extended instructional time and instructional supports to teachers was successful in improving algebra learning of low achieving students (Nomi and Allensworth, 2009; 2010). Table and figures are appended.
ED562723
Algebra for All: The Effect of Algebra Coursework and Classroom Peer Academic Composition on Low-Achieving Students
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
15
ERIC
JAN2020
Yes
Measurement Techniques
Time
Randomized Controlled Trials
Comparative Analysis
Performance
Benchmarking
Grade 4
Grade 5
Grade 6
Scores
Achievement Tests
English
Language Arts
Mathematics
St. Clair, Travis
Hallberg, Kelly
Cook, Thomas D.
Reports - Research
Indiana Statewide Testing for Educ Progress Plus
Florida
Florida
Indiana Statewide Testing for Educational Progress Plus
Society for Research on Educational Effectiveness (SREE)
English
Grade 4
Intermediate Grades
Elementary Education
Grade 5
Middle Schools
Grade 6
Researchers are increasingly using comparative interrupted time series (CITS) designs to estimate the effects of programs and policies when randomized controlled trials are not feasible. In a simple interrupted time series design, researchers compare the pre-treatment values of a treatment group time series to post-treatment values in order to assess the impact of a treatment, without any comparison group to account for confounding factors. The CITS design is a version of the ITS design in which both a treatment and a comparison group are evaluated both before and after the onset of a treatment. A growing body of literature is employing a within study comparison (WSC) methodology to examine the validity of the CITS model. WSC studies empirically estimate the extent to which a given observational study reproduces the results of a randomized controlled trial (RCT) when both share the same treatment group, and represent a rigorous method of evaluating non-experimental designs using real data. A number of recent within-study comparisons have demonstrated that CITS can produce estimates that are comparable to those from a randomized controlled trial (RCT) in practice. In the St. Clair et al. (2014) application, the authors found that correspondence with the RCT was possible when the CITS model accounted for baseline trends, but that additional time points could actually increase bias when the pre-treatment trend was not modeled correctly. Examination of the pretreatment trends in this data set showed clearly that in at least one of the outcomes the treatment and comparison groups had different slopes in the pretreatment period, and as a result the "parallel trends" assumption often invoked in the difference-in-difference literature was clearly violated. This paper employs a within study comparison (WSC) methodology to examine the performance of two approaches: (1) a more flexible modeling approach, which employs year fixed-effects rather than trying to parametrically model the pretest trend; and (2) match treatment and comparison cases to reduce reliance on modeling the pretreatment trend. The paper then compares the approaches to the performance of the baseline mean and baseline slope models across three datasets. The purpose of this research is two-fold: (1) to examine what approach, if any, works in the unclear functional form case; and (2) to examine the relative superiority of the different approaches across the three datasets in terms of both bias reduction and precision. Tables and figures are appended.
ED562724
Causal Inference and the Comparative Interrupted Time Series Design: Findings from Within-Study Comparisons
Society for Research on Educational Effectiveness
2014-00-00
14
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
18
ERIC
JAN2020
Yes
Comparative Analysis
Program Effectiveness
Preschool Education
Public Education
Regression (Statistics)
Statistical Analysis
State Programs
Federal Programs
Student Participation
Preschool Children
School Entrance Age
Skills
Educational Quality
Jenkins, Jade Marcus
Farkas, George
Duncan, Greg J.
Burchinal, Margaret
Vandell, Deborah Lowe
Reports - Research
Oklahoma
Oklahoma
Society for Research on Educational Effectiveness (SREE)
English
Preschool Education
Early Childhood Education
This study is a secondary data analysis of data collected on preschool and kindergarten-aged children in Tulsa, Oklahoma in the fall of 2006 to study the effects of school and community-based public early learning programs on children's cognitive and social-emotional outcomes. Children in the study participated in the state-funded pre-k program, in the county Head Start (HS) program, or a combination of both. The present study aims to compare the overall effects of a high-quality state pre-k program and Head Start; compare the effects of different pathways into pre-k and Head Start; and to test whether two years of participation in public early learning programs (age three and age four participation) are more effective than one year (age four participation only). The overall sample includes 1,985 pre-k entrants; 739 HS entrants; and 4,121 kindergarten entrants (1,597 pre-k graduates; 474 HS graduates; and 2,050 who did not attend a public preschool program). The data come from four sources: direct cognitive assessments of children at the beginning of the school year; parent surveys collected at their child's cognitive assessment; social-emotional assessments conducted by each child's teacher; and administrative data from Tulsa Public Schools and Head Start. Using propensity-score matched groups, a regression discontinuity (RD) design was implemented to estimate program effects on outcomes at kindergarten entry. Findings show that while both pre-k and HS are effective at improving children's pre-academic skills at school entry after one year of participation, the high-quality Oklahoma pre-k program produces stronger gains in skills at the start of kindergarten than the Oklahoma HS program. Study limitations are discussed. Tables are appended.
ED562725
Comparing the Effectiveness of Head Start and State Pre-K Using a Propensity-Score Matching Regression Discontinuity Design
Society for Research on Educational Effectiveness
2014-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
21
ERIC
JAN2020
Yes
Foreign Countries
Educational Assessment
Case Studies
Curriculum Development
Colleges
Schools of Education
Multicultural Education
Graduate Students
Undergraduate Students
Cultural Pluralism
Models
Qualitative Research
Reichman, Roxana G.
Reports - Research
European Union
European Union
Society for Research on Educational Effectiveness (SREE)
English
Higher Education
Postsecondary Education
The globalized world we live in has forced institutions of higher education and of teacher education to deal with different aspects of diversity. More and more institution have become involved in creating programs geared at promoting multiculturalism on campus, as well as in changing the curriculum in order to make it more relevant to students who have to be prepared to live and work in a multicultural society. Previous research has shown the importance of using diverse assessment techniques in order to make sure that the programs meet the needs of the faculty and of the students who take part in developing and teaching courses on this subject both at the undergraduate and at the graduate level (Krishnamurthi, 2003, Levitan & Wolf, 1994, Brown, 2008). There are many definitions of multiculturalism but the common denominator stresses the importance of a conscious effort to assure that all people, regardless of race, religion, gender, etc get equal opportunities to live, study and work in any heterogeneous society. The objective of this paper is to present and examine a model used for the assessment process of the curriculum which has been developed for multicultural education and cultural diversity training by 60 consortium members over a year. The present study focuses specifically on the criteria for choosing this specific model, which borrowed from several models of assessing curriculum reform in the field of multicultural education in teacher education and in higher education. It is important to stress the fact that the curriculum developed by the consortium members does not only affect the institutions that will implement it, but it also has a domino effect because the teachers who are exposed to it will hopefully influence their schools at all levels and thus will have an impact on students of all ages.
ED562726
A Case Study of Assessing an International Initiative on Curriculum Reform
Society for Research on Educational Effectiveness
2014-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
7
ERIC
JAN2020
Yes
Teacher Competencies
Teacher Education Programs
Educational Quality
Educational Research
Federal Aid
Novices
Beginning Teachers
Teacher Surveys
Teacher Attitudes
Program Effectiveness
Computer Software
Factor Analysis
Tables (Data)
Statistical Analysis
Pedagogical Content Knowledge
Intervention
Comparative Analysis
Models
Outcomes of Education
Program Evaluation
Kizil, Ruhan Circi
Briggs, Derek
Seidel, Kent
Green, Kathy
Reports - Research
Colorado
Colorado
Society for Research on Educational Effectiveness (SREE)
English
The evidence that teacher preparation programs have an impact on teacher quality is often limited. Progress in research on this topic will remain rather limited in its influence on practice until more proximal measures of teacher education outcomes can be established. The dearth of variables to measure the impact of teacher preparation programs on teacher skills constitutes a measurement problem. As a part of a three year Institute of Education Sciences (IES)-funded project, the big picture motivating questions for the present study are as follows: (1) What is the best characterization of the dimensional structure of the core competencies (CC) survey?; and (2) How does the choice of dimensional structure change inferences about differences in quality among teacher preparation programs in Colorado? This study utilized data collected from all teacher preparation programs in Colorado. There are two groups of self-selected participants in this study: novice teachers in their first three years of teaching (graduates); and respondents just completing their preparation programs at the time of survey administration (candidates). A total of 648 graduates from 18 programs responded to at least some portion of the graduate survey, and a total of 355 candidates from 13 programs responded to at least some portion of the candidate survey. Both surveys were administered using the survey software Qualtrics via the internet. Three approaches are used for exploring dimensional structure: (1) exploratory factor analysis (EFA); (2) confirmatory factor analysis (CFA); and (3) bi-factor analysis. Findings show the following: (1) on the basis of a purely exploratory approach, an argument can be advanced for collapsing CCs into an overall composite; (2) on the basis of a confirmatory approach, an argument can be advanced for reporting 8 dimensions; (3) the bi-factor approach can be seen as a compromise between the first two approaches; and (4) the consequence of decisions made about how to represent the dimensional structure of the instrument such that each different outcome measure lead to different results. Tables are appended.
ED562727
A Study Examining the Dimensionality of Core Competencies Measure in Teacher Preparation Programs: Challenges and Lessons
Society for Research on Educational Effectiveness
2014-00-00
Institute of Education Sciences (ED)
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
Yes
Yes
Foreign Countries
Preschool Education
Educational Quality
Educational Improvement
Intervention
Program Effectiveness
Program Evaluation
Faculty Development
Preschool Teachers
Kindergarten
Language Skills
Health Promotion
Socioeconomic Influences
Public Schools
Randomized Controlled Trials
Language Proficiency
Second Language Learning
English (Second Language)
Surveys
Leyva, Diana
Yoshikawa, Hirokazu
Snow, Catherine E.
Treviño, Ernesto
Rolla, Andrea
Barata, M. Clara
Weiland, Christina
Reports - Research
Chile
Woodcock Munoz Language Survey
Chile
Woodcock Munoz Language Survey
Society for Research on Educational Effectiveness (SREE)
English
Preschool Education
Early Childhood Education
Kindergarten
Primary Education
In recent years, governments across the world have increased their investments in early childhood education programs (Britto, Yoshikawa, & Boller, 2011; Engle et al., 2011; Myers, 2006; UNESCO, 2006). This investment in preprimary education reflects the proven value of providing early learning opportunities in promoting later educational attainment and earnings (Cunha & Heckman, 2006). While the initial focus for those interested in improving early childhood education in low and middle-income countries was access, the reform emphasis has progressively shifted to quality and equity, as overall access has improved in many nations. The intervention program "Un Buen Comienzo" (A Good Start) constitutes the first large-scale, randomized evaluation of an effort to improve the quality of preschool education in South America. "Un Buen Comienzo" (henceforth UBC) is an intensive two-year intervention that provides professional development program to prekindergarten and kindergarten teachers in Chile, with the goal of enhancing children's language, literacy, health and socio-emotional outcomes. This study provides useful data on classroom quality under usual conditions in government-funded pre-kindergarten and kindergarten classrooms in urban Chile. Tables are appended.
ED562728
Can We Improve Preschool Classroom Quality in Chile? A Cluster-Randomized Trial Evaluation of a Professional Development Program
Society for Research on Educational Effectiveness
2014-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
29
ERIC
JAN2020
Yes
Research Reports
College Entrance Examinations
Individual Differences
Disadvantaged
Factor Analysis
Performance Factors
Institutional Characteristics
Educational Environment
Family Environment
Parent Influence
Socioeconomic Status
Ethnicity
Racial Differences
Grades (Scholastic)
Scores
Predictor Variables
Questionnaires
Student Records
Factor Structure
Correlation
Tables (Data)
Student Surveys
Student Characteristics
Stricker, Lawrence J.
Rock, Donald A.
Pollack, Judith M.
Wenglinsky, Harold H.
Reports - Research
Tests/Questionnaires
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
This study explored individual differences in educational disadvantage-- deficits in formal and informal education in the school, home, and elsewhere--in the SAT test-taking population. Factor analysis identified six educational disadvantage factors--four concerning the students' schools and two the students' nativity and parenting--and one family socioeconomic status factor, race/ethnicity, high school grades, and SAT scores. The individual-differences perspective on disadvantage appears to be a viable one, and educational disadvantage seems to be a meaningful and useful construct. The following are appended: (1) Letters; and (2) Questionnaire.
ED562729
Measuring Educational Disadvantage of SAT® Candidates. Research Report No. 2002-1. ETS RR-02-01
College Entrance Examination Board
2002-00-00
30
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
74
As Provided
JAN2020
Yes
Program Effectiveness
Scholarships
Regression (Statistics)
Research Design
Statistical Analysis
Computation
In State Students
College Students
Graduation Rate
Grade Point Average
College Credits
Shobo, Yetty
Wong, Jen D.
Bell, Angie
Reports - Research
West Virginia
West Virginia
Society for Research on Educational Effectiveness (SREE)
English
Higher Education
Postsecondary Education
Regression discontinuity (RD), an "as good as randomized," research design is increasingly prominent in education research in recent years; the design gets eligible quasi-experimental designs as close as possible to experimental designs by using a stated threshold on a continuous baseline variable to assign individuals to a "treatment". Fuzzy RD in which the threshold does not perfectly predict treatment receipt is a subset of this increasingly popular design. In higher education, RD design is increasingly prominent in estimating the impact of merit-based aids on enrollment, school completion, grade point average (GPA), and other key outcomes. Merit-based aids are increasingly allocated based on individuals meeting multiple academic proficiency criteria. A careful examination of merit-based scholarship is particularly critical in West Virginia, a state with the lowest percent of adults 25 and older who have a Bachelor's degree (US Census, 2006). Started in 2002, the West Virginia PROMISE grant aimed to "improve high school and post secondary academic achievement through scholarship incentives" and "promote access to higher education by reducing cost to students." Originally, the grant provided full tuition for attending public colleges (equivalent amount was provided for students in in-state not-for-profit private colleges) but it now provides a maximum of $4750 towards tuition. Academic eligibility to receive and continue receiving the four-year maximum grant is increasingly stringent. The present study utilizes propensity scoring technique in a frontier RD design to estimate the effects of West Virginia's (WV) PROMISE on the quantity (4- and 5-year graduate rates, sum of credits earned) and quality (cumulative GPA) of long-term college indicators. The study examines the effects of receiving West Virginia's PROMISE scholarship for in-state students attending four-year public institutions. The present study uses fuzzy and frontier RD designs because PROMISE receipt is not perfect above the threshold and is based on multiple criteria. Administrative data was obtained from West Virginia Higher Education Policy Commission (WVHEPC). This study demonstrates the significant potential that the frontier RD and the propensity score weighting techniques hold for education research. Tables and figures are appended.
ED562730
Estimating the Impact of the PROMISE Scholarship Using Propensity Score Weighted Frontier Fuzzy Regression Discontinuity Design
Society for Research on Educational Effectiveness
2014-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
Mathematics Instruction
Problem Solving
Word Problems (Mathematics)
Intervention
Elementary School Students
Elementary School Mathematics
Grade 3
Pretests Posttests
Statistical Analysis
Perceptual Development
Teaching Methods
Thai, Khanh-Phuong
Son, Ji Y.
Hoffman, Jessica
Devers, Christopher
Kellman, Philip J.
Reports - Research
Idaho
United States (Midwest)
Idaho
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
Mathematics is the study of structure but students think of math as solving problems according to rules. Students can learn procedures, but they often have trouble knowing when to apply learned procedures, especially to problems unlike those they trained with. In this study, the authors rely on the psychological mechanism of perceptual learning (PL), the natural ability to extract invariant information across multiple learning experiences, to bring about this early appreciation of structure. In two studies, the authors examined the effectiveness of a PL approach to word problems, and to explore the relationship between understanding structure and solving. We designed and tested a PL based intervention called Math Problem Insight (MPI). In MPI, elementary school students practice solving and representing the structure of many word problems that varied along contextual and mathematical dimensions. The goal of MPI is to encourage the learner's own attentional system to highlight and extract invariant structure from varied contexts, by providing variations of verbal structures that map onto related abstract representations. The main research questions were: (1) Can PL interventions in which representation is the goal (rather than computing) help students make better generalization and use symbols to represent situations?; and (2) Are students who are proficient at solving are equally proficient in structure representation? In Study 1, the authors measured students' improvements in solving and representing the structure of word problems from solving and mapping practice with a PL intervention. The study also examined whether students were equally adept at solving and representing equivalent problems. In Study 2, they randomly assigned students to have only either representing experience (the Mapping condition) or solving experience (the Solving condition) during the PL intervention, to examine whether these particular short exercises led to task specific or general improvements with word problems. In Study 1, third-grade homeschoolers enrolled in an online school in Idaho completed the study from home, as part of typical online math assignments. Each student was individually assigned login names and passwords so that they could complete the assignment at their own pace. In Study 2, third-graders from an elementary school in a Midwestern town logged in from their school computers to complete the study. This school expressed interest in the MPI intervention because they had a decrease in the percentage of students passing mathematics. Although Studies 1 and 2 are difficult to compare directly due to different participant groups, the results were consistent with the possibility that the strongest PLM intervention effects occurred when mapping problems, requiring interactions with problem structures across representational formats, were mixed with solving practice also specifically designed to enhance PL. Tables and figures are appended.
ED562731
Perceptual Learning in Early Mathematics: Interacting with Problem Structure Improves Mapping, Solving and Fluency
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Educational Research
Benchmarking
Statistical Analysis
Computation
Comparative Analysis
Experiments
Statistical Bias
Program Evaluation
Curriculum Evaluation
Dong, Nianbo
Lipsey, Mark
Reports - Research
New York
Massachusetts
Tennessee
North Carolina
Massachusetts
New York
North Carolina
Tennessee
Society for Research on Educational Effectiveness (SREE)
English
When randomized control trials (RCT) are not feasible, researchers seek other methods to make causal inference, e.g., propensity score methods. One of the underlined assumptions for the propensity score methods to obtain unbiased treatment effect estimates is the ignorability assumption, that is, conditional on the propensity score, treatment assignment is independent of the outcome. The purpose of this study is to use within-study comparisons to assess how well propensity score methods can approximate experiments under various conditions. The authors test three ways of constructing comparison groups: (1) using the sample from the states that are different from the original experiments, with pretest and demographic information; (2) using the sample from the same state and districts (local matching) with the experiments, with demographic information only; and (3) same as (2) but with pretest as well. Propensity score methods (optimal matching, propensity score weighting, and stratification) are used to estimate the treatment effects for three ways of constructing comparison groups, which are compared with the benchmark from the experiment to assess estimate bias. This study will contribute to the literature by providing empirical evidence about how well propensity score methods can approximate experiments under various conditions. This study uses data from four IES funded projects, among which three are large scaled experiments: (1) "Scaling up TRIAD: Teaching Early Mathematics for Understanding with Trajectories and Technologies"; (2) "Evaluating the Effectiveness of Tennessee's Voluntary Pre-Kindergarten Program"; and (3) "Experimental Evaluation of the Tools of the Mind Pre-K Curriculum", and one is a measurement study, "Learning-Related Cognitive Self-Regulation School Readiness Measures for Preschool Children Study". The analysis is undergoing. The authors report partial results in this report. Tables and figures are appended.
ED562732
Empirical Benchmarks of Hidden Bias in Educational Research: Implication for Assessing How well Propensity Score Methods Approximate Experiments and Conducting Sensitivity Analysis
Society for Research on Educational Effectiveness
2014-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
32
ERIC
JAN2020
Yes
Validity
Research Design
Hierarchical Linear Modeling
Case Studies
Models
Pustejovsky, James E.
Reports - Research
English
Single-case designs are a class of research designs for evaluating intervention effects on individual cases. The designs are widely applied in certain fields, including special education, school psychology, clinical psychology, social work, and applied behavior analysis. The multiple baseline design (MBD) is the most frequently used single-case design, and is often described as having desirable internal validity characteristics. This paper examines how the use of certain hierarchical linear models that have been proposed for the MBD affect internal validity, focusing specifically on the two key features described above. First, the author considers a deliberate but non-random method of treatment assignment. I demonstrate that the treatment effect estimate from a conventional multi-level model can be biased under this mechanism, then provide an expression for the magnitude of the bias. Second, he argues that the main analytic models proposed for the MBD fail to capture the benefits of staggered treatment introduction. The author proposes an alternative model that does account for this key feature and, based on the model, he defines an index measuring the strength of control offered by the MBD. A table and figure are appended.
ED562733
On Internal Validity in Multiple Baseline Designs
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
21
ERIC
JAN2020
Yes
Public School Teachers
Teacher Persistence
Faculty Mobility
Public Schools
Teacher Characteristics
Institutional Characteristics
Elementary Secondary Education
Age Differences
Racial Differences
Teaching Experience
Educational Attainment
Student Characteristics
Economically Disadvantaged
Rural Urban Differences
Lochmiller, Chad R.
Sugimoto, Thomas J.
Muller, Patricia A.
Reports - Research
Kentucky
Appalachia
Kentucky
Regional Educational Laboratory Appalachia (ED)
National Center for Education Evaluation and Regional Assistance (ED)
CNA Corporation
English
Elementary Secondary Education
The purpose of this descriptive study was to determine the rates of retention, mobility, and attrition for classroom teachers in Kentucky public schools, as well as how those rates might vary by various teacher and school characteristics. The study looks at retention, defined as teachers returning to their same classroom ("stayers"); mobility, when teachers change schools within the school system ("movers"); and attrition, when teachers leave the system ("leavers") from one year to the next. The study used data on teachers collected by the Kentucky Center for Education & Workforce Statistics on every teacher employed in PK-12 public schools in academic years 2008/09, 2009/10, 2010/11, and 2011/12. Data on schools were obtained from the National Center for Education Statistics Common Core of Data. The study found that the Kentucky teacher workforce was largely stable across the study period (2008-2012). Most teachers (85.6 percent, on average) stayed in the same school from one year to the next, 6.0 percent moved to a different school, and 8.4 percent left the public school system. The study revealed some variation in rates based on select teacher and school characteristics. In particular, teachers with the fewest years of experience, teachers in urban schools, and teachers in schools where more students are eligible for free or reduced price lunch were retained at the lowest rates. Data sources and methods are appended.
ED562734
Teacher Retention, Mobility, and Attrition in Kentucky Public Schools from 2008 to 2012. REL 2016-116
Regional Educational Laboratory Appalachia
2016-01-00
19
Regional Educational Laboratory Appalachia. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
T
2016
18
As Provided
JAN2020
Yes
EDIES12C0005
http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=436
Yes
Influences
Faculty Development
Program Evaluation
Teacher Evaluation
Elementary School Teachers
Middle School Teachers
Pretests Posttests
Teacher Characteristics
Mathematics Education
Computation
Change
Phelps, Geoffrey
Jones, Nathan
Liu, Shuangshuang
Kisa, Zahid
Reports - Research
United States
District of Columbia
District of Columbia
United States
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
A variety of factors have converged in the last decade to focus attention on the need for more rigorous designs of professional development (PD). Teacher development is increasingly viewed as one of the primary levers for improving teaching quality and ultimately student achievement. The authors present data from the Teacher Knowledge Assessment System (TKAS), which is designed to administer the Learning Mathematics for Teaching (LMT) measures. TKAS is being widely adopted in the evaluation of PD programs with over 500 separate program administrations and 16,000 teachers representing every major region in the country. The study findings provided potential guidance for the design of studies using teacher knowledge as an outcome measure. Also, the results provide context relevant guidelines (e.g., test outcome, characteristics of teachers, school or program) that researchers may use individually or in combination to design studies and/or assess the practical impact of teacher PD interventions.
ED562735
Examining Teacher, School, and Program Moderators in the Context of Teacher Professional Development Studies
Society for Research on Educational Effectiveness
2014-00-00
15
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
26
ERIC
JAN2020
Yes
Writing Instruction
Faculty Development
Teacher Effectiveness
Common Core State Standards
Low Achievement
Grade 3
Grade 4
Grade 5
Elementary School Teachers
Elementary School Students
Program Implementation
Program Effectiveness
Formative Evaluation
Feedback (Response)
Fidelity
Career Readiness
College Readiness
Writing Skills
Context Effect
Partnerships in Education
College School Cooperation
Grants
Control Groups
Experimental Groups
Comparative Analysis
Teaching Methods
Persuasive Discourse
Writing Evaluation
Poverty
Low Income Groups
Intervention
Educational Legislation
Federal Legislation
Gallagher, H. Alix
Woodworth, Katrina
McCaffrey, Teresa
Park, Christina J.
Wang, Haiwen
Reports - Research
United States (South)
United States (Midwest)
United States (West)
No Child Left Behind Act 2001
No Child Left Behind Act 2001
Society for Research on Educational Effectiveness (SREE)
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Higher Education
Postsecondary Education
Improving teacher effectiveness is a key strategy to ensure student readiness for college and careers and to address achievement gaps and persistent low performance. In response to the new Common Core State Standards for English Language Arts (CCSS-ELA) the National Writing Project (NWP) created a professional development (PD) program to support third-, fourth-, and fifth-grade teachers with their writing instruction. In partnership with the NWP, researchers sought to study the implementation of the program, estimate its effects, understand how context affected implementation, and provide formative feedback about the program. This study had four primary research questions: (1) Was the PD program implemented with fidelity?; (2) What impact did the PD program have on teacher practice?; (3) What impact did the PD program have on student writing?; and (4) How did contextual factors influence teachers' uptake of new ideas in their classrooms? The NWP is a network of approximately 200, university-based Local Writing Project (LWP) sites that deliver PD throughout the country. LWP sites share a common model that includes university faculty working in collaboration with K-12 expert teachers. The NWP received a Supporting Effective Educator Development (SEED) grant in 2012. The NWP issued an RFP to LWP sites interested in participating in the SEED program and evaluation and actively recruited sites that had a track record of providing intensive in-service PD with elementary teachers and experience in high-need schools. NWP launched the program in partnership with 14 LWP sites, located in 13 states, including 7 in the South, 3 in the Midwest, 2 in the West. The evaluation was designed as a cluster randomized controlled trial in which schools were assigned to either the treatment or control condition. LWP sites identified at least one pair of high-poverty schools, defined as a school in which at least 50% of students are from low-income families. The 14 LWP sites recruited 22 pairs of elementary schools for the study. During the winter of 2013, one school attrited; researchers dropped its matched pair, resulting in a final sample of 13 LWP sites and 42 schools (21 pairs). The SEED program targeted all third-, fourth-, and fifth-grade teachers in program schools. To measure program impacts on students, researchers administered on-demand writing prompts to all students in mainstream third-, fourth-, and fifth-grade classes in both program and control schools in the fall of 2012 and spring of 2013. Despite the research-based attributes of the SEED PD (see Yoon et al., 2007) and its influences on program school teachers' instructional practices, SEED PD did not impact student argument writing as measured by on-demand prompts scored on the National Writing Project's AWC. Tables and figures are appended.
ED562736
Impact Evaluation of National Writing Project Professional Development Program
Society for Research on Educational Effectiveness
2014-00-00
14
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
7
ERIC
JAN2020
Yes
Foreign Countries
Remedial Instruction
Remedial Programs
Developing Nations
Program Evaluation
Primary Education
Data Collection
Surveys
Intervention
Basic Skills
Reading Instruction
Mathematics Instruction
Student Improvement
After School Education
Grade 2
Early Childhood Education
Outcomes of Education
Teaching Assistants
Instructional Effectiveness
Individualized Instruction
Teacher Education
Duflo, Annie
Kiessel, Jessica
Reports - Research
Ghana
Ghana
Society for Research on Educational Effectiveness (SREE)
English
Primary Education
Early Childhood Education
Higher Education
Postsecondary Education
Rigorous evidence from around the world has shown that significant improvements in learning can be obtained at comparatively low cost by spending more, focused time ensuring that the bottom half of the class in the early grades does not get left behind. The authors present results from the Teacher Community Assistant Initiative (TCAI) that tests the provision of remedial education as one possible solution to low learning levels in school. The theory of change of this program is simple: primary schools across the developing world fail to equip pupils with basic literacy and numeracy skills, often because schools are not able to target teaching to the actual learning levels of pupils. TCAI data collection included a baseline, 6 rolling midlines and 2 endline surveys. Preliminary results from the first endline indicated that the interventions which focus on targeting instruction at the level of the child--in-school and after-school remedial classes, as well as teacher training--had significant positive effects on basic skills in reading and math after only 10 weeks of instruction. Results reported both remedial during or after school remediation by TCAs are promising approaches and potential impacts can be quite high when implemented adequately.
ED562737
Every Child Counts: Adapting and Evaluating Research Results on Remedial Education across Contexts
Society for Research on Educational Effectiveness
2014-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Test Bias
College Entrance Examinations
Standardized Tests
Test Items
Public Schools
Educational Research
Culture Fair Tests
Opinion Papers
Reports - Evaluative
SAT (College Admission Test)
California
California
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
This is the College Board's response to a research article by Drs. Maria Veronica Santelices and Mark Wilson in the Harvard Educational Review, entitled "Unfair Treatment? The Case of Freedle, the SAT, and the Standardization Approach to Differential Item Functioning" (see EJ930622).
ED562738
College Board Response to "Harvard Educational Review" Article by Santelices and Wilson
College Board
2010-06-00
2
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Graduation Rate
Student Financial Aid
College Admission
Tables (Data)
Undergraduate Students
Time to Degree
Student Costs
Enrollment
Bachelors Degrees
Two Year Colleges
Public Colleges
Private Colleges
Proprietary Schools
Race
Sex
Ginder, Scott A.
Kelly-Reid, Janice E.
Mann, Farrah B.
Reports - Evaluative
Information Analyses
Numerical/Quantitative Data
National Center for Education Statistics (ED)
RTI International
English
Higher Education
Postsecondary Education
Two Year Colleges
This "First Look" presents findings from the provisional data of the IPEDS winter 2014-15 data collection, which included four survey components: (1) Graduation Rates (GR); (2) 200 Percent Graduation Rates (GR200); (3) Student Financial Aid (SFA); and (4) Admissions (ADM). GR and GR200 present graduation rates for selected cohorts within 100, 150, and 200 percent of normal program completion time (e.g., "normal" program completion time for a bachelor's degree would be 4 years). SFA collects the number of undergraduate students awarded aid as well as the amount of the aid awarded to those students. ADM collects information about the undergraduate selection process for entering first-time degree/certificate-seeking undergraduate students. Data for these components were collected through the IPEDS web-based data collection system. Though fielded during the same collection period, each survey component collected data on different groups of individuals (e.g., cohorts starting at a specific time). The purpose of this report is to introduce new data through tables containing descriptive information. The findings presented here demonstrate the range of information available through IPEDS. The following are appended: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms.
ED562739
Graduation Rates for Selected Cohorts, 2006-11; Student Financial Aid, Academic Year 2013-14; and Admissions in Postsecondary Institutions, Fall 2014. First Look (Provisional Data). NCES 2015-181
National Center for Education Statistics
2015-12-00
22
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
T
2016
ERIC
JAN2020
Yes
EDIES13C0056
http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=2015181
Yes
College Entrance Examinations
Standardized Tests
Test Bias
Test Items
Culture Fair Tests
Social Class
Ethnic Groups
Scores
College Bound Students
Camara, Wayne
Sathy, Viji
Opinion Papers
Reports - Evaluative
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Secondary Education
High Schools
This is the College Board's response to Roy O. Freedle's article in the Harvard Educational Review, entitled "Correcting the SAT's Ethnic and Social Class Bias: A Method for Reestimating SAT Scores." It is the authors' view that Freedle has presented no argument that would justify removing or de-emphasizing a critical college success skill, such as reading, from the SAT. Nor has he presented a credible case for constructing tests that are very difficult for the intended population of examinees. [To view the "Harvard Educational Review" article in ERIC, see EJ669197.]
ED562740
College Board Response to "Harvard Educational Review" Article by Freedle
College Board
2004-04-00
2
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
12
As Provided
JAN2020
Yes
Middle School Teachers
Well Being
Stress Management
Intervention
Relaxation Training
Health Promotion
Feasibility Studies
Program Effectiveness
Quasiexperimental Design
Teacher Burnout
Statistical Analysis
Professional Development
Measures (Individuals)
Burnout
Harris, Alexis R.
Jennings, Patricia A.
Abenavoli, Rachel M.
Katz, Deirdre A.
Greenberg, Mark T.
Schussler, Deborah
Reports - Research
Pennsylvania
Maslach Burnout Inventory
Pennsylvania
Maslach Burnout Inventory
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
The current study involved the development, implementation, and evaluation of a universal school-based intervention designed to promote health and wellbeing among educators. This study aims to further investigate the efficacy of contemplative practices as a support for teacher wellbeing. The study contributes a new perspective to the current literature by including both classroom teachers and other school personnel and by testing an innovative intervention model. CALM is an intervention program based in gentle yoga and mindfulness practices designed specifically to promote health and wellbeing among teachers and school personnel by providing a daily stress reduction practice as well as empowering participants with skills and strategies to be used outside of the program. The current research tested the feasibility and efficacy of CALM, a 16-week brief daily yoga-based program integrated into the school setting. This study involved a quasi-experimental efficacy trial involving 64 educators from two schools. This study demonstrates that a brief daily program of mindfulness and yoga practice is a feasible strategy to impact educators' social-emotional competence and wellbeing. One figure and one table are appended.
ED562741
A Daily Dose of CALM: Supporting Middle School Educators' Wellbeing and Classroom Functioning through a Brief Stress Reduction Intervention
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
18
ERIC
JAN2020
Yes
College Entrance Examinations
Standardized Tests
Bibliographies
Test Preparation
Test Coaching
Test Wiseness
College Bound Students
High School Students
Sathy, Viji
Reference Materials - Bibliographies
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Secondary Education
High Schools
This is a bibliographic list of coaching studies on the SAT conducted by external researchers.
ED562742
Coaching Studies on the SAT® Conducted by External Researchers
College Board
2005-09-00
1
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Intervention
Educational Research
Pretests Posttests
Outcome Measures
Computation
Statistical Analysis
Graphs
Statistical Bias
Theobald, Roddy
Richardson, Thomas
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
A central goal of the education literature is to demonstrate that specific educational interventions--instructional interventions at the student or classroom level, structural interventions at the school level, or funding interventions at the school district level, for example--have a "treatment effect" on student achievement. This paper has three objectives. First, Theobald and Richardson explain both how Single World Intervention Templates (SWITs) unify two existing approaches to causality--potential outcomes and directed acyclic graphs (DAGs)--and their utility as a framework for discussing confounding and causality. Second, Theobald and Richardson introduce a specific SWIT that can be used to discuss confounding and causality in a "pre/post" study of an educational intervention. Finally, Theobald and Richardson use this SWIT to discuss the assumptions necessary for common estimation methods to produce an unbiased estimate of the treatment effect of a non-randomized educational intervention. The study concludes a central goal of this paper is to illustrate the utility of graphs, and single world intervention templates (SWITs) in particular, as a means of communicating these assumptions. Tables and figures are appended.
ED562743
Evaluating Non-Randomized Educational Interventions: A Graphical Discussion
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
6
ERIC
JAN2020
Yes
Cognitive Structures
Adult Development
Intellectual Development
Individual Differences
Young Adults
Adults
College Students
College Graduates
Age Differences
Interest Inventories
Personality Measures
Self Concept Measures
Mathematics Tests
Verbal Tests
Spatial Ability
Achievement Tests
Verbal Ability
Nonverbal Ability
Nonverbal Tests
Ackerman, Philip L.
Reports - Research
College Level Examination Program
Advanced Placement Examinations (CEEB)
NEO Five Factor Inventory
ACT Interest Inventory
Minnesota
Minnesota
ACT Interest Inventory
Advanced Placement Examinations (CEEB)
College Level Examination Program
NEO Five Factor Inventory
College Entrance Examination Board
English
Higher Education
Postsecondary Education
This report reviews a theoretically inspired empirical investigation of individual differences in knowledge, abilities, and nonability traits as part of an ongoing effort to better understand adult intellectual development and to develop more accurate measures of adult intelligence. Twenty Knowledge Scales were constructed, drawing on College-Level Examination Program® (CLEP®) and Advanced Placement Program® (AP®) Examinations. These Knowledge Structures were administered, along with an extensive battery of traditional ability tests, and measures of personality, interests, and self-concept, to two samples of adults, a "younger" adult group, age 18-27, and an "older" adult group, age 30+. Results indicate that the older adults in this sample know a lot more than the younger adults across a broad range of domains that are represented both inside and outside of standard college curricula. In general, the older adult group showed a much higher degree of orientation toward things "intellectual" than the younger adult group, as indicated by scores on interest, personality, and self-concept scales. The following is appended: Six Selected Case Profiles. [This report was written in collaboration with Eric L. Rolfhus.]
ED562744
Knowledge Structures and Adult Intellectual Development. Report No. 98-3
College Entrance Examination Board
1998-00-00
29
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
37
As Provided
JAN2020
Yes
School Readiness
Low Income Students
Kindergarten
Young Children
Urban Schools
Profiles
Validity
Skills
Executive Function
Peer Relationship
Teacher Student Relationship
Preschool Teachers
Language
Abenavoli, Rachel M.
Greenberg, Mark T.
Reports - Research
Pennsylvania
Pennsylvania
Society for Research on Educational Effectiveness (SREE)
English
Kindergarten
Primary Education
Early Childhood Education
Preschool Education
School readiness is best conceptualized as a multidimensional construct that spans several skill domains. Academic and behavioral skills have been identified as important components of school readiness that uniquely predict learning and achievement. Few studies, however, have examined the effects of these skills simultaneously or explored how they interact within individuals. Person-oriented approaches show promise in furthering the understanding of variation in school readiness. The current study, which was conducted in a low-income, urban school district in Pennsylvania, had two primary aims. First, the authors examined whether teacher ratings of children's skills at the beginning of kindergarten could be used to identify school readiness profiles that differed in patterns of strengths and weaknesses across multiple domains (i.e., academic skills, learning engagement, social-emotional skills, aggression, and inattention/hyperactivity). Second, they explored the validity of profiles derived from teacher ratings by examining group differences on concurrent measures of language, executive functioning, peer relationships, and student-teacher relationships. Participants were 301 kindergarteners (64% male) from a low-income, urban setting who were also part of a broader study about the development and prevention of aggression. At the start of kindergarten, teachers in 10 elementary schools rated children on aggression. These ratings were used to recruit children either to a "high aggression" group, if they scored in the top quartile of their class on aggression, or a "low aggression" group, if they scored in the bottom quartile of their class on aggression. The current study used data from 180 "high aggression" children and 121 "low aggression" children with data on any of the 10 teacher-rated indicators of school readiness in the fall of kindergarten. On average, children were about 6 years old (M = 6.09, SD = 0.38) in the fall of kindergarten. Using teacher ratings from the fall of kindergarten, the current study identified four school readiness profiles that differed in their patterns of strengths and weakness across multiple domains of functioning. These profiles also differed on other measures of language, executive functioning, and relationships with peers and teachers, which suggests that profiles derived from teacher ratings are meaningful and valid. Future work should extend this work by exploring the predictive validity of school readiness profiles derived from teacher ratings into the early elementary school years. Results highlight the importance of considering intraindividual patterns of school readiness skills. Person-oriented approaches can aid in the identification of kindergarteners with risky school readiness profiles, as well as inform the development and delivery of individually tailored interventions to meet the specific needs of children starting school. Tables and figures are appended.
ED562745
Patterns of School Readiness among Low-Income Kindergarteners
Society for Research on Educational Effectiveness
2014-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
22
ERIC
JAN2020
Yes
Elementary Secondary Education
Postsecondary Education
Alignment (Education)
Accountability
Academic Standards
High Schools
Standardized Tests
College Readiness
College Applicants
High School Seniors
Public Schools
Improvement Programs
State Programs
Program Effectiveness
High School Students
Kurlaender, Michal
Jackson, Jacob
Howell, Jessica S.
Reports - Research
California
California
College Board Advocacy & Policy Center
English
Elementary Secondary Education
Postsecondary Education
High Schools
Secondary Education
Higher Education
This brief studies California's introduction of the Early Assessment Program to bridge the gap between K-12 educational standards and postsecondary education requirements, similar to the Common Core State Standards movement.
ED562746
K-12 Postsecondary Alignment and School Accountability: Investigating High School Responses to California's Early Assessment Program. Research Brief
College Board
2012-09-00
16
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
10
As Provided
JAN2020
Yes
Dropout Prevention
Dropout Programs
Secondary School Students
Urban Schools
Program Effectiveness
Attendance Patterns
Academic Achievement
Student Behavior
At Risk Students
Effect Size
Research Design
Randomized Controlled Trials
Pretests Posttests
Hierarchical Linear Modeling
Maynard, Brandy R.
Kjellstrand, Elizabeth K.
Thompson, Aaron M.
Reports - Research
United States (Southwest)
Society for Research on Educational Effectiveness (SREE)
English
Secondary Education
The present study evaluates the effectiveness of Check & Connect (C&C) in a randomly assigned sample of students who were all receiving Communities in Schools (CIS) services. The research questions for the study include: Are there differences in attendance, academics, and behavior for CIS students who also receive C&C compared to students who only receive CIS services? Nine middle schools, four high schools, and one middle/high school located in a large urban region of the southwestern US comprised the setting for the study. This study used a randomized block design to examine the effectiveness of C&C on academic performance, behavior, and attendance with at-risk middle and high school students. Results provide evidence of the effects of C&C implemented in a real-world setting by school-based practitioners, situating effect sizes within the context of C&C being implemented under conditions that practitioners would normally experience. Tables and figures are appended.
ED562747
Effects of Check & Connect on Attendance, Behavior, and Academics: A Randomized Effectiveness Trial
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
18
ERIC
JAN2020
Yes
School Counselors
High Schools
Enrollment
College Attendance
Outcomes of Education
Regression (Statistics)
Statistical Analysis
Prediction
Educational Policy
National Surveys
Elementary Secondary Education
Hurwitz, Michael
Howell, Jessica
Reports - Research
Numerical/Quantitative Data
Schools and Staffing Survey (NCES)
Schools and Staffing Survey (NCES)
College Board Advocacy & Policy Center
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
Elementary Secondary Education
This brief examines high school counselor staffing counts relative to four-year college enrollment rates. Recent evidence from a national survey of counselors provides support for claims by counselors and school administrators that current counselor staffing levels are suboptimal. An additional high school counselor is predicted to induce a 10 percentage point increase in four-year college enrollment. A technical appendix is included.
ED562748
Measuring the Impact of High School Counselors on College Enrollment. Research Brief
College Board
2013-02-00
12
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
15
As Provided
JAN2020
Yes
Urban Areas
Poverty
Prosocial Behavior
Interpersonal Competence
Teacher Behavior
Well Being
Teacher Student Relationship
Classroom Techniques
Social Development
Emotional Development
Program Effectiveness
Teaching Skills
Classroom Environment
Faculty Development
Resilience (Psychology)
Stress Management
Elementary School Teachers
Self Contained Classrooms
Randomized Controlled Trials
Comparative Analysis
Pretests Posttests
Questionnaires
Depression (Psychology)
Check Lists
Burnout
Measures (Individuals)
Self Efficacy
Teacher Burnout
Jennings, Patricia A.
Brown, Joshua L.
Frank, Jennifer
Tanler, Regin
Doyle, Sebrina
Rasheed, Damira
DeWeese, Anna
Greenberg, Mark
Reports - Research
United States (Northeast)
Maslach Burnout Inventory
Maslach Burnout Inventory
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
The present study, which takes place in a high-poverty section of a large urban area of the northeastern United States, is based upon the prosocial classroom theoretical model that emphasizes the significance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and social and emotional learning (SEL) program effectiveness. These factors, as well as teachers' classroom management and instructional skills contribute to creating a classroom climate that is conducive to learning and that promotes positive developmental behavioral and academic outcomes among students. Cultivating Awareness and Resilience in Education (CARE) is a mindfulness-based professional development program designed to reduce stress, promote SEC and improve teachers' performance and classroom learning environments. From 8 elementary schools the authors recruited and consented 55 teachers (90.2% female, mean age = 39.41). They had relatively low attrition (7.2%) which was largely balanced across treatment and control conditions, resulting in a diverse sample of 51 teachers (53% white). All were regular lead teachers working in a self-contained classroom setting. The results reported here are from an IES-funded 4-year efficacy and replication study of CARE. The data are from the teacher self-report collected from the first year cohort of the cluster randomized controlled trial. After the teachers completed self-reports they were randomly assigned within schools to receive the CARE intervention or to a wait-list control group. After the treatment group received the CARE program, the same self-report battery was administered to both groups. A figure is appended.
ED562749
Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education (CARE) Program
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
23
ERIC
JAN2020
Yes
Social Development
Emotional Development
Cognitive Development
Preschool Education
Kindergarten
Grade 1
Grade 2
Grade 3
Skill Development
Executive Function
Self Control
Literacy Education
Low Income Groups
Student Needs
Pilot Projects
At Risk Students
Early Intervention
Individualized Education Programs
Attendance Patterns
Child Development
Scores
Observation
Check Lists
Regression (Statistics)
Program Effectiveness
Jones, Stephanie M.
Kargman, Marie
Kargman, Max
Bailey, Rebecca
Reports - Research
Arizona
Arizona
Society for Research on Educational Effectiveness (SREE)
English
Preschool Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Elementary Education
Grade 2
Grade 3
This paper presents initial results from a pilot evaluation of the pre-K component of a new school-based intervention strategy (Social, Emotional, and Cognitive Understanding and Regulation in education, SECURe) for pre-kindergarten through 3rd grade that is designed to build skills in social-emotional learning (focusing on executive function and self-regulation as core developmental processes) and literacy. The SECURe intervention was conceived and developed based on the need to target low-income children's needs in school settings, given research suggesting that disparities in poor vs. non-poor children's educational outcomes widen as they move through early elementary grades. Researchers present findings in the context of findings from the K-3 pilot of SECURe, and discuss the process of developing and evaluating a cross-grade intervention, as well as the implications of this work for intervention in preschool and elementary settings. The SECURe K-3 and SECURe Pre-K studies took place over two consecutive years (2011-2012, and 2012-2013) in six public elementary schools in Phoenix, Arizona. In the SECURe Pre-K study, preschool classrooms receiving the SECURe intervention were Head Start classrooms that were co-located in elementary schools. Participants in the SECURe Pre-K study included 189 children (51% boys) in twelve Head Start classrooms. Data were gathered from children, their teachers, and in their classrooms over three waves in the 2012-13 academic year: fall, winter, and spring. The participating school district provided the following data for all preschool children and classrooms in the district: monthly attendance and tardy statistics; IEP status; DECA scores (Devereaux Early Childhood Assessment of social-emotional skills conducted by classroom teacher at school entry); Dial3 scores (a general developmental assessment conducted by classroom teacher at school entry); TSG information (Teaching Strategies Gold); and CLASS scores (Classroom Assessment Scoring System). Researchers also conducted observations in SECURe classrooms at the winter and spring waves. These observations included completing the TSRS (Teaching Style Rating Scale) for each teacher, and a SECURe observation checklist for each classroom. Using simple hierarchical regression models with classrooms nested in schools (6), preliminary findings show: (1) differences favoring the SECURe Pre-K classrooms in spring of the preschool year for Emotional Support (p<0.07, ES = 0.88) and for Classroom Organization (p<0.07, ES = 0.89); and (2) differences favoring SECURe Pre-K children or the TSG social-emotional scale (p<0.01, ES = 0.72) in spring, controlling the fall score. This study was funded as a preliminary pilot designed to provide initial exploratory evidence of feasibility and effectiveness (as is consistent with the NIH R21 and IES Goal 2 mechanisms).
ED562750
Preliminary Impacts of SECURe PreK on Child- and Classroom-Level Outcomes
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
College Entrance Examinations
Student Characteristics
Test Preparation
Prediction
Test Use
Test Bias
Test Coaching
Academic Achievement
Student Diversity
Racial Bias
Gender Bias
Scores
Achievement Gains
Letukas, Lynn
Reports - Descriptive
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
The purpose of this document is to identify and dispel rumors that are frequently cited about the SAT. The following is a compilation of nine popular rumors organized into three areas: "Student Demographics," "Test Preparation/Test Prediction," and "Test Utilization."
ED562751
Nine Facts about the SAT That Might Surprise You. Statistical Report
College Board
2015-00-00
8
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Comparative Testing
International Assessment
Relevance (Education)
Testing Programs
Program Descriptions
Best Practices
Adoption (Ideas)
Technology Transfer
Economic Impact
Academic Achievement
Educational Assessment
Educational Indicators
Comparative Education
Comparative Analysis
Common Core State Standards
Educational Policy
Tables (Data)
Educational Change
Educational Practices
National Competency Tests
Foreign Countries
Mathematics Tests
Science Tests
Mathematics Achievement
Elementary Secondary Education
Science Achievement
Reading Tests
Achievement Tests
Reading Achievement
Grade 4
Di Giacomo, F. Tony
Fishbein, Bethany G.
Buckley, Vanessa W.
Reports - Evaluative
Information Analyses
Reports - Research
National Assessment of Educational Progress
Program for International Student Assessment
Trends in International Mathematics and Science Study
Progress in International Reading Literacy Study
National Assessment of Educational Progress
Program for International Student Assessment
Progress in International Reading Literacy Study
Trends in International Mathematics and Science Study
College Board
English
Elementary Secondary Education
Grade 4
Intermediate Grades
Elementary Education
Many articles and reports have reviewed, researched, and commented on international assessments from the perspective of exploring what is relevant for the United States' education systems. Researchers make claims about whether the top-performing systems have transferable practices or policies that could be applied to the United States. However, looking only at top-performing education systems may omit important knowledge that could be applied from countries with similar demographic, geographic, linguistic, or economic characteristics--even if these countries do not perform highly on comparative assessments. Moreover, by exploring only the top performers, a presumption exists that these international assessments are in alignment with a country's curricular, pedagogic, political, and economic goals, which may falsely lead to the conclusion that by copying top performers, test scores would invariably increase and also meet the nation's needs. While international comparative assessments can be valuable when developing national or state policies, the way in which they are interpreted can be broadened cautiously to better inform their interpretability, relevance, and application to countries such as the United States--all while considering the purpose of each international assessment in the context of a nation's priorities. Ultimately, this report serves as a reference guide for various international assessments, as well as a review of literature that explores a possible relationship between national economies and international assessment performance. In addition, this review will discuss how policymakers might use international assessment results from various systems to adapt successful policies in the United States. Tables are appended.
ED562752
International Comparative Assessments: Broadening the Interpretability, Application and Relevance to the United States. Research in Review 2012-5
College Board
2013-00-00
76
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
70
As Provided
JAN2020
Yes
Academic Achievement
Advanced Placement Programs
Correlation
Student Participation
Time Factors (Learning)
Grade Point Average
Communities of Practice
Dual Enrollment
Program Effectiveness
Relevance (Education)
College Students
Ewing, Maureen
Howell, Jessica
Reports - Research
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
College Board
English
Higher Education
Postsecondary Education
Strong academic performance in college, as measured by first-year grades, is important for a host of reasons, but perhaps the most critical reason is that students who perform well in their first year of college are more likely to earn a bachelor's degree (Adelman, 2006). Research shows that Advanced Placement Program® (AP®) students, particularly those who earn higher AP Exam scores, are likely to earn higher first-year grade point averages (GPAs) and higher subject-area GPAs in college than students who do not take an AP Exam.
ED562753
Is the Relationship between AP® Participation and Academic Performance Really Meaningful? Research Brief 2015-1
College Board
2015-00-00
5
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
10
As Provided
JAN2020
Yes
Educational Technology
Intelligent Tutoring Systems
Teaching Methods
Technology Uses in Education
Intervention
Curriculum
Instructional Design
At Risk Students
Fractions
Mathematics Instruction
Program Effectiveness
Grade 5
Grade 6
Pretests Posttests
Middle Schools
Mendiburo, Maria
Williams, Laura K.
Sulcer, Brian
Hasselbring, Ted
Reports - Research
Tennessee
Tennessee
Society for Research on Educational Effectiveness (SREE)
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
Grade 6
Secondary Education
Junior High Schools
In this paper, the authors discuss a portion of the design research process of developing an intelligent tutoring system (ITS) for classroom use. The goal of this ITS is to simultaneously provide automated support for student learning and generate diagnostic information for teachers that can lead directly to actionable recommendations for pedagogy and classroom practice. They developed the HALF (Helping At-risk students Learn Fractions) intervention program in response to the need for a classroom-based instructional program that integrates the potential of technology-based instruction with support for teachers and the classroom environment. The results of this study suggest that the HALF intervention program has a similar positive impact on student learning as a fully developed commercial curriculum; student learning is at least as good as in an existing, widely used curriculum. Tables and figures are appended.
ED562754
Designing Technology to Impact Classroom Practice: How Technology Design for Learning Can Support Both Students and Teachers
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
12
ERIC
JAN2020
Yes
English Curriculum
Mathematics Curriculum
National Surveys
Secondary School Curriculum
College Curriculum
High Schools
Alignment (Education)
College Entrance Examinations
Courses
Secondary School Teachers
College Faculty
Teacher Surveys
Teacher Characteristics
Response Rates (Questionnaires)
Institutional Characteristics
Kim, YoungKoung
Wiley, Andrew
Packman, Sheryl
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Secondary Education
Higher Education
Postsecondary Education
High Schools
In the fall of 2009, the College Board conducted a curriculum survey to gather information on the curricula and institutional practices of high schools and colleges in the United States. The primary objective of the survey was to collect data on the knowledge and skills, or topics, taught in high school classrooms and assess the importance of these topics for institutions of higher education. The College Board periodically reviews the state of K-12 and college curricula as a standard part of the SAT test development process (see example in Milewski, Johnsen, Glazer & Kutota, 2005). The results of the curriculum survey will allow the College Board to validate and ensure that the topics measured on the SAT and SAT Subject Tests™ reflect what is being taught in the nation's high schools and what college professors consider to be required for college success Curriculum surveys were completed by more than 5,000 high school and college teachers in English language arts (ELA) and mathematics. Surveys were also distributed in biology, chemistry, physics, and history, and the results of these surveys will be reported in later reports. Each survey covered the topics assessed on the SAT, SAT Subject Tests, and the College Board Standards for College Success™ and also inquired about various aspects of course curricula, including the use of assessments. This report presents the results of the English and mathematics surveys, with a focus on the alignment between the SAT and high school and college curricula. The report briefly introduces the SAT, discusses the method used to implement the survey, and concludes with a summary of the results of the ELA and mathematics surveys. Supplemental tables are appended.
ED562755
National Curriculum Survey on English and Mathematics. Research Report 2011-13
College Board
2012-00-00
36
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
12
As Provided
JAN2020
Yes
College Entrance Examinations
Learning Disabilities
Attention Deficit Hyperactivity Disorder
Timed Tests
Observation
Comparative Analysis
Test Items
Replication (Evaluation)
High School Students
Testing Accommodations
Critical Reading
Reading Tests
Mathematics Tests
Writing Tests
Cahalan-Laitusis, Cara
King, Teresa C.
Cline, Frederick
Bridgeman, Brent
Reports - Research
SAT (College Admission Test)
New Jersey
New Jersey
SAT (College Admission Test)
College Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The purpose of this study is to provide information on actual time used by students with disabilities on the new SAT®. This study observed students with learning disabilities (LD) and/or attention deficit/hyperactivity disorder (AD/HD) as they took SAT items under strict time limits and recorded the amount of time taken for each item. The study is a replication of study 2 in Bridgeman, Cahalan, and Cline (2003), which observed students without disabilities completing the same test items that are included in this study. Comparisons of the results from this study to the results of Bridgeman et al. are made and recommendations on appropriate extended-time limits for most students with disabilities are provided. An appendix contains supplemental tables.
ED562756
Observational Timing Study on the SAT Reasoning Test™ for Test-Takers with Learning Disabilities and/or AD/HD. Research Report No. 2006-4. ETS RR-06-23
College Board
2006-00-00
24
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
3
As Provided
JAN2020
Yes
Cluster Grouping
Randomized Controlled Trials
Statistical Analysis
Computation
Educational Research
Intervention
Influences
Kelcey, Ben
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
A common design in education research for interventions operating at a group or cluster level is a cluster randomized trial (CRT) (Bloom, 2005). In CRTs, intact clusters (e.g., schools) are assigned to treatment conditions rather than individuals (e.g., students) and are frequently an effective way to study interventions because they permit researchers to accommodate existing school structures and the multilevel nature of many educational interventions. In this study, the author developed closed form analytic expressions for the test statistics of the mediation effect in three level CRT designs examining cross-level (e.g., 3-2-1) mediation. Using this test statistic, he estimated the power to detect cross-level mediation effects under different scenarios to assist researchers in the planning and design of multilevel mediation studies. To fix ideas, consider an example where the intervention is a professional development program to increase pedagogical knowledge and it is assigned at random to intact schools. In theory, exposure to the professional development program (treatment) should increase teachers' pedagogical content knowledge (mediator) which in turns increases students' achievement levels (outcome). The study could be described as a 3-2-1 cross-level mediation design because its hypothesized that a treatment assigned at the school level (level 3) impacts a classroom level (level 2) mediator which in turn impacts a student level (level 1) outcome. The focus of this study was to develop a framework to assess the power to detect cross-level mediation for this particular three level CRT design. A figure is appended.
ED562757
Power Analysis for Cross Level Mediation in CRTs
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
12
ERIC
JAN2020
Yes
Gender Differences
Research Reports
Cognitive Tests
College Entrance Examinations
Standardized Tests
Reading Tests
Verbal Tests
Mathematics Tests
Equated Scores
Population Groups
Effect Size
Statistical Analysis
Alignment (Education)
Correlation
Liu, Jinghua
Feigenbaum, Miriam
Dorans, Neil J.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Score equity assessment was used to evaluate linkings of new SAT® to the current SAT Reasoning Test™. Population invariance across gender groups was studied on the linkage of a new SAT critical reading prototype to a current SAT verbal section, and on the linkage of a new SAT math prototype to a current SAT math section. The results indicated that the conversion lines obtained through subgroup-only linkings were very similar to those obtained using the total group linking for both critical reading and math prototypes. Even though there were slight degrees of divergence from the total group conversion, the differences were smaller than the differences associated with rounding rules for the SAT. Hence, on the basis of the field trial data, it appears that population invariance was achieved with respect to gender groups.
ED562758
Invariance of Linkings of the Revised 2005 SAT Reasoning Test™ to the SAT® I: Reasoning Test across Gender Groups. Research Report No. 2005-6. ETS RR-05-17
College Board
2005-00-00
22
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
14
As Provided
JAN2020
Yes
College Readiness
Graduation Rate
Higher Education
College Students
Enrollment
Grade Point Average
Scores
College Entrance Examinations
College Choice
Pupil Personnel Services
Academic Support Services
Student Personnel Services
Academic Achievement
High School Seniors
Hierarchical Linear Modeling
Roderick, Melissa
Holsapple, Matthew
Kelley-Kemple, Thomas
Johnson, David W.
Reports - Research
Illinois
ACT Assessment
Illinois
ACT Assessment
Society for Research on Educational Effectiveness (SREE)
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Over the past 20 years, gaps in students' educational aspirations have shrunk considerably (Roderick et al., 2008; Roderick, Nagaoka, & Coca, 2011; Kao & Tienda, 1998; Avery & Kane, 2004; Turner, 2007; Deil-Amen & Tevis, 2010). Similarly, racial and ethnic gaps in college enrollment have shrunk. The one area in which postsecondary racial gaps have not improved is in college completion (Turner, 2007). Given the complex and varied nature of the college application, enrollment, and graduation process, it is unsurprising that district and school policies have used a scattershot approach to evaluating college readiness, with rubrics containing items pertaining to non-cognitive skills, test scores, numbers of applications, FAFSA completion, college visits, and college knowledge. The problem with such an approach is not that these items are bad in and of themselves--indeed, all of these factors have valid research behind them--but rather there is no sense of the relative importance of these factors nor of the degree to which any of these factors ultimately affects degree completion. Here the authors have framed this analysis in terms of which factors as viewed from a high school standpoint, can have the largest influence on degree attainment. The authors propose four possible policy options: Raise Grades (GPA), Raise test scores (ACT), improve the rates at which students enroll in "match" colleges, improve college choice by looking at colleges' institutional four-year graduation rate. Findings strongly suggest that the wide variation in college graduation rates, even among similarly qualified students, make it impossible to set a single set of college readiness benchmarks. It does appear possible, however, to create a demarcation of responsibility between high schools and colleges. On the one hand, high schools could be doing a great deal more to boost student achievement, especially related to grades, and providing structured supports around these students to ensure that they apply, and enroll in colleges that maximize students' chances of success. Colleges, on the other hand, play their own role in supporting students through graduation. For high schools, the importance of making hard work pay off lies in helping students make college choices that translate their high school preparation into the highest chance of earning a college degree. For colleges, the challenge in making hard work pay off is to provide the supports necessary for the high-achieving students they admit to continue to succeed on their campuses. Two tables are appended.
ED562759
From High School to the Future: Getting to College Readiness and College Graduation
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
19
ERIC
JAN2020
Yes
Observation
Research Methodology
Test Bias
Regression (Statistics)
Nonparametric Statistics
Scoring
Test Items
Simulation
Models
Correlation
Reliability
Steiner, Peter M.
Kim, Yongnam
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
In contrast to randomized experiments, the estimation of unbiased treatment effects from observational data requires an analysis that conditions on all confounding covariates. Conditioning on covariates can be done via standard parametric regression techniques or nonparametric matching like propensity score (PS) matching. The regression or matching estimators are causally unbiased (or at least consistent) if the selection mechanism is strongly ignorable, i.e., if all confounding covariates are reliably measured (Rosenbaum & Rubin, 1983). However, for practitioners, the strong ignorability assumption is not very informative because it does not tell them which covariates should actually be included in a regression or PS analysis. In order to remove as much of the selection bias as possible, it is common advice to condition on all or at least a big set of covariates. However, recent studies have shown that conditioning on certain types of covariates such as "instrumental variables" (IVs) or "collider variables" can actually amplify or induce bias (e.g., Bhattacharya & Vogt, 2007; Wooldridge, 2009). Neither IVs nor colliders are confounders because, with respect to the data-generating model, they do not simultaneously determine the outcome (Y) and the treatment (Z). Interestingly, though IVs and colliders are unrelated to the outcome, including them in a regression or PS model may result in a dramatically increased bias--the bias might be much larger than the bias of the naïve estimate (i.e., the simple mean difference between the treatment and control group, without any covariate adjustments). Even if IVs might be rare in practice, one is much more likely confronted with covariates that are almost like IVs, that is, covariates that strongly determine treatment Z but are only weakly related to the outcome (other than via Z). Due to their resemblance to pure IVs they are called "near instrumental variables" (near-IVs, Myers et al, 2011). Given that conditioning on near-IVs might actually increase bias some authors suggest excluding near-IVs from causal analyses (e.g., Pearl, 2011). In this paper the authors focus on the bias-amplifying effect of near-IVs--but not only of a single near-IV in the context of a simple data-generating model (e.g., Myers et al., 2011; Pearl, 2010), but of multiple near-IVs in the context of more complex and realistic data-generating models. With the exemption of some formal derivations, they investigate the effect of conditioning on near-IVs on bias reduction using simulated data that involve many (interrelated) confounders. In their simulations they vary the confounders' (1) degree of being a near instrument; (2) correlation structure; (3) heterogeneity with respect their relation to treatment Z and outcome Y (i.e., the strength and direction of the relation); and (4) measurement reliability. Simulation design and figures are appended.
ED562760
On the Bias-Amplifying Effect of Near Instruments in Observational Studies
Society for Research on Educational Effectiveness
2014-00-00
14
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Regression (Statistics)
Quasiexperimental Design
Nonparametric Statistics
Academic Probation
Undergraduate Students
Experimental Groups
Control Groups
Foreign Countries
Replication (Evaluation)
Effect Size
Suspension
Incentives
Student Improvement
Grade Point Average
Chi, Olivia L.
Dow, Aaron W.
Reports - Research
Canada
Canada
Society for Research on Educational Effectiveness (SREE)
English
Higher Education
Postsecondary Education
This study focuses on how matching, a method of preprocessing data prior to estimation and analysis, can be used to reduce imbalance between treatment and control group in regression discontinuity design. To examine the effects of academic probation on student outcomes, researchers replicate and expand upon research conducted by Lindo, Sanders, and Oreopolous in their 2010 study "Ability, Gender, and Performance Standards: Evidence from Academic Probation." In replicating the results of Lindo et al. (2010), researchers find imbalance in observable pre-treatment characteristics between the treatment and control groups in the study. Such imbalance may indicate that randomization may not have been properly approximated through the regression discontinuity design. To improve balance and better approximate a randomized experiment, researchers preprocess Lindo et al.'s data set by performing exact matching on pre-treatment covariates, such as high school grade percentile and native language, and then re-estimate the impact of academic probation on student outcomes. After preprocessing the data through exact matching, the sample consists of a subset of the original sample (12,530), with 6,506 first year students in a large Canadian university made up of one central campus and two smaller satellite campuses. Results indicate that the effect sizes of academic probation on the decision to leave the university, as well as the effect on subsequent grades, were previously underestimated by Lindo et al. (2010). By utilizing the matching method of preprocessing data prior to estimation and analysis, imbalance was reduced between treatment and control groups in a regression discontinuity design. By improving balance, bias was reduced in the estimates of the effects of being placed on academic probation on student outcomes, and larger discouragement and encouragement effects were uncovered. Tables and figures are appended.
ED562761
Improving Balance in Regression Discontinuity Design by Matching: Estimating the Effect of Academic Probation after the First Year of College
Society for Research on Educational Effectiveness
2014-00-00
19
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
Yes
Language of Instruction
English Language Learners
Classroom Environment
Barriers
Immersion Programs
Bilingual Education
Instructional Effectiveness
Academic Achievement
Scores
Correlation
State Legislation
Compliance (Legal)
Elementary School Students
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Perez, Maria
Kennedy, Alec
Reports - Research
California
California
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 2
Primary Education
Early Childhood Education
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
The number of students that live in families where a language other than English is spoken has risen relative to the English-only households in the United States over the last 25 years. These students face the dual challenge of mastering English while acquiring academic skills and knowledge. The education of these students has been shaped by several national- and state- level legal decisions of the past that have required schools to take action by providing services to help linguistic minority students overcome language barriers that impede their equal participation. Those services most often take the form of either an "English-immersion" approach, in which students receive all instruction in English, or employ a "bilingual model" where students are initially taught in some combination of English and their native language and eventually transfer to English-only classrooms. The question of which model of instruction is more "effective" has been notoriously difficult to answer and remains an open and controversial debate. The authors of this article take advantage of a policy passed in California that changed the default instructional program for ELs . Prior to 1998, most ELs were placed into bilingual education. This state-level legislation forced schools to move students to move to a different instructional setting--a change that would not had been chosen otherwise--providing a natural experiment opportunity to evaluate the effect of bilingual education versus English immersion on the academic achievement of ELs. Also analyzed is how changes in the composition of the classroom affect the academic achievement of students. Findings indicate that the achievement scores of ELs declined by the switch from bilingual education to English immersion programs, with the exception of grades 2-3 reading scores. The authors also found that there is a beneficial effect of placing ELs into classrooms with more native English speakers. Tables and figures are appended.
ED562762
How Do Changes in the Language of Instruction and Classroom Composition Affect English Learners?
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Regression (Statistics)
Cluster Grouping
Educational Research
Sample Size
Statistical Analysis
Research Design
Rhoads, Christopher
Dye, Charles
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Recent years have seen an increased interest in quantitative educational research studies that use random assignment (RA) to evaluate the causal impacts of educational interventions (Angrist, 2004). The multi-level structure of the public education system in the United States often leads to experimental designs where naturally occurring clusters (eg. schools) are utilized to recruit participants (eg. students) into a study and/or as units that are randomized into one of two experimental conditions. When multiple clusters are recruited to participate in a research study but individuals within clusters are randomly assigned to experimental conditions the resulting experimental design is often referred to as a "multi-site" design. When clusters are utilized as the unit of randomization the resulting experimental design is generally called a "cluster randomized" or "hierarchical" design. While designs that use some form of random assignment are generally preferred for making causal inferences about treatment effects, RA designs are not always practical or feasible (Shadish, Cook and Campbell, 2002). The next best alternative to a random assignment design is often the regression discontinuity (RD) design. The same clustering issues that arise with random assignment studies also impact regression discontinuity studies. The score variable may be measured at any of many different levels in the educational hierarchy while outcome measurements are obtained at a lower level in the hierarchy. These sorts of situations lead to "hierarchical" regression discontinuity (RD) designs. An important component of planning experiments with clustering (whether they be multi-site or cluster randomized designs) is to determine the optimal within and between cluster sample sizes subject to a cost constraint. The current paper builds on previous work by Schochet (2008, 2009) in order to provide formulas for the optimal sample size at each level of a two-level regression discontinuity design. The paper also provides optimal sample size formulas for unbalanced random assignment designs (such formulas have not previously appeared in the literature). Optimal sample sizes for RD designs are compared to the optimal samples sizes for the corresponding RA designs. One table is appended.
ED562763
Optimal Design for Regression Discontinuity Studies with Clustering
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
Yes
Preschool Education
Program Effectiveness
Outcomes of Education
School Readiness
Economically Disadvantaged
Randomized Controlled Trials
Regression (Statistics)
Longitudinal Studies
Kindergarten
Grade 1
Lipsey, Mark W.
Reports - Research
Tennessee
Woodcock Johnson Tests of Achievement
Tennessee
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Preschool Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Elementary Education
Relatively few rigorous studies of the effectiveness of contemporary public prekindergarten programs have been conducted despite the growing number of programs and large monetary investments that accompany them. The study on which this presentation is based was launched in partnership with the Tennessee State Department of Education's Division of School Readiness and Early Learning to provide an assessment of the effects of the statewide Tennessee Voluntary Pre-Kindergarten (TN-VPK) program on the readiness for kindergarten of the economically disadvantaged population it serves. TN-VPK has become a controversial program in Tennessee, with some legislators expressing doubts about its value in the context of severe budget shortfalls and still others referring to it even more skeptically as expensive babysitting. This study interleaves a randomized control trial (RCT) design and an age-cutoff regression discontinuity (RD) design to evaluate the effectiveness of the TN-VPK program. Though the project is still underway, this presentation will summarize results from the RCT through first grade. One table is appended.
ED562764
Immediate and Longitudinal Effects of the Tennessee Voluntary Pre-Kindergarten Program on Student Cognitive and Non-Cognitive Outcomes
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
ERIC
JAN2020
Yes
Achievement Gap
Student Promotion
Elementary School Students
Middle School Students
Racial Differences
African American Students
Hispanic American Students
White Students
Evidence
Public Schools
Reading Achievement
Mathematics Achievement
Research Design
Data Analysis
Vanlaar, Gudrun
Reardon, Sean F.
Kalogrides, Demetra
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Most research on the middle school transition focuses on developmental and psychological changes around the age of the transition, and investigates or discusses the impact of such changes on academic performance, motivation and behavior in schools. In addition to intrapersonal developmental changes that middle-school students experience, they also experience significant changes in school context and school experiences. What has been less studied however, is whether and how the transition from elementary to middle school may affect the racial achievement gaps. In other words, it is not known yet whether the change in school contexts affects students from different racial and socioeconomic backgrounds in different ways, possibly affecting the black-white or Hispanic-white achievement gaps. This paper addresses this question. On the whole, it is unclear whether the transition to middle school may exacerbate achievement gaps or narrow them. This paper attempts to provide initial evidence on this question. Preliminary findings suggest that the transition to middle school has, on average a significant effect on racial achievement gaps. Further analyses will need to be conducted to rule out alternative explanations for the findings, to explore potential mediators and mechanisms of the findings, and examine the extent to which these negative effects of the middle school transition persist over subsequent years. Tables and figures are appended.
ED562765
How Does Transition from Elementary to Middle School Affect the Racial Achievement Gap?
Society for Research on Educational Effectiveness
2014-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
15
ERIC
JAN2020
Yes
Program Effectiveness
School Readiness
Low Income Groups
Child Care
Educational Quality
Quasiexperimental Design
Language Skills
Mathematics Skills
Child Behavior
Preschool Children
Thinking Skills
Federal Programs
Control Groups
Experimental Groups
Comparative Analysis
Verbal Ability
Intelligence Tests
Vocabulary
Antisocial Behavior
Check Lists
Longitudinal Studies
Friedman-Krauss, Allison H.
Connors, Maia C.
Morris, Pamela A.
Reports - Research
Peabody Picture Vocabulary Test
Woodcock Johnson Tests of Achievement
Child Behavior Checklist
Early Childhood Environment Rating Scale
Early Childhood Environment Rating Scale
Peabody Picture Vocabulary Test
Child Behavior Checklist
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
The 1998 reauthorization of Head Start called for a national evaluation of the Head Start program. The goal of Head Start is to improve the school readiness skills of low-income children. Yet characteristics of Head Start programs, such as their quality and the amount of time children spend in them may influence their effectiveness at achieving this goal. Previous research has demonstrated that children who spend more weekly hours in Head Start demonstrate larger cognitive gains than children who attend fewer weekly hours (Li, Farkas, Duncan, Vandell, & Burchinal, 2013). But the quality of care children attend during such hours may also matter, as there is mounting evidence regarding the importance of classroom quality for children's developing school readiness skills (Burchinal, Vandergrift, Pianta, & Mashburn, 2009; Zaslow et al., 2010). Thus, the effect of weekly hours in Head Start may vary by the quality of the Head Start classroom. Indeed, previous research has found that child care quality moderates the association between hours in child care and child behavior problems, but not cognitive skills (McCartney et al., 2010; Votruba-Drzal, Coley, & Chase-Lansdale, 2004). The current study expands on previous research by using quasi-experimental methods that leverage the experimental context of the Head Start Impact Study (HSIS; Puma et al., 2010) to understand the extent to which Head Start classroom quality moderates the impact of weekly hours in Head Start on children's early language and math skills and externalizing behaviors. The authors hypothesize that weekly hours in Head Start will be more strongly associated with outcomes for children enrolled in high quality programs as compared with children enrolled in low quality programs. In contrast to previous research that used samples of children enrolled in child care, the current study relies on a sample of 3- and 4-year-old children enrolled in educationally focused Head Start programs in 22 states. Four tables are appended.
ED562766
Is More Time in Head Start Always Better for Children? The Moderating Role of Classroom Quality
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
14
ERIC
JAN2020
Yes
Fidelity
Program Implementation
Educational Research
Grants
Video Technology
English Language Learners
Teacher Evaluation
Grade 3
Grade 5
Scoring Rubrics
Elementary School Teachers
Teaching Methods
Second Language Instruction
Second Language Learning
Factor Analysis
Correlation
Interrater Reliability
Statistical Analysis
Measures (Individuals)
Gonzalez Canche, Manuel S.
Portes, Pedro R.
Mellon, Paula J.
Stollberg, Robert A.
Turk, Jonathan M.
Reports - Research
Georgia
Georgia
Society for Research on Educational Effectiveness (SREE)
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 5
Intermediate Grades
Middle Schools
This study is part of the core research agenda of the five-year, Goal 3 grant funded by the Institute of Education Sciences, U. S. Department of Education "Improving the Teaching and Learning of English Language Learners: The Instructional Conversation Model." In video review of teaching, bias in evaluation or rating is evident in many studies. Some of it is inevitable given the use of video review for professional development purposes and the reflexive nature of that rating process. This study utilizes an iterative process to refine an existing evaluation rubric for rating pedagogical intervention in recorded 3rd and 5th grade lessons across subject types. Tables are appended.
ED562767
Instrumental Iteration toward FOI Evaluation of Pedagogical Methods
Society for Research on Educational Effectiveness
2014-00-00
Institute of Education Sciences (ED)
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
16
ERIC
JAN2020
Yes
R305A100670
Yes
Middle School Students
Controversial Issues (Course Content)
Citizen Participation
Program Effectiveness
Intervention
Ethnicity
Citizenship Education
Asian American Students
Hispanic American Students
Student Surveys
Multiple Regression Analysis
Lin, Alex
Lawrence, Joshua
Snow, Catherine
Reports - Research
United States (West Coast)
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Although past research suggests that civic education programs can be effective in helping students become more civically engaged, this study tests whether these treatment effects are generalizable across an urban school district with multiple middle school sites. This study also contributes understanding of how treatment effects may vary for students from ethnic minority populations, in particular to those identified as Asian and Latino. The theoretical framework that is tested in this study is the Structure-Stimulus-Orientation-Response (S-S-O-R) model that hypothesizes the relationship between classroom discussion of controversial issues and civic engagement. The purpose of this study is to determine whether a cross-content intervention called Word Generation (WG) has a significant impact on students' self-reported civic engagement. Research is guided by the following questions: (1) Does the Word Generation program have a positive impact on students' self-reported civic engagement?; and (2) To what extent does students' ethnic identification (e.g. Latino and Asian) influence the direction and strength of the relationship between program participation and self-reported civic engagement? From fall 2011 to spring 2012, middle school students (N = 5,870) participated in a randomized study of the WG intervention that was conducted in an urban school district located in a West Coast metropolitan area of the United States. Multiple regression results show that participation in the WG program has a significant impact on students' civic engagement, after accounting for other covariates. Tables and figures are appended.
ED562768
Middle School Students Discussing Controversial Issues to Learn about Civic Engagement: A Randomized Evaluation of the Word Generation Program
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
Foreign Countries
Socioeconomic Status
Census Figures
Grade 10
Cognitive Structures
Self Concept
Academic Achievement
Prediction
Gender Differences
Institutional Characteristics
Rural Areas
Questionnaires
Claro, Susana
Paunesku, David
Reports - Research
Chile
Chile
Society for Research on Educational Effectiveness (SREE)
English
Grade 10
Secondary Education
High Schools
Students' academic motivation and their achievement is affected by the mindset that students hold about their own intelligence. The current study presents a unique nationally-representative dataset to study the relationship of Mindset and Achievement among different populations. With census data of Chilean 10th graders and their schools, the authors try to answer the following questions: (1) Controlling by available predictors of achievement, does mindset predict achievement?; (2) Does Mindset predict achievement more in some groups than others?; and (3) What is the distribution of mindset among the different groups of 10th graders in Chile? Are there differences in mindset levels of 10th graders by SES, gender, type of school and rural areas? It was found that most Chilean students have a fixed mindset (51%). Only 23% have a growth mindset. Those who have a growth mindset perform significantly better on SIMCE language and math tests, which is a standardized assessment that is implemented every other year to all 10th graders in Chile. Tables and figures are appended.
ED562769
Mindset Gap among SES Groups: The Case of Chile with Census Data
Society for Research on Educational Effectiveness
2014-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
Error Patterns
Fractions
At Risk Students
Grade 4
Elementary School Students
Accuracy
Computation
Probability
Mathematics Skills
National Competency Tests
Common Core State Standards
Malone, Amelia Schneider
Fuchs, Lynn S.
Journal Articles
Reports - Research
Wide Range Achievement Test
National Assessment of Educational Progress
National Assessment of Educational Progress
Wide Range Achievement Test
English
Grade 4
Intermediate Grades
Elementary Education
The 3 purposes of this study were to: (a) describe fraction ordering errors among at-risk 4th-grade students; (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors; and (c) examine the effect of students' ability to explain comparing problems on the probability of committing errors. Students (n = 227) completed a 9-item ordering test. A high proportion (81%) of problems were completed incorrectly. Most (65% of) errors were due to students misapplying whole number logic to fractions. Fraction-magnitude estimation skill, but not part-whole understanding, significantly predicted the probability of committing this type of error. Implications for practice are discussed. [At time of submission to ERIC this article was in press with "Journal of Learning Disabilities."]
ED562770
Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students
Grantee Submission
2015-12-30
Institute of Education Sciences (ED)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
46
T
2016
60
As Provided
JAN2020
Yes
R324C100004
R24HD075443
HD15052
Yes
College Entrance Examinations
Thinking Skills
High School Students
Test Length
Test Wiseness
Gender Differences
Racial Differences
Language Proficiency
Limited English Speaking
Test Construction
Reading Skills
Writing Skills
Mathematics Skills
Statistical Distributions
Wang, Xiang Bo
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This research examines the effect of increased testing time by comparing the four performance indices of randomly equivalent examinee subpopulations on sections of similar content and difficulty administered at different times on three SAT administrations. A variety of analyses were used in this study and found no evidence that the current SAT test length has affected examinee performance at the population level or differentially across gender, racial/ethnic, and best language subgroups. Appended are: (1) Replication on the October 2005 Administration of the SAT Reasoning Test; and (2) Replications on the May 2002 SAT I: Reasoning Test.
ED562771
Investigating the Effects of Increased SAT Reasoning Test™ Length and Time on Performance of Regular SAT® Examinees. Research Report No. 2006-9
College Board
2007-00-00
56
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
37
As Provided
JAN2020
Yes
Critical Thinking
Thinking Skills
Educational Opportunities
Outcomes of Education
Comparative Analysis
Quasiexperimental Design
High School Students
Qualitative Research
Student Surveys
International Assessment
Achievement Tests
Gender Differences
Statistical Significance
Correlation
Bitter, Catherine
O'Day, Jennifer
Reports - Research
California
New York
Program for International Student Assessment
California
New York
Program for International Student Assessment
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
The "Study of Deeper Learning: Opportunities and Outcomes," funded by the William and Flora Hewlett Foundation, is a "proof-of-concept" study to determine whether students attending high schools with a mature and at least moderately well-implemented approach to promoting "deeper learning" experience greater deeper learning opportunities and outcomes than they would have had they not attended these schools. The study examined high schools associated with ten established networks from across the country that embrace the goals of deeper learning and promote instructional practices they believe are likely to lead to deeper learning competencies. To determine whether students who attend these schools experience different opportunities and outcomes relative to similar students who do not attend these network schools, the study included a sample of students from "non-network" comparison schools. This paper focuses on two central questions guiding the study: (1) Do students attending network schools have more opportunities to engage in deeper learning processes than they would have if they had not attended the network schools; and (2) Do individual students who experience more opportunities to engage in deeper learning achieve better deeper learning outcomes than students who experience fewer opportunities? This analysis relies on data from schools located in six districts across two states: California and New York. For the analysis and findings described in this paper, a quasi-experimental design was used to collect and analyze data from students within 12 network high schools, which represented 8 of the 10 networks, and were located in five districts across two states. Analyses also include students attending 10 non-network schools located in six districts across two states. One non-network school was matched to two network schools, for a total of 11 school pairs. The primary data sources used for the analysis in this paper include: (1) Student survey data; (2) OECD PISA-based Test for Schools; and (3) Qualitative data. Primary findings include: (1) Students in participating network high schools reported significantly greater opportunities for deeper learning than students in the paired non-network schools; (2) At the individual pair level, students in each of the 11 network schools reported significantly more opportunity for deeper learning on at least one opportunity measure than students in the paired non-network school. In addition, no negative effects of network attendance on opportunities within any individual pairs were observed; (3) Only gender and grade level revealed differences in the effects of attending a network school on opportunities for deeper learning; and (4) There is a statistically significant correlational relationship among all measures of opportunities for deeper learning and all measures of dispositional outcomes. Tables and figures are appended.
ED562772
Providing Opportunities for Deeper Learning: Findings from the Study of Deeper Learning
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
5
ERIC
JAN2020
Yes
Formative Evaluation
Common Core State Standards
Kindergarten
Grade 1
Elementary School Mathematics
Randomized Controlled Trials
Intervention
Pedagogical Content Knowledge
Mathematics Achievement
Elementary School Teachers
Elementary School Students
Lang, Laura B.
Schoen, Robert R.
LaVenia, Mark
Oberlin, Maureen
Reports - Research
Florida
Florida
Society for Research on Educational Effectiveness (SREE)
English
Kindergarten
Primary Education
Early Childhood Education
Grade 1
Elementary Education
The Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) was awarded a grant by the Florida Department of Education to develop a Mathematics Formative Assessment System (MFAS) aligned with the Common Core State Standards (CCSS). Intended for both teachers and students, formative assessment is a process that provides feedback to adjust ongoing teaching and learning to improve students' achievement of instructional goals. The evidence collected enables teachers to differentiate instruction based on students' mathematical thinking and reasoning rather than solely on incorrect answers. The MFAS-CCSS was designed to provide teachers with tasks and rubrics to employ the following five key strategies: (1) assess the student's level of understanding during instruction; (2) identify the student's specific misconceptions and errors; (3) examine samples of student work for further evidence of student understanding; (4) pose additional questions to elicit student thinking; and (5) obtain guidance on next steps for instruction. The current study--the MFAS-CCSS 2012-13 Study--is the third randomized field trial conducted on MFAS. The purpose was to evaluate the effect the MFAS-CCSS has on teachers' knowledge of elementary mathematics and students' mathematics learning in Grades K-1. The MFAS-CCSS 2012-13 Study made use of intervention protocols and measures developed, field tested, and validated in the prior two pilot studies. Two tables are appended.
ED562773
Mathematics Formative Assessment System--Common Core State Standards: A Randomized Field Trial in Kindergarten and First Grade
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
2
ERIC
JAN2020
Yes
STEM Education
Higher Education
Graduation
Employment Opportunities
Science Careers
Secondary School Students
Middle School Students
Academic Persistence
Financial Aid Applicants
Records (Forms)
Student Financial Aid
Need Analysis (Student Financial Aid)
Paying for College
Barriers
Grants
High School Graduates
Castleman, Benjamin L.
Long, Bridget Terry
Mabel, Zachary A.
Reports - Research
Florida
Florida
Society for Research on Educational Effectiveness (SREE)
English
Higher Education
Postsecondary Education
Secondary Education
Middle Schools
Junior High Schools
High Schools
The fastest growing supply of jobs in the United States today is in Science, Technology, Engineering, and Mathematics (STEM) fields. Yet despite the availability of work in STEM, there is not a sufficient supply of workers to fill open positions. Amidst the growing demand for STEM workers, educational achievement and attainment in STEM fields in the United States are moving in the opposite direction. The achievement of secondary school students in mathematics and science is declining, with less than one-third of U.S. eighth graders now proficient in these subjects; there is a concurrent decline in interest in STEM fields among many middle and high school students (PCAST, 2010). Equally troubling, 60 percent of all college students and more than 75 percent of Black and Latino college students who indicate initial interest in pursuing STEM fields do not persist to the point of earning a STEM degree (PCAST, 2010). An important policy question to consider is what role, if any, financial barriers play in dissuading students from pursuing or completing college study in STEM disciplines. In this paper, the authors offer new evidence of the impact of need-based financial aid on whether students pursue and complete courses and degrees in STEM fields. Their analysis focuses on Florida high school graduates in the 1999-2000 academic year who submitted a Free Application for Federal Student Aid (FAFSA) application, whose Expected Family Contribution (EFC) falls between $590 and $2,590, and who demonstrate readiness for postsecondary study in STEM disciplines. Four tables are appended.
ED562774
Financial Barriers to STEM Study in College: Causal Effect Estimates of Need-Based Grants on the Pursuit and Completion of Courses and Degrees in STEM Fields
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Young Children
Behavior Problems
Student Behavior
At Risk Students
Persistence
Negative Attitudes
Teacher Student Relationship
Social Development
Emotional Development
Urban Schools
Low Income Groups
Kindergarten
Grade 1
Student Characteristics
Intervention
Behavior Modification
Randomized Controlled Trials
Attention Deficit Disorders
Observation
Family Characteristics
Statistical Analysis
Markov Processes
Monte Carlo Methods
Pretests Posttests
O'Connor, Erin E.
McCormick, Meghan P.
Cappella, Elise
McClowry, Sandee G.
Reports - Research
Sutter Eyberg Student Behavior Inventory
Student Teacher Relationship Scale
Student Teacher Relationship Scale
Society for Research on Educational Effectiveness (SREE)
English
Kindergarten
Primary Education
Early Childhood Education
Grade 1
Elementary Education
Not all children begin kindergarten ready to learn. Young children who exhibit dysregulated or disruptive behavior in the classroom have fewer opportunities to learn and consequently achieve lower levels of academic skills (Arnold et al., 2006; Raver, Garner, & Smith-Donald, 2007). A growing body of literature has examined how children's temperament is related to their academic skills and classroom behaviors. Students with high maintenance or challenging temperaments are low in task persistence, and high in negative reactivity and motor activity, and have higher levels of behavior problems and lower levels of academic engagement (McClowry et al, 2010). These negative associations may be pronounced among low-income, urban children (Herman, Trotter, Reinke, & Ialongo, 2011). Teachers are often frustrated with students who have high maintenance temperaments. The combination of low task persistence, high negative reactivity and high motor activity results in the need for more teacher attention and can compromise teacher/student relationships (Rudasill & Rimm-Kaufman, 2009). Enhancing student-teacher relationship quality among children with high maintenance temperaments may a critical conduit for the effects of social-emotional learning (SEL) interventions for temperamentally difficult students. In this study the authors examined the efficacy of a temperament-based SEL intervention, "INSIGHTS into Children's Temperament" ("INSIGHTS"), in supporting the behaviors and academic engagement of children in urban, low-income schools during kindergarten and first grade with a focus on students with high maintenance temperament. Four tables and three figures are appended.
ED562775
Getting a Good Start in School: Differential Effects of "INSIGHTS" on the Behaviors and Engagement of Children with Challenging Temperaments
Society for Research on Educational Effectiveness
2014-00-00
14
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
22
ERIC
JAN2020
Yes
Ethnicity
Ethnic Groups
Test Items
Problem Solving
Ethnic Stereotypes
Test Bias
Social Influences
Cognitive Ability
African Americans
Gender Differences
Advanced Placement Programs
Calculus
High School Students
Experimental Groups
Control Groups
Comparative Analysis
Correlation
Scores
Statistical Analysis
Racial Differences
Stricker, Lawrence J.
Reports - Evaluative
Tests/Questionnaires
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
College Entrance Examination Board
Educational Testing Service
English
High Schools
Secondary Education
Steele and Aronson (1995) found that the performance of African-American subjects on test items portrayed as a problem-solving task, in a laboratory experiment, was adversely affected when they were asked about their ethnicity. This outcome was attributed to "stereotype threat". Performance was disrupted by the subjects' concerns about fulfilling the negative stereotype concerning African Americans' intellectual ability. Extending that research, this field experiment evaluated the effects of inquiring about ethnicity and sex on the performance of examinees taking the Advanced Placement Program Calculus AB Examination in an actual test administration. With a minor exception, this inquiry had no statistically and practically significant effects on the test performance of African-American, female, or other subgroups of examinees. Answer sheets are appended.
ED562776
Inquiring about Examinees' Ethnicity and Sex: Effects on AP® Calculus AB Examination Performance. Report No. 98-1. ETS RR No. 98-5
College Entrance Examination Board
1998-00-00
20
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
23
As Provided
JAN2020
Yes
Ethnicity
Ethnic Groups
Test Items
Problem Solving
Ethnic Stereotypes
Test Bias
Social Influences
Cognitive Ability
African Americans
Gender Differences
Experimental Groups
Control Groups
Comparative Analysis
Correlation
Scores
Statistical Analysis
College Students
Algebra
Arithmetic
Sentences
Racial Differences
Stricker, Lawrence J.
Ward, William C.
Reports - Research
Tests/Questionnaires
College Board Computerized Placement Tests
North Carolina
North Carolina
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
Laboratory experiments by Steele and Aronson (1995) found that African-American subjects' performance on difficult verbal items, described as a verbal problem-solving task, was adversely affected when they were asked about their ethnicity just before working on the items. These results were attributed to stereotype threat. Asking about ethnicity primes African-American subjects' concerns about fulfilling the negative ethnic stereotype about their intellectual ability, thereby disrupting test performance. The present field experiment assessed the effects of asking community college students taking the Computerized Placement Tests (CPTs), in an actual operating setting, about their ethnicity and sex. This inquiry had no statistically and practically significant effects on how well the examinees did on the tests or how long they worked on the tests
ED562777
Inquiring about Examinees' Ethnicity and Sex: Effects on Computerized Placement Tests™ Performance. Report No. 98-2. ETS RR No. 98-9
College Entrance Examination Board
1998-00-00
14
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
17
As Provided
JAN2020
Yes
Metacognition
Knowledge Level
Learning
Academic Ability
Educational Research
Evaluation
Accuracy
Measurement Techniques
Objective Tests
Bilingual Students
Elementary School Students
Help Seeking
Reading
Mathematics
Intelligence
Alternative Assessment
Difficulty Level
Outcomes of Education
Academic Aptitude
Grades (Scholastic)
College Students
College Entrance Examinations
Reading Ability
Prior Learning
Anxiety
Cross Cultural Studies
High School Students
Secondary School Students
Multivariate Analysis
Learning Strategies
Questionnaires
Tobias, Sigmund
Everson, Howard T.
Reports - Research
SAT (College Admission Test)
New York
California
Motivated Strategies for Learning Questionnaire
Learning and Study Skills Questionnaire
Armed Forces Qualification Test
Degrees of Reading Power Test
California
New York
Degrees of Reading Power Test
Motivated Strategies for Learning Questionnaire
Armed Forces Qualification Test
SAT (College Admission Test)
College Entrance Examination Board
English
Elementary Education
Higher Education
Postsecondary Education
High Schools
Secondary Education
To date the authors have completed 23 studies of knowledge monitoring and its relationship to learning from instruction. Their earlier work, 12 studies in all, is summarized and reported elsewhere (see Tobias and Everson, 1996; Tobias and Everson, 2000). In this paper they continue this line of research and summarize the results of 11 studies that have been conducted over the past three years. The work reported here attempts to address a number of general issues, e.g., the domain specificity of knowledge monitoring, measurement concerns, and the relationship of knowledge monitoring to academic ability.
ED562778
Knowing What You Know and What You Don't: Further Research on Metacognitive Knowledge Monitoring. Research Report No. 2002-3
College Entrance Examination Board
2002-00-00
31
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
60
As Provided
JAN2020
Yes
Foreign Countries
Information Technology
Instructional Effectiveness
Handheld Devices
Telecommunications
Alignment (Education)
Instructional Materials
Elementary School Mathematics
Reading Instruction
Mathematics Instruction
African Languages
English
English (Second Language)
Cost Effectiveness
Technology Integration
Intervention
Elementary School Teachers
Elementary School Students
Phonological Awareness
Reading Fluency
Oral Reading
Piper, Benjamin
Reports - Research
Numerical/Quantitative Data
Kenya
Kenya
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
There is a dearth of literature that use research design for causal inference that estimate the effect of information and communications technology (ICT) programs on literacy outcomes in early primary, particularly in Sub-Saharan Africa. There are several programs that have used ICT at a large scale, including Los Angeles, Peru, Nicaragua, Rwanda and an ongoing program in Turkey. Seldom have the studies directly estimated the effect of the ICT program on learning, as the measures used have typically been a middle level of the causal chain (Strigel & Pouezevara, 2012). Mobile phones are increasingly available in the market, and several authors argue that mobile learning is an increasingly ideal way to increase outcomes at scale (UNESCO, 2012; GSMA, 2012; McKinsey & Co., 2012; Vosloo, 2012). There are concerns that using mobiles for learning would differentiate by gender (Murthy, 2011). Fewer studies have estimated the impact of e-readers on learning, though some recent studies in Kenya and Ghana are promising (Worldreader, 2012). Analyses of the impact of large scale tablet and laptop initiatives is somewhat discouraging. The World Bank blog of ICT Specialist Michael Trucano recently presented an analysis of several countries programs, including the USA, Uruguay, Thailand, Peru, Kenya, Rwanda, Turkey, India, Argentina and Portugal (Trucano, 2013). Few of these studies consider cost when estimating impact, and the impacts identified remain small or not yet determined. In all of the studies researched, in fact, there was no attempt to compare the cost and effectiveness of different ICT interventions within one study. The Kenya Primary Math and Reading Initiative (PRIMR) aims to improve literacy learning by aligning learning materials and teacher practices with current research, providing ongoing instructional support and observation, and supplying instructional materials and English and Kiswahili books for students. PRIMR is a partnership between USAID/Kenya and the Ministry of Education, with implementation by RTI International. Embedded in PRIMR is a study of the effectiveness and cost-effectiveness of ICT in Kenya, located in Kisumu county. What little evidence exists suggests that ICT programs are not often ineffective. However, in a context where printed material is quite expensive, e-readers may dramatically expand access to print. Similarly, the lack of integration of ICT into the formal system is often decried by the Kenyan Ministry of Education. The ICT program is under careful examination in order to determine the lessons learned for Kenya's own ICT program, with an emphasis on rapidly expanding access to ICT for primary school. Tables and figures are appended.
ED562779
ICT, Literacy and Teacher Change: The Effectiveness of ICT Options in Kenya
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
Yes
Equated Scores
Spanish
English
Language of Instruction
College Entrance Examinations
Research Reports
Verbal Tests
Mathematics Tests
Cognitive Tests
Language Proficiency
Predictor Variables
Prediction
Comparative Analysis
Screening Tests
Tables (Data)
Test Theory
Cascallar, Alicia S.
Dorans, Neil J.
Reports - Research
SAT (College Admission Test)
Prueba de Aptitud Academica
English as a Second Language Assessment Battery
Puerto Rico
Puerto Rico
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
Score linkages between the Verbal and Math sections of the SAT® I: Reasoning Test and the corresponding sections of the new version of a Spanish-language admissions test, the Prueba de Aptitud Academica® (PAA™) were investigated. A bilingual group design was employed. A language proficiency measure (ESLAT) was used to define the bilingual group and as a predictor variable. Prediction and scaling for concordance results were compared. Results indicated that for both single (PAA Verbal or PAA Math to the corresponding SAT I scores) and composite (PAA-V+M to SAT I-V+M and PAA-V+M+ESLAT to SAT-I V+M) score linkage, prediction is preferable to concordance. Comparison of prediction and concordance results for composite scores versus single construct scores indicate that when PAA Verbal is combined with PAA Math to form a composite, predictions of this composite are better than for Verbal alone, but worse than for Math alone.
ED562780
Linking Scores from Tests of Similar Content Given in Different Languages: Spanish Language PAA™ and English Language SAT® I. Research Report No. 2003-5. ETS RR-03-20
College Entrance Examination Board
2003-00-00
17
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
23
As Provided
JAN2020
Yes
College Entrance Examinations
Standardized Tests
Ethnic Groups
Language Usage
Gender Differences
Essays
Prompting
Writing Tests
Grade 11
High School Students
Scores
Reliability
African American Students
White Students
Hispanic American Students
Asian American Students
Statistical Analysis
English (Second Language)
Breland, Hunter
Kubota, Melvin
Nickerson, Kristine
Trapani, Catherine
Walker, Michael
Tests/Questionnaires
Reports - Research
SAT (College Admission Test)
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
Grade 11
Secondary Education
High Schools
This study investigated the impact on ethnic, language, and gender groups of a new kind of essay prompt type intended for use with the new SAT®. The study also generated estimates of the reliability of scores obtained using the prompts examined. To examine the impact of a new prompt type, random samples of eleventh-grade students in 49 participating high schools were administered writing tests using four different prompts, two of an old type and two of a new type. To obtain estimates of the reliability of scores for the old and new types of prompts, schools were asked to participate in a second round of testing to occur four months after the initial testing. Results of the impact analyses revealed no significant prompt type effects for ethnic, gender, or language groups, although there were significant differences in mean scores for ethnic and gender groups for all prompts. The score reliability estimates obtained were similar to those obtained in previous studies.
ED562781
New SAT® Writing Prompt Study: Analyses of Group Impact and Reliability. Research Report No. 2004-1. ETS RR-04-03
College Entrance Examination Board
2004-00-00
26
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
26
As Provided
JAN2020
Yes
Summer Programs
Reading Programs
Scaffolding (Teaching Technique)
Replication (Evaluation)
Elementary School Students
Grade 2
Grade 3
Comparative Analysis
Program Effectiveness
Reading Comprehension
Disadvantaged Schools
Low Income Students
Achievement Tests
Standardized Tests
Pretests Posttests
Least Squares Statistics
Experimental Groups
Control Groups
Kim, James S.
White, Thomas G.
Reports - Research
North Carolina
Iowa Tests of Basic Skills
North Carolina
Iowa Tests of Basic Skills
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 2
Primary Education
Early Childhood Education
Grade 3
READS (Reading Enhances Achievement During Summer) has been implemented in North Carolina schools for the past several years as part of an Investing in Innovation (i3) validation grant that began in fall 2010. This paper focuses on the Year 3 study and compares the Year 3 results to the Year 1 and Year 2 results, and the results of earlier studies. The purpose of the Year 3 study was to test the effectiveness of READS-PIF (Reads with Parent Involvement and Follow-up) in a larger sample of school districts and schools. Researchers addressed three main research questions: (1) What was the overall impact of READS-PIF on students' reading comprehension?; (2) Was the impact of READS-PIF greater in high poverty schools than in moderate poverty schools?; and (3) Was the impact of READS-PIF greater for students receiving free or reduced price lunch (FRL)? This study took place in 59 elementary schools from 7 school districts in North Carolina. Of the 59 schools, 44 were high-poverty schools, and 15 were moderate-poverty schools. The final analytic sample included 5,284 students (2,798 2nd graders, and 2,486 3rd graders). Nearly 80% of the students in the study were eligible for FRL. On the spring pretest, students scored somewhat below national norms on the Iowa Tests of Basic Skills (ITBS) reading comprehension test. The sample mean normal-curve equivalent score was 46. Intervention methods included: (1) end-of-year lessons; (2) family nights; (3) tri-folds; (4) follow-up calls; and (5) book matching and summer book distribution. Within each grade and school, students were randomly assigned to the treatment or control condition and pre- and post-tested on a standardized reading comprehension test, the Iowa Tests of Basic Skills (ITBS). OLS regression was used to estimate the main effect of the treatment condition, both overall and separately by grade. To address the question of whether school poverty moderated the treatment effect, researchers included a cross-level interaction involving the student-level treatment effect and school poverty. The results suggest that the scaffolded summer reading program may be effective for third grade girls but not third grade boys. Unlike the Year 1 and Year 2 studies, the results of this study do not indicate that treatment effects are moderated by poverty measured at the school level or individual student level. Tables are appended.
ED562782
Replicating the Effects of a Scaled-Up, Teacher-Scaffolded Voluntary Summer Reading Program
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
Foreign Countries
Outcome Measures
Outcomes of Education
Cluster Grouping
Randomized Controlled Trials
Test Validity
Test Reliability
Well Being
Scores
Educational Quality
Elementary School Students
Grade 2
Grade 3
Grade 4
Mathematics Tests
Reading Tests
Nonverbal Ability
Reading Ability
Psychometrics
Student Attitudes
Halpin, Peter F.
Torrente, Catalina
Reports - Research
Congo
Congo
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 2
Primary Education
Early Childhood Education
Grade 3
Grade 4
Intermediate Grades
Using reliable and valid measures of students' outcomes which are sensitive to change is critical for obtaining interpretable and therefore useful results from evaluations of school-based interventions. While measurement development for use in experimental evaluations receives a great deal of attention in the U.S., it lags behind in low-income countries. The Early Grade Math Assessment (EGMA, RTI, 2009) and Early Grade Reading Assessment (EGRA, RTI, 2009b) were developed by RTI international to provide snapshots of students' emerging math and reading abilities in low-income countries. The assessments use a series of discrete sub-tests (e.g., number identification, quantity discrimination, phonemic awareness, familiar/unfamiliar word decoding) and are increasingly employed by governments and Non-Governmental Organizations (NGOs) to diagnose the status of children's abilities and to fine tune interventions to meet the academic needs of children. As the popularity of evidence-based practices grows, EGMA and EGRA are also being used in experimental evaluations of school-based interventions. However, the use of multiple sub-test scores may inflate the risk of capitalizing on chance and undermine power to detect intervention impacts. The goals of the study are to describe and discuss the authors' conceptual and analytical approaches to developing valid and internally consistent measures of social-emotional processes and academic outcomes for use in a cluster randomized trial of Opportunities for Equitable Access to Quality Basic Education (OPEQ) in the Democratic Republic of the Congo (DRC). First, the authors present their approach to developing summary scores of children's early math and reading abilities. Second, they present psychometric analyses used to refine, reduce, and examine the underlying structure of scales intended to measure children's perceptions of school quality and socio-emotional well being. The analyses in this paper illustrate approaches to measuring children's academic outcomes, perceptions of school quality, and socio-emotional well being, as part of an impact evaluation in the Democratic Republic of the Congo. As such, they contribute to advances in devising more reliable and valid instruments to inform the development of increasingly effective educational interventions in diverse parts of the world. These findings provide a model for future use of evaluative educational instruments in low-income countries, and confirm the importance of critically evaluating such instruments for use in new populations.
ED562783
Measuring Critical Education Processes and Outcomes: Illustration from a Cluster Randomized Trial in the Democratic Republic of the Congo
Society for Research on Educational Effectiveness
2014-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
5
ERIC
JAN2020
Yes
Grade 8
Longitudinal Studies
Surveys
Children
Factor Structure
Demography
Grouping (Instructional Purposes)
Intervention
Middle School Students
Social Adjustment
Emotional Adjustment
Social Environment
Context Effect
School Role
Predictor Variables
Factor Analysis
Structural Equation Models
Kim, Ha Yeon
Schwartz, Kate
Cappella, Elise
Seidman, Edward
Reports - Research
Early Childhood Longitudinal Survey
Early Childhood Longitudinal Survey
Society for Research on Educational Effectiveness (SREE)
English
Grade 8
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Informed by the current literature, this study examines social contexts across middle grade schools with different grade span configurations. In doing so, the authors aim to build understanding of where and how to target interventions in the middle grades to enhance maintenance of social-emotional adjustment and experiences from middle childhood to early adolescence. Specifically, utilizing a large national dataset--the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K)--the authors: (1) describe the factor structure of the middle grade school social context as reported by administrators and teachers; (2) examine variation in social context among middle grade schools with different grade span configurations (k-8 schools; 6-8 middle schools; 7-9 junior high schools), controlling for school demographic and structural characteristics; and (3) test the role of middle grade school social context in the associations between school grade span configuration and student social adaptation and experiences (school attachment, perceived peer support, peer academic values). Results showed this study identified school social context as a potentially critical avenue of intervention toward supporting students' social and academic development in the middle grades. Tables and figures are appended.
ED562784
Navigating Middle Grades: Role of School Context in Students' Social Adaptation and Experiences
Society for Research on Educational Effectiveness
2014-00-00
13
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
26
ERIC
JAN2020
Yes
High School Students
Student Motivation
Predictor Variables
Secondary School Mathematics
Course Selection (Students)
Academic Persistence
Influences
Regression (Statistics)
Martinez, Marcela
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
Given the growing economic returns to education (Psacharopoulos & Patrinos, 2004) and the overwhelmingly high educational expectations of American high school students (Domina et al., 2011; Goyette, 2008), one might expect nearly all U.S. high school students to take as many academic courses as they can. Consistent with this expectation, much research on inequalities in course completion focuses on structural inequalities in "opportunities to learn" (Catsambis, 1994; Oakes, 1990; Schneider et al., 1998; Stevenson et al., 1994). This research demonstrates that students' current and future math opportunities are unequal and linked to inequalities formed in the past. However, less attention has been given to the fact that nearly 40 percent of U.S. high school students opt out of one or more years of high school mathematics (authors computations ELS: 2002). This estimate is even grimmer when we include high school dropouts and exclude retaken math courses. For this reason, this study focuses on students' agency to choose (or not) to take four years of math while accounting for a web of influences such as social background, math track, prior performance, and state policies. Drawing upon youth academic motivation research, this paper investigates the factors that influence student decisions to complete four years of high school mathematics. Tables and figures are appended.
ED562785
Motivational Predictors of Math Course Persistence
Society for Research on Educational Effectiveness
2014-00-00
20
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
53
ERIC
JAN2020
Yes
Meta Analysis
Correlation
Case Studies
Parent Participation
Academic Achievement
Data
Effect Size
Predictor Variables
Multivariate Analysis
Hierarchical Linear Modeling
Longitudinal Studies
Educational Research
Regression (Statistics)
Literature Reviews
Polanin, Joshua R.
Wilson, Sandra Jo
Reports - Research
Information Analyses
Society for Research on Educational Effectiveness (SREE)
English
The purpose of this project is to demonstrate the practical methods developed to utilize a dataset consisting of both multivariate and multilevel effect size data. The context for this project is a large-scale meta-analytic review of the predictors of academic achievement. This project is guided by three primary research questions: (1) How do we meta-analyze the heterogeneous and complex, multivariate, multilevel, and longitudinal correlational literature on parental involvement and academic achievement?; (2) What are the associations between parental involvement and academic achievement, controlling for socioeconomic status and age?; and (3) Are there differential impacts on academic achievement as a function of the type of parental involvement (i.e., school-based versus home-based)? The research design of this project is a multilevel, multivariate meta-analysis. Researchers have collected over 700 primary studies that measured and reported longitudinal correlations of behavior, attitude, and school readiness predicting academic achievement. More than 150,000 bivariate correlations have been extracted. The population of interest, given that this project is a meta-analysis, is primary studies. Researchers searched and screened traditional and grey literature databases, including PsycInfo, ERIC, Digital Dissertations, as well as several conference websites, and national study repositories. Experts in this field were also contacted. The results of this analysis provide a synthesized correlation matrix. To account for differences across the effect sizes and studies, researchers use a meta-regression to control differences in attrition, age, and race. The results of this project are ongoing. Based on 1,559 longitudinal correlation estimates, the simple weighted-mean effect size is positive and moderate across all correlations. Tables and figures are appended.
ED562786
Meta-Analyzing a Complex Correlational Dataset: A Case Study Using Correlations That Measure the Relationship between Parental Involvement and Academic Achievement
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
20
ERIC
JAN2020
Yes
Cluster Grouping
Randomized Controlled Trials
Statistical Analysis
Computation
Effect Size
Sample Size
Spreadsheets
Educational Research
Influences
Dong, Nianbo
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
For intervention studies involving binary treatment variables, procedures for power analysis have been worked out and computerized estimation tools are generally available. The purpose of this study is to: (1) develop the statistical formulations for calculating statistical power, minimum detectable effect size (MDES) and its confidence interval, and minimum required sample size to detect the effects of a continuous moderator variable at level 1 or level 2 in two-level simple cluster random assignment designs; and (2) operatize these formulas in the enhanced version of PowerUp! to create spreadsheets for calculating MDES. This report only shows the preliminary results of the MDES for detecting a level-2 continuous moderator effect in two-level cluster randomized experiments. The formulas for statistical power and the minimum required sample sizes will be derived accordingly.
ED562787
Power Analysis to Detect the Effects of a Continuous Moderator in 2-Level Simple Cluster Random Assignment Experiments
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
21
ERIC
JAN2020
Yes
Randomized Controlled Trials
Recruitment
Participation
Researchers
Educational Research
Elementary Schools
Secondary Schools
Secondary School Teachers
Research Design
Intervention
Gallagher, H. Alix
Roschelle, Jeremy
Feng, Mingyu
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Secondary Education
The objective of this study was to look across strategies used in a wide range of studies to build a framework for researchers to use in conceptualizing the recruitment process. This paper harvests lessons learned across 19 randomized controlled trials in K-12 school settings conducted by a leading research organization to identify strategies that have fostered successful recruitment efforts. The authors report on their experiences in recruiting teachers for random assignment experiments in public primary and secondary schools. While this collection of studies is a naturally occurring sample, it is still a useful sample due to its diversity. This study revealed that based on the experience, a well-detailed recruitment plan should clearly fit the research design, explain how the intervention will be packaged to reduce the burden on participants, describe the overall timeline, staffing and project management structure for the campaign, give examples of how messages will be communicated to potential recruits, discuss strategies for handling contingencies that emerge during the campaign, and be thoughtful about how applicants will be welcomed into the study and retained as participants.
ED562788
Recruiting Participants for Randomized Controlled Trials
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
ERIC
JAN2020
Yes
Cluster Grouping
Randomized Controlled Trials
Statistical Analysis
Computation
Effect Size
Sample Size
Educational Research
Program Evaluation
Influences
Spybrook, Jessaca
Kelcey, Ben
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Cluster randomized trials (CRTs), or studies in which intact groups of individuals are randomly assigned to a condition, are becoming more common in the evaluation of educational programs, policies, and practices. The website for the National Center for Education Evaluation and Regional Assistance (NCEE) reveals they have launched over 30 evaluation studies in the past decade, the majority of them utilizing a randomized trial. Clearly there are a large number of randomized trials of educational programs, policies, and practices either complete or currently in the field. The overarching goal of these randomized trials is generate rigorous evidence of whether or not a program works. In order to do this, studies must also be designed to detect moderator effects. The power to detect moderator effects at the student, cluster, or site level in CRTs has received much less attention in the literature than the power for the main effect of treatment. The purpose of this paper is to extend the work on power calculations for moderator effects to include moderator effects at any level for the following 4 types of CRTs: 2-level CRT, 3-level CRT, 3-level multi-site cluster randomized trial (MSCRT), and 4-level MSCRT. In addition to providing the calculations and R code to do the calculations, we start to develop intuition around the minimum detectable effect size for moderator effects using sample sizes from CRTs in the field of education. This paper represents the next step towards building the capacity of researchers to design CRTs that move beyond the main effect of treatment. Designing studies to detect not only whether or not an intervention works, but for whom or under what circumstances is critical. The results from this study suggest that in many cases, if a study is powered to detect a reasonable main effect of treatment and it has a reasonable number of individuals per cluster, then it will also be powered to detect an individual level moderator (although not shown in this proposal).
ED562789
Power Calculations for Binary Moderator in Cluster Randomized Trials
Society for Research on Educational Effectiveness
2014-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
Yes
Kindergarten
Early Childhood Education
African American Students
White Students
Racial Differences
Achievement Gap
Scores
Tests
Replication (Evaluation)
Longitudinal Studies
Surveys
Children
Socioeconomic Status
Mathematics Skills
Reading Skills
Executive Function
Short Term Memory
Quinn, David
Reports - Research
Early Childhood Longitudinal Survey
Woodcock Johnson Tests of Cognitive Ability
Early Childhood Longitudinal Survey
Woodcock Johnson Tests of Cognitive Ability
Society for Research on Educational Effectiveness (SREE)
English
Kindergarten
Primary Education
Early Childhood Education
A substantial body of evidence has shown large academic test score gaps between black and white students in early childhood. These gaps remain, and probably grow, as students progress through school. Many researchers have sought to explain these persistent test score gaps, and particularly, to understand the role of students' socio-economic status (SES) in the formation of these gaps. Using data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, Fryer and Levitt (2004), found large math and reading gaps at school entry, but a small number of SES-related variables explained all of the black-white reading gap and most of the math gap (with a standardized gap of 0.10 remaining). The recent release of data from the National Center for Education Statistics' (NCES) ECLS-K: 2011 provides an opportunity to test whether Fryer and Levitt's results replicate in a new nationally representative sample over a decade after the first ECLS-K. Additionally, unlike the ECLS-K: 1999, the ECLS-K: 2011 administered executive functioning assessments. Data from the ECLS-K: 2011 was used to update the picture of black-white test score gaps and gap trends over kindergarten, and to determine whether patterns found in the earlier ECLS-K: 1999 replicate. Questions guiding this project include: (1) Do measures of socioeconomic status explain black-white math and reading test score gaps in the fall and spring of kindergarten?; and (2) Do measures of executive functioning show the same patterns of results as measures of math and reading skills? Three separate assessments provided data: two subject area assessments (math and reading), and one executive functioning assessment testing working memory. These assessments were administered one-on-one by trained child assessors in the fall of kindergarten, and in the spring. The results for working memory show a somewhat different pattern than for math and reading, however, the SES variables explain somewhat less of the black-white gap, and the gap does not change substantially over the school year. The differing pattern of results for math and reading compared to executive functioning is consistent with the hypothesis that gap estimates are sensitive to the measure used, and are affected by whether the material on the assessments is learned mostly inside or outside school. The math and reading gaps, which represent knowledge learned in school, grow from fall to spring, while the unadjusted executive functioning gap, which does not measure curricular objectives, does not grow from fall to spring. Tables are appended.
ED562790
Kindergarten Black-White Test Score Gaps: Replicating and Updating Previous Findings with New National Data
Society for Research on Educational Effectiveness
2014-00-00
14
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
Yes
College Freshmen
Student Financial Aid
Academic Persistence
Financial Aid Applicants
Synchronous Communication
Telecommunications
Cues
Program Effectiveness
Intervention
Castleman, Benjamin L.
Page, Lindsay C.
Reports - Research
Massachusetts
Massachusetts
Society for Research on Educational Effectiveness (SREE)
English
Higher Education
Postsecondary Education
While considerable effort has been invested to increase FAFSA completion among high school seniors, there has been much less investment to ensure that college freshmen re-apply for financial aid. Text messaging is a promising approach to inform students of important stages in the financial aid re-application process and to connect them to professional assistance when they need help. Building on a previous experiment, this paper examines and investigates the impact of financial aid-related prompts on whether college freshman re-apply for aid and persist into sophomore year. This study provides rigorous, experimental evidence on the impact of freshman-year financial aid text reminders on students' college persistence. The experimental sample includes students who were assigned to the summer 2012 text messaging treatment group and who were enrolled in college in Fall 2012. 774 students met these conditions. Researchers randomly assigned 387 students to receive the freshman year financial aid text messaging intervention and 384 students to the control group. By virtue of using a randomized control trial design to select which students would receive the financial aid texts, researchers are able to employ straightforward regression analyses to isolate the causal effect of the messaging campaign on students' college attainment. Preliminary data indicates a substantial response from students to the financial aid nudges. These findings are relevant both to ongoing policy efforts to increase college success and completion among low-income students and, more generally, to efforts to harness technology to improve students' educational outcomes. Figures are appended.
ED562791
Freshman Year Financial Aid Nudges: An Experiment to Increase Financial Aid Renewal and Sophomore Year Persistence
Society for Research on Educational Effectiveness
2013-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
7
ERIC
JAN2020
Meets Evidence Standards without Reservations
http://ies.ed.gov/ncee/wwc/study/79016
Yes
Metacognition
Teacher Effectiveness
Classroom Techniques
Stress Variables
Well Being
Learner Engagement
Behavior Problems
Classroom Environment
Prosocial Behavior
Models
Interpersonal Competence
Teaching Methods
Middle School Students
Regression (Statistics)
Teacher Burnout
Mental Health
Prediction
Attitude Change
Teacher Attitudes
Quasiexperimental Design
Longitudinal Studies
Abenavoli, Rachel M.
Harris, Alexis R.
Katz, Deirdre A.
Jennings, Patricia A.
Greenberg, Mark T.
Reports - Research
Pennsylvania
Pennsylvania
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Teachers are responsible for delivering academic instruction, facilitating student learning and engagement, and managing classroom behavior. Stress may interfere with performance in the classroom, however (Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010), and recent studies suggest that stress is quite common among today's educators. In light of these trends and their potential for negatively impacting students' learning, it is critical to identify factors that support educators' health, wellbeing, and effectiveness. The Prosocial Classroom Model (Jennings & Greenberg, 2009) suggests that mindfulness and other aspects of social-emotional competence may lead to more effective classroom management and protect educators from experiencing a "burnout cascade" of deteriorating classroom climate, student misbehavior, and emotional exhaustion. Mindfulness has been defined as "paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally" (Kabat- Zinn, 1994, p. 4), and mindfulness training for adults has been linked with reductions in stress and improvements in wellbeing (Ospina et al., 2007). Emerging evidence from intervention studies suggests that mindfulness training is associated with improvements in teachers' classroom behavior (e.g., Flook, Goldberg, Pinger, Bonus, & Davidson, 2013; Jennings, Frank, Snowberg, Coccia, & Greenberg, 2013). In a central Pennsylvania middle school setting, the authors examined how educators' mindfulness at the beginning of the school year predicted change in educators' self-reported efficacy with respect to student engagement, classroom management, and instructional practices from fall to spring of the school year. Two tables are appended.
ED562792
Mindfulness Promotes Educators' Efficacy in the Classroom
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
16
ERIC
JAN2020
Yes
Mainstreaming
Remedial Mathematics
Introductory Courses
Statistics
Test Results
Scores
Randomized Controlled Trials
Community Colleges
College Students
Algebra
Workshops
Student Improvement
Predictor Variables
Outcomes of Education
Educational Experiments
Logue, Alexandra W.
Watanabe-Rose, Mari
Reports - Research
New York
New York
Society for Research on Educational Effectiveness (SREE)
English
Two Year Colleges
Higher Education
Postsecondary Education
This study used a randomized controlled trial to determine whether students, assessed by their community colleges as needing an elementary algebra (remedial) mathematics course, could instead succeed at least as well in a college-level, credit-bearing introductory statistics course with extra support (a weekly workshop). Researchers randomly assigned one-third of the participants to one of three types of courses: traditional elementary algebra; traditional elementary algebra plus a weekly workshop; or college-level, credit-bearing, introductory statistics plus a weekly workshop. The experiment was conducted at three urban CUNY community colleges: Borough of Manhattan Community College; Hostos Community College; and LaGuardia Community College. There were 721 participants combined across the three colleges. Their mean age was 21.1 years (SD = 5.5), and 54% of them were female. Researchers collected the final grades for each participant in the experiment, as well as their high school records and assessment test scores. Adding a weekly workshop to a traditional remedial elementary algebra course seemed to improve students' performance above the usual (low) pass rate. However, students in college-level introductory statistics with a weekly workshop passed at an even higher rate. Students with relatively high placement test scores and grades in high school, and students who registered for their classes relatively early, were particularly likely to pass the statistics course. A table is appended.
ED562793
Mainstreaming Remedial Mathematics Students in Introductory Statistics: Results Using a Randomized Controlled Trial
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Foreign Countries
Mathematics Skills
Reading Skills
Randomized Controlled Trials
Literacy
Numeracy
Elementary School Students
Skill Development
Developing Nations
Low Income Groups
Program Effectiveness
Equal Education
Educational Quality
Grade 2
Grade 3
Grade 4
Program Evaluation
Academic Achievement
Social Development
Emotional Development
Curriculum
Faculty Development
Starkey, Leighann
Aber, J. Lawrence
Johnston, Brian M.
Reports - Research
Congo Republic
Congo Republic
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 2
Primary Education
Early Childhood Education
Grade 3
Grade 4
Intermediate Grades
Mastering basic numeracy and literacy skills is one of the most fundamental goals of education. However, it is estimated that 250 million primary-school-age children lack basic reading, writing and math skills (UN, 2013). Children living in war and poverty stricken countries are among the least likely to attain those basic goals. The United States Agency for International Development (USAID) has set out to improve basic literacy--and to a lesser extent, basic numeracy--skills for 100 million children in low-income countries by 2015. USAID hopes to accomplish this through the development of innovative teaching techniques and learning materials, maximizing time spent on instruction, and strengthening household, community, and school partnerships. The present study is part of an impact evaluation of one such effort in the Democratic Republic of the Congo (DRC). The purpose of the study is to describe and discuss results from a cluster randomized trial of the "Opportunities for Equitable Access to Quality Basic Education" (OPEQ) program, using a sample of 8,879 second-, third-, and fourth-grade students in the province of Katanga. OPEQ was developed by the International Rescue Committee (IRC) with funding from USAID, to better the quality of teaching and learning processes and enhance children and youth's academic and socio-emotional outcomes in the DRC. Three tables are appended.
ED562794
Improving Congolese Children's Early Math and Reading Ability: Preliminary Results from a Cluster Randomized Trial in the Democratic Republic of the Congo
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
4
ERIC
JAN2020
Yes
College Entrance Examinations
Scores
College Students
Correlation
Gender Differences
Ethnic Groups
Racial Differences
Family Income
Parent Background
Educational Attainment
Institutional Characteristics
Socioeconomic Status
Academic Persistence
Questionnaires
Mattern, Krista D.
Patterson, Brian F.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
This study examines the relationship between scores on the SAT and retention to the second year of college using student level data from the freshman class of 2006 at 106 four-year institutions. Results indicate that the SAT predicts second-year retention, with 95.5 percent of high performers returning but only 63.8 percent of low performers. While retention rates do vary by subgroups (i.e., gender, ethnicity, parental income, and highest parental education) and institutional characteristics (i.e., control, selectivity, size), these differences are moderated when SAT performance and other indicators of academic preparation are considered. Three appendices are included: (1) Retention Rates Within Student and Institutional Characteristics by SAT Score Band; (2) Retention Rates by Two Institutional Characteristics; and (3) Retention Rates by Student Characteristics by Institutional Characteristics.
ED562795
Is Performance on the SAT® Related to College Retention? Research Report No. 2009-7
College Board
2009-00-00
30
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
26
As Provided
JAN2020
Yes
Community Colleges
Two Year College Students
College Freshmen
Academic Achievement
Academic Persistence
College Credits
Randomized Controlled Trials
Evidence
Graduation Rate
Summer Schools
Part Time Students
Full Time Students
Academic Records
Case Studies
Probability
Program Effectiveness
Control Groups
Experimental Groups
Comparative Analysis
Attewell, Paul
Douglas, Daniel
Reports - Research
New York
New York
Society for Research on Educational Effectiveness (SREE)
English
Two Year Colleges
Higher Education
Postsecondary Education
This paper uses the credits-attempted perspective--in the context of how many credits a student attempts in their first year of college--and reports on several related projects all intended to evaluate potential interventions to raise academic momentum among first-year community college students. The presentation contrasts non-experimental findings from analyses of transcript data with three randomized control trials aimed at assessing the impact of increasing student momentum. The research questions addressed are: (1) Is there evidence that increased academic momentum--defined as increased engagement in course-taking in the first year--improves retention and degree completion among community college students in non-experimental settings?; and (2) Will experimental manipulations or interventions that increase students' momentum result in better retention and degree completion? The research considers three potential interventions, programs, or practices: (1) enrolling in summer school immediately prior to starting at a community college; (2) increasing from a part-time course-load to a full-time course-load during the first year of college; and (3) attending summer school at the end of one's first year at community college. Researchers compare and contrast analyses of nation-wide transcripts, case study, and RCT data for community college students at the City University of New York (CUNY). The total number of participants was 1,570 with 719 in the control and 851 the experimental groups, respectively. Propensity score matched analyses of non-experimental data from national and CUNY transcript studies indicate that all three programs or interventions had significant positive effects on retention and/or degree completion among community college freshmen. Ongoing RCT experimental studies, however, have not shown significant results for all of the interventions. Preliminary results suggest that community colleges should offer bridge programs and summer programs, and encourage part-time students to increase to full time in their second semester. A table is appended.
ED562796
Increasing the Academic Momentum of Community College Students
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
4
ERIC
JAN2020
Yes
Foreign Countries
Females
Enrollment
Academic Persistence
Elementary School Students
Gender Differences
Trend Analysis
Program Effectiveness
Developing Nations
Social Influences
Intervention
Comparative Analysis
Control Groups
Experimental Groups
Models
Cost Effectiveness
Grants
Training
Scholarships
Access to Education
Clubs
Case Studies
Qualitative Research
Bos, Johannes M.
Sherman, Dan
Orgut, Burhan
Reports - Research
Liberia
Liberia
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Under-enrollment of girls in primary and secondary is a longstanding and well-documented problem in developing countries. Limited parental and communal resources combine with cultural factors to create a disincentive for parents to send their girls to school and to keep them there throughout the school year and for the full primary and secondary school years. Girls in developing countries often enroll in school later than boys, attend less consistently, and drop out of school earlier. This phenomenon has serious negative consequences for the girls, their families, their future children, and the economic and social development of the communities in which they live. Because of this, girls' education has been a major focus for international aid agencies like USAID and for NGOs engaged in international educational development. The evidence on the effectiveness of programs to promote girls' enrollment and attendance is relatively limited. The project described herein is a demonstration project involving 60 primary schools in three counties in Liberia. The project, funded by USAID and the Millennium Challenge Corporation, provided 40 of these schools with three years of funding and logistical support to implement three different intervention models. The remaining 20 schools functioned as a comparison group. Outcomes for children exposed to three intervention models are compared to identify which model is the most effective one to carry forward in further scale up of the intervention. The purpose of the study is to (1) document the implementation of the three models in the participating schools; (2) measure the impacts of each of the three models on girls' educational outcomes; and (3) analyze the relative cost-effectiveness of the three models under different assumptions.
ED562797
Impacts of a Program to Improve Girls' Enrollment and Persistence in Liberia Elementary Schools: The Challenge of Using Gender Differences in Aggregate Outcome Trends to Identify Program Effects
Society for Research on Educational Effectiveness
2014-00-00
USAID
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
ERIC
JAN2020
Yes
Early Intervention
Disadvantaged Youth
Neighborhoods
Young Children
Environmental Influences
Program Effectiveness
Child Care
Comparative Analysis
Randomized Controlled Trials
Preschool Education
Outcomes of Education
Statistical Analysis
Statistical Significance
Verbal Ability
Intelligence Tests
Vocabulary
Context Effect
Morris, Pamela A.
Connors, Maia C.
McCoy, Dana Charles
Gomez, Celia J.
Yoshikawa, Hiro
Aber, J. Lawrence
Reports - Research
Peabody Picture Vocabulary Test
Woodcock Johnson Tests of Achievement
Peabody Picture Vocabulary Test
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Preschool Education
Early Childhood Education
This paper capitalizes on the addition of geocodes for Head Start centers in which children were randomly assigned to address questions about the role of neighborhood characteristics in moderating impacts of assignment to the Head Start program. Researchers explore the extent to which impacts of assignment to Head Start on outcomes for children vary by the availability of alternative child care options, as well as the presence of community crime and neighborhood socioeconomic disadvantage. This research uses data from the Head Start Impact Study and includes 4,440 3- and 4-year-old children who were randomly assigned off a waitlist in 351 Head Start programs across 81 Head Start grantees to either receive an invitation to participate in Head Start services, or to the control group (no offer of Head Start). Randomization was conducted based on 202 center groups: a total of 2,644 children were randomized to receive Head Start services and 1,796 were randomized to the control group. Ultimately, children enrolled in 1,632 classrooms across 930 Head Start and non-Head Start centers. Researchers matched center geocodes to data from the US Department of Education (DOE), the American Community Survey, and Economic Census data to assess availability of alternative child care and preschool options. Initial results demonstrate: (1) a significant effect of child care availability on the treatment impact on children's PPVT scores; (2) no statistically significant effects of neighborhood characteristics on Head Start impacts were found for children's Woodcock Johnson Letter Word Identification; and (3) neighborhood crime analyses reveal evidence for treatment moderation of Head Start's impact on children's PPVT scores. Figures are appended.
ED562798
Do Head Start Impacts Vary by Neighborhood Context?
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
3
ERIC
JAN2020
Yes
English Language Learners
Teaching Methods
Instructional Effectiveness
Literature Reviews
Educational Principles
Reading Instruction
Writing Instruction
Speech Skills
Listening Skills
Reading Skills
Writing Skills
Curriculum Development
Culturally Relevant Education
Metacognition
Learning Strategies
Language Usage
Vocabulary Development
Reading Comprehension
Oral Language
Written Language
Models
Holistic Approach
Li, Jun
Information Analyses
Reports - Research
College Board
English
The purpose of this literature review is to identify the most effective instructional principles for English language learners (ELLs) as documented by prominent researchers in the field and existing research reviews. This report is intended as a high-level synthesis of existing reviews of the literature rather than a comprehensive search and documentation of all primary research articles on ELL teaching and learning. To this end, this review lists the most effective principles for ELL instruction and documents the supporting research evidence for those principles. Principles 1 and 2 are about implementing challenging curriculum and designing the academic content. Principles 3, 4, and 5 are about effective instruction and the available strategies teachers may use in their teaching. Principles 6 and 7 deal with how to teach ELLs to acquire vocabulary and build reading ability. Principle 8 focuses on how to teach ELLs to use the English language. Last, Principle 9 is about the integration of four language skills: reading, writing, speaking, and listening.
ED562799
Principles of Effective English Language Learner Pedagogy. Research in Review 2012-3
College Board
2012-00-00
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
68
As Provided
JAN2020
Yes
Access to Education
College Entrance Examinations
High School Students
Advanced Placement Programs
Annotated Bibliographies
Aptitude Tests
College Preparation
College Readiness
Educational Research
Faculty Development
Graduation Rate
Research Reports
Student Participation
Barry, Carol
Cooney, Siobhan
Laitusis, Vytas
Matos-Elefonte, Haifa
McKillip, Mary
Merriman, Jennifer
Niu, Sunny
Smith, Kara
Reference Materials - Bibliographies
SAT (College Admission Test)
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This annotated bibliography contains summaries of research studies examining a number of College Board assessments and programs. To be included in the bibliography, each study needed to meet a number of criteria. First, articles must have been published (as a College Board research report, in an external journal, or as an ETS research report). Conference presentations or proceedings were not included because these materials often do not undergo as much scientific scrutiny as fully published papers. Also, the articles must represent research as either a validity study or an impact/evaluation study. All SAT® studies must have used samples from 2005 or later to account for the new test design, and Advanced Placement Program® (AP®) studies should have been published in the last 20 years. All studies are grouped by assessment/program, and key findings that represent a synthesis across the studies are presented. Key findings refer to results of the most rigorous work to date regarding the College Board program in question. [For the 2012 edition, see ED561019.]
ED562800
Research on College Board Programs and Services: Annotated Bibliography 2013. Research in Review 2013-1
College Board
2013-00-00
52
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Reading Comprehension
Gender Differences
Comparative Analysis
Test Wiseness
Test Items
College Entrance Examinations
Reading Achievement
Reading Strategies
Cognitive Processes
Guessing (Tests)
Correlation
High School Students
Powers, Donald E.
Reports - Research
SAT (College Admission Test)
Test of Standard Written English
SAT (College Admission Test)
Test of Standard Written English
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Data were reanalyzed from a previously reported study of the passage dependence of reading comprehension questions being developed for the revised SAT. The objective was to uncover any gender differences in approaches to and performance on a task requiring examinees to answer reading comprehension questions without reading the passages on which the questions were based. Verbally able males and females were compared with respect to their reported use of a variety of test-taking strategies involving reasoning, personal knowledge, and guessing. A few relatively small (and often inconsistent) differences were detected between male and female test takers. However, far more similarities than differences were noted with respect to both test performance and test-taking behavior. If these results are generalizable to more typical tests of verbal ability, they would seem to suggest that males and females employ quite similar approaches to standardized test taking.
ED562801
Performance by Gender on an Unconventional Verbal Reasoning Task: Answering Reading Comprehension Questions without the Passages. Report No. 95-2. ETS RR No. 95-14
College Entrance Examination Board
1995-00-00
11
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
23
As Provided
JAN2020
Yes
Correlation
Language Tests
Student Surveys
Language Proficiency
Comparative Analysis
English (Second Language)
Second Language Learning
Reports - Evaluative
Test of English as a Foreign Language
Test of English as a Foreign Language
College Entrance Examination Board
English
The College Board conducted a survey of students who took the ELPT test in 1996 and 1997. The survey yielded responses from 141 students with self-reported TOEFL scores. The results suggest a strong, near linear relationship between students' performance levels on these two English language proficiency instruments.
ED562802
Relationship between ELPT™ and TOEFL Performance: A Preliminary Analysis. Research Summary RS-03
College Entrance Examination Board
1998-01-00
2
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Minority Group Students
Academic Achievement
High Achievement
Achievement Gap
Higher Education
Undergraduate Students
Affirmative Action
Student Financial Aid
Socialization
College Freshmen
Program Evaluation
College Entrance Examinations
Scores
Disadvantaged Youth
Parent Background
Educational Attainment
Family Income
College Bound Students
Racial Differences
Ethnic Groups
Diversity (Faculty)
Doctoral Degrees
Gándara, Patricia
Reports - Descriptive
SAT (College Admission Test)
California
California
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
Secondary Education
High Schools
Commissioned by the College Board's National Task Force on Minority High Achievement, this report describes higher education programs and strategies that have the capacity to help many more minority students distinguish themselves academically on the undergraduate level. Chapters included in this report are: (1) Introduction; (2) The Challenge; (3) Academic Interventions for Minority Students in an Era of Waning Affirmative Action; (4) Programs That Strive to Increase Minority Achievement in Higher Education; (5) Confronting the Overprediction Problem and Stimulating High Achievement; and (6) Conclusions and Recommendations. A bibliography is included. The following are appended: (1) List of institutions, agencies, and organizations around the country from which nominees for possible programs concerned with promoting minority high achievement were sought; (2) List of considered, but eliminated, programs; and (3) List of programs serving as exemplars of the vast array of efforts being mounted nationwide. [This report was written with the assistance of Julie Maxwell-Jolly.]
ED562803
Priming the Pump: Strategies for Increasing the Achievement of Underrepresented Minority Undergraduates
College Entrance Examination Board
1999-12-00
129
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
ERIC
JAN2020
Yes
Teacher Effectiveness
Teacher Evaluation
Measurement
Psychometrics
Classroom Observation Techniques
Interrater Reliability
Item Response Theory
Hierarchical Linear Modeling
Scores
Kelcey, Ben
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Valid and reliable measurement of teaching is essential to evaluating and improving teacher effectiveness and advancing large-scale policy-relevant research in education (Raudenbush & Sadoff, 2008). One increasingly common component of teaching evaluations is the direct observation of teachers in their classrooms. Classroom observations have been long viewed as a promising way to evaluate and develop teachers because they anchor assessments in specific and observable criteria (Gitomer, 2009). Despite the potential of classroom observations to identify strengths and address specific weaknesses in teachers' practices, a significant problem with observed teaching scores is that they confound construct-irrelevant variation with persistent teaching quality (i.e., observed scores are not independent of the characteristics of a specific observation). In observational assessments of teaching, one key source of construct-irrelevant variation is the differences among raters. Research has shown that even after extensive training there are important differences in how raters interpret evidence and that these differences potentially introduce variability in the structure of the scale established by the guiding rubric/instrument (e.g., Eckes, 2009; Hill, Charlambous, & Kraft, 2012; Engelhard, 2002). The focus of this study was to develop and investigate a set of psychometric methods that accommodate, as best as possible, measurement noninvariance among raters. To estimate persistent teaching quality using rater-mediated classroom observations, a cross-classified multilevel random item effects graded response model was developed. Because instruments have different visions of teaching quality and use different systems and sets of competencies to operationalize these theories, instruments may vary in their sensitivity to rater effects. Instruments that are less sensitive to rater differences may reduce the value of the proposed method. Evidence from this study suggests the promise of random item effect models to address measurement non-invariance in rater-mediated assessments. However, there is a question of whether random item effects and the associated approximate measurement invariance can adequately compensate for differences in the scales raters use. Tables are appended.
ED562804
Noninvariant Measurement in Rater-Mediated Assessments of Teaching Quality
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
Research Methodology
College Readiness
Career Readiness
Teaching Methods
Learning Strategies
Quasiexperimental Design
High Schools
School Districts
Educational Research
Research Design
Intervention
Institutional Characteristics
Mathematical Concepts
High School Students
Secondary School Mathematics
Comparative Analysis
Experimental Groups
Educational Change
Disadvantaged Youth
Student Characteristics
Student Surveys
Problem Solving
Scores
Zeiser, Kristina
Rickles, Jordan
Garet, Michael S.
Reports - Research
California
New York
Program for International Student Assessment
California
New York
Program for International Student Assessment
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
To help researchers understand potential issues one can encounter when conducting propensity matching studies in complex settings, this paper describes methodological complications faced when studying schools using deeper learning practices to improve college and career readiness. The study uses data from high schools located in six districts across two states: California and New York. The study used a quasi-experimental matched design, in which each network school was matched to a non-network school within the same (or neighboring) school district. Results from the "Study of Deeper Learning" illustrated the tensions between the realities associated with conducting research based on matching methods and the simplicity of textbook study design and analysis. In this paper, different areas were examined in which the nature of the intervention being studied and the constraints and challenges of working with districts and schools affected design and analysis decisions and the potential threats to the validity of research findings. Tables are appended.
ED562805
Methodological Complications of Matching Designs under Real World Constraints: Lessons from a Study of Deeper Learning
Society for Research on Educational Effectiveness
2014-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
3
As Provided
JAN2020
Yes
Foreign Countries
Reading Achievement
Reading Instruction
Reading Fluency
Reading Comprehension
Reading Improvement
Outcomes of Education
Intervention
Randomized Controlled Trials
Program Implementation
Grade 1
Grade 2
Oral Reading
Benchmarking
Program Effectiveness
Zuilkowski, Stephanie Simmons
Piper, Benjamin
Reports - Research
Kenya
Kenya (Nairobi)
Kenya
Kenya (Nairobi)
Society for Research on Educational Effectiveness (SREE)
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
Grade 2
If children do not learn how to read in the first few years of primary school, they will struggle to complete the cycle and are at greater risk of dropping out. It is therefore crucial to identify and test interventions that have the potential of making a large impact, can be implemented quickly, and are affordable to be taken to scale by the Kenyan government. This is the goal of the PRIMR Initiative--to test various options for improving learning outcomes and instruction in Kenyan schools, using a randomized controlled design. The design is essential to this contribution, as many pilot programs in the sector do not test the impacts of quality-improvement methods at a medium scale and with enough rigor to identify a causal impact. In this paper, the authors focus on early-grade literacy outcomes--reading fluency and comprehension--after one year of implementation for pupils in grades 1 and 2. Study findings indicated that the first year of PRIMR had a positive impact on the three outcomes of interest--oral reading fluency, the percentage of pupils who read at the MOE's benchmark, and reading comprehension--although not on all combinations of language, grade, and school type. Also, the meaningful first-year impacts of PRIMR on student achievement have implications for teacher professional development in Kenya. One table and one figure are appended.
ED562806
Improving Reading Outcomes in Kenya: First-Year Effects of the PRIMR Initiative
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
15
ERIC
JAN2020
Yes
Special Education
Learning Problems
Mathematics Instruction
Student Needs
Mainstreaming
Special Schools
Foreign Countries
Quasiexperimental Design
Experimental Groups
Control Groups
Mathematics Achievement
Student Characteristics
Databases
Teacher Surveys
Questionnaires
Parent Surveys
Scores
Elementary Schools
Longitudinal Studies
Vanlaar, Gudrun
Vandecandelaere, Machteld
De Fraine, Bieke
De Witte, Kristof
Van Damme, Jan
Reports - Research
Belgium
Belgium
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
In this paper, the authors looked at the effectiveness of special education schools for mathematics learning. Mathematics education is a key to increasing the later professional and citizenship opportunities of students and mathematical understanding influences decision making in all areas of life. Additionally, math failure correlates highly with referral to special education, grade retention, and school dropout and are cumulative and worsen with time, therefore, early identification and intervention is important. Empirical data from Flanders, the Dutch-speaking part of Belgium, was used, which makes an interesting case study as it has a strong tradition of separate special education. Study results indicated that students with special educational needs are better off in mainstream education than in a special education school, at least as far as mathematics goes. Also, practical implications suggest that transferring students to special schools is, on average, not beneficial. One figure and one table are appended.
ED562807
Is Transition to a Special Education School an Effective Answer to Mathematics Difficulties?
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
34
ERIC
JAN2020
Yes
Research Methodology
Quasiexperimental Design
Evaluation Methods
Comparative Analysis
Scoring
Probability
Elementary Secondary Education
Experimental Groups
Control Groups
Measurement Techniques
Grade 11
Models
Statistical Analysis
Economics
Educational Research
Participation
Hansen, Ben B.
Fredrickson, Mark M.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Secondary Education
Grade 11
Secondary Education
High Schools
The goal of this research is to make sensitivity analysis accessible not only to empirical researchers but also to the various stakeholders for whom educational evaluations are conducted. To do this it derives anchors for the omitted variable (OV)-program participation association intrinsically, using the Love plot to present a wide range of possible values in a compact yet intuitive manner. At the same time it calibrates anchor points for the OV-outcome association extrinsically, drawing on published descriptions of nationally representative samples. The overall approach requires a quasi-experimental comparison using matching or weighting for covariate adjustment. Study results report that what is gained in return is a vast widening of the audience for sensitivity analysis. Broadening participation increases the pool of information brought to bear on the inherently subjective assessments required to assess omitted variable sensitivity. One figure is appended.
ED562808
Omitted Variable Sensitivity Analysis with the Annotated Love Plot
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
29
ERIC
JAN2020
Yes
Achievement Gap
School Districts
Racial Differences
White Students
African American Students
Hispanic American Students
Socioeconomic Status
Demography
National Competency Tests
Educational Legislation
Federal Legislation
Scores
Effect Size
Statistical Analysis
Reardon, Sean F.
Shores, Kenneth A.
Kalogrides, Demetra
Weathers, Ericka S.
Reports - Research
National Assessment of Educational Progress
No Child Left Behind Act 2001
No Child Left Behind Act 2001
National Assessment of Educational Progress
Society for Research on Educational Effectiveness (SREE)
English
There are nearly 14,000 school districts in the United States. Of these districts, there is very little information about the size of academic achievement gaps between whites and blacks and white and Hispanic students. This study was interested in district-level achievement patterns across the almost 14,000 school districts in the country because districts differ dramatically in their socioeconomic and demographic characteristics, and because districts have considerable influence over instructional and organizational practices that may affect academic achievement gaps: including teacher hiring, evaluation, and placement decisions, professional development opportunities, student assignment and desegregation efforts, the allocation of resources among schools, and the type and availability of specialized instructional programs. The US Department of Education has provided a unique data set that contains the counts of students scoring in each of their state's proficiency categories. Study results found considerable variation in the level of white-Hispanic and white-black achievement gaps across districts in the United States. In the following months, additional explanation for this variation is expected by including a number of district-level control variables. Tables and figures are appended.
ED562809
Patterns of Achievement Gaps among School Districts: New Data, New Measures, New Insights
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Academic Achievement
Success
Predictor Variables
Educational Experience
Individual Characteristics
College Admission
Admission Criteria
College Entrance Examinations
Reports - Evaluative
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
A study of the relationship of preadmission characteristics of students was conducted across nine colleges with over 25,000 applicants and 4,800 admitted students. Among the findings are: ratings by college staff were influential in admission decisions, but students so identified were not likely to achieve higher grades or persist into sophomore year at a rate higher than would be predicted by high school grades and test scores; at the most selective institutions, various personal qualities played an important role in selection, whereas colleges rejecting fewer applicants relied less on these qualities; and minority status, college affiliation (e.g., alumni), and ratings by admission staff were more highly related to admission decisions than other sources of data on personal qualities.
ED562810
Personal Qualities and Academic Experiences: Predictors of Academic Success. Research Summary. RS-02
College Entrance Examination Board
1997-10-00
2
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Program Evaluation
Educational Research
High Schools
Secondary School Curriculum
English Curriculum
Secondary School Mathematics
Professional Development
Program Effectiveness
Quasiexperimental Design
Mixed Methods Research
Pretests Posttests
College Entrance Examinations
National Competency Tests
Achievement Tests
Teacher Surveys
Student Surveys
High School Students
Secondary School Teachers
Kobrin, Jennifer
Reports - Research
SAT (College Admission Test)
National Assessment of Educational Progress
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
National Assessment of Educational Progress
SAT (College Admission Test)
College Entrance Examination Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
SpringBoard is a program in Mathematics and English Language Arts for students in grades 6 through 12. The College Board first began work on developing rigorous instructional content and assessments in the early 1990s through a program called Pacesetter. While the original focus of Pacesetter was 4th year high school courses, Pacesetter users encouraged the College Board to develop instructional frameworks for grades 6 through 12. This enhanced and expanded program is now known as SpringBoard. This report summarizes formal, in-depth evaluations from 1997 through 2001.
ED562811
Pacesetter® Research and Evaluation Findings. Research Summary. RS-06
College Entrance Examination Board
2001-10-00
2
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Predictive Validity
Learning Disabilities
Testing Accommodations
Grade Point Average
Correlation
Gender Differences
College Freshmen
Cahalan, Cara
Mandinach, Ellen B.
Camara, Wayne J.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
The predictive validity of the SAT I: Reasoning Test was examined for students who took the test with an extended time accommodation for a learning disability. The sample included college students with learning disabilities who took the SAT I between 1995 and 1998 with extended time accommodations. First year grade point average (FGPA) was used as a measure of student performance. Although positive, the adjusted correlation between FGPA and SAT scores was lower for test-takers with a learning disability than has been shown in prior research on test-takers without disabilities. Two appendixes are included: (1) Examples of SAT Accommodations; and (2) Guidelines for Documentation.
ED562812
Predictive Validity of SAT® I: Reasoning Test for Test-Takers with Learning Disabilities and Extended Time Accommodations. Research Report No. 2002-5. ETS RR-02-11
College Entrance Examination Board
2002-00-00
20
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
26
As Provided
JAN2020
Yes
College Entrance Examinations
Test Preparation
Use Studies
Incidence
Cognitive Tests
Educational Resources
Program Descriptions
Program Costs
Time Factors (Learning)
Student Surveys
Secondary School Students
School Surveys
Student Participation
Questionnaires
Program Effectiveness
Test Coaching
Powers, Donald E.
Reports - Research
Tests/Questionnaires
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
Secondary Education
To document the extent of special test preparation for the SAT I: Reasoning Test, a stratified random sample of some 6,700 students who registered to take the SAT in 1995-96 was surveyed. A smaller companion survey sought information about special preparation programs from a stratified random sample of secondary schools whose students take the SAT. The objectives were to: determine the availability, and incidence of use, of a variety of programs and resources designed to prepare students to take the SAT; describe some of the salient features of these resources; and estimate the amount of time (and money) that students spend on preparing for the test. Though the surveys differed slightly from similar surveys conducted in 1986-87, they were designed generally to enable comparison with the results of the earlier surveys. The student survey found that prospective SAT takers participate, to varying degrees, in a variety of preparation activities, and on average, students spend approximately 11 hours preparing for the SAT. The results of the school survey revealed that a slight majority (52 percent) of all secondary schools now offer programs to prepare students for the SAT, about the same proportion (49 percent) as in 1986-87. Two appendices are included: (1) Student Questionnaire; and (2) School Questionnaire.
ED562813
Preparing for the SAT® I: Reasoning Test--An Update. College Board Report No. 98-5
College Entrance Examination Board
1998-00-00
27
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
20
As Provided
JAN2020
Yes
High School Students
College Entrance Examinations
Scores
Academic Achievement
Correlation
Verbal Tests
Mathematics Tests
Writing Tests
Advanced Placement Programs
Grade Point Average
Grades (Scholastic)
Student Participation
Secondary School Mathematics
English Curriculum
Milewski, Glenn B.
Sawtell, Ellen A.
Reports - Research
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
College Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
This study investigated relationships between scores on the verbal, mathematics, and writing sections of the PSAT/NMSQT and the following indicators of academic achievement in high school: years of study, participation in specific math and English language arts courses, high school grade point average, academic intensity, and participation and performance in AP courses. The results showed that there are moderate to strong relationships between indicators of academic achievement and PSAT/NMSQT scores. Two appendices are included: (1) Mean Verbal, Mathematics, Writing, and Composite PSAT/NMSQT® Scores by Intended College Major; and (2) Number and Percent of Test-Takers by Years of Study Within an Academic Area.
ED562814
Relationships between PSAT/NMSQT® Scores and Academic Achievement in High School. Research Report No. 2006-6
College Board
2006-00-00
22
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
10
As Provided
JAN2020
Yes
Randomized Controlled Trials
Low Income Groups
Scholarships
Performance Factors
Postsecondary Education
Colleges
Program Evaluation
Academic Achievement
Outcomes of Education
Program Effectiveness
Academic Persistence
Student Characteristics
Intervention
College Credits
Mayer, Alexander
Reports - Research
Louisiana
Arizona
California
Florida
New Mexico
New York
Ohio
Arizona
California
Florida
Louisiana
New Mexico
New York
Ohio
Society for Research on Educational Effectiveness (SREE)
English
Postsecondary Education
Higher Education
Performance-based scholarships were developed to help tackle some of the financial obstacles facing students in the postsecondary education system. In general, these scholarships aim to help reduce the financial burdens of low-income college students, and are structured to help incentivize good academic progress. Performance-based scholarships were evaluated in six states across the U.S. with eight educational institutions and one state-level intermediary. The postsecondary institutions involved were all community colleges or non-selective four-year colleges, all of whose populations contain predominantly low-income students. The studies each use a random assignment research design, the "gold standard" in program evaluation. The study results reported performance-based scholarships are a promising way to tie additional financial aid to academic benchmarks and improve outcomes for low-income students. These studies showed that performance-based scholarship programs can be replicated in diverse contexts across the United States and that they work for different types of students in these settings: the scholarships generally have positive impacts on students' academic performance. Together these trials produce highly reliable estimates of the impacts of performance-based scholarships. Tables are appended.
ED562816
Performance-Based Scholarships: Replication at Six Sites Using Randomized Controlled Trials
Society for Research on Educational Effectiveness
2014-00-00
21
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
5
ERIC
JAN2020
Yes
Reading Achievement
Reading Programs
Reading Instruction
Educational Innovation
Program Evaluation
Program Effectiveness
Educational Change
Technology Uses in Education
Educational Technology
Faculty Development
Technical Assistance
Models
Educational Policy
Public Policy
Program Implementation
School Districts
Principals
Administrator Surveys
Teacher Surveys
Control Groups
Experimental Groups
Comparative Analysis
Reading Comprehension
Elementary School Teachers
Elementary School Students
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 5
Grants
Hierarchical Linear Modeling
Slavin, Robert E.
Madden, Nancy A.
Quint, Janet
Reports - Research
Woodcock Johnson Tests of Achievement
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Kindergarten
Primary Education
Early Childhood Education
Grade 1
Grade 2
Grade 3
Grade 5
Intermediate Grades
Middle Schools
"Success for All" (SFA) is one of the best known and thoroughly evaluated school reform models. Further evaluation of the initiative is especially important for two reasons. First, the program model has continued to evolve over time, with a greater emphasis placed on the use of engaging technology in the classroom and on the deployment of school district personnel trained by SFAF to provide professional development services and technical assistance to schools along with SFAF coaches. Second, many school reading programs have also modified their practices since earlier SFA evaluations were conducted. MDRC, a nonprofit, nonpartisan education and social policy research organization, is conducting the evaluation of the i3 scale-up. The data reported here come from the first of a series of three reports from that evaluation. That report examines the implementation and effects on student learning of SFA during the 2011-2012 school year, the first year that the program was put in place. The evaluation employs an experimental design, in which 37 schools in five school districts participating in the scale-up effort were assigned at random to a program group and a control group. The study results reported instructional logs and principal and teacher surveys point to key ways in which reading instruction in SFA schools and control schools differed. Reading lessons in SFA schools were more likely than those in control schools to emphasize comprehension. Teachers in SFA schools were also more likely to emphasize aspects of instruction that are hallmarks of the SFA program: grouping and regrouping of students for reading from first grade on by ability level and across grades, and, from kindergarten on, regular use of cooperative learning techniques and close adherence to a highly scripted curriculum. "Success for All" is maintaining its effectiveness. Tables and figures are appended.
ED562817
Reading Outcomes of Success for All: Early Results from the MDRC Investing in Innovation Evaluation
Society for Research on Educational Effectiveness
2014-00-00
Department of Education (ED), Office of Innovation and Improvement
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
2
ERIC
JAN2020
Yes
Positive Behavior Supports
Sustainability
Qualitative Research
Critical Incidents Method
Content Analysis
Reliability
Validity
Interrater Reliability
Feedback (Response)
Program Implementation
Classroom Techniques
Positive Reinforcement
Teamwork
Administrator Role
Communities of Practice
Data
Teacher Participation
Expertise
Faculty Mobility
Conflict
Semi Structured Interviews
Foreign Countries
Andreou, Theresa E.
McIntosh, Kent
Ross, Scott W.
Kahn, Joshua D.
Reports - Research
British Columbia
Canada
English
The purpose of this exploratory study was to identify, categorize, and describe practitioners' perspectives regarding factors that help and hinder sustainability of Tier I (universal) systems within School-wide Positive Behavioral Interventions and Supports (SWPBIS). Seventeen participants involved in sustaining Tier I SWPBIS over several years within a school district were interviewed and asked what events affected its long-term implementation through a qualitative approach called Critical Incident Technique. Two hundred and twenty-seven critical incidents were recorded and sorted into emergent unitary clusters based on content analysis. These categories then underwent rigorous reliability and validity checks, including expert analysis, inter-rater agreement, and participant feedback. This process yielded 13 categories that represent the participants' experience of sustainability: Continuous Teaching, Positive Reinforcement, SWPBIS Team Effectiveness, Staff Ownership, School Administrator Involvement, Adaptation, Community of Practice, Use of Data, Involving New Personnel, Access to External Expertise, Maintaining Priority, Staff Turnover, and Conflict of Personal Beliefs/Mistaken Beliefs. [This paper was published in "Journal of Special Education" v49 n3 p157-167 2015.]
ED562819
Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports
Grantee Submission
Journal of Special Education v49 n3 p157-167 2015
2015-00-00
Institute of Education Sciences (ED)
33
T
2016
40
As Provided
JAN2020
Yes
R324A120278
Yes
Observation
Research Methodology
Reliability
Scoring
Training
Interaction
Social Cognition
Administrator Role
Administrator Education
Competence
Certification
Protocol Analysis
Interviews
Video Technology
Mixed Methods Research
Bell, Courtney A.
Yi, Qi
Jones, Nathan D.
Lewis, Jennifer M.
McLeod, Monica
Liu, Shuangshuang
Reports - Research
California
California
Society for Research on Educational Effectiveness (SREE)
English
Evidence from a handful of large-scale studies suggests that although observers can be trained to score reliably using observation protocols, there are concerns related to initial training and calibration activities designed to keep observers scoring accurately over time (e.g., Bell, et al, 2012; BMGF, 2012). Studies offer little insight into how educational practitioners understand and score observation protocols. This lack of clarity on the factors that facilitate and constrain educators' learning and use of observation systems makes it difficult to implement training and quality control processes at scale. In order to effectively train administrators at scale, it is critical to understand how administrators learn to complete two major tasks--learning to create accurate scores and learning to have conversations around those scores that support instructional improvement. This study takes the perspective that scoring observations of classroom interactions is a complex socio-cognitive process that must be understood in order to improve observer training, and ultimately, score quality. This study suggests administrators have a great deal of knowledge they bring to bear on the observation process. They also bring a commitment to improving instruction to their observation work. In other words, they are not blank slates as they go through observer training. That said, certification data suggest observers have much to learn about how to accurately score lessons according to the protocol. It is unclear whether the knowledge and commitments observers bring is supportive of high quality scores or the improvement of instruction. Future studies should investigate whether the way in which principals use observation protocols results in better, more useful observation scores. Tables are appended.
ED562820
Observer Use of Standardized Observation Protocols in Consequential Observation Systems
Society for Research on Educational Effectiveness
2014-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
7
ERIC
JAN2020
Yes
Parent School Relationship
Educational Change
Educational Improvement
Academic Achievement
School Turnaround
Parents
Barriers
Parent Surveys
Parent Attitudes
Intervention
Elementary Secondary Education
Participant Characteristics
Parent Participation
Statistical Distributions
Parent Role
Focus Groups
Interviews
Schueler, Beth
Reports - Research
Illinois
Illinois
Society for Research on Educational Effectiveness (SREE)
English
Elementary Secondary Education
A series of metaanalyses have documented a notable association between family engagement with children's learning and students' academic outcomes (Fan & Chen, 2001; Hill & Tyson, 2009; Jeynes, 2003, 2005, 2007). Family-school engagement is also associated with effective school-level reform and improvement efforts. The University of Chicago Consortium on Chicago School Research examined the commonalities between schools that experienced academic improvement over a period of seven years in the Chicago Public School system and identified five essential characteristics that were in place at improved schools, one of which was strong relationships between parents and schools (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010). This body of research has helped spark a series of policy efforts to promote family-school engagement at federal, state, and district levels, often as a key strategy for turning around persistently low-performing schools (Gehlbach, Mapp, Capotosto, Bahena, Schueler & Garland, 2013). While some scholars argue that these policies could mitigate educational inequality, others caution that universal family involvement promotion efforts have the potential to reinforce patterns of educational inequality. Scholars have documented class-based differences in the skills, confidence, and orientation necessary for parents to effectively intervene in school affairs (Diamond & Gomez, 2004; Lareau, 1987, 1989, 2002; Lareau & Munoz, 2012; McGrath & Kuriloff, 1999). To the extent that family engagement does indeed improve students' chances for academic success, class-based differences in family-school relations could contribute to class-based achievement gaps. Pro-engagement policy efforts could mitigate inequality if they successfully encourage involvement among the least engaged parent populations. However, universal family involvement promotion efforts have the potential to reinforce educational inequality if they simply provide more support for already engaged parents to either stay involved or increase their involvement (Lareau & Shumar, 1996; Fine, 1993). Therefore, additional research is needed to examine whether these programs decrease or reinforce inequality and to identify what policies and practices best encourage engagement among those parents whose children would benefit most. At the school level, to effectively target and promote engagement, educators need to understand how parents perceive the degree to which they engage, whether parents' perceptions align with the school's view, as well as the barriers that parents believe prevent them from getting involved (Hoover-Dempsey et al., 2005; Hoover-Dempsey & Sandler, 1997). Unfortunately, there are a limited number of existing tools designed to measure family-school engagement, and particularly barriers to engagement. This presentation and paper describe the process one research team used to develop a set of survey tools that assess parents' perceptions of their engagement with their children's schools and the barriers they perceive that prevent them from becoming more involved. Findings suggest that educational leaders and researchers alike can use the survey tools developed to measure parent perceptions of their engagement with the school and the barriers they face to becoming more involved. The author believes that the tools described here can aid educators in identifying groups of parents that are less engaged and in need of targeted outreach efforts, designing family-engagement strategies that are tailored to their communities, and tracking their progress at encouraging engagement over time. The author also supports the opinion that researchers can rely on these tools to better understand the ways in which family-school engagement can be harnessed to alleviate, rather than reinforce, educational inequality. Tables are appended.
ED562821
Measuring Family-School Relations for School Reform and Improvement
Society for Research on Educational Effectiveness
2014-00-00
16
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
30
ERIC
JAN2020
Yes
Instructional Program Divisions
Faculty Development
Emotional Response
Attention
Interpersonal Competence
Intervention
Behavior Problems
At Risk Students
Emotional Problems
Program Effectiveness
Classroom Environment
Emotional Development
Reading Achievement
Elementary School Students
Rural Schools
Teacher Competencies
Workshops
Inservice Teacher Education
Randomized Controlled Trials
Observation
Rating Scales
Murray, Desiree W.
Rabiner, David L.
Carrig, Madeline M.
Reports - Research
United States (Southeast)
Conners Rating Scales
Conners Rating Scales
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Professional development for teachers has historically been fairly didactic in nature (Garet et al., 2001; Rose & Church, 1998), which is believed to limit effectiveness and translation to teacher practice change (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005). One well-established program with a more active, collaborative training approach is the Incredible Years Teacher Classroom Management Program (IYT). Although positive effects on young children's social-emotional competence have been demonstrated for this program when implemented in combination with other Incredible Years programs (Webster-Stratton, Reid, & Hammond, 2001; 2004; Webster-Stratton, Reid, & Stoolmiller, 2008), the program has not been evaluated as an independent intervention or with regard to academic outcomes for early elementary students. As with many teacher-directed universal interventions for behavior problems or social-emotional development, there may be differential effects for students with different risk levels (Bierman et al, 2010). In addition, it is possible that social-emotional learning (SEL) interventions may have varying impact based upon students' developmental levels. Typically, it is believed that such interventions may be more effective for younger students, although there may be other contextual factors that affect outcomes. Thus, moderator analyses can be informative in understanding intervention effects. Overall, this study demonstrates modest effects of a relatively low-cost universal teacher training intervention on classroom climate, student social-emotional outcomes, and reading achievement. It contributes to the efficacy literature for the Incredible Years teacher program, which is supported for use with at-risk children in early childhood settings in combination with other interventions, by showing independent intervention effects in a large, normative sample of early elementary students attending rural schools. It is also the first study of this program to identify specific effects on an academic test, supporting the link between SEL programs and achievement. Tables and figures are appended.
ED562822
Grade Level Effects of the Incredible Years Teacher Training Program on Emotion Regulation and Attention
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
13
ERIC
JAN2020
Yes
Replication (Evaluation)
Robustness (Statistics)
Meta Analysis
Regression (Statistics)
Effect Size
Sample Size
Probability
Error of Measurement
Error Correction
Simulation
Tipton, Elizabeth
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Replication studies allow for making comparisons and generalizations regarding the effectiveness of an intervention across different populations, versions of a treatment, settings and contexts, and outcomes. One method for making these comparisons across many replication studies is through the use of meta-analysis. A recent innovation in meta-analysis is the introduction of a robust variance estimator (RVE) that allows for the inclusion of multiple, correlated effect sizes in a meta-analysis. While the RVE estimator is unbiased in large-samples, its small sample properties are often not ideal. This paper investigates possible approaches to adjusting the RVE estimator when the number of studies is small (less than 40), which is common in the both meta-analyses and replication studies in education. Results indicate that, even with m = 40 studies, the probability of a Type I error for the standard RVE estimator can be much larger than a = 0.05. For this reason the author argues that it is best if the corrections provided within the study are implemented in all RVE analyses, even those of moderate to large sizes. Tables and figures are appended.
ED562823
Synthesizing Results from Replication Studies Using Robust Variance Estimation: Corrections When the Number of Studies Is Small
Society for Research on Educational Effectiveness
2014-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
16
ERIC
JAN2020
Yes
High Stakes Tests
Value Added Models
Teacher Influence
Teacher Effectiveness
Bias
Validity
Longitudinal Studies
Surveys
Children
Public Schools
Grade 4
Grade 5
Language Arts
Body Height
Elementary School Students
Reading Instruction
Mathematics Instruction
Reading Achievement
Mathematics Achievement
Correlation
Student Characteristics
Age Differences
Racial Differences
Ethnic Groups
Gender Differences
Interaction
Databases
Bitler, Marianne P.
Corcoran, Sean P.
Domina, Thurston
Penner, Emily K.
Reports - Research
New York
Early Childhood Longitudinal Survey
New York
Early Childhood Longitudinal Survey
Society for Research on Educational Effectiveness (SREE)
English
Grade 4
Intermediate Grades
Elementary Education
Grade 5
Middle Schools
The growing availability of data linking students to classroom teachers has made it possible to estimate the contribution teachers make to student achievement. While there is a growing consensus that teacher quality is important and current evaluation systems are inadequate, many have expressed concerns over the use of value-added measures (VAMs) in high-stakes personnel decisions. We conduct a new test of the validity of teacher value-added models. We apply traditionally estimated VAM models to an outcome that teachers cannot plausibly have a causal effect on: student height. Any estimated "effect" of teachers on height should raise questions about the extent to which VAMs cleanly distinguish between effective and ineffective teachers. We also examine two potential interpretations for effects of teachers on height. The first is that these effects reflect bias, sorting to teachers on the basis of unobserved factors related to height (that may or may not be related to achievement). The second is that these effects reflect measurement error or other forms of random "noise." Both have implications for the use of VAMs in practice. The findings raise important questions about the extent to which VAMs cleanly distinguish between effective and ineffective teachers. This is especially important when personnel and compensation decisions are tied to individual VAM estimates.
ED562824
Teacher Effects on Student Achievement and Height: A Cautionary Tale
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
21
ERIC
JAN2020
Yes
Mathematics Skills
Academic Ability
Correlation
Elementary School Students
Mathematics Achievement
Knowledge Level
Elementary School Mathematics
Secondary School Mathematics
Preschool Education
Kindergarten
Grade 1
Grade 3
Predictor Variables
Adolescents
Educational Quality
Longitudinal Studies
Child Behavior
Check Lists
Verbal Ability
Intelligence Tests
Vocabulary
Personality
Questionnaires
Family Environment
Observation
Watts, Tyler W.
Duncan, Greg J.
Siegler, Robert S.
Davis-Kean, Pamela E.
Reports - Research
Woodcock Johnson Tests of Achievement Revised
Continuous Performance Test
Child Behavior Checklist
Peabody Picture Vocabulary Test (Revised)
Home Observation for Measurement of Environment
Continuous Performance Test
Home Observation for Measurement of Environment
Peabody Picture Vocabulary Test
Child Behavior Checklist
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Secondary Education
Preschool Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Grade 3
A number of studies, both small scale and of nationally-representative student samples, have reported substantial associations between school entry math ability and later elementary school achievement. However, questions remain regarding the persistence of the association between early growth in math ability and later math achievement due to the increasing complexity of math knowledge required to be successful in middle and high school. The current study relates both preschool level math skills and growth in math skills over kindergarten and 1st grade to math achievement measured into adolescence. Although it was expected that the association between early math growth and later achievement would decline over time, the study found that early math growth across kindergarten and 1st grade predicts age 15 math achievement as strongly as it predicts 3rd grade achievement. The study results imply the need for high quality math instruction and interventions during the period in which students first begin their primary schooling, as growth during in math ability during early elementary school appears to pay large dividends for achievement into adolescence. Tables and figures are appended.
ED562825
The Groove of Growth: How Early Gains in Math Ability Influence Adolescent Achievement
Society for Research on Educational Effectiveness
2014-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
20
ERIC
JAN2020
Yes
Acceleration (Education)
Associate Degrees
Program Effectiveness
Cost Effectiveness
Program Implementation
Community Colleges
Outcomes of Education
Comparative Analysis
Urban Universities
Two Year College Students
Fidelity
Low Income Students
College Programs
Weiss, Michael
Scrivener, Susan
Fresques, Hannah
Ratledge, Alyssa
Rudd, Tim
Sommo, Colleen
Reports - Research
New York
New York
Society for Research on Educational Effectiveness (SREE)
English
Two Year Colleges
Higher Education
Postsecondary Education
The City University of New York's (CUNY's) Accelerated Study in Associate Programs (ASAP) combines many of the ideas from a range of programs into a comprehensive model that requires students to attend school full-time, and provides supports and incentives for three years. ASAP's financial aid reforms, enhanced student services, and scheduling reforms are designed to increase the proportion of students who graduate with an associate's degree. Broadly speaking, the primary objective of the study is to determine: What is the effect of the ASAP program on students' academic outcomes? This question examines whether ASAP is effective compared with the business-as-usual services offered at the participating colleges. This is the question at the heart of the evaluation. The three-year ASAP program bundles together a group of strategies--financial aid reforms, enhanced student services, and schedule reforms--many of which have a research base on their effectiveness therefore the study's results reported ASAP is one of the most ambitious efforts in the country to improve the success rates of low-income postsecondary students. Services at community colleges are often lacking--particularly when contrasted with services at four-year institutions--and initiatives such as ASAP may be what is needed to help the field see beyond the status quo and achieve the results desired by policymakers. Tables and figures are appended.
ED562826
The Platinum Bullet: An Experimental Evaluation of CUNY's Accelerated Study in Associate Program (ASAP)--New Three-Year Impacts, Cost Analyses, and Implementation Findings
Society for Research on Educational Effectiveness
2014-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
11
ERIC
JAN2020
Yes
Researchers
Partnerships in Education
Educational Research
Educational Policy
Policy Formation
College Readiness
Career Readiness
Stakeholders
Educational Cooperation
Needs Assessment
Akey, Terri
Hodara, Michelle
Morse, Les
Rosselli, Hilda
Finkelstein, Neal
Reports - Descriptive
United States (Northwest)
Alaska
Oregon
Alaska
Oregon
Society for Research on Educational Effectiveness (SREE)
English
The purpose of this panel is to discuss how researchers and policymakers work together in two Regional Education Laboratory (REL) research alliances to develop research agendas aimed at changing policy and practice and to provide practical lessons for researchers about the challenges and solutions to working in a research alliance context. The main content of the panel discussion will focus on three key issues that have emerged in their research alliance work--stakeholder engagement, capacity for research, and evidence use. The panel will describe how each key issue manifested in both featured alliances, explore variation in the approach to each issue, and discuss lessons that can be drawn from each alliance's experience to improve research alliance work. At the close of the panel, the moderator will provide a short response to the panelists' presentation and will engage the audience in a facilitated question-and-answer session about the key issues presented.
ED562827
The Power of Partnerships: Lessons Learned from Research Alliances in the Northwest
Society for Research on Educational Effectiveness
2014-00-00
5
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
ERIC
JAN2020
Yes
Algebra
Secondary School Mathematics
Middle School Students
Acceleration (Education)
Predictor Variables
Probability
Mathematics Achievement
Scores
Grade 6
Grade 7
Grade 8
Educational Policy
Regression (Statistics)
Dougherty, Shaun M.
Goodman, Joshua
Hill, Darryl
Litke, Erica
Page, Lindsay
Reports - Research
North Carolina
North Carolina
Society for Research on Educational Effectiveness (SREE)
English
Secondary Education
Middle Schools
Junior High Schools
Intermediate Grades
Elementary Education
The Wake County Public School System (WCPSS) in North Carolina recently addressed the issue of advancement in and equitable access to advanced mathematics. Under a recent policy, WCPSS uses a SAS-generated predicted probabilities of students' success in obtaining a passing score on the NC Algebra I End-of-Course (EOC) exam, to determine recommended course placement in grades 6 through 8. The authors examine the question: do students who are just eligible for advancement in mathematics in middle school and who participate in advanced mathematics lead to improved academic outcomes compared to students who just miss being eligible for advancement and who do not enroll in advanced mathematics? By focusing on the students on the margin of eligibility under this policy the authors use a regression-discontinuity design to estimate the causal impact of this mathematics acceleration policy on subsequent test scores, grades, and course-taking behavior of middle-school students in Wake County who were exposed to this policy. The results indicate that students on the margin of eligibility and who participate in advanced mathematics in middle school may experience negative effects as a result of being in a peer group of more advanced ability, on average. Tables and figures are appended.
ED562828
Updating Algebra for All?: Evidence of a Middle-Grades Math Acceleration Policy
Society for Research on Educational Effectiveness
2014-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
41
ERIC
JAN2020
Yes
Preschool Education
Program Descriptions
Access to Education
Low Income Groups
Developmentally Appropriate Practices
Educational Quality
Preschool Children
Randomized Controlled Trials
Regression (Statistics)
Rating Scales
Farran, Dale C.
Bilbrey, Carol
Reports - Research
Tennessee
Early Childhood Environment Rating Scale
Tennessee
Early Childhood Environment Rating Scale
Society for Research on Educational Effectiveness (SREE)
English
Preschool Education
Early Childhood Education
Interest in scaling up prekindergarten programs for children from low income families is dramatically increasing, especially with the announcement by President Obama of support for "universal preschool." Research in early education supports the idea of developmentally appropriate practice as reflected in instructional groupings and covered content; however, it is not yet clear if such appropriate practice and consistency in that practice can be upheld in a statewide program. This paper focuses on evidence from one portion of the Tennessee Voluntary Pre-Kindergarten Program (TN-VPK) evaluation from which classroom observations yield information on classroom quality state-wide. One table is appended.
ED562829
Variation in Observed Program Characteristics across Classrooms in the Tennessee Voluntary Pre-Kindergarten Program
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
5
ERIC
JAN2020
Yes
Attrition (Research Studies)
Student Attrition
Randomized Controlled Trials
Standards
Evidence
Models
Statistical Bias
Error of Measurement
Intervention
Educational Research
Deke, John
Chiang, Hanley
Reports - Descriptive
Society for Research on Educational Effectiveness (SREE)
English
Meeting the What Works Clearinghouse (WWC) attrition standard (or one of the attrition standards based on the WWC standard) is now an important consideration for researchers conducting studies that could potentially be reviewed by the WWC (or other evidence reviews). Understanding the basis of this standard is valuable for anyone seeking to meet existing standards and for anyone interested in adopting this approach to developing a standard (that is, combining a theoretical model with empirical estimates of key parameters) in a new context. The purpose of this paper is to explain the WWC attrition model, the process for selecting key parameter values for that model, and how the model informed the development of the WWC attrition standard and can be used to develop attrition standards tailored to other substantive areas. The model of attrition bias presented here, and the standard based on it, is an effort to protect consumers of research from drawing mistaken conclusions because of bias (in this case, attrition bias) in impact estimates. Tables and figures are appended.
ED562830
Theoretical and Empirical Underpinnings of the What Works Clearinghouse Attrition Standard for Randomized Controlled Trials
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
4
ERIC
JAN2020
Yes
Kindergarten
Mathematics Education
Intervention
Mathematics Achievement
Randomized Controlled Trials
Small Group Instruction
Mathematics Tests
Classroom Observation Techniques
Statistical Analysis
Common Core State Standards
Teaching Methods
Doabler, Christian
Clarke, Ben
Smolkowski, Keith
Fien, Hank
Baker, Scott
Reports - Research
Oregon
Oregon
Society for Research on Educational Effectiveness (SREE)
English
Kindergarten
Primary Education
Early Childhood Education
The adoption of the Common Core State Standards for Mathematics (CCSSM, 2010) in 46 states has raised the mathematical proficiency bar for U.S. students. The advent of these new standards is at a time when the body of empirical evidence on the negative consequences of early and persistent difficulties in mathematics is clear, compelling, and growing. The purpose of this 4-year Goal-3 Efficacy Trial, funded by the Institute of Education Sciences (Clarke, Doabler, Smolkowski, & Fien, 2012), is to study the efficacy of ROOTS, a (Tier 2) kindergarten mathematics intervention designed to improve the mathematics achievement of students at risk for MD. This presentation focuses on data generated from the first year of the larger efficacy trial (2012-2013). The study used a randomized control trial (RCT) design (blocking on classrooms) to investigate the ROOTS intervention when implemented under rigorous experimental conditions. Year 1 of the ROOTS efficacy trial took place in 29 kindergarten classrooms from four school districts in Oregon with approximately 10 eligible students per classroom. The two primary aims of this presentation are: (1) present impact findings from the first year of the 4-year ROOTS efficacy trial; and (2) empirically examine the association between instructional intensity, manipulated via instructional group size, and student mathematics achievement. One table is appended.
ED562831
Testing the Efficacy of a Tier 2 Kindergarten Mathematics Intervention: Findings of Year 1
Society for Research on Educational Effectiveness
2014-00-00
Institute of Education Sciences (ED)
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
12
ERIC
JAN2020
Yes
Yes
Sustainability
Positive Reinforcement
Intervention
Barriers
School Personnel
Teacher Surveys
Qualitative Research
Teacher Attitudes
Positive Attitudes
Negative Attitudes
Time Management
Money Management
Administrator Attitudes
Administrators
Elementary Schools
High Schools
Middle Schools
Measures (Individuals)
Phenomenology
Pinkelman, Sarah
McIntosh, Kent
Raspica, Caitlin
Berg, Tricia
Strickland-Cohen, M. Kathleen
Reports - Research
English
Elementary Education
High Schools
Secondary Education
Middle Schools
Junior High Schools
The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of School-wide Positive Behavioral Interventions and Supports (SWPBIS). School personnel representing 860 schools implementing or preparing to implement SWPBIS completed an open-ended survey of factors regarding its sustainability. Qualitative analyses were used to assess perceptions of the most important factors related to sustainability. Thematic analysis produced 13 themes regarding enablers and/or barriers. The most commonly cited enablers were Staff Buy-in, School Administrator Support, and Consistency. The most commonly cited barriers were Staff Buy-in, Resources: Time, and Resources: Money. Results are discussed in terms of enhancing durability of evidence-based practices in schools. [This article was published in "Behavioral Disorders," v40 n3 p171-183 May 2015 (EJ1072245).]
ED562832
Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports
Grantee Submission
Behavioral Disorders v40 n3 p171-183 May 2015
2015-05-00
Institute of Education Sciences (ED)
31
T
http://www.ccbd.net/publications/behavioraldisorders
2016
44
As Provided
JAN2020
Yes
R324A120278
Yes
Algebra
Remedial Mathematics
Academic Failure
Credits
Summer Programs
High School Students
Secondary School Mathematics
Online Courses
Public Schools
Randomized Controlled Trials
Mathematics Achievement
Pretests Posttests
Regression (Statistics)
Student Characteristics
Least Squares Statistics
Outcomes of Education
Cohort Analysis
Context Effect
Evidence
High School Freshmen
Evidence Based Practice
Comparative Analysis
Conventional Instruction
At Risk Students
Program Effectiveness
Research Design
Statistical Significance
Educational Benefits
Eno, Jared
Heppen, Jessica
Reports - Research
Illinois
Illinois
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
Algebra is considered a key gatekeeper for higher-level mathematics course-taking in high school and for college enrollment (Adelman, 2006; Gamoran & Hannigan, 2000). Yet, algebra pass rates are consistently low in many places (Higgins, 2008; Ham & Walker, 1999; Helfand, 2006), including Chicago Public Schools (CPS). This is of particular concern because academic performance in core courses during the first year of high school is the strongest predictor of eventual graduation (Allensworth & Easton, 2005). Offering online credit recovery courses is one strategy to deal with high failure rates. However, no rigorous evidence currently exists about the efficacy of online credit recovery courses. Understanding patterns of treatment effects may provide clues to the relative strengths and weaknesses of online and standard face-to-face (f2f) learning. A related policy question is whether district and school administrators should target online learning to certain students. This paper investigates these questions by exploring heterogeneity in the treatment effects of online algebra credit recovery using Chicago Public School students who failed second semester Algebra I in the spring of freshman year, and attempted credit recovery as part of the study in summer 2011 or 2012. [For a related abstract, see ED562834.]
ED562833
Targeting Summer Credit Recovery
Society for Research on Educational Effectiveness
2014-00-00
Institute of Education Sciences (ED)
5
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
ERIC
JAN2020
Yes
Algebra
Remedial Mathematics
Academic Failure
Credits
High School Students
Online Courses
Evidence
Randomized Controlled Trials
Public Schools
High School Freshmen
Evidence Based Practice
Outcomes of Education
Research Design
Comparative Analysis
Summer Programs
At Risk Students
Program Effectiveness
Cohort Analysis
Statistical Significance
Educational Benefits
Student Attitudes
Difficulty Level
Heppen, Jessica
Sorensen, Nicholas
Reports - Research
Illinois
Illinois
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
The consequences of failing core academic courses during the first year of high school are dire. More students fail courses in ninth grade than in any other grade, and a disproportionate number of these students subsequently drop out (Herlihy, 2007). As shown in Chicago and elsewhere, academic performance in core courses during the first year of high school is the strongest predictor of eventual graduation (Allensworth & Easton, 2005). Credit recovery online courses are a promising and popular strategy strategy to address high failure rates. This paper describes the design and initial implementation of a randomized control trial that was designed to strengthen the evidence base for online credit recovery. Using a sample of Chicago Public School first-time freshman who failed second semester Algebra (Algebra IB), the study tests: (1) the impact of online Algebra I for credit recovery against the standard face-to-face (f2f) version of the course; and (2) the effects of offering expanded credit recovery options with online algebra, relative to business as usual (i.e., summer programming that schools would offer in the absence expanded credit recovery efforts).
ED562834
Study Design and Impact Results
Society for Research on Educational Effectiveness
2014-00-00
Institute of Education Sciences (ED)
4
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
ERIC
JAN2020
Yes
Yes
Dropout Prevention
Intervention
Dropout Rate
Elementary School Students
Secondary School Students
Foreign Countries
At Risk Students
Student Needs
Program Effectiveness
Grade 7
Grade 8
Grade 9
Grade 5
Grade 4
Grade 6
Cultural Relevance
Attendance
Academic Achievement
Student Behavior
Parent Participation
Recreational Activities
Learning Activities
After School Programs
Control Groups
Experimental Groups
Comparative Analysis
Surveys
Questionnaires
Student Records
Multivariate Analysis
Murray, Nancy
Tietjen, Karen
Reports - Research
Cambodia
India
Tajikistan
Timor (Portuguese)
Cambodia
India
Tajikistan
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Secondary Education
Grade 7
Junior High Schools
Middle Schools
Grade 8
Grade 9
High Schools
Grade 5
Intermediate Grades
Grade 4
Grade 6
From 2000 to 2011, the number of children out of school worldwide has decreased from 102 million to 57 million--a reduction of almost 50 percent (Millennium Development Goals Report, 2013). However, many children in developing countries do not complete primary or secondary cycles once they enroll; out of the 137 million children who entered first grade in 2011, 34 million are likely to leave school before reaching the last grade in primary school (Millennium Development Goals Report, 2013). Unfortunately, the research base into interventions targeting student dropout in developing countries is still underdeveloped. The School Dropout Prevention Pilot (SDPP), a five-year, multi-country program, funded by the U.S. Agency for International Development, is designed to help fill this research gap by piloting and evaluating interventions aimed at decreasing student dropout rates in primary and secondary schools in Cambodia, India, Tajikistan, and Timor-Leste. Each intervention consists of an Early Warning System (EWS), which uses student data to identify and provide additional support students who are most likely to drop out of school, and additional country-specific school activities. The impact evaluations address the following questions: (1) Do the interventions improve the dropout rate? (2) Do the interventions improve student engagement in school? (3) Do the interventions improve student behavioral and attitudinal outcomes? (4) Do the interventions improve teacher behavior and attitudes? and (5) What are the programs' impacts on all of the above dimensions for students identified as being at risk of dropping out of school? In this presentation, the authors present impacts from the first follow-up data collection, which represents less than a complete school year of exposure to the interventions. They will conduct two rounds of additional data collection in the remaining two years of the program. Two tables are appended.
ED562835
School Dropout Prevention Pilot--First Follow-Up Impacts
Society for Research on Educational Effectiveness
2014-00-00
USAID
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
25
ERIC
JAN2020
Yes
College Entrance Examinations
Scores
Grade Point Average
Academic Achievement
Academic Records
Predictor Variables
Predictive Validity
Test Bias
Graduation
Grading
Grades (Scholastic)
African American Students
Females
Hispanic American Students
Asian American Students
Disabilities
Burton, Nancy W.
Ramist, Leonard
Reports - Research
Numerical/Quantitative Data
Information Analyses
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
Studies predicting success in college for students graduating since 1980 are reviewed. SAT scores and high school records are the most common predictors, but a few studies of other predictors are included. The review establishes that SAT scores and high school records predict academic performance, nonacademic accomplishments, leadership in college, and postcollege income. The combination of high school records and SAT scores is consistently the best predictor. Academic preadmission measures contribute substantially to predicting academic success (grades, honors, acceptance and graduation from graduate or professional school); contribute moderately to predicting outcomes with both academic and nonacademic components (persistence and graduation); and make a small but significant contribution to predicting college leadership, college accomplishments (artistic, athletic, business), and postcollege income. A small number of studies of nonacademic predictors (high school accomplishments, attitudes, interests) establish their importance, particularly for predicting nonacademic success.
ED562836
Predicting Success in College: SAT® Studies of Classes Graduating since 1980. Research Report No. 2001-2
College Entrance Examination Board
2001-00-00
38
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
110
As Provided
JAN2020
Yes
College Entrance Examinations
Gender Differences
Prediction
Correlation
Grade Point Average
Grades (Scholastic)
College Bound Students
Grade Inflation
Course Selection (Students)
Test Results
Test Bias
High School Students
Reports - Research
SAT (College Admission Test)
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
Secondary Education
High Schools
The SAT I: Reasoning Test actually predicts how well females will do in college better than it predicts for males. Results from validity studies that have been conducted with hundreds of colleges and universities and examined by ETS and external researchers consistently confirm that the SAT correlation with both freshman GPA and individual course grades is actually higher for females than males.
ED562837
SAT® and Gender Differences. Research Summary RS-04
College Entrance Examination Board
1998-02-00
4
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Teacher Evaluation
Evaluators
Reliability
Teacher Attitudes
Partnerships in Education
Researchers
Generalizability Theory
Teacher Surveys
Scoring Rubrics
Administrators
Administrator Role
Secondary School Teachers
Elementary School Teachers
Sporte, Susan E.
Jiang, Jennie Y.
Luppescu, Stuart
Reports - Research
Tests/Questionnaires
Illinois
Illinois
Society for Research on Educational Effectiveness (SREE)
English
Secondary Education
Elementary Education
Starting in 2012-13, researchers have worked in partnership with Chicago Public Schools (CPS) and the Chicago Teachers Union (CTU) to study implementation of Chicago's new teacher evaluation system: Recognizing Educators Advancing Chicago's Students (REACH). This paper presents findings as well as experiences from the collaboration with CPS and the CTU as they seek to identify real-time strategies for improving implementation. The paper focuses on findings from two key components for implementing a new evaluation system: the reliability of evaluators, and teacher perceptions of their evaluators and the new process. Researchers share findings from the following research questions about Chicago's new teacher evaluation system: (1) To what extent do systematic differences between evaluators affect teacher ratings?; (2) What are teacher perceptions of their evaluators?; and (3) What are teacher perceptions of the new observation process? In addition to these questions, this paper describes how the district utilized findings to guide changes to the implementation of Chicago's new evaluation system. To understand systematic differences in evaluators and their effect on teacher observation ratings, researchers focus on three aspects of evaluator behavior: (1) evaluator severity; (2) evaluator internal consistency; and (3) reliability using a generalizability theory approach. Data for this study includes CPS personnel and administrative data from the 2012-13 school year, observation ratings from external observers, and survey data from the 2012-13 and 2013-14 school year. Findings from the end of the first year of REACH implementation include: (1) In general, administrators were able to apply the rating rubric in ways that were consistent with predictions given component difficulty. About 3 percent of administrators were identified as muted and about 5 percent of administrators were erratic; (2) There is considerable variation in evaluator severity, but few are so extreme as to have a very substantial effect on teacher ratings. About 10 percent of the sample of evaluators is extremely severe or lenient. In general, most administrators and external observers were rating within 0.5 points of the average; and (3) In the first year of REACH implementation, teachers were generally positive about the accuracy of the ratings they received from evaluators and the observation process. Tables and figures are appended.
ED562838
Teacher Evaluation in Practice: Understanding Evaluator Reliability and Teacher Engagement in Chicago Public Schools
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
2
ERIC
JAN2020
Yes
Student Diversity
Higher Education
College Students
Questionnaires
Racial Bias
Educational Environment
Interaction
Peer Influence
Social Influences
Educational Research
Teacher Attitudes
College Faculty
Student Experience
Shaw, Emily J.
Reports - Research
College Student Experiences Questionnaire
College Student Experiences Questionnaire
College Board
English
Higher Education
Postsecondary Education
There are many different ways to research the educational benefits of diversity. Most of the findings from the research in this field suggest that experiences with diversity in higher education result in significant benefits on learning and democracy outcomes. This paper offers several examples of previous studies, as well as recommendations and considerations for institutions interested in designing and carrying out their own research studies on the educational benefits of diversity. Appended are: (1) Explanation of Acronyms; (2) Sample Items from the Diversity Assessment Questionnaire (DAQ); (3) Diversity Experiences; (4) Openness to Diversity/Challenge Scale Items; (5) Independent Variables Investigated by Pascarella, Edison, Nora, Hagedorn, and Terenzini (1996); (6) Modern Racism Scale (MRS); (7) List and Description of Measures Used in Gurin, Nagda, and Lopez (2004); and (8) Interactional Diversity Items from the College Student Experiences Questionnaire (CSEQ).
ED562839
Researching the Educational Benefits of Diversity. Research Report No. 2005-4
College Board
2005-00-00
34
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
40
As Provided
JAN2020
Yes
Randomized Controlled Trials
Emotional Development
Social Development
Values Education
Student Behavior
Academic Achievement
Suburban Schools
Rural Schools
Elementary Schools
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Poverty
Urban Areas
Comparative Analysis
Intervention
Program Effectiveness
Flay, Brian R.
Reports - Research
Hawaii
Illinois
Hawaii
Illinois
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 2
Primary Education
Early Childhood Education
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Several social-emotional learning (SEL) or social-emotional and character development (SECD) programs have been shown to be effective at improving SEL/SECD skills, and some have also provided evidence of effectiveness in improving student behavior and academic achievement (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Very few SEL or SECD programs have replicated effects for all three of these domains of outcomes with students of different cultural/ethnic backgrounds in schools of different socioeconomic status and urbinicity. In education research, replication with different populations in different settings is important for understanding the generalizability of findings. In this paper, the author reports results from two cluster-randomized trials of the SEL/SECD program, "Positive Action" ("PA") across two very different groups of students and contexts: (1) 20 suburban and rural elementary schools (specifically grades 2/3 to grades 5/6) on three Hawai'i islands in 2002-2006; and (2) 14 high-poverty, inner-city Chicago elementary schools (specifically grade 3 to grade 8) in 2004-2010. One table is appended. [The initial phase of the Chicago trial (R305L030072), a component of the Social and Character Development (SACD) Research Consortium, was a collaboration among Institute of Education Sciences (IES), the Centers for Disease Control and Prevention's (CDC) Division of Violence Prevention, Mathematica Policy Research Inc. (MPR), and awardees of SACD cooperative agreements (Children's Institute, New York University, Oregon State University, University at Buffalo-SUNY, University of Maryland, University of North Carolina-Chapel Hill, and Vanderbilt University).]
ED562840
Replication of Effects of the "Positive Action" Program in Randomized Trials in Hawai'i and Chicago Schools
Society for Research on Educational Effectiveness
2014-00-00
National Institute on Drug Abuse (DHHS/PHS)
Institute of Education Sciences (ED)
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
23
ERIC
JAN2020
Yes
DA13474
DA018760
R305L030072
R305L030004
R305A080253
Yes
Algebra
Board of Education Policy
Required Courses
Middle Schools
Outcomes of Education
Quasiexperimental Design
School Districts
Grade 6
Grade 7
Grade 8
Grade 10
Grade 11
Grade 12
Scores
Achievement Tests
Mathematics Achievement
Student Records
Clotfelter, Charles T.
Ladd, Helen F.
Vigdor, Jacob L.
Reports - Research
North Carolina
North Carolina
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Grade 6
Intermediate Grades
Elementary Education
Grade 7
High Schools
Grade 8
Grade 10
Grade 11
Grade 12
In 2008, the California State Board of Education voted to require all students to enroll in algebra by 8th grade. This policy initiative, yet to be actually implemented, represents the culmination of a decades-long movement toward offering algebra instruction before the traditional high school years. Nationally, the proportion of 8th grade students enrolled in algebra doubled between 1988 and 2007 (Perie, Moran and Lutkus, 2005; Walston and McCarroll 2010), reaching rates over 50% in three states and the District of Columbia. The movement to offer algebra instruction before high school has been inspired in large part by correlational research documenting significant differences in later-life outcomes between those students who enroll in algebra by 8th grade and those who do not. But correlation need not imply causation, and it is unclear whether accelerated algebra enrollment--particularly when not accompanied by complementary curriculum reform in earlier grades--yields positive or negative effects (Loveless, 2008). This paper provides a quasi-experimental estimate of the causal impact of accelerating the introduction of algebra coursework. The research is based on explicit policy initiatives in two large North Carolina school districts in 2002/03 and it is supplemented with observations from eight additional large North Carolina Districts. Two tables and two figures are appended.
ED562841
The Aftermath of Accelerating Algebra: Evidence from District Policy Initiatives
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
3
ERIC
JAN2020
Yes
English Language Learners
Teaching Methods
Second Language Learning
Student Needs
Language of Instruction
Randomized Controlled Trials
Reading Comprehension
Grade 5
Elementary School Students
Program Effectiveness
Vocabulary
Writing Achievement
Science Achievement
Comparative Analysis
Faculty Development
Elementary School Teachers
Reading Tests
Pretests Posttests
Deussen, Theresa
Autio, Elizabeth
Roccograndi, Angela
Hanita, Makoto
Reports - Research
Idaho
Gates MacGinitie Reading Tests
Idaho
Gates MacGinitie Reading Tests
Society for Research on Educational Effectiveness (SREE)
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
With the increased population of English learners (ELs), educators need programs that help students access academic content while learning to understand, speak, read, and write English (Tharp, Estrada, Dalteen, & Yamaguchi 2000; Echevarria, Short & Powers, 2006). ELs come into U.S. schools needing to learn the same grade-level content as their nonEL peers, but with the additional challenge of learning English--usually the language of instruction--as well. Although some approaches separate the two tasks, many researchers and practitioners call for integrating them, so that students do not miss content area instruction while they are learning English. One way to combine the two is sheltered instruction, which provides intentional linguistic and other supports to ELs to facilitate their learning of grade-level content (Echevarria, Short & Powers, 2008). As a recent review of the research makes clear, however, there is limited evidence to show the effectiveness of sheltered instruction (Goldenberg, 2013). Since the early 1990s, Project GLAD (Guided Language Acquisition Design) has made claim to be a program that helps teachers meet diverse language and content needs within the mainstream classroom (Brechtel, 2001). Project GLAD is a multi-component K-12 instructional model designed to build academic English and grade-level content knowledge for students at varying levels of English language proficiency. The study discussed herein was a two-year cluster randomized trial in fifth-grade classrooms from 30 Idaho schools across 21 different districts. It focused on two research questions: (1) What is the impact of Project GLAD teacher training on fifth-grade students' reading comprehension, vocabulary, writing and science achievement in the treatment classrooms during the first of implementation, compared to a "business as usual" control group? and (2) Is the program impact different for ELs? Twelve tables are appended.
ED562842
The Impact of Project GLAD on Students' Literacy and Science Learning: Year 1 Results from a Cluster-Randomized Trial of Sheltered Instruction
Society for Research on Educational Effectiveness
2014-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
31
ERIC
JAN2020
Yes
Advanced Placement Programs
Correlation
College Preparation
Observation
High School Students
Dual Enrollment
College Credits
Outcomes of Education
Educational Research
Models
Predictor Variables
Scores
Student Records
Student Participation
Statistical Analysis
Longitudinal Studies
Regression (Statistics)
Multivariate Analysis
May, Henry
Rodriguez, Awilda
Sirinides, Philip M.
Perna, Laura W.
Yee, April
Ransom, Tafaya
Reports - Research
Florida
Florida
Society for Research on Educational Effectiveness (SREE)
English
Secondary Education
High Schools
Higher Education
Postsecondary Education
With the goal of increasing students' academic readiness for college, high schools in the United States are increasingly offering "credit-based transition programs," including International Baccalaureate (IB), Advanced Placement (AP), and dual enrollment. Existing research points to the promise of IB, AP, and other credit-based transition programs for improving students' academic readiness for college; however, conclusions about program effects are often limited by potential issues of selection bias. Despite strong statistical controls and assumptions to address selection, observational research may not be able to determine whether differences in outcomes are caused by program participation or are simply an artifact of the unmeasured characteristics of schools, students, and families that correlate with the decision to participate in these optional programs. To address this knowledge gap and inform future studies of the impacts of IB and other credit-based transition programs, this paper makes three contributions: (1) A review of existing literature is used to produce an empirically-based conceptual model of selection into IB; (2) The conceptual model is used to identify the characteristics of students and schools that participate in the IB Diploma Programme using data from the National Center for Education Statistics and the Florida Education Data Warehouse. The conceptual model also allows researchers to identify key predictors for which there are no data available; and (3) A test of the ability of the available data to adjust for observed selection bias using propensity score methods, with the degree of bias reduction reported for each predictor is described. The data used in this study come from the Florida K-20 Education Data Warehouse (FL-EDW) and the U.S. Department of Education's Common Core of Data (CCD). The subset of data from FL-EDW has student-level records for 20,373 students who participated in an IB Diploma Programme and graduated between 2002 and 2007, and student-level records for 86,008 randomly sampled students who did not participate in an IB Diploma Programme and graduated over the same time period. This study reveals that, when looking at the statewide population in Florida, the selection bias associated with voluntary participation in IB is very large, and that mechanisms for dealing with selection bias using propensity scores may not be sufficient. Tables and figures are appended.
ED562843
The Futility of Propensity Score Methods in a Statewide Study of International Baccalaureate (IB)
Society for Research on Educational Effectiveness
2014-00-00
30
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
40
ERIC
JAN2020
Yes
Cooperative Learning
Reading Instruction
Reading Strategies
Learning Strategies
Reading Comprehension
Learner Engagement
Fidelity
Program Implementation
Disabilities
Middle School Students
Language Arts
Social Studies
Science Instruction
Low Income Groups
Urban Schools
Check Lists
Teacher Competencies
Reading Tests
Hierarchical Linear Modeling
Boardman, Alison
Buckley, Pamela
Maul, Andrew
Vaughn, Sharon
Reports - Research
Colorado
Texas
Gates MacGinitie Reading Tests
Colorado
Texas
Gates MacGinitie Reading Tests
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Collaborative Strategic Reading (CSR) is a set of research-based strategies designed to improve reading comprehension, enhance students' content area learning, facilitate access to higher-level texts, and to promote student engagement. The present study examines how fidelity of implementation of CSR is associated with reading outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies conducted in middle school language arts and reading classrooms (study 1) and social studies and science classrooms (study 2). Researchers use a definition of fidelity that includes both the amount of CSR instruction delivered by teachers and the quality of implementation. The following questions guided this research: (1) Is higher CSR instructional quality associated with increased student outcomes for adolescents in treatment classrooms, and for a subgroup of students with disabilities?; and (2) Is the amount of CSR instruction related to student outcomes for adolescents in treatment classrooms, and for a subgroup of students with disabilities? Researchers replicated the analysis with two different samples (studies 1 and 2), and compared results to examine the stability of estimated relationships, as well as to answer the secondary research question: How do the characteristics of study participants and program contexts influence the replication of findings? The first study took place in nine low income middle schools in the metropolitan areas of Denver, Colorado, and Austin, Texas. The second study was conducted in three middle schools located in the same large, urban school district in Colorado. Teacher and student participants were part of a school-district-and-university collaboration designed to evaluate the effectiveness of CSR within the context of a district initiative and scale-up study. The samples for both studies included the treatment group from larger randomized control trials of CSR. Teacher quality for both studies was assessed using the CSR Global Quality Rating Score measured through the "Implementation Validity Checklist." Teachers in both studies completed a log to monitor the dosage or amount of CSR intervention children received. The student outcome for both studies was reading comprehension ability, as measured by the reading comprehension subtest of the Gates-MacGinitie Reading Test (GMRT), Fourth Edition. Multilevel (random-intercept) models, as implemented in the software program Hierarchical Linear Modeling 7.0 were used to estimate the effects of CSR on outcomes controlling for pretest scores and student demographics. Both studies found that higher quality CSR instruction is associated with higher student outcomes for students in special education. The standardized coefficients in study 1, however, were nearly double those in study 2. Further research is needed to determine possible explanations for these findings. Tables are appended.
ED562844
The Relationship between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents with Disabilities
Society for Research on Educational Effectiveness
2014-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
19
ERIC
JAN2020
Yes
Parent Influence
School Readiness
Parents as Teachers
Early Intervention
Literacy Education
Reading Skills
Kindergarten
Preschool Education
Home Visits
Randomized Controlled Trials
Comparative Analysis
Parent Participation
Program Effectiveness
Program Evaluation
Reading Aloud to Others
Educational Games
At Risk Students
Structured Interviews
Observation
Pretests Posttests
Parenting Skills
Emergent Literacy
Reading Fluency
Reading Tests
Elementary School Students
Mathis, Erin T.
Bierman, Karen L.
Reports - Research
Woodcock Johnson Tests of Achievement
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Pennsylvania
Pennsylvania
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Kindergarten
Primary Education
Early Childhood Education
Preschool Education
Elementary Education
This study examines changes in parent support and child emergent literacy skills over time as children moved from Head Start into kindergarten. It compares the transactional parent-child influences in families randomly assigned in Head Start to receive an enriched home visiting program that emphasized parents as teachers relative to a control group. In addition, it examined the impact of pre-intervention levels of parental support on change over time in child emergent literacy skill acquisition. It thus tested the logic model of the intervention--REDI-P (Research-based Developmentally-Informed-Parent)--and assessed moderation of intervention impact. Children and their parents were recruited from 26 Head Start Programs in three counties of Pennsylvania for a randomized-trial evaluation of a home visiting intervention designed to increase parental involvement in interactive reading and learning games. The Head Start programs served a range of small urban, suburban, and rural communities. Participants included two cohorts of children recruited in sequential years (total N = 210; mean age at time 1 = 4.8; 55% girls; 20% Hispanic; 25% African-American; and 55% European American). The caregivers who participated in this study (hereafter referred to as "parents") were 88.57% mothers, 4.27% fathers, 5.24% grandmothers, and 1.92% other (e.g. other relative, stepparent, or foster parent). Data was collected from home visits, structured interviews, recorded parent-child interaction sessions, and pre- and post-test assessments conducted by research assistants. Findings suggest that the REDI-P program improved supportive parenting skills for the sub-group of parents with initially poorer skills in this area. These changes emerged primarily in the context of parent-child reading and teaching activities, which were the direct focus of the intervention and did not appear to generalize more broadly. Additionally, parents who entered the program with more supportive parenting skills were able to take the most advantage of the teaching games and activities provided by the program, and their children showed the greatest gains in literacy skills. Tables and figures are appended.
ED562845
The Transactional Influence of Parents and Children in a Parent-Administered School Readiness Program
Society for Research on Educational Effectiveness
2014-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
17
ERIC
JAN2020
Yes
Middle School Teachers
Value Added Models
Statistical Analysis
Teacher Influence
Academic Achievement
Scores
Mathematics Teachers
English Teachers
Science Teachers
Social Studies
Student Characteristics
Models
Language Arts
Grade 6
Grade 7
Grade 8
Urban Schools
Yuan, Kun
Reports - Research
United States (South)
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Grade 6
Intermediate Grades
Elementary Education
Grade 7
Grade 8
Value-added modeling (VAM), one class of statistical models used to estimate individual teacher's or school's contribution to student achievement based on student test score growth between consecutive years, has become increasingly popular in the last decades. Despite the increasing popularity of VAM, many researchers are concerned about the quality of value-added (VA) scores as a measure of teaching and call for more research on VAM. One area of VAM that needs more research is about teacher spillover effects (TSEs). In this study, the author studied TSEs across four types of teachers, including math, ELA, science, and social studies, on student achievement in each of the four subjects. When estimating teachers' value-added scores, the author used models similar to what is commonly used in the practice, which estimate teachers' annual effects and control for teacher or classroom aggregates of student variables. By using models that are commonly used in the practice, the author expected to understand the magnitude of TSEs and the consequence of ignoring such effects for estimating own-subject teachers' value-added scores in the common practice. Specifically, the author addressed the following two research questions: (1) Do TSEs exist across teachers of math, English Language Arts (ELA), science, and social studies on any of the four subjects at the middle school level?; (2) If so, how does controlling for TSEs affect the relative stance and variation of own-subject teachers' effects? Data came from an urban school district in the Southern United States. Data used for analysis followed students at grades 6-8 and their math, ELA, science, and social studies teachers from 2006-07 to 2008-09. Results from both types of value-added models showed consistent evidences of teacher spillover effects at all three grade levels in middle schools, especially from ELA teachers to students' achievement on the other three subjects. Consistent with most prior studies on teacher spillover effects, this study found evidence of TSEs. Tables are appended.
ED562846
Teacher Spillover Effects across Four Subjects in Middle Schools
Society for Research on Educational Effectiveness
2014-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
Safety
Crime
Violence
Educational Environment
Urban Schools
Low Income Groups
Disadvantaged Schools
Attendance Patterns
Stress Variables
Program Effectiveness
Neighborhoods
Effect Size
Elementary Secondary Education
Databases
Records (Forms)
Crime Prevention
Curran, F. Chris
Reports - Research
Illinois
Illinois
Society for Research on Educational Effectiveness (SREE)
English
Elementary Secondary Education
Students' ability to succeed academically in the school setting depends heavily on factors that students face outside of the school walls. One such contributor is the presence of a safe environment for students to travel to and from school. Unfortunately, for many students in urban and economically depressed environments, the daily commute to and from school represents a risky undertaking riddled with potential violence and crime. The presence of such low-safety environments around schools has the potential to result in increased absenteeism as well as increased levels of stress among students, both of which contribute to decreased academic performance. The purpose of this study is to examine the impact of the Safe Passage program on crime around Chicago public schools. Specifically, the author seeks to answer the following research questions: (1) What is the effect of the Safe Passage program on the number of criminal incidents within the vicinity of CPS schools?; (2) Does the impact of the Safe Passage program on criminal incidents differ by crime type?; and (3) Does the Safe Passage program reduce criminal incidents around schools or redistribute criminal incidents within the vicinity surrounding schools? The Chicago Safe Passage program operates with the goal of increasing the safety of students as they travel to and from school. The data utilized for this study are drawn from both public data sources in addition to data generated uniquely for the purposes of this study. Data on crimes were acquired through the City of Chicago's Data Portal. Utilizing a difference-in-differences methodology, the author found that the Safe Passage Program reduces total crimes by approximately 0.15 standard deviations in the vicinity of a Safe Passage School. In the context of educational interventions, this effect size represents a reasonably large effect. Additionally, given the societal cost associated with crime, even small reductions in crime can produce reasonably large economic returns. Consistent with the location of the intervention, he found the largest reduction in crime to be among those occurring outside. A table is appended.
ED562847
The Impacts of the Chicago Welcoming Schools' Safe Passage Program on Student Safety and Crime
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
22
ERIC
JAN2020
Yes
Higher Education
Educational Supply
Educational Demand
College Admission
Trend Analysis
High School Graduates
Racial Distribution
College Attendance
Data Analysis
Enrollment Trends
Educational Assessment
Educational Indicators
Kumar, Amal
Hurwitz, Michael
Reports - Evaluative
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Higher education in the United States is a complex and multilayered system where open-access community colleges coexist with highly selective, 4-year institutions to which only a handful of students each year gain access. Each institution plays a unique role in this marketplace, and students across the spectrum engage with the system at different--and often, multiple--levels. Much of the national debate about postsecondary education in the United States in recent years has centered on the pervasive gaps in access to, and success in, higher education--across racial/ethnic, socioeconomic, or gender lines. This discourse typically takes a narrow view, focusing on one type of institution (e.g., for-profit colleges) or one type of student (e.g., low-income, first-generation students). Much of this popular narrative misses the forest for the trees, failing to situate individual students' contexts in the larger narrative of supply and demand in the higher education marketplace. This research brief, along with its companion brief, aims for a wider lens by including the universe of postsecondary institutions in the United States and situating the racial/ethnic gaps in college enrollment in the context of the changing American demographic. This brief takes a data-based approach to describing trends in college admission, primarily focusing on how the changing face of the U.S. high school graduate has translated into the shifting demographic of the U.S. first-time college student. Data used in the following analyses come from the U.S. Department of Education's Integrated Postsecondary Education Data System (IPEDS) and the Private School Survey, as well as from the Western Interstate Commission for Higher Education (WICHE). This brief unfolds in three parts: First, the authors briefly describe the high-level trends in high school graduation and college enrollment, paying special attention to the outcomes of different race/ethnic groups. They then disaggregate college enrollment by college institution level and examine how different racial/ethnic groups interact with the system at different levels, and finally, briefly identify a few key trends in the migration patterns in higher education market. A bibliography is included. [For the companion brief "Supply and Demand in the Higher Education Market: College Admission and College Choice," see ED562849.]
ED562848
Supply and Demand in the Higher Education Market: College Enrollment. Research Brief
College Board
2015-02-00
Counselors
Practitioners
11
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
ERIC
JAN2020
Yes
Higher Education
Educational Demand
Educational Supply
College Admission
College Choice
Selective Admission
Trend Analysis
High School Graduates
Graduation Rate
College Applicants
Enrollment
Tuition
Statistical Analysis
Statistical Distributions
Hurwitz, Michael
Kumar, Amal
Reports - Evaluative
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The nation's most selective colleges are often the centerpiece of the discussion surrounding college choice, and trends in college selectivity are relayed through stories of plunging admission rates at a few high-profile postsecondary institutions and anecdotes of model high school students unable to secure seats at these colleges. Such stories make for ideal attention-grabbing headlines and probably generate more panic than they should for students, parents, and others actively engaged in helping prospective college-goers to seek out and attend appropriately matched colleges. The information provided through these newspaper and magazine articles, books, and blogs fall short in that they present to consumers only pieces of the story, not a holistic national perspective of how the student demand for college has changed along with postsecondary responses to these changes. Experiences of individual students or institutions may or may not be representative of national trends. In this brief and the companion brief, the authors depart from the traditional manner of relaying trends in college applications, admission, and enrollment by taking a step back and considering patterns over time for the universe of U.S. 4-year postsecondary institutions with competitive admission processes, rather than small and possibly unrepresentative subsets of them. This wide-lens approach is possible through the aggregation and analysis of data from the U.S. Department of Education's Integrated Postsecondary Education Data System (IPEDS), Western Interstate Commission for Higher Education (WICHE), as well as the College Board's own data. This brief begins by documenting trends in application volume, admission, and enrollment across all of the nation's selective 4-year postsecondary institutions. These trends are disaggregated by level of selectivity to call attention to the occasionally contrasting patterns that occur across selectivity categories. The authors offer corroboration that college admission rates are indeed declining and that the decline has continued in recent years even after the annual count of new U.S. high school graduates has peaked. Colleges have responded to the heightened demand by growing their first-year cohorts, although the rate of enrollment expansion has not kept pace with the sharper increases in application volume. A bibliography is included. [For the companion brief "Supply and Demand in the Higher Education Market: College Enrollment," see ED562848.]
ED562849
Supply and Demand in the Higher Education Market: College Admission and College Choice. Research Brief
College Board
2015-02-00
15
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
ERIC
JAN2020
Yes
Randomized Controlled Trials
Outcomes of Treatment
Intervention
Program Effectiveness
Longitudinal Studies
Data
Access to Information
Error of Measurement
Control Groups
Experimental Groups
Academic Achievement
Scores
Statistical Analysis
Schochet, Peter Z.
Reports - Research
English
Randomized controlled trials (RCTs) are considered the "gold standard" for evaluating an intervention's effectiveness. Recently, the federal government has placed increased emphasis on the use of opportunistic experiments. A key criterion for conducting opportunistic experiments, however, is that there is relatively easy access to data about key outcomes. This paper will address the following research question: What is the "minimum" amount of information that researchers can request from state longitudinal data systems (SLDS) staff to obtain unbiased estimates of average treatment effects (ATEs) and their standard errors for the full population and key population subgroups? The paper will consider non-clustered designs where (1) students are randomized to a treatment and control group, (2) clustered designs where units (such as schools or classrooms) are randomized, and (3) both stratified designs where random assignment is conducted within blocks (such as school districts or schools) and non-stratified designs. The paper will focus on the estimation of ATEs on a continuous student achievement test score that is available in the SLDS data. Also, the author will consider impact estimation models that adjust for baseline covariates and those that do not. The study results report that RCTs will be feasible only if administrative records data are readily available to conduct such analyses. Yet, obtaining these data can be difficult and time-consuming due to data access issues and staff availability.
ED562850
What Is the Minimum Information Needed to Estimate Average Treatment Effects in Education RCTs?
Society for Research on Educational Effectiveness
2014-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
5
ERIC
JAN2020
Yes
Program Length
English Language Learners
English (Second Language)
Second Language Learning
Mathematics Tests
Bilingual Education Programs
Spanish Speaking
Mathematics Achievement
Academic Support Services
Teaching Methods
Language Proficiency
Scores
Elementary School Students
Mathematics Instruction
Resource Allocation
Longitudinal Studies
Mathematical Models
Surveys
Children
Hong, Guanglei
Gagne, Joshua
West, Andrew
Reports - Research
Early Childhood Longitudinal Survey
Early Childhood Longitudinal Survey
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
This study focuses on assessing the contribution of ELL services to Spanish-speaking students' mathematics learning in elementary schools. ELL students tend to have lower average math achievement at school entry and throughout elementary school. The term "ELL services" encompasses English-as-a-second-language (ESL) programs, bilingual education programs, and other types of specialized programs for ELL students. Such students are entitled to support in the classroom until they achieve the level of English proficiency needed for full participation. Data were collected using outcome measures from math direct assessment scores. The assessment was administered in English if a student was proficient in English and was administered in Spanish if the student was proficient in Spanish but not in English. Study results indicate four or more years of ELL services on average are necessary to enable Spanish-speaking elementary students to become proficient in academic English essential for math learning. Yet a one-size-for-all recipe is practically naïve and often wasteful. Identifying the optimal length of ELL services for subpopulations of students therefore has immediate implications for ELL resource allocation. Tables and figures are appended.
ED562851
What Is the Optimal Length of an ELL Program?
Society for Research on Educational Effectiveness
2014-00-00
13
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
27
ERIC
JAN2020
Yes
Community Colleges
College Transfer Students
State Policy
Articulation (Education)
Educational Policy
Educational Change
Outcomes of Education
Course Selection (Students)
Associate Degrees
Student Behavior
Student Records
Control Groups
Trend Analysis
Academic Degrees
Educational Trends
Correlation
Tables (Data)
Statistical Analysis
Evidence
Baker, Rachel
Reports - Research
California
California
Society for Research on Educational Effectiveness (SREE)
English
Two Year Colleges
Higher Education
Postsecondary Education
Many community college students begin with the intention of transferring to a four-year school but relatively few actually do. One hypothesis for the low rates of successful two-to-four year transfers is that academic program choices in community colleges are too numerous and too complex. In this paper, the author will address a longer term outcome of a state articulation policy in California (number of associates degrees granted) as well as the more proximate outcome (changes in course taking patterns) implicit in these more distal goals. She will also examine whether the reform is having heterogeneous effects on different demographic groups and different degree programs. Using data from California Community Colleges, the author will answer the following research questions: (1) Do structured academic transfer programs for community college students affect student outcomes and course-taking behavior?; and (2) Does a more structured transfer program affect the demographics (race, age, SES, prior education) of degree programs in community colleges and does it have larger effects on particular groups of students? The author worked closely with a community college district in Northern California. She used exclusively administrative data for this project. This study provides preliminary evidence that the introduction of Associates degrees for transfer had an effect on the behavior of students. Tables are appended.
ED562852
The Effects of Structured Transfer Programs in Community Colleges
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
7
ERIC
JAN2020
Yes
High School Students
Grade Point Average
Scores
College Entrance Examinations
Predictive Validity
Comparative Analysis
Ramist, Leonard
Lewis, Charles
McCamley-Jenkins, Laura
Reports - Descriptive
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
SAT I: Reasoning Test scores, combined with high school grades, result in more accurate predictions of college success than either measure alone or any other combination of two measures. Overall, there is a strong positive relationship between high school grades and SAT. In 1990, ETS conducted a study of the characteristics of different students with discrepant high school GPA and SAT scores. Students at three colleges were classified into three groups depending on the relationship between their SAT scores and high school GPA. Approximately two-thirds of all students have nondiscrepant scores, meaning that their predicted freshman GPA will be similar whether SAT scores or high school GPA are used, and one-third of students had discrepant scores. Characteristics of the students in both groups are discussed.
ED562853
Students with Discrepant High School GPA and SAT® Scores. Research Summary RS-01
College Entrance Examination Board
1997-10-00
2
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Logical Thinking
Thinking Skills
Placement
Student Placement
College Admission
Standard Setting
Writing (Composition)
Cutting Scores
Essays
Multiple Choice Tests
Guides
Morgan, Deanna L.
Reports - Descriptive
Tests/Questionnaires
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
The introduction of the SAT Reasoning Test™ with a writing section in March 2005 and the concomitant elimination of the SAT® Subject Test in Writing after January 2005 have led many colleges and institutions to ask for guidance in using the new SAT Reasoning Test writing section scores for college placement and admissions. Standard-setting methodologies provide one possible set of processes that can be used to identify point(s) on a score scale to divide a group of examinees into categories. Many standard-setting methods have been developed, but only one, the Angoff Method (1971) with Mean Estimation for Essays (Loomis and Bourque 2001), is presented in this document. This document presents many of the decisions needed to conduct a standard-setting session and then provides step-by-step directions to enable colleges or institutions to conduct their own local Angoff-based standard setting for the SAT writing section. Many examples of the data collection documents and supplementary preparation and training materials useful during the standard-setting process, including test items for the March 2005 SAT writing section, are provided. Colleges and institutions are strongly encouraged to use the free Admitted Class Evaluation Service™ (ACES™) offered by the College Board for users of College Board tests to collect information regarding the validity of using specific cut scores on the SAT Reasoning Test writing section for placement or admissions for their institutions' applicants and students. The following are appended: (1) Information on the SAT Reasoning Test™ Writing Section; (2) A Sample Schedule for a Standard Setting Using Angoff with Mean Estimation to Set One Cut Score; (3) A Sample Schedule for a Standard Setting Using Angoff with Mean Estimation to Set Two Cut Scores; (4) SAT Essay Prompt and Multiple-Choice Items for Writing--March 2005; (5) Scoring Guide for the SAT® Essay; (6) Answer Key for the SAT Reasoning Test Writing Section; (7) Training Essay Prompt and Multiple-Choice Items for Writing Section; (8) Angoff with Mean Estimation of Essay Ratings Training Record; (9) Training Evaluation Form; (10) Angoff with Mean Estimation of Essay Ratings Record; (11) SAT Writing Composite Score Conversion Table; (12) Final Evaluation Form for the SAT Reasoning Test Writing Section; and (13) Dictionary of Terms.
ED562854
Setting Local Cut Scores on the Sat Reasoning Test™ Writing Section: For Use in College Placement and Admissions Decisions
College Board
2006-03-00
79
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
13
As Provided
JAN2020
Yes
Individualized Programs
College Admission
Models
Program Descriptions
Admission Criteria
College Applicants
Guidelines
Persistence
Participant Characteristics
Conference Papers
Cost Effectiveness
Definitions
Standardized Tests
Staff Development
Selective Admission
Selection Criteria
Change Strategies
Grade Point Average
Rigol, Gretchen W.
Reports - Descriptive
College Entrance Examination Board
English
Higher Education
Postsecondary Education
This is the fourth monograph in the admissions models series. Based on discussions at a June 2004 conference and conversations with numerous admissions experts, this publication describes different approaches to individualized review and covers topics such as standardizing elements of the application, reader training and guidelines, consistency and reliability, and the economics of individualized review. The following are appended: (1) Roster of Participants in the June 8-9, 2004, Conference; and (2) Consistency and Reliability Background Paper.
ED562855
Selection through Individualized Review: A Report on Phase IV of the Admissions Models Project
College Entrance Examination Board
2004-00-00
48
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
12
As Provided
JAN2020
Yes
College Entrance Examinations
High School Students
College Bound Students
Scores
Testing
Standardized Tests
Student Characteristics
Gender Differences
Age Differences
High School Seniors
Grade 11
Grade 12
Thinking Skills
Mathematics Skills
Verbal Ability
Nathan, Julie S.
Camara, Wayne J.
Reports - Descriptive
SAT (College Admission Test)
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Grade 11
Grade 12
Each year over one million high school students complete the SAT[superscript R] I. Information on repeat testing and the probability that a student's SAT I score will change may help students and educators make better-informed decisions about retesting. This information would also be useful for high school counselors who advise students regarding testing, and for college admission officers and faculty who use SAT I scores for admission and placement decisions. The first part of this report concerns only score changes between consecutive testings of the SAT I. In the second half, average scores between PSAT/NMSQT and SAT I will be described.
ED562856
Score Change When Retaking the SAT® I: Reasoning Test. Research Notes RN-05
College Entrance Examination Board
1998-09-00
12
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
3
ERIC
JAN2020
Yes
Self Evaluation (Individuals)
Mathematics Teachers
Vignettes
Online Surveys
Teacher Surveys
Validity
Mathematics Instruction
Correlation
Comparative Analysis
Teacher Evaluation
Value Added Models
Student Surveys
Observation
Elementary School Teachers
Middle School Teachers
Secondary School Teachers
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Statistical Analysis
Yuan, Kun
Engberg, John
Kaufman, Julia
Hamilton, Laura
Hill, Heather
Umland, Kristin
McCaffrey, Daniel
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Grade 4
Intermediate Grades
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
High Schools
High-quality measures of instructional practice are essential for research and evaluation of innovative instructional policies and programs, as well as for providing feedback to teachers and administrators. In this study, the authors examined whether using anchoring vignettes in web-based surveys improved the validity of teachers' self-assessments of their mathematics instruction. To investigate validity, they compared correlations between teachers' self-ratings and other measures of teaching including teachers' value-added scores, student surveys, and observation ratings of instruction before and after calibration to examine whether calibration improves the correlation between teachers' self-ratings and other teaching measures. Data came from 61 mathematics teachers in grades 4-9 participating in the Bill & Melinda Gates Foundation's Measures of Effective Teaching Extension project. The sample was roughly evenly distributed between elementary (grades 4-5) and middle school (grades 6-8) teachers, with only three percent teaching 9th grade. The authors used both non-parametric and parametric methods to calibrate teachers' self-ratings. Preliminary findings suggest that anchoring vignettes represent a promising innovation for measuring teachers' instruction through survey self-reports. Specifically, the authors found: (1) Teachers' survey responses that are calibrated through the use of anchoring vignettes have increased variation compared to teachers' raw survey responses, particularly for the cognitive challenge dimension; (2) Teachers' calibrated survey responses regarding mathematical vocabulary and cognitively challenging tasks are more strongly correlated with the composite measure of teacher performance compared to raw survey responses; and (3) If teachers gave their self-rating after rating the vignettes, rather than before, the entire collection of calibrated self-ratings are significantly correlated with the composite performance measure (p<0.05).
ED562857
Using Anchoring Vignettes to Calibrate Teachers' Self-Assessment of Teaching
Society for Research on Educational Effectiveness
2014-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
High School Students
College Entrance Examinations
College Readiness
Scores
Benchmarking
Grade 10
Grade 11
Methods
Proctor, Thomas P.
Wyatt, Jeffrey
Wiley, Andrew
Reports - Research
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
SAT (College Admission Test)
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
SAT (College Admission Test)
College Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
Grade 10
Grade 11
This report presents a methodology for the creation of a PSAT/NMSQT test score benchmark to identify students who are on track toward college readiness when completing high school. The proposed benchmark could create useful early indicators of whether students in grades 10 and 11 are on track to be college ready upon high school graduation. Two tables are appended.
ED562858
PSAT/NMSQT® Indicators of College Readiness. Research Report No. 2010-4
College Board
2010-00-00
13
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
19
As Provided
JAN2020
Yes
College Entrance Examinations
Standardized Tests
Grade Point Average
High School Students
Predictor Variables
College Students
Grades (Scholastic)
Racial Differences
Ethnic Groups
Gender Differences
Courses
College Freshmen
Prediction
Correlation
English Instruction
Science Instruction
Social Sciences
Education Courses
Statistical Analysis
Bridgeman, Brent
Pollack, Judith
Burton, Nancy
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The ability of high school grades (grade point average) and SAT® scores to predict cumulative grades in different types of college courses was evaluated in a sample of 26 colleges. Appended are: (1) Sample Sizes, Means, and Standard Deviations for Subgroups Defined by Gender, Race/Ethnicity, and Course Type; and (2) Prediction of Cumulative GPA by Course Type, College-Selectivity Level, Gender, and Race/Ethnicity; Corrected for Range Restriction.
ED562859
Predicting Grades in Different Types of College Courses. Research Report No. 2008-1. ETS RR-08-06
College Board
2008-00-00
34
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
17
As Provided
JAN2020
Yes
Socioeconomic Status
Grade Point Average
College Entrance Examinations
Scores
Correlation
College Freshmen
High School Students
Sackett, Paul R.
Kuncel, Nathan R.
Arneson, Justin J.
Cooper, Sara R.
Waters, Shonna D.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Critics of educational admissions tests assert that tests measure nothing other than socioeconomic status (SES), and that their apparent validity in predicting academic performance is an artifact of SES. We examine relationships among SAT, SES, and freshman grades in 41 colleges and universities and show that (a) SES is related to SAT scores (r = 0.42 among the population of SAT takers), (b) SAT scores are predictive of freshman grades (r = 0.47 corrected for school-specific range restriction), and (c) statistically controlling for SES reduces the estimated SAT-grade correlation from r = 0.47 to r = 0.44. Thus, the vast majority of the SAT-grade relationship is independent of SES: The SAT-grade relationship is not an artifact of common influences of SES on both test scores and grades. Correlations and Partial Correlations Among SAT, College GPA, HSGPA, and SES by School is appended.
ED562860
Socioeconomic Status and the Relationship between the SAT® and Freshman GPA: An Analysis of Data from 41 Colleges and Universities. Research Report No. 2009-1
College Board
2009-00-00
19
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
18
As Provided
JAN2020
Yes
Preschool Children
Rating Scales
Child Care
Federal Programs
Early Childhood Education
Disadvantaged Youth
Educational Quality
Control Groups
Experimental Groups
Comparative Analysis
Quasiexperimental Design
Thinking Skills
Receptive Language
Mathematics Skills
Emergent Literacy
Early Reading
Randomized Controlled Trials
Models
Verbal Ability
Intelligence Tests
Vocabulary
Teacher Student Relationship
Connors, Maia C.
Friedman-Krauss, Allison H.
Morris, Pamela A.
Page, Lindsay C.
Feller, Avi
Reports - Research
Early Childhood Environment Rating Scale (Revised)
Family Day Care Rating Scale
Peabody Picture Vocabulary Test
Woodcock Johnson Tests of Achievement
Early Childhood Environment Rating Scale
Peabody Picture Vocabulary Test
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Early Childhood Education
This study seeks to answer the following question: Are impacts on Head Start classroom quality associated with impacts of Head Start on children's learning and development? This study employs a variety of descriptive and quasi-experimental methods to explore the role of classroom quality as a mediator or mechanism of Head Start impacts. This research uses data from the Head Start Impact Study (HSIS) and includes 4,440 3- and 4-year-old children who were randomly assigned off a waitlist to either receive an invitation to participate in Head Start services or to the control group. Children initially applied to 351 Head Start programs across 81 Head Start grantees. A total of 2,644 children were randomized to receive Head Start services and 1,796 were randomized to the control group. Following randomization, children enrolled in a total of 1,632 classrooms across 930 Head Start and non-Head Start centers. Measures of children's cognitive skills include early receptive language, math skills, and early literacy. Classroom quality was assessed using three tools: The Early Childhood Environment Rating Scale (ECERS-R), The Family Day Care Rating Scale (FDCRS), and the Arnett Caregiver Interaction Scale (CIS). Results of the multinomial logit models indicate that random assignment to Head Start is indeed associated with increases in all three classroom quality factors. Future analyses will address critical questions about the extent to which these impacts on quality are associated with impacts on child outcomes, using a variety of analytic approaches. Tables and figures are appended.
ED562861
The Role of Classroom Quality in Explaining Head Start Impacts
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
20
ERIC
JAN2020
Yes
Preschool Education
Preschool Children
Achievement Gains
Randomized Controlled Trials
Data Analysis
School Districts
Achievement Tests
Correlation
Program Evaluation
Statistical Analysis
Vocabulary
Hofer, Kerry G.
Reports - Research
Tennessee
Woodcock Johnson Tests of Achievement
Tennessee
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Preschool Education
Early Childhood Education
This paper presents evidence on the amount of classroom variation in gains across various domains of achievement within the Tennessee Voluntary Pre-Kindergarten (TN-VPK) program; the data are taken from the randomized control trial (RCT) design of the TN-VPK evaluation. This study explores areas where those differences are largest, and offers speculations about possible causes of these differences. The full randomized sample included children from 111 randomized school applicant lists in 28 districts across Tennessee. The consented subsample of that group came from 76 applicant lists in 58 schools from 21 districts. Ten of those 58 schools were in the West region of the state, 24 were in the Central West region, 12 were in the Central East region, and 12 were in the East. Children were individually assessed using the set of Woodcock Johnson III achievement tests (Letter-Word Identification, Spelling, Understanding Directions, Applied Problems, Quantitative Concepts, Passage Comprehension, and Oral Comprehension). Data presented were analyzed through first calculating each individual child's gain by differencing the beginning and end of pre-k scores on each subscale, and those differences were aggregated to the classroom level for the children who attended VPK. The focus of this paper is not just on mean gain, but on standard deviations and ranges of gain. The amount of gain made during the pre-k year in TN-VPK classrooms varied substantially from classroom to classroom. Correlations of gains across subscales revealed that though classrooms that tended to make more relative gain on one subtest also tended to make relatively more gain on other subtests, the strength of the correlations did not suggest that classrooms making the most gains always made the most gains regardless of subject matter. Tables and figures are appended.
ED562862
Variation in Mean Academic Gains across Classrooms in the Tennessee Voluntary Pre-Kindergarten Program
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
1
ERIC
JAN2020
Yes
Test Construction
Writing Tests
Cognitive Tests
College Entrance Examinations
Statistical Analysis
Test Reliability
Test Validity
Predictive Validity
Multiple Choice Tests
Essays
Scoring Formulas
Psychometrics
Scientific and Technical Information
Kobrin, Jennifer L.
Kimmel, Ernest W.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Analysis
English
Higher Education
Postsecondary Education
High Schools
Based on statistics from the first few administrations of the SAT writing section, the test is performing as expected. The reliability of the writing section is very similar to that of other writing assessments. Based on preliminary validity research, the writing section is expected to add modestly to the prediction of college performance when critical reading and mathematics scores are considered.
ED562863
Test Development and Technical Information on the Writing Section of the SAT Reasoning Test™. Research Notes RN-25
College Board
2006-03-00
8
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
6
As Provided
JAN2020
Yes
College Entrance Examinations
Grade Point Average
Racial Composition
Models
Comparative Analysis
Educational Quality
Selection Criteria
Achievement Tests
Aptitude Tests
Student Records
Data Analysis
College Freshmen
Bridgeman, Brent
Burton, Nancy
Cline, Frederick
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
Using data from a sample of 10 colleges at which most students had taken both SAT I: Reasoning Test and SAT II: Subject Tests, the authors simulated the effects of making selection decisions using SAT II scores in place of SAT I scores. Specifically, they treated the students in each college as forming the applicant pool for a more select college, and then selected the top two-thirds (and top one-third) of the students using high school grade-point average combined with either SAT I scores or the average of SAT II scores. Success rates, in terms of freshman grade-point averages, were virtually identical for students selected by the different models. The percent of African American, Asian American, and White students selected varied only slightly across models. Appreciably more Mexican American and Other Latino students were selected with the model that used SAT II scores in place of SAT I scores because these students submitted Subject Test scores for the Spanish test on which they had high scores.
ED562864
Substituting SAT® II: Subject Tests for SAT I: Reasoning Test: Impact on Admitted Class Composition and Quality. Research Report No. 2001-3. ETS RR-01-07
College Entrance Examination Board
2001-00-00
15
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
18
As Provided
JAN2020
Yes
Cutting Scores
Student Placement
Academic Standards
Scoring Formulas
Decision Making
Program Validation
Standard Setting
Evaluation Methods
College Administration
Evaluation Criteria
Regression (Statistics)
Morgan, Deanna L.
Michaelides, Michalis P.
Reports - Descriptive
College Board
English
Higher Education
Postsecondary Education
Due to the high stakes that my be attached to placement decisions, it is imperative that the placement process be as solid and defensible as possible. An integral part of the placement process is the identification and use of cut scores, the point(s) on the score scale that classify students into adjacent categories for placement decisions. This paper is geared toward helping college administrators make valid decisions regarding setting cut scores, focusing particularly on selecting a method, but also discussing issues such as defining performance levels and validating the process.
ED562865
Setting Cut Scores for College Placement. Research Report No. 2005-9
College Board
2005-00-00
18
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
32
As Provided
JAN2020
Yes
Data Analysis
Academic Achievement
Urban Schools
Correlation
Teacher Surveys
Standardized Tests
Scores
Technology Uses in Education
Comparative Analysis
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Elementary Schools
Middle Schools
Elementary School Teachers
Middle School Teachers
Data Collection
Administrator Surveys
Principals
Student Records
Hierarchical Linear Modeling
Statistical Analysis
Faria, Ann-Marie
Greenberg, Ariela
Meakin, John
Bichay, Krystal
Heppen, Jessica
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Grade 4
Intermediate Grades
Elementary Education
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Educators have long used test scores to make educational decisions, but only within the last decade has the availability of data been systematic (Abelman, Elmore, Even, Kenyon, & Marshall, 1999). In recent years, interest has spiked in data-driven decision making in education (Marsh, Pane, & Hamilton, 2006). With technological advances and growing pressure for "data-driven" instruction under accountability reforms, many schools, districts, and states have invested significant resources in tools designed to provide educators with regular access to data (U.S. Department of Education, 2009a; 2009b; 2009c). The increased emphasis on data use is based on the belief that student data can be an important lever for improved teaching and learning. Although the relationship between data use and student achievement has face validity, little empirical evidence links educators' use of data with improved student achievement. One recent study examined the relationship between key dimensions of interim assessment data use and student achievement. The study, known as the "Urban Data Study (UDS)," examined links between educators' data use (measured by teacher self-reported surveys) and student achievement on end-of-year state assessments. This study contributed to the field by defining a conceptual framework for the effective use of data (see Figure 1, for the theory of action that links data use with student achievement), creating new measures of data use practices and providing some early evidence of a relationship between data use and achievement by empirically connecting data use practices to changes in teaching and actual improvements in student outcomes. With initial findings from the UDS suggesting an empirical link between data use and student achievement, the next step was to refine the measurement strategy and expand the type of data examined during educators' data use. The next study in this line of research is the "Student Dashboard Usage Study." The study examined educators' use of Web-based data dashboard system and employed some of the same methods as the UDS as well as some innovative measurement techniques. The overarching goal of the current study is to compare and contrast findings between the UDS and the "Student Dashboard Usage Study." This project attempts to replicate findings from the UDS (Faria et al., 2012) to further understand the links between teacher-level data-use practices and student achievement. Both the UDS and the Student Dashboard Usage Study answer the broad research question: "What are the relationships between teachers' data-use practices and their students' achievement?" By examining the findings from both studies together, researchers hope to better understand the relationship between data use and student achievement. Tables and figures are appended.
ED562866
Replicating the Relationship between Teachers' Data Use and Student Achievement: The Urban Data Study and the Data Dashboard Usage Study
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
6
As Provided
JAN2020
Yes
Educational Research
Randomized Controlled Trials
Intervention
Standards
Context Effect
Validity
Research Reports
Delphi Technique
Researchers
Mayo-Wilson, Evan
Grant, Sean
Montgomery, Paul
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Randomized controlled trials (RCTs) are increasingly used to evaluate programs and interventions in order to inform education policy and practice. High quality reports of these RCTs are needed for interested readers to understand the rigor of the study, the interventions tested, and the context in which the evaluation took place (Mayo-Wilson et al., 2013). The Consolidated Standards of Reporting Trials (CONSORT) Statement--and its extensions--are the preeminent guidelines for reporting RCTs; they are based on empirical evidence and expert consensus about biases related to validity (Schulz, Altman, Moher, for the CONSORT Group, 2010). While CONSORT guidelines are well-known in the social and behavioral sciences, there is less evidence of widespread uptake and implementation in education compared with biomedical disciplines, and deficiencies persist in the reporting of intervention trials in education (Torgerson, Torgerson, Birks, & Porthouse, 2005). Following recommended techniques for guideline development and dissemination (Moher et al., 2010), this presentation focuses on a structured research programme to develop a reporting guideline for intervention RCTs in education and related disciplines. Namely, this presentation will overview the reporting quality of RCTs in education, and discuss reporting guidance for reporting education intervention RCTs.
ED562867
Reporting Randomized Controlled Trials in Education
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
College Entrance Examinations
Writing Tests
Educational Research
Psychometrics
Educational Quality
Test Reliability
Alignment (Education)
Relevance (Education)
Racial Distribution
Scores
Essay Tests
Test Validity
Correlation
Test Coaching
Mattern, Krista
Camara, Wayne
Kobrin, Jennifer L.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Analysis
English
Higher Education
Postsecondary Education
High Schools
The focus of this report is to summarize the research that has been conducted thus far on the new SAT Writing section. The evidence provided reveals that the new writing section has satisfactory psychometric quality in that its reliability is acceptable; it is significantly related to first-year college GPA and college English grades; it has been perceived to impact high school curriculum; and it does not result in larger score disparities among racial/ethnic groups.
ED562868
SAT® Writing: An Overview of Research and Psychometrics to Date. Research Notes. RN-32
College Board
2007-01-00
12
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
5
As Provided
JAN2020
Yes
Generalizability Theory
Teacher Behavior
Student Behavior
High School Students
Secondary School Teachers
Reliability
Outcome Measures
Randomized Controlled Trials
Positive Behavior Supports
High Schools
Observation
Abry, Tashia
Cash, Anne H.
Bradshaw, Catherine P.
Reports - Research
Maryland
Maryland
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
Generalizability theory (GT) offers a useful framework for estimating the reliability of a measure while accounting for multiple sources of error variance. The purpose of this study was to use GT to examine multiple sources of variance in and the reliability of school-level teacher and high school student behaviors as observed using the tool, Assessing School Settings: Interactions of Students and Teachers (ASSIST). The study took place in the context of a high school randomized controlled trial (Maryland Safe and Supportive Schools [MDS3]--58 high school randomized controlled trials funded by the U.S. Department of Education and the William T. Grant Foundation) of Positive Behavioral Interventions and Supports (PBIS) (Sugai & Horner 2006). PBIS is a school-based decision-making framework designed to enhance students' social and academic functioning. Baseline data (collected prior to intervention) from six Maryland high schools provided the analytic sample for the study. Two raters worked in tandem to observe 25 classrooms/occasions in each of the six high schools using the ASSIST, resulting in a partially crossed design in which observations were nested within schools and crossed by rater. School interactions were assessed using the ASSIST, an observational measure of teachers' behavior management strategies and student behavior. Generalizability studies (G-studies) and decision studies (D-studies) were conducted using GENOVA software. Variations in the number of raters used to conduct observations and the number of observations occurring within a school had direct implications for the reliability of ASSIST tally items. Results indicate that raters can be trained to observe selected behaviors with high levels of agreement, and that studies using the ASSIST may be well-positioned to capture school-level differences for the behaviors of teacher proactive behavior expectations, teacher reactive behavior management, student disruption, and student profanity. This study demonstrates GT as a useful tool when evaluating and planning for the use of observational measures in large-scale program evaluations. Tables and figures are appended.
ED562869
Using Generalizability Theory to Examine Sources of Variance in Observed Behaviors within High School Classrooms
Society for Research on Educational Effectiveness
2014-00-00
Department of Education (ED)
William T. Grant Foundation
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Advanced Placement Programs
Program Implementation
Teacher Surveys
Administrator Surveys
Program Effectiveness
Program Evaluation
Teamwork
Partnerships in Education
Educational Practices
Educational Principles
Educational Objectives
Faculty Development
Communities of Practice
English Teacher Education
Middle School Teachers
Reports - Research
College Entrance Examination Board
English
Middle Schools
Secondary Education
Junior High Schools
Teachers and administrators were surveyed to determine the extent to which AP Vertical Teams for English were implemented in schools. Results indicate that even though the goals of the AP Vertical Teams were only partially realized, there was some positive impact on student exposure to Pre-AP instruction and AP courses and student performance on the AP Examinations. Although the results are only modest, they are promising. It appears that if the AP Vertical Team goals were more fully implemented, the impact is likely to be more extensive. Suggestions for improving the implementation of AP Vertical Teams are provided.
ED562870
Summary of Evaluation Results of Advanced Placement Program® (AP®) Vertical Teams for English. Research Notes. RN-17
College Entrance Examination Board
2002-09-00
8
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
3
As Provided
JAN2020
Yes
Foreign Countries
Intervention
Program Effectiveness
Outcome Measures
Meta Analysis
Learning
Outcomes of Education
Program Evaluation
Elementary Secondary Education
Effect Size
Conn, Katharine
Reports - Research
Africa
Africa
Society for Research on Educational Effectiveness (SREE)
English
Elementary Secondary Education
In the last three decades, there has been a large increase in the number of rigorous experimental and quasi-experimental evaluations of education programs in developing countries. These impact evaluations have taken place all over the globe, including a large number in Sub-Saharan Africa (SSA). The fact that the developing world is socially and economically diverse and that different interventions and programs are often culturally specific suggests that the broad results from previous syntheses may not be applicable to SSA, which is itself a quite diverse region. In this paper, the author conducts a large systematic review of the impact evaluation literature throughout the region, East, Central, Southern, and Western Africa, as well as the Indian Ocean Islands. This includes both experimental and quasi-experimental studies from all fields which evaluate the impact of education programs on student learning (fields include economics, health, psychology, and education). The author employed a random effects meta-analysis model. This meta-analysis found that interventions in pedagogical methods (particularly those that emphasize procedural or conceptual learning) to be very promising. Tables and figures are appended.
ED562871
Which Interventions Have the Greatest Effect on Student Learning in Sub-Saharan Africa? "A Meta-Analysis of Rigorous Impact Evaluations"
Society for Research on Educational Effectiveness
2014-00-00
14
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
College Entrance Examinations
Educational Indicators
College Readiness
Reading Tests
Writing Tests
STEM Education
Benchmarking
Career Readiness
Maximum Likelihood Statistics
Grade Point Average
Predictor Variables
Content Area Reading
Content Area Writing
Wyatt, Jeffrey N.
Remigio, Mylene
Camara, Wayne J.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
In 2011, the College Board developed the SAT College and Career Readiness Benchmark to assist educators and policymakers in their efforts to better evaluate the college readiness of their students. This benchmark was designed to identify the point on the SAT score scale that is indicative of students' having a high likelihood of success in college, with "success" being defined as a 65% probability of obtaining a first-year GPA (FYGPA) of 2.67 (B-) or higher. This criterion was informed by a panel of expert educators and policymakers convened by the College Board in 2007 (Kobrin, Patterson, Wiley, & Mattern, 2012).
ED562872
SAT® Subject Area Readiness Indicators: Reading, Writing, and STEM
College Board
2012-08-31
4
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
9
As Provided
JAN2020
Yes
College Entrance Examinations
Second Languages
Language Tests
Student Placement
Academic Ability
Test Items
Difficulty Level
Test Content
Native Speakers
Academic Achievement
Reports - Descriptive
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
High Schools
As an admissions test, the SAT II: Subject Tests in foreign languages allow students to demonstrate academic competence in the selected language area. As a placement tool, the SAT II: Subject Tests in foreign languages serve the same function as the SAT II: Subject Tests do in other academic areas such as world history, chemistry, or math. SAT II: Subject Tests also provide college faculty with a superior placement tool without using faculty time to develop, administer, or score the tests. Issues regarding the tests include test difficulty, test content, selection of test titles, and assessing students who are native speakers of the language.
ED562873
SAT® II: Subject Tests in Foreign Languages--Using the Tests for Admission and Placement. Research Summary RS-07
College Entrance Examination Board
2002-06-00
3
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
ERIC
JAN2020
Yes
College Entrance Examinations
Gender Differences
Scores
Mathematics Tests
Mathematics Skills
Test Items
Problem Solving
Mathematical Logic
Time
Mathematics Achievement
Verbal Tests
Verbal Ability
Comparative Analysis
Coding
High School Students
High School Seniors
Test Bias
Statistical Analysis
Gallagher, Ann M.
Reports - Research
SAT (College Admission Test)
Mantel Haenszel Procedure
Tukeys Test
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Performance of high-scoring males and females on the mathematics section of three forms of the College Board's Scholastic Aptitude Test (SAT-M) was examined to determine how item content, solution strategy, and speededness differentially affect performance. The mathematical and verbal sections of the SAT were also compared for similarities in the performance patterns of high scorers. Items on three forms of the SAT-M were classified on the basis of content and potential solution strategies. Male and female performance in the top 5 percent was examined using the Mantel-Haenszel Differential Item Functioning (MH-DIF) procedure. A main effect was found for itemsolution strategy, but not for item content. Males tended to outperform females on items requiring logical estimation or insight even when subjects were matched on years of mathematics course taking and average mathematics grades. Conventional measures indicated that the test was not differentially speeded. However, omit rates indicated that females omitted a greater proportion of items requiring estimation. Different patterns by gender were found on the mathematical and verbal sections of the test. Item Classification of SAT-M Sex Differences Study is appended.
ED562874
Sex Differences in the Performance of High-Scoring Examinees on the SAT®-M. College Board Report No. 90-3. ETS RR No. 90-27
College Entrance Examination Board
1990-00-00
20
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
26
As Provided
JAN2020
Yes
Scoring
Essay Tests
Holistic Approach
Scoring Formulas
Writing Tests
Scoring Rubrics
Evaluation Methods
College Entrance Examinations
Camara, Wayne J.
Reports - Descriptive
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
The essay on the writing section of the SAT will be scored using a holistic approach. In holistic scoring, a piece of writing is considered as a total piece of work--the whole of which is greater than the sum of its parts.
ED562875
Scoring the Essay on the SAT® Writing Section. Research Summary RS-10
College Entrance Examination Board
2003-07-00
3
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Scores
Grade Point Average
College Freshmen
Grades (Scholastic)
Academic Ability
Predictor Variables
High School Students
Comparative Analysis
Course Selection (Students)
Gender Differences
Language Usage
English
Racial Differences
Ethnic Groups
Institutional Characteristics
English (Second Language)
Ramist, Leonard
Lewis, Charles
McCamley-Jenkins, Laura
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Part 1 of this study investigated possible causes of the observed decline in correlations between SAT scores and freshman grade-point average (FGPA). Working with a database of 38 colleges, the study found that the comparability of course grades received by entering freshmen declined in the 1980s. Three new measures of grade comparability-variety of courses taken, variation in average student aptitude among courses, and appropriateness of average course grade in relation to student aptitude level-proved to be excellent indicators of both the level of and the change in SAT validity for predicting FGPA. Using course grade as a criterion instead of FGPA reduced the decline in both SAT and high school GPA (HSGPA) validity for predicting course grades by 40 percent. Contrary to the assumption that high school record (HSR) is a better predictor than the SAT, compared with HSR the SAT had higher or equal average validities for predicting course grades in almost all categories of courses. Part 2 examined course selection, grading patterns, grade comparability, SAT predictive effectiveness and mean over- and underprediction across different courses for groups based on gender, English as best or not best language, and ethnicity. All results were analyzed by college selectivity level and size. The following are appended: (1) Colleges Participating in the Study; and (2) Course Categories.
ED562876
Student Group Differences in Predicting College Grades: Sex, Language, and Ethnic Groups. College Board Report No. 93-1. ETS RR No. 94-27
College Entrance Examination Board
1994-00-00
45
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
57
As Provided
JAN2020
Yes
College Entrance Examinations
Gender Differences
Scores
Verbal Ability
Standardized Tests
Mathematics Achievement
Background
Student Characteristics
Student Experience
High School Students
Ethnic Groups
Racial Differences
Majors (Students)
Socioeconomic Status
Regression (Statistics)
Burton, Nancy W.
Lewis, Charles
Robertson, Nancy
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
After adjusting for differences in background, women's average SAT-verbal scores were found to be higher than, or nearly equal to, men's. Although women's average SAT-mathematical scores after adjustment are still lower than men's, they are 25 points higher when adjusted for background. This report's analysis establishes that the background differences between men and women are significantly related to verbal and mathematical score differences. The research looked at samples of students in the high school classes of 1975, 1980, and 1985 who had taken the SAT.
ED562877
Sex Differences in SAT® Scores. College Board Report No. 88-9. ETS RR No. 88-58
College Entrance Examination Board
1988-00-00
27
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
19
As Provided
JAN2020
Yes
College Entrance Examinations
Grade Point Average
Prediction
Scores
Correlation
High School Students
Critical Reading
Calculators
Predictive Validity
Regression (Statistics)
Student Characteristics
Kobrin, Jennifer L.
Camara, Wayne J.
Milewski, Glenn B.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Development
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The SAT® and high school grades are the most accurate predictors of first-year college performance. Together, these two measures have a high multiple correlation (r = 0.7) with first-year college grades when the correlation coefficient is corrected for restriction in range, criterion unreliability, and different course grading standards (Bridgeman, McCamley-Jenkins, and Ervin, 2000; Ramist, Lewis, and McCamley-Jenkins, 1993). The current study examined predictions of first-year college performance for students whose SAT score and high school grades were discrepant and compared these results to predictions for students whose SAT score and high school grades were not discrepant. The current analyses replicated those performed in an earlier study conducted in 1990 by Baydar but utilized a larger sample of schools and recentered SAT scores. In addition, the current study used SAT scores that emphasized critical reading, grid-in math items, and calculator use, and de-emphasized antonym items (Bridgeman, McCamley- Jenkins, and Ervin, 2000). Results of the study suggest that students with a high HSGPA (high school grade point average) in the presence of low SAT scores will not do any better in college than students with lower HSGPA scores but higher SAT scores. Therefore, the SAT may be a more accurate predictor than the HSGPA for these students.
ED562878
Students with Discrepant High School GPA and SAT® I Scores. Research Notes. RN-15
College Board
2002-01-00
6
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
7
ERIC
JAN2020
Yes
Higher Education
Low Income Groups
Socioeconomic Influences
High School Students
Student Financial Aid
Expectation
Knowledge Level
Parents
Access to Information
Enrollment
Fiscal Capacity
College Choice
Student Characteristics
Outcomes of Education
Labor Market
Terenzini, Patrick T.
Cabrera, Alberto F.
Bernal, Elena M.
Reports - Research
Information Analyses
College Entrance Examination Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Despite an enormous investment in equalizing educational opportunities for all Americans, substantial evidence indicates that significant inequities remain, particularly for low-socioeconomic-status (SES) students. The report draws on an extensive review of the current research literature and contributes new analyses of national databases to fill in some of the holes in the existing literature. Among the findings are: (1) by the ninth grade, most students have developed occupational and educational expectations that are strongly related to SES; (2) parents' knowledge of financial aid, financial planning for college, and students' access to college and financial aid information are clearly associated with SES; and (3) nearly one-half of the lowest-SES-quartile high school graduates do not enroll the following fall in any postsecondary institution, a nonenrollment rate nearly five times higher than that of high-SES students. Two appendices are included: (1) Definitions of Wealth: A Review of the Literature; and (2) Sources of Data and Methodology.
ED562879
Swimming against the Tide: The Poor in American Higher Education. Research Report No. 2001-1
College Entrance Examination Board
2001-00-00
Association for Institutional Research
62
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
133
As Provided
JAN2020
Yes
Scores
Achievement Gains
Bayesian Statistics
College Entrance Examinations
Statistical Analysis
Predictive Measurement
Gender Differences
Racial Distribution
Tables (Data)
Statistical Distributions
High School Students
Proctor, Thomas P.
Kim, YoungKoung Rachel
Reports - Research
SAT (College Admission Test)
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
SAT (College Admission Test)
College Board, Office of Research and Development
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The purpose of this paper is to provide information about how students' scores change when they retake the PSAT/NMSQT as juniors or take the SAT in the spring after they take the PSAT/NMSQT as juniors. Two research questions guided this study and motivated the approach for analysis of the data: How do scores change for students who took the PSAT/NMSQT both as a sophomore and junior or the PSAT/NMSQT and SAT as juniors? How will future students taking the PSAT/NMSQT be expected to perform when they take the SAT or retake the PSAT/NMSQT? Tables and figures are appended.
ED562880
Score Change for 2007 PSAT/NMSQT® Test-Takers: An Analysis of Score Changes for PSAT/NMSQT Test-Takers Who Also Took the 2008 PSAT/NMSQT Test or a Spring 2008 SAT® Test. Research Notes RN-41
College Board
2010-08-00
24
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
4
As Provided
JAN2020
Yes
Vocational Education
Employment
Community Colleges
Salaries
Role
Technology Education
Comparative Analysis
Trend Analysis
Job Placement
Labor Market
Educational Attainment
Educational Certificates
Credentials
Outcomes of Education
Educational Trends
Postsecondary Education
Carruthers, Celeste K.
Sanford, Thomas
Reports - Research
Tennessee
Tennessee
Society for Research on Educational Effectiveness (SREE)
English
Two Year Colleges
Higher Education
Postsecondary Education
Many higher education institutions award credentials below the associate's degree level, yet little is known about the pecuniary returns to sub-baccalaureate awards like diplomas (for the culmination of a program of study lasting one to two years) and certificates (for the successful completion of portions of those programs, often within one or two semesters). Carruthers and Sanford add to this body of work in two ways, using administrative data on college and labor outcomes for Tennessee students and workers over the years 2000-2012. First, the authors highlight the potential role of state-run technology centers in producing diplomas and certificates. They next compare the returns to sub-baccalaureate awards across technology centers and community colleges, characterizing immediate post-credential gains in employment and earnings as well as post-credential trends in the same. Postsecondary data are drawn from administrative files maintained by the Tennessee Higher Education Commission. The study results support the conventional wisdom that narrow vocational programs and sub-baccalaureate credentials promote job placement and immediate earnings recovery, but with the important caveat that the labor market returns to certificates and diplomas depreciate after attainment. Tables and figures are appended.
ED562881
Way Station or Launching Pad? Unpacking the Returns to Postsecondary Vocational Programs in Tennessee
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
5
ERIC
JAN2020
No
Case Studies
Elementary Schools
School Districts
School Safety
Planning
Educational Legislation
State Legislation
Rural Schools
Semi Structured Interviews
Focus Groups
Observation
Content Analysis
Administrator Attitudes
Compliance (Legal)
Organizational Communication
Information Dissemination
Professional Development
Training
School Administration
Teacher Attitudes
Favila, Marisela
Dissertations/Theses - Doctoral Dissertations
California
California
English
Elementary Education
For children to be successful, schools must provide a safe and secure environment in which teachers can teach and students can learn (Skiba & Sprague, 2008). In California, state regulations require that schools maintain an appropriate school climate on campus, in classrooms, and at school sponsored events (California Education Code 35294). The purpose of this study was to examine the experiences and perceptions of district leaders, school administrators, and teachers regarding the development and implementation of the Comprehensive School Safety Plan. This case study's participants included district and school leaders and teachers at three elementary schools within one rural Southern California elementary school district. The study was comprised of semi-structured and focus group interviews, on-site observations, and a document review, including each site's safe school plan. Findings indicated that while schools have complied with the mandated creation of their school safety plan there are various challenges in obtaining and incorporating staff input into the plan. In addition, school leaders struggled to communicate the various elements of the plan to their staff effectively. Finally, the limited implementation of the safe school plan suggests that further training and support is needed in this area. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562882
A Case Study of a Southern California Elementary School District's Comprehensive School Safety Plan: Experiences and Perceptions of School Leaders and Teachers
ProQuest LLC
Ed.D. Dissertation, California Lutheran University
2013-00-00
978-1-3034-8841-2
129
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599505
2016
As Provided
JAN2020
No
Principals
Administrator Attitudes
Instructional Leadership
Minority Group Students
Learning Disabilities
Case Studies
Educational Practices
Scores
Mathematics Achievement
Reading Achievement
Interviews
Information Utilization
Knowledge Level
Special Education
Best Practices
Educational Strategies
Middle School Students
Shannon-Luster, Beverly
Dissertations/Theses - Doctoral Dissertations
Washington
Washington
English
Middle Schools
Secondary Education
Junior High Schools
Instructional leadership is the most important responsibility for principals and the most vulnerable students in need of productive instructional leadership are students of color with specific learning disabilities. Instructional leaders are challenged with creating supportive learning environments and school cultures that promotes the education for all students, more specifically students of color with specific learning disabilities. Concomitantly, productive instructional leaders are knowledgeable of evidence-based strategies and promote the use of such strategies by communicating with and supervising building staff members. The purpose of this multiple case study was to delve deeper into the descriptions of perceived instructional leadership practices for middle school students of color with specific learning disabilities in average selected schools in western Washington State. Middle schools were selected because of the percentage of students of color with specific learning disabilities in grades six through eight who achieved proficient scores on Washington State's math and reading assessment (Measurement of Student Progress) were amongst the lowest of all grades. Results from interviews with five administrators representing five middle schools in the selected school system indicated principals exhibited strong utilization of data; limited knowledge of special education policies and procedures, systemic disconnects, and moderate to strong understanding of best practice instructional strategies for middle school students of color with specific learning disabilities. Implications for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562883
Principals' Perceptions of Instructional Leadership for Middle School Students of Color with Specific Learning Disabilities
ProQuest LLC
Ph.D. Dissertation, Hampton University
2013-00-00
978-1-3034-8813-9
209
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599498
2016
As Provided
JAN2020
No
Veterans
Higher Education
College Students
College Bound Students
School Holding Power
Qualitative Research
Case Studies
Academic Persistence
Student Experience
Interviews
Focus Groups
Documentation
Educational Policy
Educational Practices
Program Effectiveness
Lopez, Eddie S.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Higher Education
Postsecondary Education
Secondary Education
High Schools
With an active war ongoing for nearly thirteen years, the nation has been experiencing hundreds of thousands of returning solders as a result of the military drawdown of troops from Iraq and Afghanistan. The intent of this research study was to understand the effectiveness of university programs, services, and practices in retaining student veterans transitioning to higher education. This qualitative case study analysis approach was informed by persistence theories in order to analyze and understand the challenges, obstacles, and experiences of student veterans attending two universities and to hear the persistence stories or voices of student veterans as they transition to institutions of higher education. This study interviewed 20 presumptively selected participants who were student veterans enrolled at two universities in California. Data collection methods for this study included face-to-face individual interviews, focus group discussions, field notes, and text-based documents. The findings of this research study indicated that student veterans are a unique student population, requiring special attention from institutions of higher education. The study ends with a discussion of findings, implications for policy and practice, recommendations of future research, and highlights final conclusions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562884
The Effectiveness of University Programs, Services, and Practices in Retaining Student Veterans Transitioning to Higher Education: Voices of Student Veterans--A Case Study Analysis Approach at Two Universities
ProQuest LLC
Ed.D. Dissertation, California State University, Los Angeles
2013-00-00
978-1-3034-8810-8
245
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599497
2016
As Provided
JAN2020
No
Reading Motivation
Learner Engagement
High School Students
Rural Schools
Case Studies
Grade 9
Grade 11
Grade 12
Interviews
Surveys
Focus Groups
Data Analysis
Coding
Relevance (Education)
Parent Attitudes
Self Efficacy
Experience
Reading Habits
Professional Development
Communities of Practice
Reading Instruction
Educational Practices
Inquiry
Critical Reading
Reading Skills
Winfree, Linda
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
High Schools
Secondary Education
Grade 9
Junior High Schools
Middle Schools
Grade 11
Grade 12
As college and workplace success becomes increasingly dependent on reading, parents and educators have become more interested in how to engage students in reading. Teachers at a rural Georgia high school have reported that students are reluctant to engage in academic reading. Guided by previous research on the factors that promote or discourage adolescent reading motivation, as well as Bandura's social learning theory and Guthrie's engagement theory, this collective case study assessed what factors affected reading motivation among students at a rural Georgia high school. Eight students from Grades 9, 11, and 12 comprised the sample. Data sources included the Adolescent Motivation to Read Profile (AMRP) Reading Survey, the AMRP Conversational Interview, and a focus group. Data analysis included line-by-line coding based on 5 major themes: relevance, parent attitudes, social aspect, identity/self-efficacy, and experiences. The analyses revealed that many of the students possessed rich, personal reading lives separate from their academic lives. Findings also indicated that students' experiences with academic reading in the school often decreased their motivation to engage. The resulting project was a Professional Learning Community with a focus on improving teacher practices with academic reading through an action inquiry cycle, thus increasing student reading motivation. This study may help students to develop the critical reading skills for collegiate and noncollegiate careers through increased engagement in effective academic reading experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562885
Reading Motivation and Engagement at a Rural Georgia High School
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3034-8780-4
230
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599489
2016
As Provided
JAN2020
No
Models
Critical Thinking
Thinking Skills
Community Colleges
College Students
Problem Solving
Curriculum Development
Organizational Change
Faculty Development
McGarrity, DeShawn N.
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
Two Year Colleges
Higher Education
Postsecondary Education
Society is faced with more complex problems than in the past because of rapid advancements in technology. These complex problems require multi-dimensional problem-solving abilities that are consistent with higher-order thinking skills. Bok (2006) posits that over 90% of U.S. faculty members consider critical thinking skills as essential for students to develop at the post-secondary educational level, which will prepare them to be employees in the 21st century. Implementing a systematic model of critical thinking is challenging because so many different models, definitions, and teaching approaches have been attempted, with little evaluation of their impact. Faculty resistance to learning about critical thinking teaching methodologies is another hurdle that colleges often face. In addition, according to Haas and Keeley (1998), most faculty report it is more important to teach content within the subject area than to implement critical thinking within the curricula; many also place more value on the steps to achieve tenure rather than on participation in training that relates to critical thinking. Twenty-first century educators must embrace the value of critical thinking in the curriculum over that of rote, memorization, and test-based teaching techniques (Paul, 2005). This dissertation examined the models for critical thinking across the curriculum in State University of New York (SUNY) community colleges. This model includes organizational change and faculty development regarding the inclusion of critical thinking skills across the curriculum to enhance and improve students' critical thinking abilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562886
A Model for Developing Improvements to Critical Thinking Skills across the Community College Curriculum
ProQuest LLC
D.Mgt. Dissertation, University of Maryland University College
2013-00-00
978-1-3034-8739-2
143
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599460
2016
As Provided
JAN2020
No
Children
Special Education
Student Characteristics
Predictor Variables
Reading Achievement
Mathematics Achievement
Comparative Analysis
General Education
Racial Differences
Ethnic Groups
Gender Differences
Longitudinal Studies
Surveys
Statistical Analysis
Age Differences
Kindergarten
Elementary School Students
Middle School Students
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Dragoo, Kyrie Elizabeth
Dissertations/Theses - Doctoral Dissertations
Early Childhood Longitudinal Survey
Early Childhood Longitudinal Survey
English
Kindergarten
Primary Education
Early Childhood Education
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Grade 1
Grade 2
Grade 3
Grade 4
Intermediate Grades
Grade 5
Grade 6
Grade 7
Grade 8
The purpose of this study was to examine the characteristics and predictive factors for children receiving special education services, and if they received special education services, factors associated with them discontinuing those services before eighth grade. In addition, a second purpose was to determine whether there are differences in the reading and mathematics growth trajectories of children who exit special education, children who remain in special education, and children who attend general education classes and how those growth trajectories vary by characteristics such as race and gender. I used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a study of a nationally representative sample of children attending kindergarten during the 1998 school year and followed through eighth grade. I used a subsample of the data to compare the characteristics and predictive factors of children receiving special education services or exiting from special education using chi-squares, t-tests, and logistic regression analyses. Using hierarchical linear modeling, I analyzed data on the academic growth trajectories of children who exited special education, remained in special education or never received special education. The results of my study indicate that large number of children exit special education between kindergarten and eighth grade and the children who exit special education differ from their general and special education peers both in their characteristics and their academic growth rates in reading and mathematics. Finally, I discuss the implications of these findings for policy and future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562887
Characteristics, Predictors, and Growth Trajectories of Children Who Exit Special Education Compared to Their General and Special Education Peers
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-8726-2
198
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599450
2016
As Provided
JAN2020
No
Parent Participation
Academic Achievement
Elementary School Students
Reading Achievement
Mathematics Achievement
Standardized Tests
Reading Tests
Mathematics Tests
Statistical Significance
Experimental Groups
Control Groups
Parent Child Relationship
Scores
Comparative Analysis
Student Behavior
Attendance
Thurber, Yvonne Marie
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
This quantitative research study examined the relationship between student achievement in reading and mathematics on the STAR (Standardized Test for the Assessment of Reading and Mathematics) and parent involvement in specific character development activities. The research design was quantitative in nature and conducted in two similar elementary schools, within a four month time frame. School 1 (Experimental) served 719 students, while the School 2 (Control) served 807 students. Of the 839 participants included in the study, 410 attended School 1 (Experimental) and 429 attended School 2 (Control). The results of this study indicated students who engaged in specific parent involvement activities with their parents did not score significantly higher on the STAR Reading and Mathematics assessments. However, results indicted statistically significant differences in how third and fifth grade students at School 1 (Experimental) performed academically, when compared to second and fourth grade students at the same school. In addition, interesting data emerged regarding behavior and attendance when School 1 (Experimental) and School 2 (Control) were compared. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562888
Parent Involvement and the Impact on Student Achievement in Grades 2-5
ProQuest LLC
Ed.D. Dissertation, Northwest Nazarene University
2013-00-00
978-1-3034-8714-9
149
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599440
2016
As Provided
JAN2020
No
Academic Achievement
Correlation
Middle School Students
Adolescents
Adolescent Development
O'Keefe, Sherry Plath
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Middle Schools
Secondary Education
Junior High Schools
The topic of this research study was academic achievement of adolescents and the 40 Developmental Assets. Developmental Assets have been associated with positive growth in adolescents by protecting adolescents from negative influences, as well as promoting healthy and positive development. This study attempted to refine and identify the role the 40 Developmental Assets played in academic achievement among students at one junior high school in a moderately sized Midwestern city. While the results of this research did not demonstrate a positive correlation between any of the 8 Assets and academic achievement, disaggregated data did show some correlations which may be the starting point for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562889
A Correlational Study of Academic Achievement and the 40 Developmental Assets with Middle School Students
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8478-0
125
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599309
2016
As Provided
JAN2020
No
Power Structure
Participative Decision Making
Case Studies
Teacher Leadership
Teacher Attitudes
Instructional Leadership
Middle Schools
Middle School Teachers
Qualitative Research
Interviews
Coding
Williams, Arthur
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
The primary purpose of this case study was to examine teacher leaders' perception of distributed leadership practices in two exemplary middle schools. Eight teacher leaders were selected to participate in this study. Qualitative data were gathered via one-on-one interviews and a review of artifacts from four teacher leaders at each school. The data were coded, categorized and clustered to produce themes. The research questions were addressed and descriptions were developed for each case. Findings indicate that there are several dimensions of distributed leadership that shape teacher leaders' practice. This study concluded with recommendations that center on the reconceptualization of teacher leadership practice, district and school based supports. Implication for practice and areas for future research was explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562890
Teacher Leaders' Perceptions of Distributed Leadership Practices in Middle Schools
ProQuest LLC
D.Ed. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-8758-3
152
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599475
2016
As Provided
JAN2020
No
Pragmatics
Spanish
Second Language Learning
Immersion Programs
Native Speakers
English
Undergraduate Students
Second Language Instruction
Language Teachers
Role Playing
Teaching Methods
Language Research
Researchers
Case Studies
Discourse Analysis
Language Proficiency
Guidelines
Language Universals
Language Processing
Psycholinguistics
Speech Acts
Rose, Marda C.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study examines proposals made during planning talk--a speech act that has received little attention in previous literature--to determine the applicability of the stages of second language (L2) pragmatic development posited by Kasper and Rose (2002). Although Kasper and Rose suggest that formulas play a prominent role in L2 pragmatic development, few studies have considered the applicability of their stages to a non-formulaic speech act. The current study investigated proposal production in the planning talk of 69 participants: 46 learners of Spanish enrolled at five levels of instruction in a seven-week Spanish immersion program, 12 native Spanish speaking instructors in the same program, and 11 native English speaking undergraduate students at the same institution enrolled during the academic year. The L2 learners worked in groups of two or three as they planned three different role-plays during the seventh week of instruction. The native speakers met with the researcher in groups of two or three to complete the same role-plays in their first language (L1). A total of 1809 proposals and 351 supporting moves were produced in approximately four hours of planning talk. Analysis of transcriptions focused on the realization of the head-act strategies, deictic centering, internal and external modification, and the influence of the conversational context on the production of proposals. Results of this cross-sectional analysis suggest that learners do not pass through a formulaic stage when producing proposals in planning talk. The results also suggest that the learners' production of proposals exhibits a u-shaped curve as they adhere to L1 English norms at intermediate levels of proficiency before reflecting L1 Spanish norms at more advanced levels of instruction. L1 English influence was observed in the level of directness of the head-act strategies, the use of deictic centering, internal and external modification, and the influence of the conversational context. Results point to a new framework involving three universal stages of L2 pragmatic development in which L1 influence and pragmatic expansion are more salient. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562891
Pragmatic Development of L2 Spanish Proposals in Planning Talk
ProQuest LLC
Ph.D. Dissertation, Indiana University
2013-00-00
978-1-3034-8399-8
307
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599236
2016
As Provided
JAN2020
No
Statistical Analysis
Student Evaluation
Grading
Educational Assessment
Middle School Students
Academic Achievement
Educational Practices
Educational Change
Professional Development
Educational Opportunities
Wiles, Greg
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Educators are committed to providing students the best possible education by using the practices and tools they know (Zmuda, Kuklis, & Kline, 2004). Unfortunately, the status quo for grading and assessment practices is faulty, outdated, and ineffective. Current practices have unwittingly hindered student progress and motivation (O'Connor, 2007). Educational leaders, administrators, and teachers are faced with questions regarding the best ways to motivate students and accurately report their progress (Popham, 2011). Assessing and grading student achievement are primary functions of educators and if these practices are not approached and applied properly, a grade can misrepresent the true knowledge of the student regarding class standards (Brookhart, 2009). Even though there has been a shift to standards based teaching, grading and assessment practices have not followed suit and continue to lag behind (Zmuda, Kuklis, & Kline, 2004). Conventional grading and assessment practices abound, yet opportunities for the introduction of reform and the necessary professional development for the implementation and sustainability of such reform are lacking (Wormeli, 2006). Second order change is an apparent break from the past and is best presented and maintained through quality, ongoing professional development (Marzano, 2003). Change is inevitable and necessary at times, offering fresh perspective and new ideas, and it is the responsibility of those in the teaching profession to continue to learn and stay apprised of current research to give students the best possible education (Schimmer, 2012). When a district or school becomes aware of the need for change, there is an obligation to address the underlying issues and all relevant facts, logic, and research. Professional development provides the optimal venue for learning, discussing, applying, and evaluating any proposed changes (DuFour & Marzano, 2011). Reeves (2007) asked, "What is the risk if we engage in this change compared to the risk of continuing our present practice" (p. 7). The risk of embracing a proposed change may include limited buy-in, fear of failure, or the perception of more work. Regardless of potential effects, growth can only come through change, and trying new methods is the only way to know what changes work (Schimmer, 2012). The continuation of current grading practices poses a threat to the educational process and the future of student learning by undermining motivation and presenting inaccurate information due to grades' convoluted nature (Brookhart, 2009). Grades should not represent tradition, opinion, behavior, effort, homework, attendance, or any other extra-curricular components (O'Connor, 2007). They should purely and simply report the student's comprehension of predetermined class standards and goals (Brookhart, 2009). There are new research based methods for grading and assessment that honor the meaning of the grade and could be introduced and implemented in schools across the country through professional development opportunities (Reeves, 2007). The purpose of this study was to investigate the perceptions of grading and assessment practices in Fall River Middle School and to analyze the impact of increased opportunities for professional development in grading and assessment practices on the staff. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562892
A Quantitative Study Exploring Grading and Assessment Practices in the Middle School Environment
ProQuest LLC
Ed.D. Dissertation, Northwest Nazarene University
2013-00-00
978-1-3034-8715-6
186
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599441
2016
As Provided
JAN2020
No
Teacher Attitudes
Teacher Administrator Relationship
Statistical Analysis
Surveys
Conflict
Correlation
Influences
Hancks, Meredith L.
Dissertations/Theses - Doctoral Dissertations
English
This study examines the perceptions of faculty members regarding conflict experiences with administrators. It is driven by the question, "To what extent are faculty perceptions of positive and negative outcomes of faculty-administrator conflict associated with domain, nature and disciplinary context of the conflict," where domain refers to the administrative or academic area of the conflict situation and nature refers to whether the conflict is task-based or interpersonal. The analysis is based on quantitative study of survey results. The results indicate that task nature of conflicts has greater association than relationship nature with positive and negative outcomes of conflict. These findings suggest that working to remedy task-related conflicts in these domains might improve the outcomes of conflict experiences between faculty and administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562893
Faculty Perceptions of Conflict with Administrators: An Analysis of the Associations between the Nature of Conflict and Positive and Negative Outcomes
ProQuest LLC
D.Ed. Dissertation, University of Minnesota
2013-00-00
978-1-3034-8126-0
135
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599030
2016
As Provided
JAN2020
No
Hermeneutics
Phenomenology
Novices
Beginning Teachers
Mentors
School Districts
Program Descriptions
Identification
Teaching Experience
Faculty Development
Needs
Needs Assessment
Educational Research
Pack, Mamie L.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
The purpose of this hermeneutic phenomenological study was to understand, interpret, and present the finding of how second year participants of the Teach for America (TFA) program perceived their professional needs from the mentor assigned to then within the school district and within the Teach for America program. The participants were Teach for America participants who had completed their first year teaching and were assigned a mentor through the school district and one mentor through the TFA program. Through the findings of this phenomenological research, additional information may help school districts, TFA, and other education stakeholders with identifying and meeting the needs of this group of novice educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562894
Help Needed: A Hermeneutic Phenomenology Study of the Experience of Teach for America Participants
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8387-5
145
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599225
2016
As Provided
JAN2020
No
English (Second Language)
Second Language Learning
Cues
Suprasegmentals
Evidence
Experiments
Hypothesis Testing
Native Language
Native Speakers
English
Mandarin Chinese
Korean
Spanish
Comparative Analysis
Lexicology
Semantics
Comprehension
Sentences
Lin, Candise Yue
Dissertations/Theses - Doctoral Dissertations
English
This dissertation project examined the influence of language typology on the use of segmentation cues by second language (L2) learners of English. Previous research has shown that native English speakers rely more on sentence context and lexical knowledge than segmental (i.e. phonotactics or acoustic-phonetics) or prosodic cues (e.g., word stress) in native language (L1) segmentation. However, L2 learners may rely more on segmental and prosodic cues to identify word boundaries in L2 speech since it may require high lexical and syntactic proficiency in order to use lexical cues efficiently. The goal of this dissertation was to provide empirical evidence for the Revised Framework for L2 Segmentation (RFL2) which describes the relative importance of different levels of segmentation cues. Four experiments were carried out to test the hypotheses made by RFL2. Participants consisted of four language groups including native English speakers and L2 learners of English with Mandarin, Korean, or Spanish L1s. Experiment 1 compared the use of stress cues and lexical knowledge while Experiment 2 compared the use of phonotactic cues and lexical knowledge. Experiment 3 compared the use of phonotactic cues and semantic cues while Experiment 4 compared the use of stress cues and sentence context. Results showed that L2 learners rely more on segmental cues than lexical knowledge or semantic cues. L2 learners showed cue interaction in both lexical and sublexical levels whereas native speakers appeared to use the cues independently. In general, L2 learners appeared to have acquired sensitivity to the segmentation cues used in L2, although they still showed difficulty with specific aspects in each cue based on L1 characteristics. The results provided partial support for RFL2 in which L2 learners' use of sublexical cues was influenced by L1 typology. The current dissertation has important pedagogical implication as findings may help identify cues that can facilitate L2 speech segmentation and comprehension. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562895
The Use of Segmentation Cues in Second Language Learners of English
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-8737-8
193
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599458
2016
As Provided
JAN2020
No
Global Approach
International Assessment
Academic Achievement
Foreign Countries
Participation
Evaluation Methods
Educational Practices
Archives
Interviews
Literature Reviews
Newspapers
Elementary Secondary Education
Science Tests
Mathematics Tests
Mathematics Achievement
Science Achievement
Reading Tests
Grade 4
Reading Achievement
Achievement Tests
Pizmony-Levy, Oren
Dissertations/Theses - Doctoral Dissertations
North America
Europe
Israel
Trends in International Mathematics and Science Study
Progress in International Reading Literacy Study
Program for International Student Assessment
Israel
North America
Program for International Student Assessment
Progress in International Reading Literacy Study
Trends in International Mathematics and Science Study
English
Elementary Secondary Education
Grade 4
Intermediate Grades
Elementary Education
This dissertation examines a vital catalyst in the globalization of education: international assessments--that involve testing and rankings--of student achievement in academic subjects. Nearly all high-income countries participate in international assessments such as Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), and Program for International Student Assessment (PISA), and participation is also growing among low-income countries. Empirical research on these assessments, however, is less extensive than what might be expected. Three broad questions guide this dissertation: (1) How did international assessments become a rationalized educational practice? (2) Why did countries choose to participate in international assessments? (3) How international assessments are engaged in public discourse at the local level? Using a multi-method approach to address these questions, I draw on a variety of data sources: an extensive array of primary-sources materials from archives from North America and Europe, interviews with 45 key actors from 15 countries in the field of international assessments, an original data set that includes 130 independent nation-states and their record of participation in international assessments from 1964 to 2012, and newspapers articles from Israel to examine the integration of international assessments in public discourse. The analysis shows three key patterns. First, the field of international assessments emerged from a loose network of scholars oriented toward education research and later transformed into a set of organizations that emphasized accountability of education systems. This transformation was driven by two mechanisms: resources and international discourse about education. Second, the transformation toward educational accountability is implicated in the diffusion of international assessments worldwide. In the early stages of international testing, a country's embeddedness in Western scholarship affected participation in international assessments. Subsequently, when the field emphasized accountability, a country's embeddedness in world society affected participation in international assessments. Third, local actors' engagement with international assessments--via processes of interpretation and appropriation--further legitimized international assessments. Taken together, these patterns suggest that the institutionalization of policy scripts--such as international assessments--is driven by dynamic processes that take place at the global and local level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562896
Testing for All: The Emergence and Development of International Assessment of Student Achievement, 1958-2012
ProQuest LLC
Ph.D. Dissertation, Indiana University
2013-00-00
978-1-3034-8278-6
209
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599130
2016
As Provided
JAN2020
Yes
Questionnaires
Surveys
Likert Scales
Test Items
Test Format
Online Surveys
Parents
Child Caregivers
Randomized Controlled Trials
Test Reliability
Statistical Analysis
Correlation
McIntyre, Joe
Gehlbach, Hunter
Reports - Research
Tests/Questionnaires
Society for Research on Educational Effectiveness (SREE)
English
Of all the approaches to collecting data in the social sciences, the administration of questionnaires to respondents is among the most prevalent. Despite their popularity, there is broad consensus among survey design experts that using these items introduces excessive error into respondents' ratings. The authors attempt to answer the following question: what are the specific impacts on survey data quality if one uses statements and A-D response anchors as opposed to questions and construct-specific (C-S) response anchors? Data were collected from a nationally representative SurveyMonkey panel of parents/primary caregivers for school-aged children. In return for their participation, participants received the chance to win money for a charity of their choosing. The authors found strong evidence that web-pages with only AD items elicited more straight-lining than corresponding pages with only C-S items. To their surprise, it was found that A-D scale scores were frequently less reliable than C-S scale scores even before removing straight-liners. While the authors consider these findings to be conclusive, they believe that more work remains to be done, both theoretical and practical. Tables and scales from the two forms of the survey are appended.
ED562897
The Cost of Agree-Disagree: Satisficing and Sacrificing Reliability
Society for Research on Educational Effectiveness
2014-00-00
19
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
11
ERIC
JAN2020
No
Self Concept
College Freshmen
Interviews
Student Attitudes
Teacher Attitudes
Writing (Composition)
Longitudinal Studies
Equal Education
Educational Opportunities
Program Descriptions
College Faculty
Academic Discourse
Writing Processes
Power Structure
Social Structure
Student Characteristics
Majors (Students)
Intellectual Disciplines
Race
Ethnicity
Gender Differences
Educational Environment
Heuristics
Models
Writing Assignments
Culturally Relevant Education
Educational Experience
Educationally Disadvantaged
First Generation College Students
Disproportionate Representation
Observation
Student Developed Materials
Panayotova, Dora Marinova
Dissertations/Theses - Doctoral Dissertations
California
California
English
Higher Education
Postsecondary Education
This dissertation reports on a study investigating the identity of first-year university students as writers. The longitudinal project explored how students from educationally disadvantaged backgrounds construct their identities as undergraduates and as academic writers in their first year. The research was qualitative and interpretative, and used identity and identity in writing as theoretical lenses. The setting was a 4-year institution of higher education in California. The participants were 4 first-generation college attendees from educationally underserved communities participating in the Equal Opportunity Program Bridge program at the university. Data collection included interviews with the students and faculty, observations and field notes from classes, students' written coursework and other student-produced documents, course materials and documents, and conversations with students about specific pieces of writing. By researching the participants in different academic settings (e.g., courses, lectures, tutoring, support services) and through examining their writing, this project illuminates how students' understanding of self is affected in the process of negotiating academia. I examined how students construct their identities as undergraduates and as academic writers from the texts and discourses available to them. Student identities are inextricably linked to the writing process and their writing products--student papers. I found that the participants in this study experienced complex power relationships as they attempted to build their identities in institutionally acceptable ways. Both the immediate educational contexts (e.g., students' disciplines, discourses, and majors) and the larger social structures that position students (e.g., race, gender, and sexuality) affected students' academic writing. If the participants could not reconcile their personal worldviews with the ideologies they perceived to be associated with a particular discipline, they switched to another major. Larger social structures (outside the academic context) that shaped the participants' understanding of themselves (such as race, ethnicity, and sexuality) interacted with nonacademic identities shaped through lived experiences and personal histories. Both the larger social structures and the influences from the more local, academic contexts were traceable in the participants' writing. This study demonstrates the potential of an identity lens to reveal and understand the personal connection between a student's writing self and her written products. It provides a heuristic model of student writing identity that connects how students' identities in contexts outside their texts (extratextual identities) relate to their textual construction of author and authority (intratextual identities). The findings suggest that students would benefit from writing assignments that are not only culturally appropriate and relatable, but are also socially relevant and explicit in discussing race, gender, and class. I conclude by arguing that faculty in writing and other disciplines and staff in learning-support programs and services, like researchers, view student identity as relational and situated, and as pertinent to the academic experiences of undergraduate writers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562898
Examining First-Year Non-Dominant Students' Experiences as Academic Writers: An Identity Perspective
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Cruz
2013-00-00
978-1-3034-8388-2
204
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599224
2016
As Provided
JAN2020
No
Foreign Countries
Developing Nations
Child Development
Field Studies
Child Health
Health Personnel
Immunization Programs
Patients
Teacher Education Programs
Laptop Computers
Use Studies
Program Effectiveness
English (Second Language)
Second Language Learning
Computer Software
Instructional Effectiveness
Educational Technology
Parent Participation
Humpage, Sarah Davidson
Dissertations/Theses - Doctoral Dissertations
Guatemala
Peru
Costa Rica
Costa Rica
Guatemala
Peru
English
This dissertation presents the results of three field experiments implemented to evaluate the effectiveness of strategies to improve the health or education of children in developing countries. In Guatemala, community health workers at randomly selected clinics were given patient tracking lists to improve their ability to remind parents when their children were due for a vaccine; this is found to significantly increase children's likelihood of having all recommended vaccines. This strategy is particularly effective for older children. In Peru, a teacher training program is found to have no effect on how frequently children use their computers through the One Laptop Per Child program. In Costa Rica, learning English as a foreign language using one software program is found to be significantly more effective than studying with a teacher, or with a different software program, confirming the heterogeneity of effects of educational technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562899
Essays on Child Development in Developing Countries
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2013-00-00
978-1-3034-8135-2
186
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599039
2016
As Provided
JAN2020
No
Educational Change
Change Strategies
Low Achievement
Urban Schools
High Schools
Private Sector
Sustainability
Program Development
Program Implementation
Reliability
Qualitative Research
Design
Surveys
Stakeholders
Cooperative Planning
Public Sector
Thomas, David E.
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
High Schools
Secondary Education
This executive position paper proposes recommendations for designing reform models between public and private sectors dedicated to improving school reform work in low performing urban high schools. It reviews scholarly research about for-profit educational management organizations, high reliability organizations, American high school reform, and school reform models in Philadelphia. Research was reviewed and data was collected about the for-profit educational management organization Victory's Philadelphia high school reform work and analyzed through the lens of development, implementation and sustainability of school reform and the concepts and characteristics of high reliability organizations. Research and review of data showed that the initial development of a school reform model significantly impacted upon Victory's ability to successfully and completely implement and sustain reform. Regarding the ability to act as a high reliability organization in school reform, research and qualitative data showed that Victory was able to, at some measure, act as a high reliability organization in the majority of the concept areas although the results were heavily impacted by design impediments which influenced implementation and sustainability as seen in slow increments of student academic improvement. Furthermore, when analyzing survey responses of a cross-sector of individuals involved in Victory's design and implementation of its reform work in its Philadelphia high schools, qualitative survey data supports this overarching finding. Recommendations include school reform design models for low-performing urban high schools fashioned after high reliability organization design and the mutual collaboration and cooperation of public and private sectors in the design, implementation, and sustainability of school reform models for low-performing urban high schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562900
Educational Management Organizations as High Reliability Organizations: A Study of Victory's Philadelphia High School Reform Work
ProQuest LLC
Ed.D. Dissertation, Wilmington University (Delaware)
2013-00-00
978-1-3034-8255-7
143
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599110
2016
As Provided
JAN2020
No
Remedial Mathematics
Community Colleges
Developmental Studies Programs
Computer Assisted Instruction
Conventional Instruction
Comparative Analysis
Models
Constructivism (Learning)
Andragogy
Technology Uses in Education
Age Differences
Racial Differences
Statistical Analysis
Instructional Effectiveness
Courses
Academic Achievement
Charters, Christi R.
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Adult Education
Many students lack adequate mathematic skills and must enroll in developmental math programs to satisfy the math requirement to earn a college degree, but developmental programs are often problematic with high failure rates, preventing graduation. This study examined whether the emporium model, a computer-based developmental math tool, was more effective than the traditional model at getting students through developmental math at a rural, Hispanic-serving community college. Constructivism, andragogy, and technology provided the theoretical framework. A quantitative methodology and nonexperimental secondary data analysis design was used with a nonrandom convenience sample. Archival data collected included age and ethnicity of students, and number of courses completed in three semesters for each instructional format. A chi-square test for independence revealed that the number of courses completed was dependent on course format, and that the emporium model was more effective than the traditional model at helping students complete the developmental math sequence in a shorter period of time. Traditional (18-24 years of age) and nontraditional (25 years plus) students completed more emporium courses than traditional courses. Nontraditional students completed more emporium courses than did traditional students. Hispanics and Whites both completed more courses with the emporium model. Overall, the emporium model may be more effective than the traditional model at getting students of all ages and ethnicities through the developmental sequence in a reduced amount of time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562901
A Comparison of Completion Times in Traditional versus Computer-Based Developmental Math Programs
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8307-3
128
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599154
2016
As Provided
JAN2020
No
College Athletics
College Students
Athletes
Small Colleges
Private Colleges
Academic Persistence
Influences
Focus Groups
Qualitative Research
Case Studies
Social Integration
Paying for College
Attention
College Faculty
School Personnel
Athletic Coaches
Student Financial Aid
D'Anna, Debora L.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this study was to identify the factors that contributed to the persistence of first-time full-time student athletes at a small private college affiliated with National Association Intercollegiate Athletics. The study used focus groups to determine the factors related to the persistence of student athletes. The participants in the focus groups included 42 first-time full-time student athletes who persisted to the fall of the second year, six faculty members, and 20 staff members from the selected institution. The student athletes represented 15 different sports teams sponsored by the institution. Faculty chosen for the study either taught first year courses or advised first-time full-time student athletes. Staff represented all areas of the college and had significant contact with first-time full-time student athletes. The study was a qualitative study with a case study format. The four themes that emerged from the student athlete focus groups were opportunity to play their sport, individual attention, social connectedness and financial/ability to pay. These themes are concurrent with Bean's factors of institutional fit, financial/ability to pay and social integration. The themes from the faculty staff focus groups were influence or relationship with coach, financial aid packages and support from faculty and staff. These themes correlate with Bean's factors of institutional fit, financial/ability to pay and academic integration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562902
Student Athletes at Small Private Colleges: Why Do They Persist to the Second Year?
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8320-2
126
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599165
2016
As Provided
JAN2020
No
Nursing Education
College Faculty
Faculty Workload
Teacher Persistence
Case Studies
Mentors
Teacher Recruitment
Teacher Surveys
Interviews
Teacher Salaries
Student Attitudes
Influences
Qualitative Research
Wood, Jennifer J.
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
English
Higher Education
Postsecondary Education
Nursing faculty workloads have come to the forefront of discussion in nursing education. The National League of Nursing (NLN) has made nursing faculty workloads a high priority in nursing education. Included in the priorities are areas of creating reform through innovations in nursing education, evaluating reform through evaluation research, and evidence-based reform through the development of the science of nursing (NLN, 2011). Several elements contribute to nursing faculty recruitment and retention. McClusky's theory of margin and Bandura's social cognitive theory reveals balance is necessary in nursing education. Faculty and students alike must have balance in their required work and their time. In addition, Bandura's theory demonstrates behavior is driven by the interaction of people with their environment. How faculty and students behave is critical in the success of the students, the faculty, and the nursing program entirely. This dissertation explores the influence of nursing faculty workloads and mentoring on recruitment and retention of qualified nursing faculty. There were six participants in the study who were masters prepared or higher level educators and were teaching in a baccalaureate degree program in a southwestern state. Included in the study parameters were nursing faculty in a baccalaureate degree program who taught either didactic, clinical, or both. Participants were between the ages of 19 and 70. The research conducted was a qualitative case study, which included exploring nursing faculty workloads by having the participants complete a demographic survey and then meet with the researcher for a face to face interview. The interviews were audiotaped for later transcription of the audio tapes to text by the researcher. The data were coded using the Atlas ti qualitative coding software to determine common themes from the information received. The information concluded that faculty was satisfied with their faculty workloads, but expressed concerns regarding student attitudes and salary. The faculty also expressed salary was not very significant since they all had substantial autonomy in their campus time and execution of material in their classrooms. Further research is required to explore student attitudes in the nursing programs and how student issues affect the overall workload of nursing faculty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562903
The Influence of Nursing Faculty Workloads on Faculty Retention: A Case Study
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8431-5
111
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599266
2016
As Provided
JAN2020
No
Statistical Analysis
Space Sciences
Probability
Prediction
Computation
Motion
Error of Measurement
Factor Analysis
Simulation
Mashiku, Alinda K.
Dissertations/Theses - Doctoral Dissertations
Kolmogorov Smirnov Two Sample Test
English
The current Situational Space Awareness (SSA) is faced with a huge task of tracking the increasing number of space objects. The tracking of space objects requires frequent and accurate monitoring for orbit maintenance and collision avoidance using methods for statistical orbit determination. Statistical orbit determination enables us to obtain estimates of the state and the statistical information of its region of uncertainty given by the probability density function (PDF). As even collision events with very low probability are important, accurate prediction of collisions require the representation of the full PDF of the random orbit state. Through representing the full PDF of the orbit state for orbit maintenance and collision avoidance, we can take advantage of the statistical information present in the heavy tailed distributions, more accurately representing the orbit states with low probability. The classical methods of orbit determination (i.e. Kalman Filter and its derivatives) provide state estimates based on only the second moments of the state and measurement errors that are captured by assuming a Gaussian distribution. Although the measurement errors can be accurately assumed to have a Gaussian distribution, errors with a non-Gaussian distribution could arise during propagation between observations. In order to obtain an accurate representation of the PDF that incorporates higher order statistical information, we propose the use of nonlinear estimation methods such as the Particle Filter. A Particle Filter (PF) is proposed as a nonlinear filtering technique that is capable of propagating and estimating a more complete representation of the state distribution as an accurate approximation of a full PDF. The PF uses Monte Carlo runs to generate particles that approximate the full PDF representation. Moreover, during longer state propagations, we propose to represent the final state vector as a compressed probability mass function (PMF). Multivariate PDF compressions are computationally costly and could potentially be numerically intractable. We tackle this issue by decorrelating the nonlinear multivariate state PMFs using an improved nonlinear factor analysis (NFA) that uses a multilayer perceptron (MLP) network to model the state nonlinearities and obtain the sources that also incorporates the Fast Independent Component Analysis (FastICA [a faster computational method for ICA]) to obtain the independent and decorrelated states. Methods such as the Principal Component Analysis (PCA) are based on utilizing moments that only incorporate the second order statistics, hence will not suffice in maintaining maximum information content. On the other hand, the Independent Component Analysis (ICA) is a non-Gaussian decorrelator that is based on a linear mapping scheme, that does not incorporate the non-linear information. The PDF compressions are achieved by implementing the fast-Fourier Transform (FFT) and the wavelet transform (WT) to construct a smaller subset of data for data allocation and transmission cost reduction. The accuracy of tracking the space objects as well as reduced costs will help increase the capability of tracking the increased number of space objects. We use statistical information measures such as the Kolmogorov-Smirnov (K-S) test and the Kullback-Leibler Divergence (KLD) metric to quantify the accuracy of the reconstructed state vector and the cost reduction is measured by the number of terms required to represent the states. A performance plot illuminates the performances of the transforms over a range of compression rates. Simulations are performed on real and simulated data to demonstrate the approach for this work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562904
Information Measures for Statistical Orbit Determination
ProQuest LLC
Ph.D. Dissertation, Purdue University
2013-00-00
978-1-3034-8275-5
194
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599128
2016
As Provided
JAN2020
No
School Turnaround
Secondary Schools
Rural Schools
Educational Improvement
Low Achievement
Qualitative Research
Case Studies
Longitudinal Studies
Models
School Surveys
Transformational Leadership
Problem Solving
Identification
Teacher Effectiveness
Time Management
Consortia
Educational Legislation
Federal Legislation
Branch, Cynthia Monroe
Dissertations/Theses - Doctoral Dissertations
No Child Left Behind Act 2001
No Child Left Behind Act 2001
English
Secondary Education
The No Child Left Behind Act of 2001 put a focus on each child in a school being proficient. Since 1957 when Sputnik was launched, the United States has been attempting to improve its schools. The existing literature has a gap as to how to turn around an underperforming school in a fairly short period of time. A qualitative case study methodology was chosen to provide an in-depth, longitudinal examination as to how the principal and his team of both classified and unclassified staff were able to institute changes that dramatically increased their rural secondary school's performance academically from 50.9% to 90.6% among its students. The 2008 Interstate School Leaders Licensure Consortium Educational Leadership Policy Standards framed and focused this study of a school that may serve as a template for other educators trying to turn their school around and head it towards success for its students. Members of the staff of a rural secondary school were surveyed who were employed at the school during the time of this accomplishment. The results of the survey along with documents from the Internet brought insight into how the leadership turned the school into a highly achieving school in three short years. The questions this study answered included (a) How did the leadership team of educational professionals identify the major problem area inherent to this school? (b) What actions did the leadership team take to improve teacher effectiveness? (c) What actions did the leadership team take to unify the staff and get them to work collaboratively? (e) How did the leadership team improve the climate of the school? The purpose of this study was to examine the leadership behaviors and actions of school leadership to determine how they were able to take an underperforming school and turn it into a high achieving school in a fairly short period of time. What was not known was how they accomplished this feat. What actions did they take and why did they take those actions? What changed within that school from when it was underperforming to its now excelling status? These questions have been addressed in this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562905
Turning the School Around: The Transformation of a Secondary School from Underperforming to Highly Achieving
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8302-8
144
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599150
2016
As Provided
JAN2020
No
Individualized Instruction
Mathematics Instruction
Mathematics Achievement
Instructional Effectiveness
Action Research
Grade 2
Elementary School Mathematics
Elementary School Students
Pretests Posttests
Intervention
Curriculum Based Assessment
Comparative Analysis
James, Shondra Denise
Dissertations/Theses - Doctoral Dissertations
English
Grade 2
Primary Education
Elementary Education
Early Childhood Education
Differentiated instruction has become a trend in education across the country as a way of addressing the needs of all students. In this study, data were analyzed from a research site that used differentiated instruction in math as a way of raising performance within a small sampling of second grade students. The success of the intervention determined if the methodology would be utilized through various grade levels. Data reflected in the study were from two second grade classrooms within the research site. Students' pre-assessments were taken at the beginning of the intervention and post-assessments were taken at the end of the intervention using Curriculum Based Measurement. Assessment results were compared to measure improvement within the two classrooms. Student results were compared to each other to range the percentage of growth after the intervention phase took place. Students' pre and post assessment results were compared to each other. This was done to establish a percentage range of growth after the intervention phase took place. The results of this study are reflected on a spreadsheet to determine success of the intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562906
Does Differentiated Instruction Raise Student Performance in Mathematics: An Action Research Study
ProQuest LLC
D.Ed. Dissertation, Capella University
2013-00-00
978-1-3034-8358-5
65
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599200
2016
As Provided
JAN2020
No
Correlation
Middle Schools
Middle School Teachers
Principals
Administrators
Professional Development
Evaluation Methods
School Districts
Educational Improvement
Mixed Methods Research
Program Evaluation
Surveys
Focus Groups
Mathematics Achievement
Achievement Gains
Agnant Rogers, Myriam
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
As a result of poor student performance, professional development has emerged as a key strategy for improving instruction and achievement. In times of reduced resources and increased accountability, schools must evaluate their efforts in order to make sound decisions about policy and practice. This mixed method study was designed to investigate professional development evaluation practices and whether a relationship exists between professional development evaluation and math achievement in two groups of middle schools in one county school district. One group of middle schools met state standards in mathematics and the other group of schools did not meet state standards. The study sought to assess the perceptions of middle school principals, staff development teachers, and district level staff development instructional specialists/directors regarding the five levels of professional development evaluation: participant reactions, participant learning, organization support and change, participants' use of new knowledge and skills, and impact on student learning outcomes. According to Guskey (2002), the levels of evaluation are sequential and hierarchical and in order to increase the chance for successful impact on student achievement, all levels must be carefully considered in planning professional development experiences for teachers. These data were gathered through the use of a survey and focus group interviews . A survey instrument was designed to solicit perceptions of the levels of professional development evaluation in schools. There was no statistically significant difference between principals and staff development teachers in the schools that met state standards in mathematics and those who did not. The researcher conducted a one way analysis of variance of differences between the perceptions of professional development evaluation practices of principals, staff development teachers, and instructional specialists/directors in both met and non-met schools. Focus groups were held with principals, staff development teachers, and staff development instructional specialists/directors to identify the types and levels of professional development evaluation across middle schools. This study has training, policy and practice implications for middle school principals and staff development teachers as they implement professional development evaluation efforts aimed at improving middle school mathematics. It is expected that this research will assist school systems in their school improvement efforts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562907
A Study of the Relationship between Professional Development Evaluation and Middle School Mathematics Achievement
ProQuest LLC
D.Ed. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-8717-0
193
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599443
2016
As Provided
JAN2020
No
Mentors
Vocational Education Teachers
Alternative Teacher Certification
Teacher Attitudes
Beginning Teachers
Teacher Surveys
Online Surveys
Role
Beginning Teacher Induction
Transfer of Training
Teacher Persistence
Ellis, Andrea Michelle
Dissertations/Theses - Doctoral Dissertations
Oklahoma
Oklahoma
English
The purpose of this research was to examine mentoring practices for new teachers. In an effort to analyze the characteristics of effective mentors and mentoring practices, the primary goal of this study was to determine Oklahoma non-traditionally certified CTE teachers' perceptions of characteristics and elements of the mentoring process from the perspective of the new teacher. This research focused on progressivism as a philosophy through which mentoring theory, learning transfer theory, teacher induction programs, and teacher retention/attrition were studied. Eighty-four non-traditionally certified CTE teachers in Oklahoma participated in an online survey regarding mentor characteristics and mentoring program elements. The online survey used the Mentor Role Instrument (MRI) and the Survey of Mentors of Beginning Teachers (SMBT) in addition to a demographics section. A link to the online survey was distributed via the researcher's email. The results of the online survey were analyzed and statistically significant results were found in many areas. For the MRI, the psychosocial mentor roles appear to be more influential on a positive perception of the mentor than the career development mentor roles. The "acceptance" and "friend" mentor roles had the highest mean score for the participants. All four of the SMBT factor areas ("teacher involvement/support," "staff development," "administrative support," "resource materials") were considered relatively important for mentoring programs by the participants in this study. Of the four factor areas, "teacher involvement/support" held the highest mean score. The protege teachers mentioned having the most difficulties in the areas of "learning district policies/being new," their "mentor not being helpful," and "instructional methods/classroom management." Overall, the protege teachers wanted more "help with culture, procedures, and deadlines" within their positions. Finally, recommendations for further research and recommendations for practice were stated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562908
Analyzing Perceptions of Mentoring: Voices of Oklahoma Non-Traditionally Certified Career and Technology Education Teachers
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-7857-4
158
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598898
2016
As Provided
JAN2020
No
Cultural Awareness
Measures (Individuals)
Teacher Attitudes
International Schools
Teaching Methods
Intercultural Communication
Language Proficiency
English (Second Language)
Second Language Learning
Scores
Ethnocentrism
Cultural Pluralism
Cultural Differences
Student Characteristics
Cultural Background
Faculty Development
Instructional Leadership
Mixed Methods Research
Foreign Countries
Teacher Student Relationship
Mentors
Hornbuckle, Gavin Christopher
Dissertations/Theses - Doctoral Dissertations
Southeast Asia
Asia
English
Elementary Secondary Education
This study is a mixed methods investigation of teachers' views regarding the ways in which the intercultural competence (ICC) of students is developed at an international school in Southeast Asia. To gather data for the study a survey was administered to approximately 90 teachers in the high school section of an international school in Asia to which forty-six teachers responded. The statistical software SPSS was used to analyze the survey data. In addition, nine teachers were interviewed and administered the Intercultural Development Inventory (IDI). Demographic data were also gathered. The results of the study indicate that, in the view of teachers, there are four primary ways that the intercultural competence of students is developed at an international school in Southeast Asia: 1) By spending time with students of other nationalities, 2) The way in which the curriculum is taught in the classroom, 3) By a school environment that is supportive of cultural diversity and 4) By being proficient in English. Results of the IDI show that the nine teachers to whom it was administered had a group Developmental Score that fell within the range of low Minimization, indicating a more ethnocentric world-view, which is consistent with other studies investigating the intercultural competence of teachers in K-12 settings. Teachers whose Developmental Scores fell within Polarization focused on student nationality, culture and difference to a greater extent than those whose Developmental Scores fell within Minimization. These finding indicate that teachers believe immersion in cultural difference is sufficient for the intercultural competence of students to develop, however a growing body of literature points out that this is not the case. The IDI results indicate that teachers may not be prepared to be cultural mentors. There is a need for increased focus on intercultural competence in leadership and professional development programs in K-12 settings, as well as further research into the outcomes of curricular and co-curricular programs in international schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562909
Teachers' Views Regarding Ways in Which the Intercultural Competence of Students Is Developed at an International School in Southeast Asia: A Mixed Methods Study
ProQuest LLC
D.Ed. Dissertation, University of Minnesota
2013-00-00
978-1-3034-8132-1
196
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599036
2016
As Provided
JAN2020
No
Syntax
Phrase Structure
Language Research
Mandarin Chinese
Nouns
Linguistic Theory
Semantics
Structural Analysis (Linguistics)
Form Classes (Languages)
Hsu, Yu-Yin
Dissertations/Theses - Doctoral Dissertations
English
This dissertation concerns the interaction of syntax and information structure in Mandarin Chinese and puts the theoretical assumption of parallelism between clauses and noun phrases to the test. It examines and validates the information structural status of the object phrases preposed to clause-internal positions. I argue that Rizzi's (1997) "fine structure of the left periphery" proposed for Indo-European languages can be extended from the analysis of phrases that appear at the clause periphery to the analysis of phrases appearing in the sentence-internal domain in Chinese. This proposal is attested through the examination of the interaction between the preposed objects and other constructions, such as "wh"-questions, the "ba"-construction, modals, the "lian"-construction and the cleft-construction. Moreover, I argue that the so-called verb-copying structure and the fixed ordering of Topic and Focus elements in Chinese are better accounted for under the proposed analysis. The result of this study then explains the compatibility and the restriction of the co-occurrence of CP and TP Foci. The study also attempts to clarify the internal syntactic structure and its semantic effects of nominal expressions in Mandarin Chinese comparing them with those in other languages (Giusti 1996 and Aboh 2004). It is argued that the occurrence of measure words in Chinese represents the notion of "unit" that defines and quantifies over the noun phrase, independent of projections of demonstratives and nouns. Finally, I argue that nominals in Chinese are parallel to clauses in encoding the information structural properties to the elements appearing at the left periphery and the internal domain. This proposal accounts for the semantics and the specific discourse functions expressed by various types of nominal expressions. It also accounts for the non-canonical distribution of adjectives, ellipses of various sizes of nominal phrases, and the phenomenon of internal reordering of words within nominal expressions. The dissertation introduces a wide range of new data which makes it possible to reevaluate previous proposals, and to propose a new perspective to examine the parallelisms between clauses and noun phrases in regard to the interaction between syntax and information structure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562910
The Interaction of Information Structure and Syntactic Representation in Chinese
ProQuest LLC
Ph.D. Dissertation, Indiana University
2013-00-00
978-1-3034-8354-7
295
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599196
2016
As Provided
JAN2020
No
Special Education Teachers
Teacher Persistence
Rural Schools
Qualitative Research
Case Studies
Career Choice
Semi Structured Interviews
Administrators
Coding
Faculty Development
Communities of Practice
Decision Making
Lemons, Theresa
Dissertations/Theses - Doctoral Dissertations
Indiana
Indiana
English
Attrition of special education teachers is a national problem resulting in lost monetary resources, school climate discontinuity, and lower student achievement. Within a small, rural district in southern Indiana, special education teacher attrition has risen since 2008 and continues to rise. District administrators want to retain teachers to ensure a continuity of instructional services for students with special needs. To explore this problem, an intrinsic qualitative case study was employed, guided by a research question that investigated the factors that special education teachers and administrators perceived as influencing special educators' career decisions. Herzberg's motivation-hygiene theory and Billingsley's schematic representation of special education attrition and retention comprised the conceptual framework. Data collection included one-on-one semistructured interviews with 7 teachers and 5 administrators and teacher retention documents. Data analysis involved in vivo coding and an inductive process to collapse data into the 3 following themes: (a) daily challenges, (b) retention factors, (c) transfer or leaving factors. A project arose from the study. Using salient interview data, a professional development plan was designed to address teachers' needs of relevant professional development (PD) and collaboration. The PD plan will establish a professional learning community and utilizes free evidence-based online training modules to support reading comprehension of students with special needs. Positive social change may result from improvements in PD support provided by the district to retain its special education teachers, resulting in greater continuity of instruction for students with special needs who depend on high quality, experienced educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562911
Factors That Influence Special Education Teachers' Career Decisions in a Rural School District in Southern Indiana
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3034-8772-9
162
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599485
2016
As Provided
JAN2020
No
African American Students
Females
Community Colleges
College Graduates
Phenomenology
Student Motivation
Academic Persistence
Learning Strategies
Success
Academic Achievement
Technical Institutes
School Holding Power
Student Experience
Graduation Rate
Social Support Groups
Educational Attitudes
Occupational Aspiration
Expectation
Family Involvement
Peer Relationship
Mattison, Tamara D.
Dissertations/Theses - Doctoral Dissertations
Minnesota
Minnesota
English
Two Year Colleges
Higher Education
Postsecondary Education
African American females at the community level have low persistence rates and the literature regarding motivation and success strategies for those who persist to graduation is limited. This study was designed to identify the motivation and success strategies used by African American females to graduate from community colleges in Minnesota. Phenomenological research, the study of lived experience was the method chosen to study African American female graduates. The participants were graduates of community and technical colleges in Minnesota over the age of 18. This minority student phenomenon, which represents the human experience in all its complexity, includes the academic and social problems associated with retention. Addressing this problem will provide much needed information regarding the experiences of African American females attending community colleges. The information gained from this study may help stakeholders understand the strategies used by African American females to persist to graduation and the critical academic support from of the institution necessary to increase graduation rates for this demographic. An emerging theme expressed by the 1982 to 2012 graduates was the need for African American females to have help with balancing school, work, and family. The results showed the participant's motivations for attending community college were their desire for career advancement, expectations from their parents, family and friends, and children. The success strategies included preparing academically, researching information from parents, counselors, friends, and family. Future research recommendations include studying motivation and success strategies of African American females and males based on generational differences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562912
African American Female Community College Graduates: A Phenomenological Study of Motivation and Success Strategies for Persistence in Minnesota
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8468-1
160
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599300
2016
As Provided
JAN2020
No
Paraprofessional School Personnel
Special Education
Grounded Theory
Professional Education
High Schools
Qualitative Research
Special Education Teachers
Administrators
Interviews
Attitude Measures
Employment Qualifications
Public Schools
Supply and Demand
Lucey, Liana L.
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Paraprofessionals play a key role on the field of special education and are vital to the overall success of a classroom, school and district. However, the lack of clear expectations and qualifications is problematic. The purpose of this grounded theory study was to assess the paraprofessional preparation, support, and training offered at the six high schools representing three districts within one county. The participants of this qualitative study included directors of special education, special education teachers and paraprofessionals who were interviewed on their perceptions of preparation needs of paraprofessionals and the training and supports provided. The results demonstrated little evidence to support the presence of paraprofessional training and support at the district or site level within the mild/moderate high school setting. The literature and findings support the fact that paraprofessionals are overlooked and untrained in our schools. The increase in the number of paraprofessionals working in public schools along with the continued pressures placed upon special education from legislation, parents, and districts has created a serious need for well-trained paraprofessionals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562913
The Investigation of the Preparation Needs for Paraprofessionals Working in the Mild/Moderate Special Education Classroom at the High School Level
ProQuest LLC
Ed.D. Dissertation, California Lutheran University
2013-00-00
978-1-3034-8843-6
121
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599506
2016
As Provided
JAN2020
No
Principals
Administrator Evaluation
Mixed Methods Research
Administrator Attitudes
Evaluation Methods
Educational Policy
Educational Practices
Theory Practice Relationship
Superintendents
Statistical Significance
Bingham, Donald P.
Dissertations/Theses - Doctoral Dissertations
Idaho
Idaho
English
Principals play a critical role in how a school performs and what type of culture it will have. However, most principal evaluation relies heavily on practices and beliefs grounded in 20th century educational paradigms or adheres to outdated behavioral checklists. This mixed methods study explores the current realities of principal evaluation in southeastern Idaho and the perceptions of 127 principals and superintendents. Findings suggest that there is a variance between written evaluation policies and current practices. Further, there was a statistically significant difference in the perceptions of principals and superintendents in nearly every aspect of principal evaluation studied. The study supports the need to revise and examine current practices being employed to assess principal job performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562914
A Mixed Methods Study Exploring the Realities and Perceptions of Principal Evaluation
ProQuest LLC
Ed.D. Dissertation, Northwest Nazarene University
2013-00-00
978-1-3034-8682-1
111
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599421
2016
As Provided
JAN2020
No
Role
Allied Health Personnel
Nurses
Physical Therapy
Behavior
Semi Structured Interviews
Professional Identity
Educational Attainment
Volunteers
Conference Papers
Graduate Study
Certification
Barriers
Family Work Relationship
Administrator Role
Professional Associations
Qualitative Research
Bolding, Deborah J.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This basic qualitative study explored factors that influenced the development of professional role behaviors of nurses, occupational and physical therapists who were characterized as exemplars in the acute hospital setting. The participants, four occupational therapists, four nurses, and four physical therapists were interviewed using a semi-structured format, and the interviews were analyzed to determine themes. Participant selection was based on manager and colleague recommendations, knowledge, skills, experience, certifications, teaching abilities, leadership, participation in research or advocacy programs, and membership in professional organizations. Ten participants had presented posters or sessions at conferences. Most of the exemplars had volunteered on a short-term basis for community programs, and one was a volunteer for a community health clinic. Six of the 12 participants had earned post-professional degrees, and nine participants had earned one or more certificates related to advanced knowledge and skills in their practice areas. Professional behaviors appeared to be influenced by personal values and opportunities in the practice setting, and to a lesser extent by views of professionalism learned in academic setting or through professional organizations. The group exhibited values and traits for learning, advocacy, taking risks to reach goals, care, and commitment. Support for development came from family, mentors, colleagues, managers and colleagues. Tangible support in terms of money for education or paid time off was important for supporting activities, but not essential. Exemplars appeared to have the same pressures as their colleagues--managing work, families, relationships, and finding balance, but professional activities were also a priority. Barriers to participation in professional role behaviors included family obligations and sometimes lack of support from managers and colleagues. The exemplars had little memory of learning about professionalism in entry-level academic programs. Professional organizations were viewed as important for providing education; with only a limited recognition of the obligations professionals have toward professional governance. Several models, including self-directed learning, possible selves, theory of planned behavior, communities of practice, and management/leadership styles were used to help understand and explain the development of professional role behaviors. The most influential model appeared to be self-directed learning, although the others were influential for understanding how professional behaviors might be developed and strengthened. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562915
Factors Influencing Role Behaviors by Professional Exemplars in Hospitals
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8300-4
209
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599148
2016
As Provided
JAN2020
No
Hospitals
Nurses
Physicians
Intervention
Mathematics
Computer Software
Sleep
Anxiety
Physiology
Information Retrieval
Diagnostic Tests
Models
Auditory Discrimination
Auditory Stimuli
Medical Services
Equipment
Safety
Records (Forms)
Scientific Research
Information Systems
Nguyen, Andrew V.
Dissertations/Theses - Doctoral Dissertations
English
Physicians, nurses, and other clinical staff rely on alarms from various bedside monitors and sensors to alert when there is a change in the patient's clinical status, typically when urgent intervention is necessary. These alarms are usually embedded directly within the sensor or monitor and lacks the context of the patient's medical history and data from other sensors. A missed alarm may result in severe morbidity or mortality so alarm algorithms tend to err on the side of sensitivity. As a result, 40-90% of alarms within the clinical setting are false. These false alarms have a negative impact on patient care as clinicians become desensitized to the alarms. False alarms also directly impact patient recovery due to sleep interruption and increased anxiety. There is an increasing amount of research dedicated to improving clinical alarms but the field lacks a standardized approach to capturing, storing, processing, and analyzing physiological sensor data. This work focuses on the informatics issues and demonstrates a standardized platform for conducting research involving the combination of various clinical data sources (e.g. EHR/EMR) with physiological sensor data (including high resolution waveforms). This platform can also be easily extended into the clinical environment to eventually provide clinical decision support. The standardized approach presented has the additional benefit that researchers do not have to concern themselves with how to connect, retrieve, or format the data. They can focus solely on the higher level problems of designing the experiments, implementing algorithms, and interpreting results. A 3-stage computational pipeline was implemented on top of a Hadoop-based parallel computing platform to reduce the number of false alarms of ventricular fibrillation and ventricular tachycardia. Two waveforms (ECG and arterial blood pressure) were fed through several feature extraction and change (point) detection algorithms, then through supervised learning algorithms to generate a model that was able to better detect true alarm situations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562916
A Computational Pipeline to Improve Clinical Alarms Using a Parallel Computing Infrastructure
ProQuest LLC
Ph.D. Dissertation, University of California, San Francisco
2013-00-00
978-1-3034-8642-5
90
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599400
2016
As Provided
JAN2020
No
Church Related Colleges
Case Studies
Christianity
Institutional Mission
College Role
Church Role
Qualitative Research
Religious Education
Kirk, Kristi K.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Higher Education
Postsecondary Education
This study provides a history and case study of Concordia University Texas (CTX). There has been a gap in the scholarly research literature regarding how and to what extent Concordia Texas mirrors the path of other denominational colleges and universities in terms of relationship to their founding church bodies. Therefore, the purpose of this study is understand how this institution has, both historically and currently, defined its purpose, ethos and mission as a Lutheran institution. The research questions focused on the development of the institutions mission and purpose; the changing relationship between the institution and its founding church body, the Lutheran Church-Missouri Synod (LCMS); the institution's understanding of its own Lutheran ethos; and possibilities for the future relationship of Concordia and the LCMS. A qualitative history and case study was used that allowed the researcher to utilize both the historical documents from both CTX and the LCMS and 17 interviews with current and former faculty and administrators at both institutions. Findings from the study reveal that Concordia mirrors the path of other institutions as they sought to continually redefine their relationship to their founding church body and that the relationship between the 2 entities is at a critical juncture as they seek to redefine the relationship in a way that is practical and relevant for the modern educational context. Results from this study could prove useful to Concordia University Texas and the other institutions of the Concordia University System as well as other institutions who seek to better understand the nature of church-college relations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562917
The Changing Nature of Church College Relations: A History and Case Study of Concordia University Texas
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8365-3
125
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599205
2016
As Provided
JAN2020
No
African Americans
Adults
Midlife Transitions
Independent Living
Health Services
Planning
Case Studies
Decision Making
Death
Data Analysis
Educational Research
Qualitative Research
Responsibility
Metropolitan Areas
Records (Forms)
McDaniel, Brenda J.
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
English
The purpose of this collective embedded qualitative case study was to examine the perspectives of three middle-aged independent-living African Americans who had participated in the process of advance care planning (ACP) and completed at least two advance directives (ADs), a Durable Power of Attorney for Health Care (DPAHC) and a Living Will (LW). The contention was supported-that generating a description of factors coresearchers considered when making end-of-life health care decisions, determining the potential influence of such factors on future learning, and revealing the meaning ascribed to the completion of advance directives, may assist in understanding the gap between adults who think advance care planning is a good idea and those who go on to complete advance directives. Acquiring multiple forms of qualitative data illuminated how secondary data may be generated to answer research questions while primary data emerges from examining constitutional aspects of the educational research process itself. Seven categories emerged from data analysis, which included: Impetus and Intentional Consequences (IIC), Frame of Mind (FOM), Great Expectations (GE), Heart's Desire (HD), Angels for Proxies (AFP), Sustainability (S), In Lieu of Knowing (ILK), and, I'll Keep Mine, Thank You Very Much (Thanks). The qualitative educational research experience in advance care planning, as an entity, rose up to intersect with, and to compliment analysis of the quality and applicability of a pluralistic theoretical framework for organizing existing knowledge and generating new knowledge in the area of advance care planning at the processual- and community-levels. A most significant finding was the revelation that participants' current health status was preceded, accompanied, or followed by, proactivity, or an acceptance of responsibility for managing personal health care. The educational research goal was then changed from striving to increase proactivity among other community-residing adults to targeting people who are already proactive health managers. Ultimately, the means was envisioned for potentially refining the research position and approach with a highly complex reiterative inquiry in the ACP domain. Limitations include only middle-aged African Americans, who are not health care workers, and who completed two specific ADs, in a large metropolitan city in the southwestern United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562918
Middle-Aged Independent-Living African Americans' Selections for Advance Directives: A Case Study
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8377-6
282
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599214
2016
As Provided
JAN2020
No
Mixed Methods Research
Program Evaluation
Program Implementation
Communities of Practice
School Districts
Educational Improvement
Professional Development
Administrator Role
Role Models
Expectation
Elementary Secondary Education
Teacher Attitudes
Principals
Administrator Attitudes
French, N. Shalene
Dissertations/Theses - Doctoral Dissertations
Idaho
Idaho
English
Elementary Secondary Education
Professional Learning Communities (PLCs) provide the basis for meeting the challenges and expectations in today's educational environment. Effective PLCs provide the framework for school improvement and ultimately impact student academic success. School leadership is fundamental in this process (Bennis, 2009; Buffum, Mattos, & Weber, 2009; Carter, 2007; Day, Leithwood, & Sammons, 2008: DuFour & Eaker, 1998; Fullan, 2001; Leithwood, Harris, & Hopkins, 2008; Leithwood, Mascall, Strauss, Sacks, Memon, & Yashkina, 2007; Marzano & Waters, 2009; Spears, 2005; Steiner, Hassel, & Hassel, 2008) and the building principal is the central figure. This project explored district-wide implementation of school level PLCs and the role school administration played in implementing a PLC culture. This mixed-methods study examined how district level administrative support helped establish a PLC culture of continuous improvement through quality professional development, role modeling, and observed expectations. Faculty members and administrators from a geographically diverse Eastern Idaho district participated in this PLC research study in an effort to answer the following questions: To what extent are the foundational principles of PLCs established throughout the district? What differences between elementary and secondary schools exist in the implementation of PLCs? What differences in teacher and principal perception exist regarding the implementation of PLC in a building? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562919
Whatever It Takes: A Mixed Methods Study Evaluating the Implementation of Professional Learning Communities across a District
ProQuest LLC
Ed.D. Dissertation, Northwest Nazarene University
2013-00-00
978-1-3034-8693-7
153
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599428
2016
As Provided
JAN2020
No
Case Studies
Alternative Teacher Certification
Secondary School Teachers
Science Teachers
Pedagogical Content Knowledge
Interviews
Observation
Lesson Plans
Journal Writing
Assignments
Comparative Analysis
Content Analysis
Experienced Teachers
Vocabulary
Teaching Methods
Duncan, Benjamin R.
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Secondary Education
Elements essential to effective teaching are closely aligned with the domains of a teacher's pedagogical content knowledge (PCK) (Park & Oliver, 2008). Often, alternatively trained teachers enter the teaching profession lacking exposure to pedagogical events that allow these educators opportunities to reflect on their practice and construction of their PCK (Friedrichsen et al., 2007); yet little is known about the knowledge of experienced alternatively trained educators and the complexities associated with their PCK development. The purpose of this study was to describe the nature and sources of alternatively trained secondary school science teachers' PCK after gaining classroom experience. The Park and Oliver (2008) hexagon PCK model was used as the theoretical framework. A case study of two experienced secondary science teachers at a school in the southeastern region of the United States was conducted. Data were collected from multiple sources, such as interviews, classroom observations, participant field journals, lesson plans, classroom assignments, classroom assessments, and researcher's field notes. Data analysis was conducted using the constant comparative method, qualitative deductive analysis, and a content representation. The results showed that experienced alternatively trained science teachers' PCK development was heavily influenced by each teacher's orientation to science teaching. Alternatively trained science teachers compensated for their lack of pedagogical training by relying heavily upon their content knowledge, their knowledge of students, and past experiences. Even after gaining years of experience in a school setting, alternatively trained teachers still lacked familiarity with traditional educational terminology and practices, rather relying upon instructional approaches and techniques independently acquired while each teacher was in "survival" mode. This study provides several implications for teacher preparation, research, and policy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562920
A Case Study of Alternatively Trained Science Teachers: Attainment of Pedagogical Content Knowledge
ProQuest LLC
Ed.D. Dissertation, Tennessee State University
2013-00-00
978-1-3034-8691-3
292
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599426
2016
As Provided
JAN2020
No
Electronic Libraries
Archives
Case Studies
Library Development
Christianity
College Faculty
History
Primary Sources
Library Materials
Interviews
Cooperative Programs
Church Related Colleges
Hall, Taffey
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this study was to explore the construction of a collaborative Baptist digital library and archive on the Internet. The study investigated how a central electronic location of digitized Baptist primary source materials could look and work on the Internet and how such a project could benefit Baptist history professors, the primary user group of libraries and archives at Baptist institutions. The study explored two sub-research questions: (1) What are suggestions for the design and function of a collaborative Baptist digital library and archive?; and (2) what are suggestions for material selection and use of such a project? The study was timely and important to the field of higher education leadership and administration because it spoke to the impact emerging digital technologies are making on academic research and scholarship, and the avenues through which professors teach and students learn in the 21st century. The study used the case study research method to investigate the central phenomenon through several lenses. Validity and reliability were established through triangulation, member checks, peer review, and reflexivity. Information was gathered and analyzed from archival documents, online sources, materials from participating Baptist history professors, and nine interviews with the professors. Cross data analysis revealed four emergent themes: (1) overall interest in developing a collaborative Baptist digital library and archive on the Internet; (2) that digitized Baptist primary source materials can enhance the teaching, learning, and research of Baptist history; (3) differences in material type and content preferences for inclusion in a Baptist digital library and archive; and (4) differences in the project management protocol methodologies for constructing such a project. The emergent themes provided insight into suggestions for moving forward with a collaborative Baptist digital library and archive, suggestions for scholarly use of the project, implications and considerations for other collaborative digital library and archive projects, and implications for higher education. Future research studies on this topic could include quantitative and mixed methods studies that use larger samples of Baptist history professors or samples of professors from other academic disciplines in the humanities and social sciences. A more in-depth qualitative study could also be conducted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562921
Creating Collaboration: Exploring the Development of a Baptist Digital Library and Archive. A Case Study
ProQuest LLC
Ed.D. Dissertation, Tennessee State University
2013-00-00
978-1-3034-8696-8
178
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599430
2016
As Provided
JAN2020
No
Nursing Education
Nursing Students
Predictor Variables
Academic Achievement
Licensing Examinations (Professions)
Nursing
Community Colleges
Correlation
Exit Examinations
Racial Differences
Gender Differences
Prior Learning
Educational Attainment
Clinical Teaching (Health Professions)
Sequential Approach
Simpson, Janis Lee
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Two Year Colleges
Higher Education
Postsecondary Education
The purpose of this quantitative research study was to determine the degree to which Licensed Practical Nursing programmatic variables positively correlate with select Tennessee Technology Center institution pass rates on the licensure examination--NCLEX-PNRTM. This study investigated the relationship between the dependent variable of NCLEX-PNRTM success and licensed practical nursing students' scores on comprehensive exit examinations, race or ethnicity, gender, prior educational level, sequence of courses taught, number of theory hours, and number of clinical hours assigned for 1,010 graduates from practical nursing programs in six Technology Centers in Tennessee from 2007 to 2010. The results showed a positive correlation (+0.18) between the Caucasian ethnicity group in one of six institutions, and a significant negative correlation in this same institution (-0.20) in the African-American ethnicity group in relation to success on the NCLEX-PNRTM. A weak negative correlation (-0.13) was also found in one institution in the African-American ethnicity in relation to success on the NCLEX-PNRTM. The hypotheses tested using Chi-square analysis revealed a statistical significance between scoring levels two and three in both Institutions A and B on standardized comprehensive tests in relation to success on the licensure examination--NCLEX-PNRTM. As students scored in level three, they were more likely to pass the licensure examination. This lends support to administration of comprehensive exit examinations. A negative correlation was found in three institutions in the scoring level "Below Level 1" on the comprehensive exit examination and success on the licensure examination. There were no statistically significant correlations found for the variables: gender, prior educational level, course sequences, and theory or clinical hours assigned for each practical nursing program with success on the NCLEX-PNRTM. These findings will contribute to development of further research guiding nursing education programs. Recommendations from the research to further investigate academic variables specific to facility programs will lead to the enhancement of admission policies, remediation policies and curriculum development throughout nursing programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562922
An Analysis of Programmatic Variables Relating to the Pass Rates on the Licensure Examination by Practical Nurses in Tennessee Technology Centers
ProQuest LLC
Ed.D. Dissertation, Tennessee State University
2013-00-00
978-1-3034-8710-1
141
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599438
2016
As Provided
JAN2020
No
Disabilities
Children
Childrens Rights
Parent Rights
Readability
Parent Participation
Special Education
Documentation
Empowerment
Informed Consent
Parent Attitudes
Satisfaction
Federal Legislation
Educational Legislation
Equal Education
Expectation
Advocacy
Surveys
Interviews
Dinnesen, Megan Schneider
Dissertations/Theses - Doctoral Dissertations
Individuals with Disabilities Education Act
Individuals with Disabilities Education Act
English
Procedural safeguards have been in place for years with the intention of protecting the rights of parents and their children with disabilities. Despite the promises of the Individuals with Disabilities Education Act, parents have not been given the tools they need to be active participants in their child's special education. Parents of children with disabilities must be informed of their rights and responsibilities in documents that are cogent and concise and clearly communicate the expectation that parents will advocate for their children. Review of the documents currently used to inform parents of their rights, as well as relevant literature on the topic, indicated that parents are not truly being empowered to give informed consent. This study examined parent satisfaction with a procedural safeguards document intentionally designed for parents of children with disabilities with attention to usability and readability ("Making it My IDEA"). Survey and interview data collected in this study demonstrated that parents of children with disabilities see a need for re-designed documents and need information from the schools that is functional and pertinent. Parents involved in this study unanimously preferred the re-designed document. The implementation of rights notices that authentically inform parents could bring about a shift in the culture of special education and include all parents as active participants in their child's special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562923
Making It My IDEA: Notice of Procedural Safeguards Designed for Increased Readability
ProQuest LLC
Ed.D. Dissertation, University of Cincinnati
2013-00-00
978-1-3034-8450-6
88
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599284
2016
As Provided
JAN2020
No
Personality Traits
Behavior Problems
Antisocial Behavior
Correlation
Employees
Computers
Surveys
Burns, Cardra E.
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Computer deviance by employees, defined as malicious and nonmalicious computer use behaviors, has contributed to billions of dollars of monetary and productivity losses for public and private sector organizations. The purpose of this correlational study was to examine the relationship between personality characteristics and employees' computer deviance. Trait theory formed the theoretical framework for this study. The research questions addressed whether a relationship existed between personality characteristics (honesty-humility and conscientiousness) and computer deviance. Data were collected using the HEXACO-100 personality inventory and the Personal Use of Work Computers (PUWC) survey, which was transferred into a web-based survey and administered via random clustering and snowball sampling to 85 public sector employees in the southeastern United States. A Pearson product-moment correlation analysis indicated a statistically significant negative relationship (p < 0.02) between certain personality characteristics and computer deviance. Specifically, employees with stronger honesty-humility and conscientiousness personality characteristics were less inclined to commit computer deviance. The results of this correlational analysis furthered the understanding of the area of computer deviance committed by employees. Organizational leaders could use these findings to foster an organization with employees who perform daily operations ethically and ensure the security of electronic information. Implications for positive social change include providing organizational leaders with an understanding of why employees commit computer deviance. This information could aid in decreasing loss of revenue as well as productivity associated with such actions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562924
The Relationship between Personality and Computer Deviance
ProQuest LLC
D.B.A. Dissertation, Walden University
2013-00-00
978-1-3034-8764-4
124
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599478
2016
As Provided
JAN2020
No
Science Teachers
Teacher Leadership
Teacher Role
Elementary School Teachers
Secondary School Teachers
Online Surveys
Teacher Surveys
Science Instruction
Statistical Analysis
Correlation
Barriers
Stinson, John Kevin
Dissertations/Theses - Doctoral Dissertations
Ohio
Ohio
English
Elementary Education
Secondary Education
It has become standard practice for teachers to step into the role of "teacher leaders" and perform a variety of curriculum, instruction and assessment tasks for schools and school districts. The literature regarding these Ohio K-12 teacher leaders, who may perform these tasks in addition to or in lieu of regular teaching assignments, rarely includes a disciplinary focus. In this exploratory, descriptive study the results of a web-based survey containing both closed and open-ended items were used in an inquiry into teacher leaders working with the discipline of science. Data from Ohio teachers responding to the survey were used first to create a standard profile for science teacher leaders. Descriptive statistics and correlations were then performed on quantitative survey data to explore science teacher leader tasks and factors that influence task performance. Analysis of data included descriptions of sense of purpose for their role held by these science teacher leaders. Results indicate that science teacher leaders appear to embrace their role as advocates for science and have great potential for implementing science education reform as well as other science-related school initiatives. Aligning performance, administrative oversight, impact on student achievement and teacher training concerning tasks science teacher leaders are expected to perform would enhance this potential. However, science teacher leaders face challenges to realizing that potential due to ambiguity of their leadership role, the breadth of tasks they tend to perform and lack of alignment between task and outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562925
Science Teacher Leaders: Exploring Practices and Potential
ProQuest LLC
Ed.D. Dissertation, University of Cincinnati
2013-00-00
978-1-3034-8491-9
170
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599321
2016
As Provided
JAN2020
No
Mixed Methods Research
Parent Participation
Academic Achievement
High School Students
Electronic Learning
Web Based Instruction
At Risk Students
Full Time Students
Correlation
Statistical Significance
Grade Point Average
Socioeconomic Status
Family Characteristics
Parent Background
Instructional Program Divisions
Sex
Prior Learning
Semi Structured Interviews
School Role
Student Motivation
Learner Engagement
Student Participation
Accountability
Mentors
Curtis, Heidi
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
While questions exist about the effectiveness of online education, it is a growing part of the pantheon of educational choices available to students in America today. Though online education first gained popularity for advanced learners, increasingly at-risk populations are enrolling in online learning environments. Research in K-12 full-time, online learning environments is nearly non-existent. This mixed-methods study investigates student achievement in the full-time, online learning environment and the effect parents have on student success. Descriptive statistics and Pearson's Correlation's found statistically significant relationships between the variables of grade point average and socioeconomic status, family configuration, education of the parent, student grade level, gender and previous online experience. Themes from semi-structured interviews found parents of current or former students in a full-time, online school perceive multiple facets of student success in the online environment. The school can provide support to families by communicating, being transparent with tools, and individualizing instruction. Students must be self-motivated, engaged and participating, and accountable for their own learning. Parents should be available to monitor, mentor, and motivate students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562926
A Mixed Methods Study Investigating Parental Involvement and Student Success in High School Online Education
ProQuest LLC
Ed.D. Dissertation, Northwest Nazarene University
2013-00-00
978-1-3034-8690-6
160
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599425
2016
As Provided
JAN2020
No
Communities of Practice
Secondary Schools
School Turnaround
Reflective Teaching
Educational Change
Leadership
School Culture
Teacher Attitudes
Administrator Attitudes
Interviews
Phenomenology
Qualitative Research
Cooperation
Transcripts (Written Records)
Coding
Jimerson, Linda D.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Secondary Education
Secondary school students in the 21st-century are faced with political, economic, and social trends that often pose crises such as performing below levels of proficiency on state mandated assessments. Restructuring school cultures within various schools and districts were noted through the establishment of professional learning communities (PLCs). The purpose of this phenomenological, qualitative study was to give a descriptive account of a newly formed professional learning community by examining three areas that transformed a culture within a struggling secondary school. Specifically, the research questions focused on the perspectives of professional educators in terms of purposeful reflections within PLCs, leadership within PLCs, and collaboration within PLCs were explored. Three teachers working in secondary schools in the Midwest region of the United States participated were interviewed in depth. Transcriptions of the interviews were read in their entirety, and meaningful units were noted and interpreted. The perceptive findings cited professional learning communities as systematic and structured methods of reform. The success of the method, however, was perceived to be predicated on collaborative effort, valued perspectives, effective leadership, and reflective insight among all stakeholders. A consideration of this study focuses on further research in the areas of secondary professional learning communities undergoing reform. In addition, similar research in the areas of student learning communities (SLCs) and literacy learning communities (LLCs) may be an additional consideration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562927
Professional Learning Communities in Secondary Schools: Purposeful Reflection, Leadership and Collaborative Practice
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8360-8
153
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599202
2016
As Provided
JAN2020
No
American Indian Students
Females
Womens Education
Leadership
Tribes
Higher Education
Women Administrators
Educational Administration
Tribally Controlled Education
Cultural Influences
Administrator Role
American Indian Culture
Leadership Styles
Qualitative Research
Case Studies
Sitting Crow, Karen Paetz
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The dynamics of Native American female leadership is becoming a more prevalent topic in the scholarly literature as more educated Native American women become visible in tribal higher education. This qualitative case study explored Native American female leadership, as a growing number of Native American women enter higher education and earn doctorates. The research explored the opportunities and challenges that have influenced Native American women who are leaders in Tribal Colleges and Universities, the significance they place on their culture and heritage as leaders, their roles in policy and institutional change, and their perspectives regarding their leadership roles. The study revealed many aspects of Native American female leadership in higher education and how it interfaces with Native American culture. Participants' stories revealed that the development of leadership skills for Native American women is rooted in the oral traditions of Native American culture. The cultural makeup of the participants was varied and extraordinary; this group of Native American women shared their individual stories and journeys to leadership in tribal higher education so that Native American women and others who aspire to become leaders can benefit from their experiences. All participants agreed that tribal politics, curriculum development, providing authentic cultural learning experiences, and tribal sovereignty are challenges for the continuing development of Tribal Colleges and Universities. The leadership styles and approaches were as diverse as the group of unique and individual participants. However, one resounding aspect of their leadership is the importance of maintaining cultural identity, oral traditions, and heritage, which participants agreed are the foundation for developing professional and personal leadership skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562928
Tribal Colleges and Universities in the 21st Century: Native American Female Leadership in Tribal Higher Education
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8403-2
126
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599239
2016
As Provided
JAN2020
No
Social Networks
Electronic Learning
Affective Objectives
Instructional Design
Web 2.0 Technologies
Collaborative Writing
Web Sites
Research Methodology
Surveys
Likert Scales
Interpersonal Competence
Skill Development
Student Motivation
Web Based Instruction
Computer Mediated Communication
Carrigan, Robert L.
Dissertations/Theses - Doctoral Dissertations
English
In 2006, the U.S. Department of Education commissioned a report called, "Charting the Future of U.S. Higher Education", asking educators to, "...test new teaching methods, content deliveries, and innovative pedagogies using technology-based collaborative applications" (p. 6). Fittingly, technology-based collaborative applications such as those associated with Web 2.0 technologies have increased rapidly in educational environments in recent years. Yet limited research is available on the design strategies instructional designers employ with technology-based collaborative applications commonly referred to as social networking tools. The purpose of this study was to identify instructional design strategies seen as effective in online learning environments that use a social networking tool, such as a wiki, to enhance the affective domain. Using a descriptive method research approach, this study investigated the design strategies employed with a social networking application to enhance the affective learning domain. Data gathered from this study documented the opinions of 32 experienced instructional designers integrating a wiki into soft-skills training to enhance the affective domain. This study was accomplished using a new survey created for this research by the investigator. The survey employed a Likert-type rating scale to assess agreement and solicit instructional designer input on design strategies seen as effective to enhancing the affective domain. Based upon the opinions of experienced instructional designers the following themes emerged from the analysis of data. First, the majority of instructional designers surveyed agreed or strongly agreed that the 20 identified design strategies are effective for enhancing learning in the affective domain when using a social networking tool, such as a wiki. Second, most of the courses identified involved the development of intrapersonal and interpersonal skills (i.e. Soft Skills). Third, the instructional design processes used by participants of this study closely related to the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) process of instructional design, which is common to the Department of Defense. Overall, the results show that instructional designers can employ specific design strategies to impact a student's motivation, belief, feeling, tone, emotion, or a degree of acceptance or rejection concerning the educational material. Using design strategies identified in this study will help instructional designers create online instruction where students communicate, collaborate, and learn using Web 2.0 technologies. Data gathered during this study may provide educators interested in using social networking applications in course designs the knowledge and inspiration needed to prepare today's student for learning in the digital age. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562929
Social Networking and the Affective Domain of Learning
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8306-6
250
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599153
2016
As Provided
JAN2020
No
Institutional Characteristics
First Generation College Students
At Risk Students
Academic Persistence
Intervention
Private Colleges
Teacher Attitudes
College Faculty
Administrator Attitudes
School Personnel
Attitude Measures
Case Studies
Todd, Preston
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
External stakeholders hold higher education institutions accountable for the rate students persist and graduate. When identifying at-risk student populations, one group involves students whose parents did not graduate. These students are known as first-generation students. There are many challenging factors facing first-generation college students in their quest to graduate. Institutions have a responsibility to provide support services targeted to promote student success and retention. This study provides a comprehensive examination of retention strategies recognized as influencing first-generation student retention in the first year of college at one institution. The selected institution was identified as having first-year retention rates in the top quartile of members for a Midwestern private and independent college association. Administrators, faculty members, and staff members provided keen insight regarding their efforts to effectively support first-year first-generation college students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562930
Institutional Factors Influencing First-Generation College Students in the First Year: A Case Study
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8414-8
132
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599248
2016
As Provided
JAN2020
Yes
Stereotypes
Social Psychology
Negative Attitudes
Standardized Tests
College Entrance Examinations
Graduate Study
Reading
Mathematics
Writing (Composition)
Performance
Comparative Analysis
Scores
Hypothesis Testing
Critical Reading
Gender Differences
Racial Differences
Ethnic Groups
Grade Point Average
High School Students
Intention
Majors (Students)
Minority Group Students
Predictor Variables
Statistical Analysis
Walker, Michael E.
Bridgeman, Brent
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
A recent study by Beilock, Reidell, and McConnell (2007) suggested that stereotype threat experienced in one domain (e.g., math) triggered by knowledge of a negative stereotype about a social group in that particular domain can spill over into subsequent tasks in totally unrelated domains (e.g., reading). The authors suggested that these findings might have implications for how the ordering of sections on standardized tests such as the SAT or GRE could affect examinee performance. To test the authors' assertions, this study used data from a recent SAT administration in which either a reading, a math, or a writing task preceded a reading task. Performance on the subsequent reading task of members of a stereotype threatened group (i.e., women) who took the math task first was compared to performance of those who took the reading or writing task first. Results were inconsistent with the stereotype threat spillover hypothesis, and serve to justify the exhortation of Cullen, Hardison, and Sackett (2004) for caution in generalizing lab findings on stereotype threat to operational testing situations.
ED562931
Stereotype Threat Spillover and SAT® Scores. Research Report No. 2008-2. ETS RR-08-28
College Board
2008-00-00
15
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
14
As Provided
JAN2020
No
Comparative Analysis
High School Students
Student Placement
Advanced Placement Programs
Dual Enrollment
Mixed Methods Research
College Entrance Examinations
Scores
Demography
Student Characteristics
Grade Point Average
Data Analysis
Data Collection
Enrollment
Ethnicity
Sex
Socioeconomic Status
Interviews
Correlation
Student Improvement
Academic Achievement
Professional Development
Reading Instruction
Memorization
Study Skills
Time Management
Expectation
Haley, Katrina A.
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
This study provides an in-depth analysis of whether students who take dual enrollment and/or AP classes have higher ACT test scores compared to a group of their peers that did not take dual enrollment or AP courses. The study also identified the demographic characteristics (ethnicity, gender, and socio-economic status) of students with a 3.0 or higher who were enrolled in dual enrollment and/or AP courses compared to students with comparable GPAs who did not enroll. Using a mixed methods model, this research incorporated academic student data and interview responses from teachers to explore their perceptions of advanced placement and dual enrollment classes and ACT test scores. The quantitative section focused on a group of high school seniors from a rural high school in the middle Tennessee area with GPAs of 3.0 or higher. The data collected was ACT composite and sub-scores, class enrollment, ethnicity, gender, grade point average, and socio-economic status. The qualitative section focused on four selected teachers in the Middle Tennessee area who taught AP and/or dual enrollment classes within various high schools. An analysis of the archival student data and one-on-one interviews demonstrated that the overall impact of dual enrollment and AP classes suggests that these classes aid in improving ACT composite and sub-scores. The quantitative data analysis findings reported that gender and ethnicity effects academic achievement of students who are enrolled or not enrolled in these kinds of classes. However, the quantitative data analysis did not determine that socioeconomic status effected students included in this study, but the qualitative one-on-one interviews did conclude that low socio-economic status does negatively affect students' academic performance within these classes. Based on the analysis of the one-on-one teacher interviews, it was concluded that more professional development should be provided to all teachers to promote reading for content and less memorization in the classroom. Teachers highlighted the need for students to learn effective study skills and time management skills. The participants also expressed the need for all classes to hold students to high expectations and offer a challenging and rigorous curriculum to help improve ACT test scores and increase enrollment in AP and dual enrollment courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562933
A Comparative Study of High School Advanced Placement and Dual Enrollment Programs Using a Mixed Methods Analysis
ProQuest LLC
Ed.D. Dissertation, Tennessee State University
2013-00-00
978-1-3034-8695-1
121
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599429
2016
As Provided
JAN2020
No
Computer Assisted Testing
Licensing Examinations (Professions)
Computer Security
Pretests Posttests
Quasiexperimental Design
Age Differences
Gender Differences
Scores
Electronic Learning
Smiley, Garrett
Dissertations/Theses - Doctoral Dissertations
English
E-learning has grown to such an extent that paper-based testing is being replaced by computer-based testing otherwise known as e-exams. Because these e-exams can be delivered outside of the traditional proctored environment, additional authentication measures must be employed in order to offer similar authentication assurance as found in proctored, paper-based testing. This dissertation addressed the need for valid authentication in e-learning systems, in e-examinations in particular, and especially in professional certification e-examinations. Furthermore, this dissertation proposed a more robust method for learner authentication during e-examination taking. Finally, this dissertation extended e-learning research by comparing e-examination scores and durations of three separate groups of exam takers using different authentication methods: Online Using Username/Password (OLUP), In-Testing Center (ITC), and Online with Multibiometrics (OLMB) to better understand the role as well as the possible effect of continuous and dynamic multibiometric authentication on professional certification e-examination scores and durations. The sample used in this study was based on participants who were all professional members of a technology professional certification organization. The methodology used to collect data was a posttest only, multiple, non-equivalent groups quasi-experiment, where age, gender, and Information Technology Proficiency (ITP) were also recorded. The analyses performed in this study included pre-analysis data screening, reliability analyses for each instrument used, and the main analysis to address each hypothesis. Group affiliation, i.e. type of authentication methods, was found to have no significant effect on differences among exam scores and durations. While there was a clear path of increased mean e-examination score as authentication method was relaxed, it was evident from the analysis that these were not significant differences. Age was found to have a significant effect on exam scores where younger participants were found to have higher exam scores and lower exam durations than older participants. Gender was not found to have a significant effect on exam scores nor durations. ITP was found to have a significant effect on exam scores and durations where greater scores with the ITP instrument indicated greater exam scores and lower exam durations. This study's results can help organizations better understand the role, possible effect, and potential application of continuous and dynamic multibiometric authentication as a justifiable approach when compared with the more common authentication approach of User Identifier (UID) and password, both in professional certification e-examinations as well as in an online environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562934
Investigating the Role of Multibiometric Authentication on Professional Certification E-Examination
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2013-00-00
978-1-3034-8599-2
325
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599364
2016
As Provided
JAN2020
No
Science Education
Engineering Education
Physics
Standardized Tests
Undergraduate Study
Textbooks
Surveys
Higher Education
Statistical Analysis
Scores
Test Construction
Cognitive Ability
Difficulty Level
Models
Computation
Maximum Likelihood Statistics
Scientific Concepts
Science Achievement
College Students
Knowledge Level
Concept Formation
Ene, Emanuela
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Following the trend in science and engineering education generated by the visible impact created by the Force Concept Inventory (FCI), the investigator developed a Physics of Semiconductors Concept Inventory (PSCI). PSCI fills the need of standardized concept tests for undergraduate education in photonics and electrical engineering. The structure of the PSCI test followed a concept map reflecting the input from a panel of experts from different universities and from a survey of textbooks currently used in engineering schools in the United States. Based on the statistical analysis of the scores and response patterns, the test was calibrated as an instrument to measure participants' cognitive ability independent of items' difficulty. The models employed were the Rasch Model and the Rasch Partial Credit Model. The estimation procedure employed was Conditional Maximum Likelihood. The analysis was carried on using algorithms written in the open-source language R. The current PSCI BETA test contains eighteen calibrated items covering six concepts of the physics of semiconductors. PSCI BETA may be used for three purposes: individual student diagnostic if applied at the beginning of a physics of semiconductors course; predictor for students' academic performance in the field of semiconductors if applied at the end of instruction; assessment instrument for instructional strategies if applied both for pre- and post-instruction. The PSCI BETA instrument can be applied in any English speaking college setting. The main results of the PSCI research are: ranking persons' ability related to the physics of semiconductors on an objective linear scale, building a diagnose matrix that may be utilized by instructors for choosing an optimal teaching approach and by students for remediation, and demonstrating a calibration method for small sample size. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562935
Assessing Conceptual Knowledge for the Physics of Semiconductors
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-7855-0
258
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598896
2016
As Provided
JAN2020
Yes
Charter Schools
High Schools
College Preparation
College Admission
College Choice
Correlation
High Stakes Tests
Teaching Methods
Test Coaching
Outcomes of Education
Human Capital
Education Work Relationship
Compensation (Remuneration)
Postsecondary Education
Graduation
Scholarships
Advanced Placement
College Entrance Examinations
Scores
Academic Persistence
Angrist, Joshua D.
Cohodes, Sarah R.
Dynarski, Susan M.
Pathak, Parag A.
Walters, Christopher R.
Reports - Research
Massachusetts
SAT (College Admission Test)
Massachusetts
SAT (College Admission Test)
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
One of the most important questions in education research is whether the gains from interventions for which perceived short-term success can be sustained. The possibility of short-lived impacts is especially relevant for research on charter schools, where charter operators who face high-stakes assessments have an incentive to "teach to the test." The fact that charters are subject to intense scrutiny and evaluation may even create incentives for cheating (Jacob and Levitt, 2003), strategic instruction (Jacob, 2007), and a focus on small groups of students that are pivotal for official accountability measures (Neal and Schanzenbach, 2010). The purpose of this paper is to assess the impact of attendance at Boston's charter high schools on outcomes where the link with human capital and future earnings seems likely to be sustained and strong. Specifically, the authors focus on outcomes that are either essential to or facilitate post-secondary schooling: high school graduation, the attainment of state competency thresholds, scholarship qualification, Advanced Placement (AP) and SAT scores, college enrollment, and college persistence. Importantly, most of these outcomes are less subject to strategic manipulation than are the state's test-based assessments. As in earlier work, the research design implemented here exploits randomized enrollment lotteries at oversubscribed charter schools. The resulting estimates are likely to provide reliable measures of average causal effects for charter applicants. Six tables are appended.
ED562936
Stand and Deliver: Effects of Boston's Charter High Schools on College Preparation, Entry, and Choice
Society for Research on Educational Effectiveness
2014-00-00
13
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Meets Evidence Standards without Reservations
http://ies.ed.gov/ncee/wwc/study/77769
No
Disabilities
Transitional Programs
Planning
Adolescents
Mixed Methods Research
Administrator Attitudes
Attitude Measures
Elementary Secondary Education
School Districts
Administrator Surveys
Special Education
Interviews
Graduation Rate
Experiential Learning
School Personnel
Dropout Rate
Scores
Program Effectiveness
Federal Legislation
Educational Legislation
Equal Education
College Entrance Examinations
Hatfield, Tammy H.
Dissertations/Theses - Doctoral Dissertations
Tennessee
Individuals with Disabilities Education Act
ACT Assessment
Tennessee
Individuals with Disabilities Education Act
ACT Assessment
English
Elementary Secondary Education
Higher Education
Postsecondary Education
Students with disabilities are faced with many challenges as they transition from high school to postsecondary education, enter the workforce, and begin independent living. The Individuals with Disabilities Education Act of 1990 (IDEA) initially addressed these challenges by mandating that transition planning be included as a part of the Individualized Education Plan (IEP) for a student with disabilities by the age of 16 or younger, if approved by a state education department. The state of Tennessee requires transition planning to begin by the age of 14. The federal IDEA mandate for transition planning does not mandate the type of transition program(s) to be provided in school districts, nor does IDEA mandate that a specific amount of federal money be spent on transition programs in school districts. This lack of federal guidance has become problematic and the result is that transition programs are not consistent as one compares among school districts and across states. Despite the efforts of the federal IDEA regarding transition programs, students with disabilities, as compared to their non-disabled peers, typically have experienced lower graduation rates, higher drop-out rates, and have graduated from high school and are unprepared for the world ahead of them. This mixed-methods research study analyzed the perceptions of special education administrators and the provision of transition programs in 120 Tennessee K-12 school districts. The participants responded to survey questions regarding the current transition programs and the future plans for transition programs in their local school district. Two special education administrators were interviewed to obtain an in-depth perception of transition programs in their respective school districts. Additionally, this study analyzed the effects of work-based learning opportunities and the hiring of transition coordinators on graduation rates of students with disabilities, drop-out rate, and ACT scores of K-12 school districts in Tennessee. The major findings of this study included the students who attend schools in the more populated districts, typically have access to more types of transition programs than those who attend in smaller districts. Additionally, the offering of work-based learning programs and the employment of transition coordinators do not have an effect on ACT scores, the drop-out rate, or attendance rates. Special education administrators understand the value and importance of transition services, however, budget and time constraints do not allow the administrators to address transition services as they would desire. The above findings from this study may provide information for the Tennessee State Department of Education, Division of Special Populations, the Tennessee State Department of Education Transition Planning Team, and local school district administrators as the state continues to promote transition program improvements. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562937
A Mixed Methods Study of Special Education Administrators in Tennessee on Transition Services for High School Students with Disabilities
ProQuest LLC
Ed.D. Dissertation, Tennessee State University
2013-00-00
978-1-3034-8698-2
160
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599432
2016
As Provided
JAN2020
No
Environmental Education
Water
Knowledge Level
Urban Schools
Rural Schools
Grade 3
Grade 4
Grade 5
Elementary School Students
Facilitators (Individuals)
Statistical Analysis
Scores
Program Effectiveness
Edwards, Warren Patrick
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Scope and Method of Study: The researcher's evaluation of the West Atlanta Watershed Alliance's (WAWA) programs highlighted that few if any of the offered educational programs included a program evaluation, especially the most promising, the Enviroscape® Watershed learning module. The education programs that were customized and developed by the education staff did not offer evaluations either. Additionally, these programs did not offer a pre or posttest. Students would visit the center, experience the "learning" and then leave. The problem was that no system was in place to assess the transfer of content or whether learning occurred. The purpose of this education study was to determine if the Enviroscape® Watershed learning module increases content knowledge, by collecting data from urban-suburban schools from third, fourth and fifth grade students. The sample population consisted of 62 elementary students in grades three, four and five from urban and suburban school districts. These participants were involved in the Watershed Alliance Outdoor Activity at the Bush Mountain Outdoor Activity Center from the years of 2011 to 2012. Findings and Conclusions: The researcher, in partnership with the designer of the Enviroscape® Module, and the OAC Education director, was able to collect data from trained education facilitators at school sites from suburban and the Urban Atlanta Areas. Educators were recruited to participate in the study based on their prior experience with environmental activities at the center, and were teaching third, fourth and fifth graders. A slight increase was found between the pretest and posttest of participants' scores on the science content knowledge. After conducting a T-Test analysis of the data however, it was concluded that no significant difference existed between the scores. The results also showed no significant increase in the mean scores between urban and suburban participants' content knowledge science scores. Furthermore, the results of an ANOVA analysis of the data showed that there was not a significant difference between the groups in the science content knowledge for participants in the third, fourth and fifth grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562938
Assessing the Value of the Enviroscape Watershed Learning Module
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-7856-7
85
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598897
2016
As Provided
JAN2020
No
Family Work Relationship
Occupational Aspiration
Females
Middle Management
Higher Education
Private Colleges
Interviews
Career Planning
Career Development
Administrator Role
Expectation
Barriers
Leadership Qualities
Hankinson, Marie
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Middle managers in higher education hold diverse titles and perform a variety of roles. Women represent a large portion of this midlevel management, but there is limited research exploring their experiences. As a result, little is known about women middle managers' career trajectories and what effect their experiences have on their future career plans. It is not clear if these women want to advance to senior roles or if something is preventing them from doing so. No current qualitative studies address the experiences, aspirations and barriers to advancement for female midlevel managers at private institutions. As a result of thirty interviews conducted with ten participants via Seidman (2006) methodology, ten themes and 43 sub-themes materialized. Five themes and corresponding sub-themes emerged in the areas of (a) career planning, (b) career trajectories, (c) roles of middle manager, (d) expectations, and (e) challenges. Five other themes developed that contribute to the existing literature in the areas (a) support, (b) potential changes, (c) self (personal) barriers, (d) organization structural and cultural barriers, and (e) important leadership qualities. The study confirmed there is a variety of barriers and supports that can affect the career trajectories of women in higher education. More research is needed particularly regarding the themes that emerged. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562939
Understanding the Work-Life Experiences and Goals of Women Middle Managers in Higher Education
ProQuest LLC
Ph.D. Dissertation, Chicago School of Professional Psychology
2013-00-00
978-1-3034-8344-8
234
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599186
2016
As Provided
JAN2020
No
Statistics
Probability
Statistical Distributions
Statistical Inference
Intervention
Laboratories
Assignments
Task Analysis
Computer Simulation
Learning Processes
Mixed Methods Research
Undergraduate Students
Calculus
Introductory Courses
Student Surveys
Interviews
Regression (Statistics)
Statistical Significance
Conant, Darcy Lynn
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Stochastic understanding of probability distribution undergirds development of conceptual connections between probability and statistics and supports development of a principled understanding of statistical inference. This study investigated the impact of an instructional course intervention designed to support development of stochastic understanding of probability distribution. Instructional supports consisted of supplemental lab assignments comprised of anticipatory tasks designed to engage students in coordinating thinking about complementary probabilistic and statistical notions. These tasks utilized dynamic software simulations to elicit stochastic conceptions and to support development of conceptual connections between empirical distributions and theoretical probability distribution models along a hypothetical learning trajectory undergirding stochastic understanding of probability distribution. The study employed a treatment-control design, using a mix of quantitative and qualitative research methods to examine students' understanding after a one-semester course. Participants were 184 undergraduate students enrolled in a lecture/recitation, calculus-based, introductory probability and statistics course who completed lab assignments addressing either calculus review (control) or stochastic conceptions of probability distribution (treatment). Data sources consisted of a student background survey, a conceptual assessment, ARTIST assessment items, and final course examinations. Student interviews provided insight into the nature of students' reasoning and facilitated examination of validity of the stochastic conceptual assessment. Logistic regression analysis revealed completion of supplemental assignments designed to undergird development of stochastic conceptions had a statistically significant impact on students' understanding of probability distribution. Students who held stochastic conceptions indicated integrated reasoning related to probability, variability, and distribution and presented images which support a principled understanding of statistical inference. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562940
The Impact of an Instructional Intervention Designed to Support Development of Stochastic Understanding of Probability Distribution
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-8724-8
418
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599449
2016
As Provided
JAN2020
No
Phenomenology
Electronic Publishing
Story Telling
Peace
Social Justice
Undergraduate Students
Figurative Language
Social Science Research
Inquiry
Student Experience
Multimedia Instruction
Technology Uses in Education
Caring
Global Approach
Hermeneutics
Gibbins, Thor
Dissertations/Theses - Doctoral Dissertations
Maryland
Maryland
English
Higher Education
Postsecondary Education
This study explores the experiences of undergraduate students enrolled in an education I-Series (University of Maryland undergraduate courses designed to inspire innovation, imagination, and intellect) course, Good Stories: Teaching Stories for Peace and Justice. In this course students are asked to produce digital stories that project themes of peace and justice. The locus of this study focuses on the essential question: In what ways do participants "world" their experiences producing digital stories for peace and justice? The methodology of hermeneutic phenomenology is employed in order to elucidate interpretive understandings about digital storytelling for peace and justice in the experiences of nine undergraduates over the course of one semester. The metaphor of alchemy is used since the practice of alchemy entailed amalgamating base metals in the hopes of transmuting them into gold. Jung (1968) likens this process to our experience of becoming individuated, whole, and healthy human beings. Digital media amalgamates image sound and written text in order to enhance narrative, making it an apt metaphor since it captures the synergism inherent in both the metaphor of alchemy and the multimodality inherent in digital stories. The methodological practices for this inquiry employ van Manen's (1997) human science research. This inquiry elucidates the participants' experiences on being students of digital media in addition becoming agentive knowers capable of projecting digital stories for the purposes of peace and justice. The conspicuousness of developing the technological know-how of producing digital media also takes particular precedent in this study. Themes of the ways in which students are concerned by being students, producing digital stories the "right" way, and developing particular stances on their understandings of peace and justice are disclosed. Additionally, the pedagogical implications for designing teaching and learning of digital media are discussed. These implications focus on ways educators may develop pedagogical tact in engaging and apprenticing students in digital media. These pedagogical understandings may open possible opportunities for classrooms to be transformed into digital media studios where students develop critical stances through the practice of digitally designing narratives for the purposes of extending care, caring, and caring for others to possible global audiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562941
Digital Alchemy: A Hermeneutic Phenomenological Investigation of Digital Storytelling for Peace and Justice
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-8730-9
285
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599453
2016
As Provided
JAN2020
No
Instructional Leadership
Charter Schools
Qualitative Research
Observation
Interviews
Accountability
Educational Change
Administrator Behavior
Administrator Characteristics
Administrators
Participative Decision Making
Transformational Leadership
Moral Issues
Contingency Management
Bloomfield, Brian D.
Dissertations/Theses - Doctoral Dissertations
English
This study was a qualitative exploration of educational leadership within charter schools in an attempt to identify traits demonstrated by executive directors of successful charter schools. Because much research has been conducted to identify trends in educational leadership, but comparable little within the unique context of charter schools, and because the charter school movement is growing, it is imperative that Boards, CMOs, and advocates of charter schooling understand more clearly what constitutes successful leadership within this sphere. Two research questions were created for this study, and qualitative methods were used to collect and analyze data. Data were collected through personal interviews with four charter school executive directors, document review, field observations, and follow-up interviews. The conceptual framework used to interpret the collected data was based on Leithwood and Duke's six dimensions of educational leadership: instructional, transformational, moral, participative, managerial, and contingent leadership. Data were gathered and analyzed against these six leadership dimensions. A thick description of the experiences and perspectives of the four participants was created. The data provided insight into successful charter school leadership. Some of the findings supported extant research about leadership in other educational contexts, while some indicated some unique characteristics of leadership within a charter school. Participants indicated that the largest demands in their jobs were the quantity of needs as well as the necessary practice of affecting change through systems rather than directly with students. Participants further identified a sense of personal accountability, a change management process, as well as working within all six dimensions of leadership as essential to their successes. These findings and conclusions are reported in Chapters 4 and 5. This study was an exploration of traits and behaviors exhibited by executive directors of successful charter schools. The findings indicate a gap between current understandings of educational leadership in general and that within a charter school. It is expected that this research will help to create a clearer understanding of charter school leadership and provide insight for stakeholders to move forward in locating and training future charter school leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562942
Investigating Leadership in Charter Schools: An Examination of the Leadership Traits of Executive Directors in Successful Charter Schools
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-8720-0
160
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599446
2016
As Provided
JAN2020
Yes
Early Intervention
Preschool Education
Early Childhood Education
School Readiness
Disadvantaged Youth
Low Income Groups
Program Effectiveness
Statistical Significance
Cognitive Development
Social Development
Emotional Development
Student Characteristics
Institutional Characteristics
Computation
Randomized Controlled Trials
Parent Surveys
Elementary School Students
Preschool Children
Grade 3
Verbal Ability
Intelligence Tests
Vocabulary
Check Lists
Child Behavior
Statistical Analysis
Ethnic Groups
Racial Differences
English Language Learners
Correlation
Emergent Literacy
Numeracy
Skill Development
Oral Language
Comprehension
Hispanic American Students
Bloom, Howard S.
Weiland, Christina
Reports - Research
Peabody Picture Vocabulary Test
Woodcock Johnson Tests of Achievement
Child Behavior Checklist
Peabody Picture Vocabulary Test
Child Behavior Checklist
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Preschool Education
Early Childhood Education
Elementary Education
Grade 3
Primary Education
Head Start is the largest publicly funded preschool program in the U.S., and one of its primary goals is to improve the school readiness of low-income children. As has been widely reported, the first randomized trial of Head Start in the program's history found some evidence that it is achieving this goal. Receiving one year of Head Start had small impacts on children's cognitive outcomes, with impacts on cognitive impacts concentrated in the language and literacy domain. However, effects largely faded out by the end of first grade (U.S. Department of Health and Human Services 2010). In explaining these results, some have pointed to the variation in quality across Head Start centers. This study uses data for the first follow-up year of the Head Start Impact Study to examine variation in Head Start's impacts on children. Researchers examine whether there is statistically significant variation in Head Start's impacts on children's cognitive and socio-emotional outcomes across individual children, subgroups of children, and Head Start centers. To do so, researchers use a new and innovative methodology for estimating sources of variation in program impacts. In total, 4,440 children in 202 center groups were randomized to treatment or control in the original Head Start Impact Study. The sample is comprised of the subset of children within these 202 center groups for whom there was outcome data available during the study's first follow-up year (N=3,785 children, or 85% of the children originally randomized). Children randomized to treatment were offered a seat in a classroom in a Head Start program in fall 2002 for the 2002-2003 school year. Children randomized to control conditions were free to take up any available early childhood program except for the program provided by the Head Start to which they had applied and had not won a seat. In fall 2002 and in spring 2003, study children were tested by a trained child assessor on an extensive battery of cognitive and socio-emotional assessments. Parents were also surveyed in fall 2002 and spring 2003 on basic demographic information and on dimensions of their children's behavior. Children were followed through third grade, and other data were gathered from various sources (e.g. additional child testing, teacher and center director interviews, direct observations of classroom quality). The analysis is based on data from the fall 2002 and spring 2003 child testing and parent survey only. One important feature of the analysis was comparison of residual outcome variances for treatment and control group members. The analysis of the statistical significance of across-center variance in impacts on children distinguishes between: (1) variation in program effect "estimates"; and (2) variation in program "effects." Findings suggest that Head Start had impacts on individual residual variance that have not yet been recognized in analyses of these data. Specifically, Head Start reduced the individual residual variance for treatment group members versus control group members on two important early skills--receptive vocabulary and early math. These findings suggest that Head Start was successful in improving the vocabulary and early numeracy skills of children with lower levels of such skills at entry, with such effects concentrated among dual-language learners and Hispanic children. Tables are appended.
ED562943
To What Extent Do Head Start's Effects on Children's Language, Literacy, Mathematics, and Socio-Emotional Skills Vary across Individuals, Subgroups, and Centers?
Society for Research on Educational Effectiveness
2014-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
Yes
Affirmative Action
Student Diversity
Simulation
Models
Competitive Selection
Reputation
Colleges
Enrollment
Enrollment Trends
Evidence
Program Effectiveness
Access to Information
College Admission
College Applicants
Socioeconomic Status
Racial Factors
Court Litigation
Racial Composition
Income
Reardon, Sean
Baker, Rachel
Kasman, Matt
Townsend, Joe
Klasik, Daniel
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Higher Education
Postsecondary Education
The creation of racially diverse colleges at all levels of selectivity has proven to be no small task, even with the legal use of race-conscious affirmative action. As evidenced in the postsecondary destinations of the high school class of 2004, very selective schools (those with Barron's Selectivity rankings of 1, 2 or 3) have many more White, and many fewer Black and Hispanic, students than the population of 18-year-olds overall. However, the trend of decreasing diversity with increasing selectivity is not strictly monotonic: the most selective schools (Barron's 1s) are slightly more diverse than the schools just below them in the selectivity rankings. In these Barron's 1 schools there is suggestive evidence of successful (race-based) affirmative action policies. Given the apparently modest results of explicitly race-based affirmative action, the construction of race-neutral policies that replicate, or even improve upon, these levels of diversity presents a daunting challenge. The goal of this study is to inform the current affirmative action debate with evidence from sophisticated simulation models in which the authors vary how colleges weigh race and class in the admission decision process. This model is able to take into account many of the complexities and interrelated dynamics of the college admissions process, such as uncertainty over college or student quality, learning over time, and strategic application submission. Results from the simulations suggest at least three important patterns: (1) unless SES-based affirmative action policies use a very large bump, these policies are unlikely to result in the same racial composition in colleges as under current race-based affirmative action policies; (2) socioeconomic affirmative action results in a moderate-to-substantial reduction in the average resources of students enrolled at elite colleges, and are thus effective at increasing socioeconomic diversity; and (3) information plays a large, and perhaps previously unrecognized, role in the sorting of minority students into colleges; the application behavior of students responded much more effectively to affirmative action policies when those policies were made explicit to students. Three figures are appended.
ED562944
Simulation Models of the Effects of Race- and Socioeconomic-Based Affirmative Action Policies on Elite College Enrollment Patterns
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
Tuition
Undocumented Immigrants
College Students
College Attendance
Stopouts
Full Time Students
Part Time Students
Conger, Dylan
Reports - Research
New York
New York
Society for Research on Educational Effectiveness (SREE)
English
Higher Education
Postsecondary Education
This paper examines the effect of a short-lived increase in tuition rates on undocumented college students' schooling decisions. In the spring of 2002, the City University of New York (CUNY) reversed its policy of charging in-state tuition rates to undocumented college students who could demonstrate that they migrated to New York at a relatively young age. The policy was in place for exactly one semester; by fall 2002, the New York legislature restored the in-state tuition policy for eligible undocumented youth. I use this unique policy context to examine the impact of tuition increases on undocumented students' schooling choices, including whether to remain enrolled or to disenroll for a semester ("stopout") and whether to enroll part-time instead of full-time. The data are provided by CUNY and the empirical models estimate the difference between documented and undocumented students in fall 2002 relative to earlier and later semesters. The results suggest that the removal of in-state tuition caused undocumented students in the bachelor's degree programs to stopout of school and shift from full-time to part-time enrollment. The findings provide strong evidence that college costs can have a large impact on the collegiate outcomes of undocumented students who have already chosen to attend college and, perhaps more generally, the outcomes of price sensitive college students, including those from low-income backgrounds. Figures are appended.
ED562945
The Impact of Tuition Increases on Undocumented College Students' Schooling Decisions
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
16
As Provided
JAN2020
No
College Students
Foreign Students
Longitudinal Studies
Adjustment (to Environment)
Predictor Variables
Stress Variables
Hirai, Reiko
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
Despite the increasing number of international students in U.S. universities, the course of adjustment of international students has not been adequately tested and only one study to date has examined multiple trajectories of international students' adjustment. Therefore, the first goal of the current study was to explore multiple trajectories of international student adjustment, using four types of adjustment outcomes (i.e., psychological distress, positive psychological adjustment, acculturative stress, and functional adjustment). The second goal was to identify important predictors of trajectories. A wide range of predictor variables were examined including individual, interpersonal, and contextual factors. Undergraduate and graduate international students who started their first semester at a large Midwestern university participated in this five-wave longitudinal study (N = 211) that spanned a period of six months. Multiple trajectories emerged and the trajectories varied across four adjustment outcomes. Contrary to the popular notion, the U-shape adjustment trajectory only emerged for one of four outcomes (psychological distress). Significant predictors of adjustment trajectories included perceived present control over reactions to academic stress, neuroticism, openness, social connectedness with Americans, and self-rated English proficiency. Limitations, implications for practice, and future directions are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562946
Longitudinal Adjustment Trajectories of International Students and Their Predictors
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2013-00-00
978-1-3034-8130-7
96
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599034
2016
As Provided
JAN2020
No
Engineering Education
Physics
Science Instruction
Standards
Science Achievement
Mathematics Achievement
Engineering
Career Choice
Student Interests
Teaching Methods
High School Students
Secondary School Teachers
Faculty Development
Integrated Curriculum
Case Studies
Observation
Interviews
Teacher Attitudes
Design
Student Projects
Educational Quality
Educational Policy
Kersten, Jennifer Anna
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
In recent years there has been increasing interest in engineering education at the K-12 level, which has resulted in states adopting engineering standards as a part of their academic science standards. From a national perspective, the basis for research into engineering education at the K-12 level is the belief that it is of benefit to student learning, including to "improve student learning and achievement in science and mathematics; increase awareness of engineering and the work of engineers; boost youth interest in pursuing engineering as a career; and increase the technological literacy of all students" (National Research Council, 2009a, p. 1). The above has led to a need to understand how teachers are currently implementing engineering education in their classrooms. High school physics teachers have a history of implementing engineering design projects in their classrooms, thus providing an appropriate setting to look for evidence of quality engineering education at the high school level. Understanding the characteristics of quality engineering integration can inform curricular and professional development efforts for teachers asked to implement engineering in their classrooms. Thus, the question that guided this study is: How, and to what extent, do physics teachers represent quality engineering in a physics unit focused on engineering? A case study research design was implemented for this project. Three high school physics teachers were participants in this study focused on the integration of engineering education into the physics classroom. The data collected included observations, interviews, and classroom documents that were analyzed using the "Framework for Quality K-12 Engineering Education" (Moore, Glancy et al., 2013). The results provided information about the areas of the K-12 engineering framework addressed during these engineering design projects, and detailed the quality of these lesson components. The results indicate that all of the design projects contained components of the indicators central to engineering education, although with varied degrees of success. In addition, each design project contained aspects important to the development of students' understanding of engineering and that promote important professional skills used by engineers. The implications of this work are discussed at the teacher, school, professional development, and policy levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562947
Integration of Engineering Education by High School Teachers to Meet Standards in the Physics Classroom
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2013-00-00
978-1-3034-8139-0
359
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599043
2016
As Provided
JAN2020
No
STEM Education
Academic Persistence
Undergraduate Students
Gender Differences
High School Seniors
Awards
Grade Point Average
Multivariate Analysis
Majors (Students)
Extracurricular Activities
College Entrance Examinations
Mathematics Achievement
Mathematics Tests
Koch, Amanda Joy
Dissertations/Theses - Doctoral Dissertations
SAT (College Admission Test)
SAT (College Admission Test)
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
A national shortage of workers in Science, Technology, Engineering, and Math (STEM) occupations has led to efforts to identify why people leave these fields. Lower persistence rates in STEM for females than for males have also led to examinations of features that cause females to leave STEM fields. The current study examines individual- and school-level features that influence undergraduate students' decisions to leave STEM majors, focusing on potential explanations for why females are more likely than males to leave. Persistence in STEM was examined in three samples: (a) persistence through the second year of college in a sample of high school seniors interested in STEM majors; (b) persistence through the fourth year of college in a sample of second year undergraduate STEM majors; and (c) persistence through the second, third, and fourth years of college in a sample of high school seniors interested in STEM majors. Differences between persistence in male-dominated and non-male-dominated STEM majors were also examined. In all samples, gender differences were found for most individual-level predictors, with males tending to score higher than females on measures such as SAT-Math, self-rated STEM ability, and high school extracurricular activities and awards in STEM. On the other hand, females earned better high school grades and had stronger relative non-STEM ability and achievement than males. Bivariate analyses indicated that those who persisted in STEM majors typically had higher scores than those who did not persist for SAT-Math, high school achievement, STEM course taking, undergraduate STEM grades, self-rated STEM ability, interest in STEM, extracurricular activities and awards in STEM, degree goals, and socioeconomic status. Multivariate analyses identified SAT-Math as one of the best predictors of persistence in high school samples, and undergraduate STEM GPA was one of the best predictors in the samples of second year undergraduates. In several samples, a significant cross-level interaction was found between gender and undergraduate females' college-level proportional representation in STEM; however, the effects were inconsistent across samples. Even when controlling for various individual- and school-level predictors, gender effects tended to remain significant, with females in most samples leaving STEM majors at higher rates than males. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562948
Predicting Undergraduates' Persistence in Science, Technology, Engineering, and Math Fields
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2013-00-00
978-1-3034-8144-4
342
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599048
2016
As Provided
JAN2020
Yes
Summer Schools
Meta Analysis
Mathematics Instruction
Low Income
Program Effectiveness
Role
Reading Achievement
Mathematics Achievement
Reading Instruction
Intervention
Correlation
Outcomes of Education
Coding
Information Retrieval
Literature Reviews
Quinn, David M.
Lynch, Kathleen
Kim, James S.
Reports - Research
Information Analyses
Society for Research on Educational Effectiveness (SREE)
English
The finding that academic summer programs are effective for low income students has been replicated across meta-analytic reviews. However, these reviews have yielded contradictory evidence about whether summer programs are more effective for lower- or higher-income students. This discrepancy may be due to income-based differences in the summer counterfactual that exist for reading but not for math. Additionally, the related question of whether the effects of summer school differ for math and for reading in general has not yielded robust findings to date and bears replication with updated studies. In the present study, the authors therefore extend their previous research on summer learning programs in two ways: (1) They conduct a comprehensive meta-analysis of the literature on math summer school programs (from 1998 to 2011), and test whether the moderating role of income that they observed in reading over this period replicates for math; and (2) They ask whether the effect of summer programs on student outcomes differs for math compared to reading. Their search resulted in 35 studies of summer reading programs, which reported the effects of 41 different interventions, and 12 studies of summer math programs. In conclusion, the authors found evidence that the result does replicate for math, with stronger effects for low-income students than for higher-income students. They also found that the effects of summer programs did not differ for math and reading outcomes; on the contrary, programs with both math and reading components demonstrated effect sizes that were highly correlated between content areas. Tables and figures are appended.
ED562949
Replicating the Moderating Role of Income Status on Summer School Effects across Subject Areas: A Meta-Analysis
Society for Research on Educational Effectiveness
2014-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
29
ERIC
JAN2020
No
Phenomenology
Parent Attitudes
Attention Deficit Hyperactivity Disorder
Clinical Diagnosis
Advocacy
Underachievement
Teacher Attitudes
Student Behavior
Medical Evaluation
Student Rights
Gifted
Physiology
Brain
Maturity (Individuals)
Sensory Integration
Dietetics
Exercise
Environmental Influences
Identification
Academic Achievement
Peterson-Malen, Melissa
Dissertations/Theses - Doctoral Dissertations
English
Advocates of students with ADHD in the school system are usually parents who must become advocates in response to the child's need for support and a call for parental involvement from the school. Parent advocates are confronted with many challenges, the primary being the daunting, often solitary task of advocating for a child who is often viewed by teachers and peers as unruly, disrespectful and underachieving. Resources available to parent advocates include legal and medical resources regarding ADHD which are regularly resourced to advocates by advocacy organizations and clinicians. Topics include medical diagnosis, treatment and educational rights and planning for ADHD students. In addition, a set of more diverse ADHD resources exists in the literature that discusses various influences on student behavior and achievement that parent advocates can consider in combination or in place of medical and educational ADHD resources. Diverse ADHD resources present a breadth of information ranging from misdiagnosis of ADHD to conditions that contribute to inattentive student behavior such as giftedness, physiology (including the impact of brain maturation, dietary omega-3, ferratin levels, pediatric sensory issues, and eye conditions), environment and exercise. This study uses a phenomenological research method to further understand the experience of parent advocates, specifically by interviewing parent advocates of students with ADHD in school. Findings include several themes organized in the following four categories: 1) Identifying and Treating ADHD in the School Context, 2) ADHD Advocates Need more Support from Schools, 3) Advocate Experience with the School is a Swinging Pendulum and 4) Advocates Struggle to Pave a Path for Success. Recommendations for further research include qualitative research to further understand parent advocate experience in identifying and treating ADHD in the school context, specifically to understand the impact on advocate interpretation of ADHD-type behaviors after being presented with a list of non-ADHD conditions the precipitate ADHD-type behaviors. In addition, quantitative research is recommended to gather data regarding what advocates need in support from schools as they work to pave a path for success for their children. The work presented in this thesis explores the experience of parent advocates of students with ADHD in school in an effort to understand and improve parent advocate experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562950
Phenomenological Study of the Experience of Parent Advocates of Students Diagnosed with ADHD
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2013-00-00
978-1-3034-8166-6
193
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599070
2016
As Provided
JAN2020
No
Mathematics Skills
Teaching Methods
Visual Aids
Mathematics Instruction
Elementary School Students
Grade 3
Skill Development
Positive Reinforcement
Drills (Practice)
Accuracy
Rumberger, Jessica L.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
Mathematics skill acquisition is a crucial component of education and ongoing research is needed to determine quality instructional techniques. A ubiquitous instructional question is how to manage time. This study investigated several flashcard presentation methods to determine the one that would provide the most learning in a set amount of time. A multi-element design was planned for a study comparing the effects of the interspersal (IS) and traditional drill (TD) flashcard methods with and without additional contingent reinforcement on learning rate and accuracy of unknown math facts. Participants included 5 third-grade students selected based on teacher concern with their math fact knowledge. While the areas of IS and positive reinforcement are well researched, less research exists for combining and comparing the two variables for math skill acquisition. The reinforcement conditions (TD+R and IS+R) consisted of access to a prize box based on improvement of learning rate. The TD and TD+R conditions were comprised of the presentation of seven unknown facts per trial, while the IS and IS+R conditions were comprised of the addition of known facts folded in after the presentation of two unknown facts for a total of seven facts per trial (i.e., K, U, U, K, U, U, K). A consistent amount of total facts was used to control for instructional time to determine the technique that would yield the best results in that time frame. Accuracy and learning rate data were visually analyzed by looking at trend and level of data across the four conditions. The traditional drill + reinforcement (TD+R) condition led to the highest accuracy and learning rate levels for 4 out of 5 students. Practical implications, limitations and suggestions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562951
The Effects of Interspersal and Reinforcement on Math Fact Accuracy and Learning Rate
ProQuest LLC
Ph.D. Dissertation, University of Cincinnati
2013-00-00
978-1-3034-8485-8
81
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599315
2016
As Provided
JAN2020
No
Learner Engagement
Race
Ethnicity
Gender Differences
Foreign Students
Institutional Characteristics
Predictor Variables
Educational Experience
Academic Achievement
College Students
Comparative Analysis
Student School Relationship
Student Participation
National Surveys
College Freshmen
Student Surveys
College Seniors
Phillips, Gareth Carlington
Dissertations/Theses - Doctoral Dissertations
National Survey of Student Engagement
National Survey of Student Engagement
English
Higher Education
Postsecondary Education
The study examined international students' engagement and success using NSSE 2007 data. The sample consisted of 1996 first years and 2,158 seniors. These students were compared by race/ethnicity, gender, and institutional type. The study found that students' engagement differed by race/ethnicity as well as type of institution. The null hypotheses were rejected at p < 0.001. Blacks and Hispanics, more so than other racial/ethnic groups, exhibited different levels of success especially when using engagement and satisfaction as predictors. Males, more than females, were engaged in enriching educational experiences. Overall, institutions that are serious about improving international student success are encouraged to engage these students in meaningful on campus activities and cater to them as separate groups rather than a homogeneous group. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562952
A Comparative Study of International Student Engagement and Success Based on Race/Ethnicity, Gender, and Institutional Type
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2013-00-00
978-1-3034-8167-3
414
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599071
2016
As Provided
JAN2020
No
State Departments of Education
Educational Finance
Public Schools
Classification
School Districts
Predictor Variables
Voting
Regression (Statistics)
Financial Support
Funding Formulas
Packer, Chad Douglas
Dissertations/Theses - Doctoral Dissertations
Ohio
Ohio
English
The complexities surrounding public school funding are not unique to Ohio. There have been numerous legal challenges in the State Supreme Courts and seminal cases from the U.S. Supreme Court which have assigned the practices and formulas by which schools are funded to the individual states. Although previous research has investigated voter approval related to school referenda from the 614 public school districts in Ohio, a significant question remains as to which factors are affecting the school districts and their attempts to pass school operating levies. This study focuses on seven typologies developed by the Ohio Department of Education for comparing districts based on nine demographic variables and the factors which predict the outcomes of first attempt school operating levies within each of those typologies. The following research question was developed to provide researchers and practitioners information on factors affecting school levy referenda in Ohio public school typologies: What factors (proposed levy size in mills, length of the levy, election month, type of levy, effective millage rate, and value per pupil) are significant predictors for the passage for first attempt operating levies proposed between the years 2002 and 2010 in each of the seven Ohio Department of Education Typologies? According to the Ohio Secretary of State's certified election results, 2,199 school operating levies were on the ballot during this time frame with 327 being first attempts. These 327 first attempt school operating levies comprised the data set for this study. Using binary logistic regression, the results of this study indicate four of the six variables tested were significant predictors of first attempt school operating levy passage. The proposed levy size in mills (Typologies 3 and 6), election month (Typology 2), type of levy (Typologies, 1, 2, 3, and 6), and effective millage rate (Typology 2 and 6) were found to be factors significant at the p < 0.05 level. From this, practitioners and researchers can begin to investigate how these factors are being addressed in current and future operating levies. The results of this study have presented practitioners in all 614 school districts in Ohio with evidence of the factors which affect first attempt operating levies within the different typologies. Without a radical change to Ohio's school funding formula, the practice of relying on voters in each school district to pass tax levies will remain; therefore, a "one size fits all" approach to passing proposed referenda is not recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562953
School Referenda and Ohio Department of Education Typologies: An Investigation of the Outcomes of First Attempt School Operating Levies from 2002-2010
ProQuest LLC
Ed.D. Dissertation, University of Cincinnati
2013-00-00
978-1-3034-8249-6
170
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599104
2016
As Provided
JAN2020
No
Universities
Extension Education
Extension Agents
Transformative Learning
Social Change
Rural Extension
County Programs
Marketing
Relevance (Education)
Professional Development
Workshops
Social Media
Qualitative Research
Research Design
Data Collection
Online Surveys
Semi Structured Interviews
Coding
Role
Barnes, Thelma C.
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Higher Education
Postsecondary Education
Researchers have acknowledged that cooperative extension organizations should rethink dominant agricultural foci and be more inclusive of nontraditional audiences. An extension organization in the southeastern United States has experienced declining workshop participation, requests for technical assistance, and local office visits. These declines were due to organizational roles that were irrelevant to the needs of clients in local communities. Limited research is available on roles extension agents should assume in a changing society. The purpose of this study was to gather perceptions of county level cooperative extension employees regarding suitable roles for today's clientele. Transformational learning was the theoretical framework that guided this project study. The research questions addressed organizational roles, program accessibility, and geographical and agricultural foci. A qualitative, descriptive research design was used to collect data using an open-ended, electronic survey and semi structured follow-up interviews. Twenty-four employees, representing all types of county-level positions, participated in the study. Data were coded according to the conceptual framework and six roles emerged. Results indicated that agents who assume these roles and apply learned skills in marketing organizational programs could improve program relevancy for their clientele. A series of professional development workshops was designed as a project to prepare agents to market programs via traditional methods and using social media. Providing relevant programs and marketing them might create positive social change through enhancement of cooperative extension client learning. This enhancement could result in increased support for extension organizations, both locally and nationally. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562954
Changing Roles of a University Cooperative Extension Service in Response to Social Change
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3034-8258-8
276
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599112
2016
As Provided
JAN2020
No
Teacher Attitudes
General Education
Disabilities
Inclusion
Regular and Special Education Relationship
Phenomenology
Attitude Measures
Elementary School Teachers
Grade 1
Grade 2
Grade 3
Interviews
Focus Groups
Coding
Negative Attitudes
Teacher Education
Teacher Competencies
Educational Resources
Federal Legislation
Educational Legislation
Equal Education
Horton, Melinda
Dissertations/Theses - Doctoral Dissertations
Individuals with Disabilities Education Act
Individuals with Disabilities Education Act
English
Elementary Education
Grade 1
Primary Education
Early Childhood Education
Grade 2
Grade 3
The 2004 amendment of the Individuals with Disabilities Education Act (IDEA) required major changes for schools in educating students with disabilities. For teachers, this act brought new challenges to the general education classroom. Guided by the conceptual frameworks of Moustakas and Cresswell, this phenomenological study examined the attitudes of general education teachers towards the instruction of students with disabilities and how they perceive that their knowledge and training affect their instruction with these students in the general education classroom. To address these questions, 12 general education teachers from Grades 1-3 were chosen through purposeful criterion sampling to participate in individual interviews and a focus group session. The data from the interviews and focus group were transcribed, coded, reduced, and analyzed. Textural and structural descriptions were used to identify common themes. The key findings in this study indicated that teachers' concerns, frustrations, and negative attitudes and beliefs towards inclusion developed from insufficient training, lack of support, and inadequate resources. The findings demonstrate an obligation for school leaders to create a stable environment that promotes implications for positive social change. A secure environment should incorporate goals that will improve teacher instructional success with students with learning disabilities, increase school morale, improve academic success for students with disabilities, and foster greater motivation to work and learn as teams. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562955
General Education Teacher Attitudes toward Instruction of Students with Disabilities
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3034-8269-4
165
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599123
2016
As Provided
JAN2020
No
Entrepreneurship
Veterans Education
Family Programs
Transformative Learning
Disabilities
Adult Development
Case Studies
Mixed Methods Research
Learning Experience
Semi Structured Interviews
Surveys
Pretests Posttests
Focus Groups
Self Concept
Interpersonal Competence
Redmon, Stephen Thomas
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
This multiple-case study explored the nature of the experiences of family members of service-disabled veterans who participated in the Entrepreneurship Bootcamp for Veterans Family Program (EBV-F), an entrepreneurial learning and coaching program designed to assist family members of service-disabled veterans to support the discontinuous life transition of these veterans and their families. A blended-method, multiple-case study was used to explore the learning experiences and challenging life transitions of the EBV-F program participants. The study employed a new theoretical framework combining aspects of Mezirow's (1978a; 1978b) transformative learning theory and Schlossberg, Waters, & Goodman (1995) life transition theory. Semistructured interviews with 10 EBV-F family members, pre- and postresidency surveys were conducted, and a focus group was held. The primary, overriding finding of this study is that the participant's learning experience during the EBV-F program was transformative and improved participants' perceptions of self and their situations. Another important finding of this study indicated that the EBV-F program facilitation of the participants trying new roles and relationships was an essential part of their transformative learning experience. Possible implications of the study's findings include discovery of synergy between transformative learning and life transition outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562956
The Entrepreneurship Bootcamp for Veterans' Families Program: Transformative Learning for Discontinuous Life Transition
ProQuest LLC
Ph.D. Dissertation, Fielding Graduate University
2013-00-00
978-1-3034-8279-3
168
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599131
2016
As Provided
JAN2020
No
Achievement Gap
Racial Differences
African American Students
White Students
African American Teachers
Whites
High School Students
Secondary School Teachers
Social Studies
Ethnography
Teacher Student Relationship
Case Studies
Urban Schools
Observation
Interviews
Teaching Methods
Intention
Cultural Influences
Qualitative Research
Mentors
Classroom Environment
Empowerment
Social Bias
Boucher, Michael Lee, Jr.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
High Schools
Secondary Education
Despite a decade of concentration on closing the pervasive achievement gap in America, White students and Black students still attend schools with unequal results. Many strategies aimed at closing the gap exist, including increasing the number of African American teachers, but the majority of urban teachers are White, which will remain the case for the foreseeable future. Because high school students report that White teachers who build relationships of solidarity with their African American students are uncommon, this qualitative case study focused on the counternarrative of these successful teachers. This ethnographic case study was designed to reveal how five successful White social studies teachers negotiate their teaching relationships with their African American students. The participants, from a midwestern de facto segregated urban district, were identified as successful teachers and chosen using a nomination process. They were observed in the classroom and interviewed using a photo elicitation technique that allowed them to theorize about their pedagogy, practice, student interactions, and whiteness. The interviews were then qualitatively analyzed for emerging themes. Two major themes emerged. First, these successful teachers were in the process of interrogating their whiteness through self-study of books, faculty development, and mentorship from African American adults. Second, they worked to create relationships of solidarity with students despite articulated narratives that expressed varying degrees of deficit modeling. These participants have shown that building solidarity in the classroom takes many small steps with a durable commitment to meeting students' needs. However, they also demonstrated a complex push and pull between empowerment and deficit models that can inhibit the goal of attaining solidarity. This study complicates existing essentialist beliefs that White teachers must entirely drop their deficit models or they will be unable to join in solidarity with their racially different students. This study also prioritizes building relationships of solidarity as an unambiguous goal for White teachers who seek to be successful in racially diverse classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562957
"This Is How We Roll!": How "Successful" White Social Studies Teachers Build Solidarity with African American Students
ProQuest LLC
Ph.D. Dissertation, Indiana University
2013-00-00
978-1-3034-8301-1
235
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599149
2016
As Provided
JAN2020
No
Action Research
Faculty Development
School Districts
Academic Achievement
Teaching Methods
Knowledge Base for Teaching
Resource Allocation
Educational Technology
Technology Integration
Teacher Attitudes
Teacher Behavior
Technological Literacy
Feedback (Response)
Technology Uses in Education
Efficiency
Teacher Surveys
Educational Resources
Educational Finance
Guidice, Michael J.
Dissertations/Theses - Doctoral Dissertations
English
The school district involved with this study has been successful in reaching Adequate Yearly Progress (AYP) as required by the No Child Left Behind Act of 2001. Since the target scores on the state's school assessment program are increasing to 100% proficiency in reading and mathematics by 2014, the school leadership must implement strategies to ensure the students' progress fulfills this requirement. They must make certain the faculty is offered professional development opportunities that improve their teaching strategies. The district leadership has committed significant amounts of time, space, and funding for technological resources, and they need to know whether or not the acquisition of these resources is justified. The leadership also needs to determine if the teachers are effectively using the technological resources available to them. An action research study was conducted to measure the impact of technology training on the faculty's attitude, knowledge, and behaviors in the classroom. This study not only attempted to address these questions, it also provided valuable feedback regarding professional growth opportunities and technology training. The participants were provided with the opportunity to attend trainings designed to enhance learning opportunities for their students, promote the use of technology in the classroom, and increase the level of efficiency in which faculty members complete daily tasks. The participants provided insight into their attitude, knowledge, and behaviors regarding technology by completing surveys before and after the training. The results of this study are useful for determining the effectiveness of technological resources, understanding how the faculty utilizes these resources, and providing suggestions for future professional development opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562958
Technology Training and Faculty Knowledge, Attitude, and Behavior: An Action Research Study
ProQuest LLC
D.Ed. Dissertation, Capella University
2013-00-00
978-1-3034-8338-7
108
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599182
2016
As Provided
JAN2020
No
Nursing Education
Case Studies
Teacher Qualifications
Statistical Analysis
Teacher Shortage
Correlation
Online Surveys
Teacher Attitudes
College Faculty
Teacher Retirement
Teacher Persistence
Accreditation (Institutions)
Nurses
Employment Qualifications
Hamlin, Amy S.
Dissertations/Theses - Doctoral Dissertations
United States (South)
English
Higher Education
Postsecondary Education
The United States is in the midst of an increasingly worsening shortage of registered nurses, due, in part, to the nursing educator shortage. Further, nursing programs nationwide are turning away qualified applicants because of a lack of nursing educators. Unfortunately, the nursing educator shortage is not a problem that will be easily fixed. As large numbers of nursing educators leave positions in academia because of retirement or other causes, an inadequate number of qualified educators exist to replace them. The purpose of this cross-sectional quantitative study was to determine factors that influence nursing educators' intentions to stay. Specifically, this study explored the relationship between job embeddedness and intent to stay using Mitchell's job embeddedness theory as the theoretical foundation. Five research questions guided this study. Research Question 1 explored the relationship between total job embeddedness and intent to stay. Research Questions 2 and 3 determined the relationships between intent to stay and the two sub-dimensions of job embeddedness (organizational and community job embeddedness). Research Question 4 explored the moderating effects of selected demographics on the relationship between job embeddedness and intent to stay. Finally, Research Question 5 determined whether the number of years as a nursing educator mediated the relationship between intent to stay and job embeddedness. A sample of nursing educators who taught full-time in National League for Nursing Accrediting Commission (NLNAC) baccalaureate of nursing (BSN) programs in 17 Southern states were asked to complete a researcher-developed online survey tool that evaluated job embeddedness and intent to stay. The survey was administered online via surveymonkey.com. Findings indicated that a relationship between job embeddedness and intent to stay existed for the nursing educators who completed the survey. Findings from this study suggest that consideration and implementation of retention programs focus on enhancing job embeddedness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562959
Nursing Educator Retention: The Relationship between Job Embeddedness and Intent to Stay among Nursing Educators
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8341-7
142
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599184
2016
As Provided
JAN2020
No
Scheduling
School Schedules
High Schools
School Culture
Stakeholders
Mixed Methods Research
Disadvantaged Youth
Urban Areas
Educational Environment
Student Needs
Communities of Practice
Response to Intervention
Change Strategies
Hayes, Matthew
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
High Schools
Secondary Education
Scheduling in any school or organization plays a vital role in the effectiveness that stakeholders' needs are met. The administration at a large comprehensive high school in the Charlotte Mecklenburg School District realized that in order for their school to meet the changing needs of its student body, it had to build a culture and climate that created opportunities for all stakeholders in the organizations to be successful. The purpose of this mixed-methods study was to determine the level of impact an effective schedule has on the climate and culture of a large comprehensive high school. The comprehensive high school that was used in this study underwent a drastic demographic shift within the period of six months. During this time the economically disadvantaged percentage of students attending the school more than doubled, and the once neighborhood school reached into a more urban community of a neighboring city. The administration utilized a creative master schedule to implement various strategies and programs, such as professional learning communities, a response to intervention program, an enrichment and acceleration block and mastery learning to better meet the needs of all stakeholders. The results indicated that there was a significant difference between evaluations that were conducted before, during and two years after the demographic shift at the school. Through a three-tier evaluation system of teachers' responses, evidence was shown that would suggest that the master schedule has a significant impact on the climate and culture of the school. Future schools and organizations that have gone or are going through a drastic change in the demographics they serve will be able to utilize these findings and recommendations to better meet the needs of the stakeholders in their organization. This is a study about effective scheduling and program implementation that could just as easily be about implementing transformational change through the restructuring of an individual's mental models. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562960
The Impact of Effective Scheduling on the Climate and Culture in a Large Comprehensive High School
ProQuest LLC
Ed.D. Dissertation, Wingate University
2013-00-00
978-1-3034-8348-6
154
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599190
2016
As Provided
JAN2020
No
Qualitative Research
African Americans
Women Administrators
Phenomenology
Principals
Whites
Institutional Characteristics
Leadership Role
Resilience (Psychology)
Systems Approach
Critical Theory
Race
Interviews
Administrator Attitudes
Professional Identity
Self Concept
Measures (Individuals)
Coping
Instructional Leadership
Jackson, Alicia D.
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Elementary Secondary Education
African American women represented a growing proportion within the field of education in attaining leadership roles as school principals. As the numbers continued to rise slowly, African American women principals found themselves leading in diverse or even predominately White school settings. Leading in such settings encouraged African American women to find ways to deal with resilient behaviors that were encountered in such settings. Using critical race theory, phenomenological variant ecological systems theory (PVEST), and Black feminist theory, this qualitative, phenomenological study explored the experiences, challenges, and perceptions of three African American women principals who lead in predominately White school settings in the southeastern United States. This replicated study investigated their experiences in such settings and how they dealt with the challenges faced while leading in predominately White school settings. The research methodology was grounded in phenomenological inquiry that included in-depth, face- to- face interviews, and the use of the Cross Racial Identity Scale (CRIS) by Dr. William Cross, 2004. The research showed that African American women principals faced many challenges related to race, context, and identity and were subjected to many susceptibilities while leading in predominately White school settings. The principals were able to overcome these challenges they faced by using resilient coping mechanisms that helped them become strong leaders in their specific school communities. This research helped to document the experiences of each individual African American woman principal and described how they coped with adversity, and informed the field of educational leadership of the successes of African American women who lead in predominately White school settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562961
Fighting through Resistance: Challenges Faced by African American Women Principals in Predominately White School Settings
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8357-8
122
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599199
2016
As Provided
JAN2020
No
Biology
Mathematics Instruction
Science Instruction
Biodiversity
Teaching Methods
Integrated Curriculum
Undergraduate Students
Marine Biology
Ecology
Animals
Geographic Information Systems
Mathematical Models
Molecular Biology
Identification
Student Centered Learning
Pretests Posttests
Conservation (Environment)
McCully, Kristin M.
Dissertations/Theses - Doctoral Dissertations
Hawaii
Hawaii
English
Higher Education
Postsecondary Education
To protect and conserve the Earth's biodiversity and ecosystem services, it is important not only to understand and conserve species and ecosystems, but also to instill an understanding and appreciation for biodiversity and ecosystem services in the next generations of both scientists and citizens. Thus, this dissertation combines research into the ecology and identity of large bivalves at Midway Atoll in the Northwestern Hawaiian Islands (NWHI) with research on pedagogical strategies for integrating mathematics into undergraduate biology education. The NWHI is one of the few remaining large, mainly intact, predator-dominated coral reef ecosystems and one of the world's largest marine protected areas. Previous bivalve studies focused on the black-lipped pearl oyster, "Pinctada margaritifera," which was heavily harvested in the late 1920s, has not recovered, and is now a candidate species for restoration. First, I combined remote sensing, geographic information systems, SCUBA, and mathematical modeling to quantify the abundance, spatial distributions, and filtration capacity of large epifaunal bivalves at Midway Atoll. These bivalves are most abundant on the forereef outside the atoll, but densities are much lower than reported on other reefs, and Midway's bivalves are unlikely to affect plankton abundance and productivity inside the lagoon. Second, I used molecular techniques and phylogenetic reconstructions to identify pearl oysters ("Pinctada") from Midway Atoll as "P. maculata," a species not previously reported in Hawaii. As a small morphologically cryptic species, "P. maculata" may be a native species that has not been collected previously, a native species that has been identified incorrectly as the morphologically similar "P. radiata," or it may be a recent introduction or natural range extension from the western Pacific. Finally, I review science education literature integrating mathematics into undergraduate biology curricula, and then present and evaluate a computer inquiry module using learner-centered teaching strategies to introduce structured population (matrix) models in an upper-division ecology course. Using pre- and post-test surveys and student interviews, I concluded that students accomplished the module's learning goals: to use matrix models to assess and protect populations and to better appreciate the importance and uses of mathematics in ecology and conservation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562962
Uncharted Waters: Bivalves of Midway Atoll and Integrating Mathematics into Biology Education
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Cruz
2013-00-00
978-1-3034-8376-9
170
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599213
2016
As Provided
JAN2020
No
African American Students
Undergraduate Students
Males
Institutional Characteristics
Disproportionate Representation
White Students
Qualitative Research
Friendship
Semi Structured Interviews
Photography
Grounded Theory
Identification (Psychology)
Models
Social Environment
Interpersonal Relationship
McGowan, Brian Lamont
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
African American men enter postsecondary institutions having been socialized to adopt stereotypical notions of masculinity. These traditional expectations of masculinity play a role in how African American men negotiate relationships with their male counterparts on the campus. African American men cultivate close relationships with other men to feel like men, but also learn from society to avoid behaviors and attitudes that could be perceived as feminine. Unfortunately, when considering male interpersonal relationships in the collegiate setting, many erroneous assumptions are made about how they are developed. Thus, the manner in which African American men develop interpersonal relationships with their male counterparts requires further investigation. The focus of this qualitative study was to understand the development of 17 African American male college students' interpersonal relationships with other men at a predominantly White institution. The use of both semi-structured and photo-elicitation interview formats provided study participants an opportunity to reflect on their precollege experiences, identity, and the processes involved in developing interpersonal relationships with other men. As a result of using grounded theory methodology, a conceptual model emerged during analysis that explains the process of developing male interpersonal relationships and illustrates that this phenomenon can best be understood as an interactive relationship between intentionally seeking relationships with men, developing the capacity for intimacy with men, and resolving identity conflicts. This model also considers precollege influences and environmental factors that play a role in participants' interpersonal relationships with other men. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562963
Images of Male Friendships: An Investigation of How African American Undergraduate Men Develop Interpersonal Relationships with Other Men at a Predominantly White Institution
ProQuest LLC
Ph.D. Dissertation, Indiana University
2013-00-00
978-1-3034-8378-3
223
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599215
2016
As Provided
JAN2020
No
Literacy Education
Learning Disabilities
Intervention
Reading Instruction
Oral Reading
Animals
Teaching Methods
Comparative Analysis
Pretests Posttests
Reading Skills
Student Attitudes
Anxiety
Self Efficacy
Interviews
Questionnaires
Parent Attitudes
Journal Writing
Reading Tests
Treat, Wendy Abigail
Dissertations/Theses - Doctoral Dissertations
Gray Oral Reading Test
Basic Reading Inventory (Johns)
Gray Oral Reading Test
Basic Reading Inventory
English
Literacy acquisition is imperative to successful academic progress and to successful participation in our society. Students with identified learning disabilities are often among those who struggle to acquire literacy skills. The following dissertation shares the results of a reading intervention study in which nine students with identified learning disabilities practiced guided oral reading with the researcher-teacher in the presence of a certified therapy dog. There were 10 reading sessions, each lasting 10-15 minutes. A matched group of eight students with identified learning disabilities practiced guided oral reading with the researcher-teacher but did not have the therapy dog present during the reading sessions. Achievement data were collected through pre- and post-testing on the Gray Oral Reading Test (GORT-4) and the Basic Reading Inventory (BRI), which is a locally used assessment of reading skills. Measures to assess changes in student's feelings of self-efficacy and anxiety about reading included the Reader Self-Perception Scale (RSPS) and an anxiety scale. Pre- and post-intervention interviews, parent questionnaires and reading journals provided additional data. The results indicate that students who participated in the intervention demonstrated statistically significant increases in reading skills. In addition, the results suggest that reading in the presence of a therapy dog increases feelings of self-efficacy, decreases anxiety and increases students' motivation to read. The final section of this dissertation explores a range of explanations for the effectiveness of incorporating a therapy dog into guided oral reading sessions and includes a discussion of the contexts in which animals, including certified therapy dogs, may be utilized in special education instruction to support academic progress for students with identified learning disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562964
Animal-Assisted Literacy Instruction for Students with Identified Learning Disabilities: Examining the Effects of Incorporating a Therapy Dog into Guided Oral Reading Sessions
ProQuest LLC
Ed.D. Dissertation, University of California, Santa Cruz
2013-00-00
978-1-3034-8415-5
220
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599249
2016
As Provided
JAN2020
No
Information Technology
Educational Technology
Influence of Technology
Activities
Role
Computer Use
Science and Society
Wiltse, Heather
Dissertations/Theses - Doctoral Dissertations
English
Digital technologies have become thoroughly enmeshed in everyday life, forming a backdrop of experience. We live not only with these technologies but also through them as they mediate our engagement with the world. This mediation calls for closer attention with respect to practical design concerns as well as more theoretical and philosophical questions regarding the role of technologies in experience and society. This dissertation is an inquiry into this mediating role of technology. Its purpose is to analyze and theorize the relation between mediating technologies and the activities they make visible; to theorize the structure and dynamics of digitally-mediated engagement; and to provide a flexible conceptual framework that can be used for analyzing these aspects during design and critique. It develops a conceptualization of digital technologies as responsive digital materials that function as substrates that can make activities visible as traces. It then applies and extends existing postphenomenological theories of technological mediation in order to account for these specific components of digital material and to examine the structure and dynamics of digital material mediation. These theoretical developments are empirically grounded in a set of structured close analyses of specific digital material cases. This analytic, artifact-centered method was developed in order to analyze specific mechanisms by which digital technologies make activities visible, and in a way that can be useful in both practical design work and more theoretical analyses. The primary contributions of this dissertation are a theoretical framing of the mediating role and capabilities of technologies as a unit of analysis; development and extension of existing conceptualizations of digital material and technological mediation; a conceptual framework that can be used in framing and analysis; a method of framing and analyzing digital material cases; and an archive of cases that illustrate this method and approach. The high-level goal of this dissertation is to enable and contribute to a philosophically-grounded understanding of the role of digital technologies in society and human experience, and its contributions are intended to enable further, more precise, and more practical inquiries into the ways in which digital materials mediate engagement with the world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562965
The Mediating Role of Responsive Digital Materials: A Conceptual Investigation and Analytic Framework
ProQuest LLC
Ph.D. Dissertation, Indiana University
2013-00-00
978-1-3034-8429-2
177
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599263
2016
As Provided
JAN2020
No
Teacher Effectiveness
Secondary School Teachers
High Schools
Teacher Competencies
Faculty Development
Intervention
Formative Evaluation
Coaching (Performance)
Feedback (Response)
Behavior Change
Teacher Attitudes
Program Effectiveness
Statistical Analysis
Self Efficacy
Focus Groups
Journal Writing
Interviews
Action Research
Communities of Practice
Scoring Rubrics
Williams-Payne, Taisha C.
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
This action research study examined the implementation and impact of a job-embedded professional development intervention that included professional learning community (PLC) sessions and individualized feedback and coaching. Participants in the study were eight high school teachers who had historically demonstrated poor classroom performance and were selected by the school's leadership team to participate in the professional development intervention. The study examined the implementation process, changes in teacher efficacy before and after the intervention, use of formative feedback and coaching to change teaching behaviors, and the perceptions of teachers about the intensive professional development and coaching activities. Quantitative measures were the Teachers' Sense of Efficacy Scale (TSES) and Teacher Advancement Program (TAP) rubrics. Minutes from the PLC focus sessions, Individual Growth Plan journals, individual interviews, and the researcher's journal were the qualitative data sources. Triangulation of the data suggested that for seven of the eight participants, teacher efficacy increased, and for six of the eight participants, teaching practices improved by the end of the intervention. Quantitatively, the average scores of the eight participants collectively increased by 0.53 points on the TSES and 0.29 points on the TAP rubrics. Analysis of the quantitative data also indicated that the greatest improvement was in the area of classroom management. Analysis of qualitative data rendered results and findings that explained teachers' perceptions and beliefs regarding how a job-embedded professional develop intervention impacts teacher efficacy and teaching practices. Participants' perceptions and beliefs indicated that increases in their efficacy scores and improved classroom performance are likely to happen when teachers feel more confident and competent, are provided with quality mentors and effective coaching, are reflective practitioners, and are provided with professional development that is relevant to their needs and the needs of their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562966
Influencing Teacher Efficacy through Action Research: The Implementation of an Embedded, Standards-Based Professional Development Approach
ProQuest LLC
D.Ed. Dissertation, Capella University
2013-00-00
978-1-3034-8430-8
202
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599264
2016
As Provided
JAN2020
No
Formative Evaluation
Student Evaluation
Accountability
Standardized Tests
Action Research
Science Instruction
Science Teachers
Correlation
Teaching Methods
Standards
Test Preparation
Educational Objectives
Student Needs
Units of Study
Summative Evaluation
Faculty Development
Educational Policy
Learning Processes
Yin, Xinying
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
The purpose of this collaborative action research was to understand how science educators can negotiate the tension between integrating formative assessment (FA) for students' learning and meeting the need for standardized summative assessment (testing) from a critical perspective. Using formative assessment in the era of accountability testing was a process in which the science educators identified the ways that the standardized testing system constrained the teacher's use of FA to improve students' learning, sought solutions to overcome the obstacles and came to understand how FA can be utilized to neutralize the power relationship between the institutional requirement and classroom teaching and learning. The challenge of doing FA under the pressure of standardized testing mainly lie in two dimensions: one was the demand of teaching all the desired standard-based content to all students in a limited amount of time and the sufficient time and flexibility required by doing FA to improve students' understanding, the other was the different levels of knowledge and forms of knowledge representation on FA and tests. The negotiation of doing FA for teaching standards and preparing students for tests entailed six aspects for the collaborative team, including clarifying teaching objectives, reconstructing instructional activities, negotiating with time constraints, designing effective FA activities, attending to students' needs in doing FA, and modifying end-of-unit tests to better assess the learning goals. As the teacher's instructional goals evolved to be more focused on conceptual understanding of standards and more thorough understanding for less activities, she perceived doing FA for learning and preparing students for standardized tests as more congruent. By integrating both divergent and convergent FA into instruction as well as modifying tests to be more aligned with standards, students' learning were enhanced and they were also being prepared for tests. This study added to our understandings about the relationship between formative assessment and summative accountability tests in science education and classroom teachers' conceptions and practices in making the relationship more coherent for learning. It also provided implications for science teacher professional development of formative assessment and for educational accountability policies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562967
Negotiating the Use of Formative Assessment for Learning in an Era of Accountability Testing
ProQuest LLC
Ph.D. Dissertation, Indiana University
2013-00-00
978-1-3034-8433-9
321
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599268
2016
As Provided
JAN2020
No
Ethics
Leadership Qualities
Administrator Behavior
Statistical Analysis
Leadership Styles
Transformational Leadership
Questionnaires
Surveys
Hypothesis Testing
Public Schools
Correlation
Multiple Regression Analysis
Nkadi, Francisca M.
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
Multifactor Leadership Questionnaire
Multifactor Leadership Questionnaire
English
Ethical leadership plays a major role in school administration while transactional and transformational leadership styles have been known to be effective in an organizational setting. However, the latter styles have also been linked to unethical behavior. The research problem for this study tested the possibility that transactional and transformation leadership behavior would lead to unethical leadership behavior among school administrators. The study, which was quantitative, nonexperimental, and ex post facto in nature, was aimed at evaluating the major facets of ethical, transactional, and transformational leadership styles. The literature reviewed did not support a possible link between the three leadership styles being studied. The Multifactor Leadership Questionnaire and the Ethical Leadership Scale were used to determine the relationship. The omnibus hypothesis was tested using a statistical model based on multiple regressions utilizing a probability sample attained through random sampling. Data were collected through a survey of 729 participants consisting of principals, assistant principals and school administrators from an independent school district in the southwestern United States. The statistical analysis of the data collected was conducted using SPSS 20.0 software. The ANOVA regression model revealed that at least one of the transactional or transformational variables was linked to ethical leadership behavior. The findings backed literature review results that no marked relationship existed between the attributes of transformational leadership and the ethical leadership behavior of school administrators. However, a significant and positive correlation was noted between the idealized behaviors of transformational leadership and ethical leadership behaviors of school administrators. When the intensity of transformational leadership behavior increased, there was a substantial rise in ethical leadership behavior. However, there was no sizable link between the inspirational motivation, intellectual stimulation, contingent reward, and management-by-exception behaviors of transformational leadership and the ethical leadership behavior of the sample base. To summarize, while transformational leadership attributes were not linked to ethical leadership behavior of school administrators, transformational leadership behaviors showed a significant relationship in the same context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562968
The Relationship between Leadership Styles and the Ethical Leadership Behaviors of Public School Administrators
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3034-8476-6
142
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599307
2016
As Provided
JAN2020
No
Grounded Theory
Personal Narratives
Interpersonal Relationship
Trauma
Role
Trust (Psychology)
Family (Sociological Unit)
Cultural Traits
Holistic Approach
Research Methodology
Disclosure
Powers, Trudy Lee
Dissertations/Theses - Doctoral Dissertations
English
This study of "Telling and Not-Telling" was conducted using the classic grounded theory methodology (Glaser 1978, 1992, 1998; Glaser & Strauss, 1967). This unique methodology systematically and inductively generates conceptual theories from data. The goal is to discover theory that explains, predicts, and provides practical applications for what is truly going on with the people (or problem) in the field of study. The theory of telling and not-telling involves a universal social process that is valid across fields of inquiry. In this study, it applies to people who share their stories of personal life-experiences, as well as to those who choose not to share, and those who are undecided or are contemplating sharing. It also applies to those who are seeking (trying to find) pieces of their stories--whether personal, family, or historical. Ultimately, sharing life-stories is about connecting with others. However, people may place limits on how, what, and with whom they share; especially in cases of trauma, they may create boundaries. There are a number of underlying elements to this theory: the spectrum of life experiences, levels of awareness, roles and positional relationships, trust, boundaries, time, and the positive outcomes and negative consequences of sharing. Beyond these, the heart of the theory includes a number of intertwining and layered elements: people seeking their own stories as well as the stories of others; keeping secrets and silences, and not-telling; deciding whether or not to tell; generational passing down of family and bounded community stories, cultures, and traditions; and finally breaking the silence--often of traumatic experiences. Each of these main areas further encompasses a number of significant elements. This theory may be useful for anyone seeking, sharing, or contemplating sharing life experiences with others. It may also be useful for those in various fields who help people work through their life experiences, as it presents several aspects of sharing story in a holistic manner. Furthermore, the concepts may be useful to anyone deciding whether or not to "tell." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562969
Telling and Not-Telling: A Classic Grounded Theory of Sharing Life-Stories
ProQuest LLC
Ed.D. Dissertation, Fielding Graduate University
2013-00-00
978-1-3034-8480-3
227
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599311
2016
As Provided
JAN2020
No
Teaching Methods
Peer Teaching
Adult Learning
Mild Intellectual Disability
Video Technology
Social Development
Interpersonal Competence
Institutionalized Persons
Residential Programs
Social Behavior
Bui, Levita Yen
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
The ability to integrate, adapt and strive in the community has become a focal point in research with individuals who have an intellectual disability. However, research regarding teaching social skills to adults who are preparing to transition into the community is limited. The purpose of this study is to utilize peer tutoring with adults who have a mild intellectual disability. Furthermore, a video feedback component will be added in an attempt to enhance the effects of peer tutoring. This overall aim is to increase social skills in adults who are currently living in an institutionalized setting and who may be able to transition into a community residential setting in the future. The results of this study provide preliminary support for a peer tutoring intervention and video feedback in order to enhance social skills with adults who have a mild intellectual disability. Peer tutoring is an intervention that is generally used with children and youth in school settings when increasing social skills. The data suggest that peer tutoring is an effective strategy for increasing social skills in adults with mild disabilities. The data also demonstrated that video feedback does enhance the effects of peer tutoring despite the high levels of appropriate behavior that peer tutoring facilitated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562970
Utilizing Video Feedback to Increase Appropriate Social Behaviors When Used in Conjunction with Peer Tutoring
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-7822-2
82
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598881
2016
As Provided
JAN2020
No
College Choice
Land Grant Universities
College Students
Agricultural Education
Student Characteristics
Two Year College Students
Influences
Student School Relationship
Institutional Characteristics
Community Colleges
Public Colleges
Comparative Analysis
Information Sources
Majors (Students)
Reputation
Courses
Parent Influence
Family Influence
Peer Influence
Teacher Influence
Student Organizations
Cunningham, Shannon Kaye
Dissertations/Theses - Doctoral Dissertations
Oklahoma
Oklahoma
English
Higher Education
Postsecondary Education
Two Year Colleges
The purpose of this study was to identify factors that influenced college choice of students who recently enrolled (current freshmen and sophomores) in agriculture programs at Oklahoma's land-grant university, as compared to recently enrolled students (current freshmen and sophomores) in selected agriculture programs at public community colleges in the state of Oklahoma. This study focused on student characteristics, the influence of significant persons, efforts of the institution to communicate with students, and fixed college characteristics, in terms of their influence on student choice of institution. The convenience sample consisted of 210 recently enrolled students in a land-grant university agriculture program, and 162 recently enrolled students in community college agriculture programs. Students in both groups were found to be very similar in terms of their gender, ethnicity, state of residence, and time when they began the college choice process, finalized their college choice, and finalized their major. A significant difference was found in ACT composite scores for each group. Both groups of students were found to use similar sources of information related to their college choice, reporting campus visit, Internet, and university/college website information, as the most useful sources of information used during the college choice process. Academic reputation, academic programs, and scholarships were reported as influential in the college choice process for both groups. Land-grant university students more frequently ranked prestige, quality of facilities, and location as more influential in college decision, while cost was more influential for community college students in the college choice process. Both groups most frequently ranked "parent or guardian" as the most influential individual in their college choice. Relative to other individuals represented, land-grant university students more frequently reported "relative who attended this university/college" as more influential in the college choice process. Conversely, community college students more frequently reported "friend from high school" and "high school agriculture teacher" as more influential in their college decision. Both groups most frequently ranked "student organizations" as the most influential opportunity for social interaction in their college decision. Community college students more frequently ranked "agricultural competitive teams" as a more influential factor than did land-grant university students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562971
Factors Influencing College Choice for Students in Agriculture Programs: A Comparative Study of Community College and Land-Grant University Students
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-7841-3
147
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598892
2016
As Provided
JAN2020
No
Online Courses
Instructional Design
Higher Education
Educational Innovation
Statistical Analysis
Correlation
Decision Making
Resistance to Change
Influences
College Faculty
Training
Experience
Individual Characteristics
Dodd, Bucky J.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Online course design is an emerging practice in higher education, yet few theoretical models currently exist to explain or predict how the diffusion of innovations occurs in this space. This study used a descriptive, quantitative survey research design to examine theoretical relationships between decision-making style and resistance to change among higher education online course designers and the potential influence on the diffusion of innovations in online course design. The original theoretical model proposed in this study was partially supported. This study found that online course designers in higher education were diverse with regards to training and experience for designing online courses and that an online course designer's decision-making style does not likely contribute to their level of resistance to change. In addition, the majority of online course designers in this study were rational decision-makers, reported a generally low resistance to change, and responded to change situations with cognitive rigidity. Four "types" of online course designers were identified based on decision-making style, resistance to change, and response to change situations. These types were classified as: reactors, visionaries, traditionalists, and planners. The study concluded that the lengthier and more detailed decision-making processes of rational decision-makers and the rigidity of online course designers' willingness to change perspectives likely moderates the diffusion of innovations in higher education online course design. In addition, the types of online course designers identified in this study informed the development of a revised theoretical framework for explaining how the combination of these characteristics may influence how online course designers contribute to the diffusion of online course design innovations. The types of online course designers may also be used to develop customized tools and strategies for promoting innovative online course design practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562972
Toward a Theoretical Model of Decision-Making and Resistance to Change among Higher Education Online Course Designers
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-7853-6
246
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598895
2016
As Provided
JAN2020
No
Mixed Methods Research
Computer Software
Preservice Teachers
Elementary School Teachers
Measurement
Graphs
Student Attitudes
Mathematical Concepts
Experimental Groups
Control Groups
Concept Formation
Statistics
Foster, Luke Burton
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Elementary Education
This concurrent embedded mixed methods study investigates the influence of the computer program Tinkerplots™ on 34 preservice elementary teachers' understanding of measures of center and graphical representations of data. Participants' opinions and beliefs about the effectiveness of the program were also explored. At the beginning of the experimental period, participants had marginal understanding of measures of center and graphical representations. Both the control and experimental groups showed an improved understanding at the end of the experimental period. It is still unclear what influence Tinkerplots™ had on the understanding of participants in the experimental group, since quantitative analysis revealed that the experimental group did not perform significantly better than the control group. However, this does not diminish the fact that pre-service elementary teachers need to be statistically literate, and if certain educational tools can enhance their statistical understanding, then utilizing those tools is beneficial. This research study did provide some evidence, through participant responses on multiple instruments, that one such tool, Tinkerplots™, can be effective in enhancing the statistical learning experience for pre-service elementary teachers. The fact that pre- service teachers believe that the program is effectual, regardless of quantitative analysis to reinforce the belief, can do nothing but encourage educators as to the potential learning experience offered by this type of program. It should be noted that although the analysis of the quantitative data doesn't support a claim of significant influence regarding Tinkerplots™, it also does nothing to discourage further research and investigation into this area of statistics education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562973
Impact of Tinkerplots™ on Preservice Elementary Teachers' Understanding of Measures of Center and Graphical Representations
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-7860-4
157
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598900
2016
As Provided
JAN2020
No
American Indians
Youth
Adolescents
Attitude Measures
Statistical Analysis
Ethnicity
Identification (Psychology)
Biculturalism
Attention Deficit Hyperactivity Disorder
Effect Size
Acculturation
Whites
Behavior
Multivariate Analysis
Foutch, Victoria Marie
Dissertations/Theses - Doctoral Dissertations
Behavior Assessment System for Children
Behavior Assessment System for Children
English
This study compared the responses of Native American youths ages 12-18 on the Behavior Assessment System for Children-2nd Edition (BASC-2) Self-Report-Adolescent (SRP-A) to a random sample of 200 from the BASC-2 normative sample. Two analyses were conducted: the first analysis was a 2x2 MANOVA (n = 162) comparing the two samples among composite scales. The second analysis (n = 157) examined if composite scale differences were related to ethnic identity as measured by the Bicultural Ethnic Identity scale (BEIS). For the first analysis, a two group MANOVA was performed on the 5 BASC-2 SRP-A composite scales and Inattention/Hyperactivity was found to be significantly different across the two samples with a small to medium effect size (Cohen's d = 0.29). For the second analysis, participants were split into one of four acculturation groups using a median split. After the groups were identified a 2X2 ANOVA was conducted. Interaction between White and Indian scale scores were found to be statistically significant. A simple main effects post hoc analysis was conducted and revealed significant differences in inattention/hyperactivity composite scale scores were found across high and low levels of identification with the White culture. Students who identified as high with the White scale were similar to the normative sample, while students who identified as low with the White scale were significantly different from the normative sample. Participants' level of identification (low versus high) with their Native culture did not impact their scores on the inattention/hyperactivity composite scale. Ethnic identification with both the mainstream culture and the students' Native culture should be examined when conducting evaluations using the BASC-2 SRP-A. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562974
Examination of the BASC-2 SRP-A Scales with Native American Youth
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-7861-1
86
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598901
2016
As Provided
JAN2020
Yes
Teacher Evaluation
Educational Change
Academic Achievement
Correlation
Student Evaluation
Teacher Effectiveness
Observation
Evidence
Mathematics Achievement
Reading Achievement
Institutional Characteristics
Elementary Schools
Scores
Jiang, Jennie Y.
Sartain, Lauren
Sporte, Susan E.
Steinberg, Matthew P.
Reports - Research
Illinois
Illinois
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
One of the most persistent and urgent problems facing education policymakers is the provision of highly effective teachers in all of the nation's classrooms. Of all school-level factors related to student learning and achievement, the student's teacher is consistently the most important (Goldhaber 2002; Rockoff 2004; Rivkin, Hanushek, and Kain 2005). Even with substantial within-school variation in teacher effectiveness (Rivkin, Hanushek, and Kain 2005; Aaronson, Barrow, and Sander 2007), historically teacher evaluation systems have inadequately differentiated teachers who effectively improve student learning from lower-performing teachers. In Chicago from 2003 to 2006, for example, nearly all teachers (93 percent) received performance evaluation ratings of "Superior" or "Excellent" (based on a four-tiered rating system) while at the same time 66 percent of CPS schools failed to meet state proficiency standards under Illinois' accountability system (The New Teacher Project 2007). This study seeks to answer the following research questions about two waves of teacher evaluation reform in Chicago, a pilot (Excellence in Teaching Pilot or EITP) focused on rigorous classroom observations (2008-10) and a fully implemented evaluation system (REACH) that incorporates information from classroom observations and student assessment (2012-13 to present): (1) What does experimental evidence say about the effect teacher evaluation can have on school-level performance in mathematics and reading in elementary schools? and What does experimental evidence say about how teacher evaluation can differentially impact schools with different characteristics (for example, are there greater impacts in lower- or higher-achieving schools)? Findings from the first wave showed: (1) at the end of the first year of implementing EITP, schools improved student achievement in reading; and (2) more advantaged schools (i.e., schools that were high achieving prior to implementation, schools with lower rates of student poverty) tended to benefit the most from EITP. This finding suggests that an intervention such as teacher evaluation requires high levels of capacity in the school building in order to affect student learning. Analysis of the REACH data is still ongoing. Five tables and one figure are appended.
ED562975
The Impact of Teacher Evaluation Reform on Student Learning: Success and Challenges in Replicating Experimental Findings with Non-Experimental Data
Society for Research on Educational Effectiveness
2014-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
No
Case Studies
Trigonometry
Physics
Teaching Methods
Mathematics Skills
Knowledge Level
Transfer of Training
Qualitative Research
Science Instruction
Mathematics Instruction
Interviews
Observation
Lecture Method
Textbooks
Comparative Analysis
Geometric Concepts
James, Wendy Michelle
Dissertations/Theses - Doctoral Dissertations
English
Science and engineering instructors often observe that students have difficulty using or applying prerequisite mathematics knowledge in their courses. This qualitative project uses a case-study method to investigate the instruction in a trigonometry course and a physics course based on a different methodology and set of assumptions about student learning and the nature of mathematics than traditionally used when investigating students' difficulty using or applying prerequisite mathematics knowledge. Transfer theory examined within a positivist or post-positivist paradigm is often used to investigate students' issue applying their knowledge; in contrast, this qualitative case-study is positioned using constructionism as an epistemology to understand and describe mathematical practices concerning vectors in a trigonometry and a physics course. Instructor interviews, observations of course lectures, and textbooks served as the qualitative data for in-depth study and comparison, and Saussure's (1959) concept of signifier and signified provided a lens for examining the data during analysis. Multiple recursions of within-case comparisons and across-case comparison were analyzed for differences in what the instructors and textbooks explicitly stated and later performed as their practices. While the trigonometry and physics instruction differed slightly, the two main differences occurred in the nature and use of vectors in the physics course. First, the "what" that is signified in notation and diagrams differs between contextualized and context-free situations, and second, physics instruction taught vectors very similar to trigonometry instruction when teaching the mathematics for doing physics, but once instruction focused on physics, the manner in which vector notation and diagrams are used differed from what is explicitly stated during mathematics instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562976
A Qualitative Study Comparing the Instruction on Vectors between a Physics Course and a Trigonometry Course
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-7889-5
198
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598917
2016
As Provided
JAN2020
No
Enrollment Management
Decision Making
Influences
Community Colleges
Public Colleges
Interviews
Content Analysis
Observation
Qualitative Research
Models
Administrators
Data
Time
Expectation
Johnson, Adam W.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Two Year Colleges
Higher Education
Postsecondary Education
As a growing entity within higher education organizational structures, enrollment managers (EMs) are primarily tasked with projecting, recruiting, and retaining the student population of their campuses. Enrollment managers are expected by institutional presidents as well as through industry standards to make data-driven planning decisions to reach their goals. However, despite the availability of data, some enrollment managers revealed a different reality from traditional, rational decision-making models. This study explored the factors that contributed to or influenced the decision-making process of six enrollment managers working in either two or four-year public colleges and universities located in the Midwestern United States. Interviews, including a word association exercise, documents and artifacts of tools utilized to make enrollment management decisions, and observational field notes were gathered and analyzed in this qualitative study grounded in constructionism. Using the theories of Bounded Rationality and the Garbage Can model as lenses, EMs in this study seemed to reflect a highly stressful, competitive, and complex environment where rational decision-making gave way to satisficing, or "good-enough" decisions as expectations to meet enrollment goals governed their motives. Decisions also appeared to be closely associated to the Garbage Can Model due to the ambiguity of goal setting and the mixture of participants, problems, and solutions where temporal proximity appeared to be more of a factor in terms of what received attention first. With multiple interruptions into an EM's daily schedule, the ability for the enrollment manager to maintain consistent efforts on desired projects and plans was severely hindered. Enrollment managers in this study shared through multiple examples that they did not feel they had enough time to accomplish their tasks as thoroughly as they preferred and often addressed their problems without full consideration of all possible options, much less the optimal one. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562977
Balancing Data, Time, and Expectations: The Complex Decision-Making Environment of Enrollment Management
ProQuest LLC
Ed.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-7893-2
183
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598919
2016
As Provided
JAN2020
No
Licensing Examinations (Professions)
Predictive Measurement
Remedial Instruction
Nursing Students
Community Colleges
Associate Degrees
Program Effectiveness
Transformative Learning
Comparative Analysis
College Graduates
Nursing Education
Winter, Alexandra Selman
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
National Council Licensure Exam Registered Nurses
National Council Licensure Examination for Registered Nurses
English
Two Year Colleges
Higher Education
Postsecondary Education
This project study sought to evaluate the effects of implementing quarterly predictive testing and remediation on National Certification and Licensure Examination-Registered Nurse (NCLEX-RN) pass rates of an associate's degree nursing program at a small Midwestern community college. The college's pass rate on the NCLEX-RN has been below both the national and state averages for the last 5 years. Several options have been considered in order to address this problem, such as adopting more stringent admission requirements and preventing at-risk students from progressing through the program. Using Mezirow's transformative learning theory as a framework, a causal-comparative study was conducted to determine if completion of an NCLEX-RN predictor assessment and its associated remediation on a quarterly basis positively impacted students' pass rate on the NCLEX-RN. A 1-tailed t test was applied to the data to examine the difference between NCLEX-RN pass rates of graduates who have received quarterly testing and remediation and those who have not. Data analysis concluded that the mean scores of the 2 groups of graduates in the study sample were significantly different from each other (t(104) = -1.376, p = 0.086), which is a meaningful difference to nursing education in terms of treatment efficacy. The results of this study can have a major impact on the community by increasing the NCLEX-RN pass rate and adequately preparing nursing program graduates for entry into their profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562978
The Efficacy of ATI Predictive Testing and Remediation on National Certification and Licensure Examination-Registered Nurse Pass Rates
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3034-7927-4
132
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598940
2016
As Provided
JAN2020
No
STEM Education
Student Surveys
Study Abroad
Foreign Students
Global Approach
Competence
Student Experience
Student Interests
Academic Degrees
Gender Differences
Racial Differences
Ethnic Groups
Student Motivation
Educational Technology
Multivariate Analysis
Majors (Students)
Student Attitudes
Minority Group Students
Komura, Kiriko
Dissertations/Theses - Doctoral Dissertations
California
California
English
This study explores the current status of borderless education in STEM through surveys of two populations of STEM students: American students who studied abroad and foreign students who were studying in the U.S. It was undertaken in response to the U.S. government's desires to strengthen STEM education and to develop American students' global competencies. The purpose was to understand how international experiences can be enhanced in order to increase American STEM students' interest in study abroad programs and in earning advanced STEM degrees and to understand how to attract more foreign STEM students to study in the United States. Issues of particular focus were: the impacts of gender, race/ethnicity, and nationality on STEM students' motivation to participate in, and responses to study abroad programs, and the value of Information and Communication Technologies (ICTs) in borderless STEM education. Several different forms of multivariate analyses were performed on data from surveys at seven public and private colleges and universities in the Southern California area. The results indicated that among American students, greater value was placed on social and cultural experiences gained through studying abroad. In contrast, among foreign students greater value was placed on enhancement of their academic and professional development opportunities. American students whose study abroad included research experiences had a greater interest in international research and teaching in the future. Foreign graduate students majoring in computer science, engineering and biology are the most likely to seek opportunities to study and work in the US. Finally, ICTs were valued by American students as platforms for social interactions and by foreign students for facilitating professional networks. The analyses lead to several recommendations, including: STEM faculty should be made aware of the critical importance of their advising and mentoring in motivating students to choose to study abroad and, minority students gain more confidence about working in STEM fields and seeking advanced STEM degrees as a result of studying abroad. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562979
Borderless STEM Education: A Study of Both American Students and Foreign Students
ProQuest LLC
Ph.D. Dissertation, The Claremont Graduate University
2013-00-00
978-1-3034-7952-6
199
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598942
2016
As Provided
JAN2020
Yes
Foreign Countries
Mathematics Instruction
Randomized Controlled Trials
Teacher Education
Pedagogical Content Knowledge
Mathematics Achievement
Pretests Posttests
Inquiry
Control Groups
Experimental Groups
Comparative Analysis
Program Implementation
Fidelity
Predictor Variables
Teacher Attitudes
Qualitative Research
Elementary School Teachers
Program Effectiveness
Demography
Observation
Mentors
Hierarchical Linear Modeling
Regression (Statistics)
Hinerman, Krystal M.
Hull, Darrell M.
Chen, Qi
Booker, Dana D.
Naslund-Hadley, Emma I.
Reports - Research
Numerical/Quantitative Data
Belize
Belize
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
In Belize, the percentage of untrained teachers (i.e. teachers with the equivalent of a high school education or less) is one of the highest in the region of Latin America and the Caribbean. In response to growing student cohorts, the increased demand for more classroom teachers has led to significant decrease in the proportion of trained teachers at both the primary and secondary levels. Fewer than 45% of teachers at primary and secondary levels are trained, whereas some countries in the region report more than 80% are trained. Perhaps as a result of the lack of training, a content test that was applied to a representative sample of teachers nationwide as part of this study design revealed important gaps in teachers' math content knowledge. The authors hypothesized that increased math content and pedagogical skill enhancement of teachers would lead to improved student outcomes on content knowledge in mathematics. The Teacher-Led Math Inquiry (TLMI) project posed three research questions: 1.When controlling for pretest differences, do students exposed to the TLMI treatment exhibit higher post-treatment math achievement than students in the control group at the end of one school year? (Intent to treat model); 2. To what extent does implementation fidelity as an added variable in the ITT model moderate post-treatment math achievement? (Test of treatment model); and 3. How did teachers view implementation of the TLMI approach? (Qualitative results). The present study indicates TLMI has a substantive significant positive effect on student math performance in comparison to traditional instructional practices in Belize, specifically in the Belize District. Tables are appended.
ED562980
Teacher-Led Math Inquiry in Belize: A Cluster Randomized Trial
Society for Research on Educational Effectiveness
2014-00-00
16
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
28
ERIC
JAN2020
Yes
Attendance Patterns
Learner Engagement
Urban Schools
Middle School Students
Summer Programs
Robotics
Student Motivation
At Risk Students
Comparative Analysis
Program Effectiveness
Grade 5
Grade 6
Grade 7
Minority Group Students
Disadvantaged Youth
Mathematics Achievement
Statistical Analysis
Control Groups
Experimental Groups
Hierarchical Linear Modeling
Mac Iver, Martha Abele
Mac Iver, Douglas J.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Grade 5
Intermediate Grades
Elementary Education
Grade 6
Grade 7
Attendance is probably the most fundamental behavioral indicator of student engagement with school. Though many students fall off-track to success for the first time in ninth grade, poor attendance patterns often begin increasing in middle school and become worse in high school. Missing school during the secondary grades can often be traced to low levels of motivation. As Eccles (2008) has so aptly summarized the crux of the motivation issue, it often boils down to two main questions in students' minds about what happens in school: "Can I do the task?" And "Do I want to do the task?" (Eccles & Midgely, 1989; Meece, 2003). Recent discussions of noncognitive factors affecting academic performance have emphasized the importance of developing an academic mindset to influence academic behaviors such as attendance and exerting effort in class and homework assignments (Farrington et al., 2013). The process of helping students to internalize these beliefs can occur not only in the core academic classroom, but also in elective activities like robotics that build a sense of competence and value in academic pursuits. Given the salience of attendance as a predictor of student achievement outcomes, additional research on effective means of increasing attendance for at-risk students is particularly important. This paper focuses on the following research question: Did the five week STEM robotics summer learning program have a positive impact on the following year's attendance rate of middle school students (compared to a matched sample of students who did not receive any of the district's summer programs)? The focus of this study is a STEM Robotics Summer Learning Program funded by the U.S. Department of Education's Investing in Innovation (i3) program in a development award. The primary goal of this five-week summer program implemented by the school district was to provide additional out of school time focused on mathematics instruction and robotics so that enrolled students could increase their mathematics grade-level aptitude by the end of the program and develop interest in technology and STEM college majors and careers. The robotics component was expected to increase student engagement (including attendance) and perception of the relevance of mathematics, leading to increased student effort and math achievement. Despite limitations, the findings of this study emphasize the importance of investigating the potential impact of out-of-school programs on school-focused engagement. As Lawson and Lawson (2013) argue, research on school engagement needs to move beyond the traditional classroom and school to include out-of-school and community-focused activities. Tables are appended.
ED562981
"STEMming" the Swell of Absenteeism in Urban Middle Grade Schools: Impacts of a Summer Robotics Program
Society for Research on Educational Effectiveness
2014-00-00
Department of Education (ED), Office of Innovation and Improvement
13
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
65
ERIC
JAN2020
No
Hazardous Materials
Social Influences
Economic Factors
Politics
Facilities
Geographic Location
Justice
Geographic Distribution
Case Studies
American Indians
Environmental Education
Instructional Materials
Moore, Andrea Lisa
Dissertations/Theses - Doctoral Dissertations
Oklahoma
Oklahoma
English
Toxic Release Inventory facilities are among the many environmental hazards shown to create environmental inequities in the United States. This project examined four factors associated with Toxic Release Inventory, specifically, manufacturing facility location at multiple spatial scales using spatial analysis techniques (i.e., O-ring statistic and geographically weighted regression (GWR)). The first project in this study examined the influence of Executive Order 12898 on the spatial distribution of Toxic Release Inventory facilities and whether the influence or ideologies of environmental agency administrators, the Presidential, and Congress (political climate) played a role in the placement of facilities post-enactment in EPA Region 6. The results suggest that neither EO 12898 nor political climate influence facility location uniformly and that county and local level factors may be of importance. The second study examined three competing environmental inequity hypotheses. Discrimination, economic, and sociopolitical factors from environmental inequity literature were used to assess statewide effects at the local (census block) level in Oklahoma. Discrimination factors explained a greater proportion of the variability; however, the model including factors from all three models was superior. The third portion of this work combined the results and concepts from the first study with a real life situation to create a case-based teaching unit. The case study used environmental justice policy and environmental law in the context of protecting a small, Native American group in northern Oklahoma from persistent exposure to carbon black, a known carcinogen. The case study was designed to fill a gap in environmental justice curriculum materials and provide a resource for instructors to teach students about environmental justice concepts, Executive Order 12898 and existing environmental laws in environmental studies, sociology, and political science courses. This work contributes to environmental justice literature by evaluating efforts to achieve environmental justice, recognizing the role of the state in producing environmental justice outcomes, advancing our understanding of the spatial scale(s) of environmental justice, incorporating new methodology (from ecology) to address environmental justice research methodological concerns, examining trends in the socio-ecological landscape, and adding to curriculum materials on environmental justice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562982
Executive Order 12898 and Social, Economic, and Sociopolitical Factors Influencing Toxic Release Inventory Facility Location in EPA Region 6: A Multi-Scale Spatial Assessment of Environmental Justice
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-7972-4
152
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598947
2016
As Provided
JAN2020
No
American Indian Education
Mother Attitudes
Predictor Variables
Mathematics Achievement
Boarding Schools
Educational Experience
Mathematics Instruction
State Standards
Correlation
Educational Research
Values
Parent Child Relationship
Rural Schools
Public Schools
Parent Participation
Grade 5
Orona, Cynthia C.
Dissertations/Theses - Doctoral Dissertations
Oklahoma
Fennema Sherman Mathematics Attitudes Scales
Oklahoma
Fennema Sherman Mathematics Attitudes Scales
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
American Indians have the largest high school dropout rates of all ethnic groups in the United States. Though drop outs technically occur in high school, they actually begin with lowered academic achievement during elementary school years. Looking to mothers as the primary caretakers, this study sought to explore the correlations between American Indian mothers' and their 5th grade children's mathematics efficacy beliefs and utility values--to see if these beliefs and values could predict children's mathematics achievement. Particularly when it comes to mathematics, American Indian mothers are dually challenged to encourage their children's success in school because of (1) generalized school disconnect due to negative boarding school experiences and (2) limited understanding about how to assist children's success in mathematics as it is currently being taught. School mathematics lessons are different from those lessons mothers experienced when they were in school. New Common Core State Standards for Mathematics may contribute to mothers' disconnect. The purpose of this explanatory correlational research study was to determine the extent to which the relationship between American Indian students' and mothers' mathematical efficacy beliefs and utility values for mathematics influence student's mathematical achievement. This study, component to a larger National Science Foundation (NSF) project study (Award No. HRD-0936672), utilized data from 148 mother-child dyads. Participant children attended one of 23 rural, public schools in northeastern Oklahoma that included high American Indian student populations. The data included participants' responses to the Fennema-Sherman Mathematical Attitudes Survey (FSMAS) and children's mathematics achievement results from the Oklahoma Core Curriculum Test. Study results indicated that, although mothers mathematical efficacy belief and utility value for mathematics influenced their children's mathematical efficacy belief and utility value for mathematics, only a mother's utility value for mathematics significantly predicted children's mathematical achievement. In addition, children's own mathematical efficacy belief and utility value for mathematics was not predictive of their mathematical achievement. This research improves our understanding of the influence of parents, particularly mothers of American Indian children and can help guide supportive parent involvement in mathematics education efforts. Implications of this research relate to both theory and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562983
Efficacy and Utility Beliefs of Mothers and Children as Predictors of Mathematics Achievement for American Indian Students
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-7983-0
106
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598951
2016
As Provided
JAN2020
No
At Risk Students
Racial Differences
Ethnic Groups
Family Characteristics
Language Usage
Family Environment
Preschool Education
Probability
Predictor Variables
Disability Identification
Regression (Statistics)
Socioeconomic Influences
Poverty
Minority Group Students
White Students
English (Second Language)
Grade 3
Elementary School Students
Longitudinal Studies
Surveys
Children
Roring, Catherine Mary
Dissertations/Theses - Doctoral Dissertations
Early Childhood Longitudinal Survey
Early Childhood Longitudinal Survey
English
Preschool Education
Early Childhood Education
Grade 3
Primary Education
Elementary Education
Many risk factors have been identified for children entering Kindergarten. Many at-risk children eventually get classified as having a Specific Learning disability. Some of these risk factors include having a primary home language other than English (Hosp & Reschly, 2004), having non-intact families (Pong, 1997), being of minority status (Losen & Orfield, 2002; Morgan, Farkas and Hibel, 2008) and not attending a quality pre-school (Lee, 2010). This study analyzed ECLS-K data to examine the extent to which race, family composition, primary home language, and pre-kindergarten attendance predict the likelihood of children being classified with a specific learning disability (SLD) by spring of third grade. Four logistic regressions were completed: one which analyzed for the entire sample and three others which separately analyzed these predictive variables for students attending low, medium, and high poverty schools. When analyzing the entire model, these predictors were not found to have much power, however when each SES group were analyzed, interesting results were found. In low SES schools, students who were minorities had odds twice as high as those who were White of being classified SLD, and those who did not speak English as their primary language had odds that were three times as high. Having attended Pre-K lowered these students' odds of being labeled. In middle SES schools, once again non-English as the primary language led to higher odds of being classified SLD, but race had an opposite trend, with White children having higher odds of being given this label. In the wealthiest schools, coming from a non-intact family actually led to lower rates of classification as SLD, as did not speaking English at home. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562984
Contribution of Race, Primary Language, Family Structure and Pre-Kindergarten Attendance to the Odds of Being Classified as Having a Specific Learning Disability by the Third Grade
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-8010-2
70
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598963
2016
As Provided
JAN2020
No
Attention Deficit Hyperactivity Disorder
Scores
Cognitive Processes
Intervention
Clinical Diagnosis
Diagnostic Tests
Symptoms (Individual Disorders)
Identification
Cognitive Ability
Comparative Analysis
Factor Analysis
Rowland, Julie Elizabeth
Dissertations/Theses - Doctoral Dissertations
Woodcock Johnson Tests of Cognitive Ability
Woodcock Johnson Tests of Cognitive Ability
English
Students with attention-deficit/hyperactivity disorder (ADHD) make up approximately 5% of the school-aged population and they often experience significant difficulties in school, particularly in the areas of academics, disruptive behavior, and social relationships. A diagnosis of ADHD does not provide guidance for creating interventions to address the impairments. Effective diagnostic assessments should go beyond traditional symptom-based categorization and allow for more accurate and precise problem identification. The current study compared the cognitive abilities of children with ADHD to typically developing children using the CHC factors from the WJ III COG. Results confirmed that the children with ADHD in this study had significant weaknesses in long-term storage and retrieval (Glr) and processing speed (Gs) as compared to children with no disabilities. Research-driven, empirically-validated academic interventions should be implemented in the educational setting to address these cognitive weaknesses in students with ADHD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562985
Discriminative Ability of CHC Factor Scores from the WJ III Tests of Cognitive Abilities in Children with ADHD
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-8012-6
122
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598964
2016
As Provided
JAN2020
No
Information Security
Employees
Confidentiality
Prediction
Integrity
Self Efficacy
Compliance (Legal)
Grounded Theory
Structured Interviews
Coding
Organizational Culture
Employee Attitudes
Role
Information Technology
Cognitive Processes
Knowledge Level
Policy
Sikolia, David Wafula
Dissertations/Theses - Doctoral Dissertations
English
User non-compliance with information security policies in organizations due to negligence or ignorance is reported as a key data security problem for organizations. The violation of the confidentiality, integrity and availability of organizational data has led to losses in millions of dollars for organizations in terms of money and time spent correcting the problem. Research on employee violation of information security policies has focused on non-compliance due to poor training, low employee motivation, weak effective commitment, or individual oversight. Theoretical foundations applied to this phenomenon include deterrence, reasoned action, planned behavior, protection motivation, self-efficacy, individual adoption factors, organizational commitment and other individual cognitive factors. However, the findings from some of the studies are contradictory. Furthermore, no parsimonious theory explains nor predicts employee compliance with information security policies. This study addresses this problem by building a theoretical model grounded in data using grounded theory methodology. Seed concepts from High Performance Work Systems (HPWS) were used to develop the initial questions for the structured interviews. Four rounds of interviews over a period of one year were carried out as well as iterative data analysis. Data analysis consisted of open coding, selective coding and theoretical coding. The findings indicate organizations need to create a supportive organizational culture, conduct appropriate training, clearly communicate deterrence measures and design job tasks aligned with the information security policies. These measures will impact individual employee's engagement, knowledge, perception of the ramifications and self-efficacy. Information technology plays a moderating role between organization practices and the individual cognitive factors. These cognitive factors will in turn have an effect on the individual employees' compliance with the information security policies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562986
Toward a Theory of Employee Compliance with Information Security Policies: A Grounded Theory Methodology
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-8025-6
115
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598969
2016
As Provided
JAN2020
No
Trigonometry
Mathematics Instruction
College Mathematics
Mathematical Concepts
Concept Formation
Problem Solving
Mathematical Logic
Validity
Knowledge Level
Learning Processes
Visual Stimuli
Mixed Methods Research
Case Studies
Wescoatt, Benjamin Mark
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Topics in trigonometry have not been well-studied, especially with college-level students. Thus, despite providing a venue for important concepts such as notions of proof and algebraic skill, the process of verifying trigonometric identities, or VTI, has not been thoroughly explored. This study attempts to remedy this gap in the literature by exploring college students' concept images of VTI, providing a description of certain aspects of students' VTI concept images while focusing on students' problem solving and proof making behaviors during VTI. Students viewed VTI in terms of proof construction and problem solving actions. Overall, students perceived the flow of VTI as a process of simplification involving simplifying acts. Viewing the flow in this way helped students monitor their actions; they tended to choose the complicated expression in order to simplify it or choose manipulative actions that would result in a perceived simpler expression. As for simplifying actions, students used a particular technique, dodging, to marginalize complicated function arguments, allowing them to choose appropriate actions once the cognitive complexity was removed. As proof constructions, students generally believed VTI provided a verification of the truth or an explanation for the truth of the identity. The role VTI served depended on how students approached the identity prior to VTI, believing the identity to already be true or believing it could potentially be false. In turn, the knowledge students built as a result of the VTI process varied. Many students signaled the conclusion of VTI with a particular construction, the reflexive step. This construction acted as a sign, conveying information about the identity to the prover and readers of the VTI construction. Students also indicated a preference for the visual nature of the VTI construction; they preferred formats that highlighted the manipulative steps of the construction. Overall, students believed a format that arranged the manipulated expressions in a vertical manner, forming columns, to clearly display the steps. When given the choice, students rated constructions of this format higher than constructions in which the steps were arranged in a horizontal format. Additionally, most students wrote their constructions in the columned format. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562987
An Exploration of College Students' Problem Solving Behaviors While Verifying Trigonometric Identities: A Mixed Methods Case Study
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-8079-9
273
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598988
2016
As Provided
JAN2020
No
Internet
Electronic Publishing
Publications
Marketing
Consumer Economics
Risk Assessment
Attitudes
Trust (Psychology)
Decision Making
Yang, Jing
Dissertations/Theses - Doctoral Dissertations
English
Customer reviews play an important role in today's online shopping environment. Research into customer reviews has largely focused on the predictive effect of review characteristics on variables such as product sales. However, relatively little attention has been directed towards understanding how reviews impact a customer's decision to purchase a product. In particular, the mechanism by which reviews influence customers is not well understood. Some studies have suggested that reviews influence a customer's trust in the product and or vendor. However, we propose that reviews impact a customer's perceived risk, in turn reducing their perceived uncertainty. This reduced uncertainty should result in an improved customer attitude towards the product or service, leading to higher purchase intention. As such, we performed three related studies, aiming to improve our understanding of the role of online reviews on customers' risk perception. Particularly, the first two studies (Essay 1: "The Impact of Product Reviews on Purchase Intention: A Study based on the Theory of Reasoned Action" and Essay 2: "How Product Reviews Help Mitigate the Uncertainty in Online Transactions: An Exploration into the Antecedents of Risk Perceptions") explore in greater detail the impact of product reviews first on intention to purchase the product, and then on perceived uncertainty in transactions. In contrast, Essay 3: "Reading the Voice in Seller Reviews: An Analysis on the Trust Felling Revealed by Reviews" examines the impacts of seller reviews on both perceived risk and perceived uncertainty. In general, most of the findings are consistent with our hypotheses. For example, both product reviews and seller reviews have significant impacts on lessening the risks and uncertainty. However, there are also some interesting findings which are slightly different from our initial hypotheses and suggest the path for future studies. For instance, both Essay 1 and 2 reveal that review valence outweighs review quantity in the context of risk reduction, and Essay 3 reveals that, compared to hidden information, customers are more worried about sellers' hidden actions, and additionally the reviews on sellers' integrity and competence are more important than their benevolence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562988
Understanding the Role of Online Reviews on Customers' Risk Perception
ProQuest LLC
Ph.D. Dissertation, Oklahoma State University
2013-00-00
978-1-3034-8084-3
173
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3598991
2016
As Provided
JAN2020
No
Transformational Leadership
Independent Study
Learning Readiness
Supervisors
Correlation
Case Studies
Research Design
Workplace Learning
Staff Development
Multiple Regression Analysis
Learning Motivation
Stimulation
Models
Job Performance
Surveys
Structural Equation Models
Aparicio, Ricardo Antonio
Dissertations/Theses - Doctoral Dissertations
English
The rapid pace of change for knowledge workers competing globally necessitates ongoing continuous learning. Increasingly, knowledge workers will need to be ready--willing and able--to engage in self-directed learning. This makes it important to understand what factors in the work environment might be related to the self-directed learning readiness. The variables examined in this study were drawn from three strands of literature. Self-directed learning readiness, the dependent variable, was drawn form the education research. Transformational leadership the independent variable was drawn from the leadership research. Based on findings from the employee development research supervisor support for development was also included as an independent variable. The present study addresses the lack of knowledge regarding whether a relationship exists between supervisor transformational leadership behaviors, supervisor support for development, and knowledge worker self-directed learning readiness. This study used a correlational, cross-sectional, research design. A survey using well validated instruments was sent to 1,200 knowledge workers at a Fortune 500 company. A total of 385 responses (a 32% response rate) were received. Pearson moment correlation, multiple regression, and structural equation modeling were used to analyze the data. Aggregate transformational leadership was found to be positively related to self-directed learning readiness in this sample (r = 0.12, p = 0.02). The results found support for a weak relationship between self-directed learning readiness and transformational leadership. Similarly weak relationships were found between self-directed learning readiness and the four separate transformational leadership behavior sub-scales. Supervisor support for development was weakly related to self-directed learning readiness. A strong relationship (r = 0.80, p = 0.00) was found between supervisor support for development and transformational leadership. Due to multicollinearity, multiple regression analysis (F[subscript 2,382] = 2.846, p = 0.059) did not find unique effects on subordinate self-directed learning readiness for aggregate transformational leadership (ß = 0.085, p = 0.32) or supervisor support for development (ß = 0.042, p = 0.62) when controlling for each other. Due to multicollinearity, a second multiple regression analysis (F[subscript 4,380] = 1.555, p = 0.19) with idealized influence, inspirational motivation, intellectual stimulation, or individualized consideration in the model did not find unique effects on self-directed learning readiness when controlling for the other behaviors. Self-directed learning readiness was significantly related (r = 0.19, p = 0.00) to self-reported job performance. Implications for both research and practice were discussed based on these results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562989
The Relationship between Transformational Leadership and Knowledge Workers' Self-Directed Learning Readiness
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2013-00-00
978-1-3034-8096-6
203
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599001
2016
As Provided
JAN2020
No
Numbers
Mathematics Education
Numeracy
Cognitive Processes
Pretests Posttests
Intervention
Control Groups
Experimental Groups
Comparative Analysis
Computation
Age Differences
Mathematics Achievement
Grade 1
Grade 2
Elementary School Students
Bengtson, Barbara J.
Dissertations/Theses - Doctoral Dissertations
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
Grade 2
Understanding the linear relationship of numbers is essential for doing practical and abstract mathematics throughout education and everyday life. There is evidence that number line activities increase learners' number sense, improving the linearity of mental number line representations (Siegler & Ramani, 2009). Mental representations of numbers of children in kindergarten through 2nd grade were examined. Methods of improving mental representation using number line activities were also examined. This experimental study included a pretest, interventions, control, and posttest. Analyses were completed to determine accuracy and linearity of estimation patterns as a reflection of mental representations before and after interventions. Age and achievement test data analyses contributed developmental and mathematics performance information to the study. The findings of this study support existing research indicating children's understanding of number improves with age, with accurate and linear mental representations on a 1 to 100 number line fitting few students in kindergarten, about half in 1st grade and the majority of students in 2 nd grade. This study also contributes to our understanding of the educational power of number line activities and interventions. After three short experiences with board games and broken number line puzzles growth is evident, although not significant, for performance on the number line estimation task. Further study must be done to add to our understanding of number line estimation as well as the activities which improve mental representations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562990
Changing Mental Representations Using Related Physical Models: The Effects of Analyzing Number Lines on Learner Internal Scale of Numerical Magnitude
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2013-00-00
978-1-3034-8101-7
73
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599006
2016
As Provided
JAN2020
Yes
Effect Size
Case Studies
Research Design
Observation
Inferences
Computation
Computer Software
Meta Analysis
Shadish, William R.
Hedges, Larry V.
Horner, Robert H.
Odom, Samuel L.
Reports - Evaluative
National Center for Education Research (ED)
Westat, Inc.
National Center for Special Education Research (ED)
English
The field of education is increasingly committed to adopting evidence-based practices. Although randomized experimental designs provide strong evidence of the causal effects of interventions, they are not always feasible. For example, depending upon the research question, it may be difficult for researchers to find the number of children necessary for such research designs (e.g., to answer questions about impacts for children with low-incidence disabilities). A type of experimental design that is well suited for such low-incidence populations is the single-case design (SCD). These designs involve observations of a single case (e.g., a child or a classroom) over time in the absence and presence of an experimenter-controlled treatment manipulation to determine whether the outcome is systematically related to the treatment. Research using SCD is often omitted from reviews of whether evidence-based practices work because there has not been a common metric to gauge effects as there is in group design research. To address this issue, the National Center for Education Research (NCER) and National Center for Special Education Research (NCSER) commissioned a paper by leading experts in methodology and SCD. Authors William Shadish, Larry Hedges, Robert Horner, and Samuel Odom contend that the best way to ensure that SCD research is accessible and informs policy decisions is to use good standardized effect size measures--indices that put results on a scale with the same meaning across studies--for statistical analyses. Included in this paper are the authors' recommendations for how SCD researchers can calculate and report on standardized between-case effect sizes, the way in these effect sizes can be used for various audiences (including policymakers) to interpret findings, and how they can be used across studies to summarize the evidence base for education practices. Chapters 1 and 2 provide an overview of the paper and a detailed definition SCDs, their basic forms, and how they can be used to make causal inferences. Chapters 3 and 4 explain SCD research and the benefit of the use of effect sizes in general, the different types of standardized effect sizes (i.e., between-case and within-case), how they can be used in SCD research, and a suggested approach for reporting between-case effect sizes. Chapters 5 and 6 describe how to use between-case effect sizes for individual SCD studies, benefits that are likely to result from increased reporting of between-case effect sizes, and how these effect sizes can be used to identify evidence-based practices across studies. Chapter 7 provides recommendations for future directions and development of between-group effect sizes in SCD. A glossary is included.
ED562991
The Role of Between-Case Effect Size in Conducting, Interpreting, and Summarizing Single-Case Research. NCER 2015-002
National Center for Education Research
2015-12-00
Policymakers
Researchers
109
National Center for Education Research. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794. Tel: 877-433-7826; Fax: 301-470-1244; Web site: http://ies.ed.gov/ncer/
T
2016
142
As Provided
JAN2020
Yes
EDIES12D0015
https://ies.ed.gov/ncser/pubs/2015002/
No
Computer Assisted Instruction
Program Effectiveness
Academic Achievement
Correlation
Student Evaluation
Student Evaluation of Teacher Performance
Regression (Statistics)
Bernard, Benjamin Thomas
Dissertations/Theses - Doctoral Dissertations
Minnesota
Minnesota Comprehensive Assessment
Minnesota
Minnesota Comprehensive Assessment
English
Computer Aided Instruction (CAI) has been used for many years in an attempt to increase student achievement. Districts have spent millions of dollars implementing different forms of CAI that may or may not be working. This study was an attempt to describe one such district and its CAI implementation. The study sought to complete three tasks. The first task was to create a description of the student use of a specific CAI, "Study Island." Second, it examined grade level and graduation year data to see if there were correlations between using "Study Island" and achievement levels on the Minnesota Comprehensive Assessment (MCA). Lastly, the study examined correlations between the proficiency levels that students achieved on Study Island and their proficiency levels on the MCA. The results of the study found several areas of significant results. First, students' scores on the MCA were significantly higher after the year that "Study Island" was included as a supplement to their curriculum. It is important to remember that this is not proving causation. This study was observational and not scientific in nature. Because of this, confounding variables do exist that could be causing the observed differences. Second, significant correlations between the use of "Study Island" and increased achievement levels on the MCA were found. The students' proficiency levels on "Study Island" were highly correlated with their proficiency levels on the MCA. Using regression analysis, the researcher determined the percent of questions that a student should answer correctly on "Study Island" to predict that she/he will achieve proficiency on the MCA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED562992
Student Achievement and the Use of the Program "Study Island"
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2013-00-00
978-1-3034-8103-1
114
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599008
2016
As Provided
JAN2020
Yes
Foreign Countries
Vocational Education
Outcomes of Education
Human Capital
Developing Nations
Vocational High Schools
High School Students
Dropout Rate
Skills
Disadvantaged
Regression (Statistics)
Student Surveys
Statistical Analysis
Least Squares Statistics
Loyalka, Prashant
Huang, Xiaoting
Zhang, Linxiu
Wei, Jianguo
Yi, Hongmei
Song, Yingquan
Ren, Baoping
Shi, Yaojiang
Chu, James
Maani, May
Rozelle, Scott
Reports - Research
China (Shaanxi Province)
China (Zhejiang Province)
China
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
A number of developing countries currently identify vocational education and training (VET) as a key approach to building human capital. For example, the promotion of VET at the high school level ("vocational high school", which is used here interchangeably with VET throughout the paper) has become a policy priority among emerging economies such as Brazil, Indonesia, Mexico and China (Newhouse and Suryadarma, 2011; National Congress of Brazil, 2011; Ministry of National Education of Indonesia, 2006; China State Council, 2010). The rationale underlying these policies is that increases in the proportion of vocational--as opposed to academic--high school enrollments can more effectively build human capital. For VET to successfully build human capital in these countries, however, it must meet two prerequisites. The first prerequisite is that VET must help students learn specific (vocational) skills. Vocational high school, in particular, must help youth acquire specific, medium-level skills that can either directly be used in the labor market after graduation or serve as a foundation for vocational college (Kuczera et al., 2008). Second, in addition to specific skills, for VET to be considered successful, it must help students acquire general skills (Kuczera et al., 2008; Chiswick, Lee and Miller, 2002). Despite the increasing interest in VET among policymakers, there is surprisingly little evidence from developing countries as to whether vocational high school, especially in comparison to academic high school, actually helps students acquire specific and general skills. The authors aim to begin to fill what appears to be a gap in the literature on VET in developing countries by examining whether vocational high school students are, in fact, learning specific and/or general skills. Toward this overall aim, they seek to accomplish three goals: (1) to assess the impact of attending vocational versus academic high school on the dropout rates, specific skills and general skills of the "average" student that is attending academic and vocational high schools; (2) to estimate the "heterogeneous impacts" of attending vocational versus academic high school on the dropout rates and skill levels of disadvantaged (low-income or low-ability) students; and (3) to establish whether vocational high school leads to any absolute gains in specific and general skills. Results indicate that attending vocational (relative to academic high school) substantially reduces general skills without improving specific skills. Attending vocational high school also increases dropout, especially among disadvantaged (low-income and low-ability) students.
ED562993
The Impact of Vocational Schooling on Human Capital Development in Developing Countries: Evidence from China
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
ERIC
JAN2020
Yes
Foreign Countries
Computer Uses in Education
English (Second Language)
Second Language Learning
Teaching Methods
Computer Software
Control Groups
Experimental Groups
Scores
Effect Size
Gender Differences
Language Proficiency
Surveys
Intelligence Tests
Adults
Elementary School Students
Grade 3
Comparative Analysis
Humpage, Sarah
Álvarez-Marinelli, Horacio
Reports - Research
Costa Rica
Woodcock Munoz Language Survey
Wechsler Adult Intelligence Scale
Wide Range Achievement Test
Woodcock Johnson Tests of Achievement
Costa Rica
Wechsler Adult Intelligence Scale
Wide Range Achievement Test
Woodcock Johnson Tests of Achievement
Woodcock Munoz Language Survey
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
Computers have taken an increasingly prominent role in education around the world in recent years in developed and developing countries alike. As developing country governments have turned their focus from increasing enrollment to improving the quality of education in their schools, many have made access to computers a key component to their strategies (Trucano, 2005). There is an emerging body of research now that shows that these strategies, which often come with a hefty price tag, have varied effects (Glewwe et al., forthcoming). This paper contributes to this literature by comparing the use of computer-assisted language learning software to traditional methods of English instruction in Costa Rica. The authors also compare two different software programs to one another. Because schools were randomly assigned to one of these two treatment groups or a control group, this research permits a rigorous comparison of the differential effects of two software programs, holding contextual factors constant. The following research questions are addressed: (1) What is the impact of each of the two English language learning software programs on test scores, as compared to a teacher alone; (2) what is the magnitude of the effect of each program compared to the other; and (3) do these effects vary by school-level baseline performance, students' baseline test scores or gender? The main finding of this research is that academic software can be an effective learning tool, but that this depends on the software. Previous research has already shown that technology can be effective in some cases and ineffective in others. One of this paper's contributions is to show that these heterogeneous effects are not simply the product of using technology in different contexts (although that is likely to be important as well). By randomly assigning two different software packages to students in similar schools, this research has shown that the type of technology used matters, holding other factors constant. Furthermore, technology's effectiveness also depends on student characteristics like baseline abilities and gender. Tables and figures are appended.
ED562994
Teachers' Helpers: Experimental Evidence from Costa Rica on Computers for English Language Learning
Society for Research on Educational Effectiveness
2014-00-00
25
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
52
ERIC
JAN2020
Yes
Randomized Controlled Trials
Success
Cognitive Ability
Metacognition
Goal Orientation
Progress Monitoring
Organization
Memory
Interpersonal Competence
Problem Solving
Listening Skills
Teamwork
Self Management
Attention
Motivation
Emotional Response
Skill Development
Intervention
Program Evaluation
Program Effectiveness
Grade 5
Elementary School Students
Hierarchical Linear Modeling
Student Behavior
Behavior Problems
Self Efficacy
Webb, Linda
Carey, John
Villares, Elizabeth
Wells, Craig
Sayer, Aline
Reports - Research
Numerical/Quantitative Data
Florida
Florida
Society for Research on Educational Effectiveness (SREE)
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
Numerous authors have reviewed research to determine which skills are considered fundamental to successful academic and social outcomes for students (Hattie, Briggs, & Purdie, 1996; Masten & Coatworth, 1998; Wang, Haertel, & Walberg, 1994; Zins, Weissberg, Wang, & Walberg, 2004). These skills include: (1) cognitive and meta-cognitive skills such as goal setting, progress monitoring, organization and memory skills; (2) social skills such as interpersonal, social problem-solving, listening, and team-work skills; and (3) self-management skills such as managing attention, motivation, and anger. If students are taught these fundamental cognitive, social, and self-management skills in a caring, supportive, and encouraging environment where they feel safe to take risks as they try new strategies, their confidence in their abilities increases, as does their effort in the classroom, eventually leading to improved academic outcomes. The Student Success Skills (SSS) classroom-based intervention was developed to systematically teach students fundamental social, emotional, and learning skills. The purpose of the project described here was to allow for rigorous research to evaluate both the proximal and distal outcomes resulting from classroom level student participation in SSS when facilitated by school counselors and reinforced by classroom teachers. Participants were 4,321 fifth grade students in 235 classrooms in 60 schools across two school districts (15 treatment and 15 control in each district). The study employed a hierarchical design, often referred to as a cluster-randomized design, where schools (i.e., clusters) were randomly assigned to either treatment or control conditions. Therefore, the unit of randomization was the school. Hierarchical Liner Modeling (HLM) results suggest that Student Success Skills (SSS) has a beneficial effect on student academic-related behavior. Specifically, these results suggest that participation in the SSS program resulted in lower levels of test anxiety, higher levels of engagement in classroom work, higher levels of appropriate assertion in classroom interactions, and higher levels of cooperation. In addition, participation in Student Success Skills prevented a rise in disruptive behavior over the school year that was observed in Control students. These results indicate that SSS enhanced students' ability to perform under pressure, increased students' motivated engagement in school-work, enhanced classroom social skills, and decreased students' disruptive behavior. Data analysis tables are appended.
ED562995
Results of a Randomized Controlled Trial of Student Success Skills
Society for Research on Educational Effectiveness
2014-00-00
24
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
13
ERIC
JAN2020
No
English (Second Language)
Literature
Teaching Methods
Literacy
Cultural Awareness
Picture Books
Elementary Education
Poetry
Intermediate Grades
Adolescent Literature
Fiction
Drama
Story Reading
Classics (Literature)
Social Influences
Novels
Educational Innovation
Multilingual Materials
Video Games
Delanoy, Werner, Ed.
Eisenmann, Maria, Ed.
Matz, Frauke, Ed.
Books
Collected Works - General
English
Elementary Education
Intermediate Grades
"Learning with Literature in the EFL Classroom" provides a comprehensive, in-depth and state-of-the-art introduction to literature learning in EFL contexts. Paying attention to both theoretical and practical concerns, the study focuses on a wide range of literary genres, different age and ability groups and new topics for literature learning. The 18 contributions discuss present-day challenges for literature teaching in the light of current theoretical debates and offer a balance between theory and practice by combining theoretical input with practical work in the classroom. The volume offers many suggestions for the future of the field and has a varied readership in mind, comprising language teachers, university students and academics. Contents include: (1) Learning with Literature in the EFL Classroom (Werner Delanoy, Maria Eisenmann, and Frauke Matz); (2) Literature Teaching and Learning: Theory and Practice (Werner Delanoy); (3) Literary Literacy and Intercultural Competence: Furthering Students' Knowledge, Skills and Attitudes (Laurenz Volkmann); (4) A Picture (Book) is Worth a Thousand Words: Picture Books in the EFL Primary Classroom (Margit Hempel); (5) Performing Poems in the Primary School (Janice Bland); (6) Poetry in the Intermediate EFL Classroom (Carsten Albers); (7) Teaching Young Adult Fiction (Frauke Matz and Anne Stieger); (8) Playful Learning with Short Plays (Carola Surkamp); (9) Teaching Narrative Competence: American Short Stories in the EFL Classroom (Peter Freese); (10) Why Read a Shakespeare Play in Class? (Rüdiger Ahrens); (11) The American Dream: New Approaches to an Old Topic (Peter Freese); (12) Crossovers--Postcolonial Literature and Transcultural Learning (Maria Eisenmann); (13) Opportunities and Challenges for Transcultural Learning and Global Education via Literature (Laurenz Volkmann); (14) Alternative Worlds--Alternative Texts: Teaching (Young Adult) Dystopian Novels (Frauke Matz); (15) Teaching Multimodal Novels (Wolfgang Hallet); (16) Narrating the "Truth": Using Autographics in the EFL Classroom (Christian Ludwig); (17) Performative Approaches and Innovative Methods (Nancy Grimm and Julia Hammer); (18) Approaches to Plurilingual Literature Teaching in the EFL Classroom (Gabriele Blell); and (19) Teaching Games--Video Games in Educational Contexts (René Schallegger).
ED562996
Learning with Literature in the EFL Classroom. Anglo-American Studies. Volume 49
Peter Lang Publishing Group
2015-00-00
978-3-6316-4710-3
394
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-3-653-04297-9
2016
As Provided
JAN2020
No
Bullying
At Risk Students
Educational Environment
Stereotypes
Behavior Problems
School Culture
Victims
Racial Bias
Gender Bias
Sexual Orientation
Social Bias
Aesthetics
Disabilities
Computer Mediated Communication
Empowerment
Social Justice
Homosexuality
Body Weight
Body Composition
African American Students
Hispanic American Students
Intervention
Prevention
Teacher Education
Miller, sj, Ed.
Burns, Leslie David, Ed.
Johnson, Tara Star, Ed.
Books
Collected Works - General
English
Bullying is a contemporary wildfire of a social problem that continues to burn, scar, and even kill U.S. schoolchildren on a daily basis. Not only do the targets of bullying suffer in their abilities to grow, learn and succeed; so do bystanders, and even the bullies themselves. "Generation BULLIED 2.0" details the nature of bullying as a tremendously negative force in schools today and offers practical, research-based strategies for constructing and cultivating cultures that support learning, safety, and dignity for everyone. Analyzing the nature and inadequacy of current anti-bullying policies, "Generation BULLIED 2.0" explores how stereotyping and other negative behaviors are reinforced and sustained in both large and small ways at school. Its critical narratives of commonly bullied individuals and groups are representative of events that transpire every day across the country's education system. Focusing on the most common targets of bullying: race, gender, sexual orientation, physical appearance, physical and mental disability, and cyber-abuse, this book does not offer simplistic solutions. Instead, it offers empowerment to readers while providing tools for elevating social justice and preventing bullying from taking root as a supposedly «normal» part of life in our society. Contents include: (1) Where Are We Now? The Current State of Bullying in the United States (sj Miller); (2) The Distressing Realities About Queer-Related (LGBTQGV) Bullying (sj Miller and James R. Gilligan); (3) Bullies and Bodies: Addressing Weight Discrimination (Tara Star Johnson and Elana Cutter); (4) Bullying and Students with Disabilities: The Bully, the Bullied, and the Misunderstood (Joseph John Morgan and Deanna Adams); (5) Black Ritual Insults: Causing Harm or Passing Time? (Tyrone Rivers and Dorothy Espelage); (6) Bullying and Harassment Prevention in the Lives of Latina and Latino Students (Rodrigo Joseph Rodríguez); (7) Cyber-Digital Bullying (sj Miller and Stephanie Beyer); (8) The Consequences of Bullying and Anti-Bullying Interventions for Individual and School Success (Leslie David Burns); (9) The Broader Contexts of Bullying: Disrupting Bullying Through Preventive and Interventionist Policy (sj Miller); and (10) Shifting the Tide of Bullying Through Teacher Education: Tools for the Classroom (sj Miller).
ED562997
Generation BULLIED 2.0: Prevention and Intervention Strategies for Our Most Vulnerable Students. Gender and Sexualities in Education. Volume 1
Peter Lang Publishing Group
2013-00-00
978-1-4331-2072-5
206
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
https://www.peterlang.com/view/product/30088?format=HC
2016
As Provided
JAN2020
No
Postmodernism
Teacher Attitudes
Teacher Behavior
Teacher Effectiveness
Values
Teaching Methods
Learning Processes
Teacher Qualifications
Evaluation Methods
Teacher Education
Neoliberalism
Inquiry
Preservice Teachers
Teacher Evaluation
Teacher Characteristics
Standards
Democracy
Public Education
Voting
Advocacy
Educational Practices
Classroom Techniques
Urban Schools
Educational Technology
Information Technology
Accountability
Gorlewski, Julie A., Ed.
Gorlewski, David A., Ed.
Hopkins, Jed, Ed.
Porfilio, Brad J., Ed.
Books
Collected Works - General
English
Higher Education
Postsecondary Education
In our work as educators, we all aspire to be effective. We also aspire to be wise. If teachers are to represent and advocate for education, we must become the stewards of a discourse that nurtures education's possibilities. This book explores how teacher dispositions are defined, developed, cultivated, and assessed. The authors in the volume consider the various and interconnected ways in which educators' values, beliefs, attitudes, and behaviors are performed and how these performances affect experiences and practices of learning. This text investigates complex questions, such as: "How should teachers be?"; and "Who should decide how teachers should be?" In different ways, all the chapters in this book invite us into the work of reinvigorating educational discourse. The contributors contradict the idea that wisdom is the province of the lone genius who possesses knowledge that is obscure to the majority. Instead, they ask us all to participate in the necessarily collaborative endeavor of discourse stewardship in--as grand as it may sound--the pursuit of wisdom. Contents include: (1) Practicing in the Panopticon: Teaching and Learning in the Surveillance Media Culture (Julie Gorlewski, David Gorlewski, and Catherine Lalond); (2) The Myth of the "Fully Qualified" Bright Young Teacher: Using Haberman Star Teacher Pre-Screener to Teach and Assess Professional Dispositions (Nicholas D. Hartlep, Sara Mccubbins, and Grant B. Morgan); (3) When the Obvious Isn't True: What's Really Wrong with Teacher Quality and Teacher Education? (P. L. Thomas); (4) Teach for America, the Neoliberal Alternative to Teacher Professionalism (T. Jameson Brewer, and Anthony Cody); (5) The Joy of Educating (Jed Hopkins); (6) Seeking the Authentic: Inquiry and Dispositions, Teacher Candidates, and Ourselves (Pamela J. Hickey, and Mary H. Sawyer); (7) The Big "O": Occupying against Reductionism in Education Using Small and Sustained Actions (Barbara Rose); (8) Ways of Being as an Alternative to the Limits of Teacher Dispositions (Matthew J. Kruger-Ross); (9) Seeking Balance: Rethinking Who Decides the Role of Dispositions in Teacher Evaluation (Tim Mahoney, and John Ward); (10) Professional Dispositions for Teacher Candidates: From Standardization to Wisely Effective Classrooms (Susan M. Dunkle, and Kelly H. Ahuna); (11) Teachers as Advocates for Democracy: Standardization of Public Education and Voter Participation (Shelley J. Pineo-Jensen); (12) CSFE Principles: Wise and Effective Mechanisms to Translate Social Foundations Content to K-12 Classroom Practice (Jacquelyn Benchik-Osborne); and (13) Urban Teachers and Technology: Critical Reflections in the Age of Accountability (Kate E. O'Hara).
ED562998
Effective or Wise? Teaching and the Meaning of Professional Dispositions in Education. Counterpoints: Studies in the Postmodern Theory of Education. Volume 447
Peter Lang Publishing Group
2014-00-00
978-1-4331-2131-9
277
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-1-4539-1342-0
2016
As Provided
JAN2020
No
Educational Research
Scholarship
Listening
Advocacy
Critical Theory
Praxis
Activism
Politics of Education
Teacher Responsibility
Educational Policy
Instructional Leadership
Smyth, John
Down, Barry
McInerney, Peter
Hattam, Robert
Books
Reports - Evaluative
English
John Smyth's remarkable body of writing, research and scholarship has spanned four decades, and the urgency of our times makes it imperative to look in some depth at the breadth of his research and its trajectory, in order to see how we can connect, extend, build and enrich our understandings from it. Possibly the single most unique aspect to Smyth's version of critical research is his passion for living and "doing" what it means to be a critical pedagogue. For him, "doing" is a verb that gives expression to what he believes it means to be a critical scholar. This necessitates actively listening to lives; taking on an advocacy position with informant groups; displaying a commitment to praxis; and being activist in celebrating "local responses" to global issues. Smyth's research is pursued with vigour through the lives he researches, as he interrupts and punctures "bad" theory, supplanting it with more democratic alternatives, which, by his own admission, makes his research (and all research), political. Contents include: (1) Opening up his "Intellectual Craftsmanship"; (2) Teachers' Work; (3) Students' Lives; (4) Community Engagement; (5) Educational Policy and Leadership; and (6) Synthesis of Future Directions for Action.
ED562999
Doing Critical Educational Research: A Conversation with the Research of John Smyth. Teaching Contemporary Scholars. Volume 7
Peter Lang Publishing Group
2014-00-00
978-1-4331-2318-4
193
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-1-4539-1324-6
2016
As Provided
JAN2020
No
College Curriculum
Higher Education
Liberal Arts
General Education
Moral Values
Values
Education
Civics
Service Learning
Reflection
Core Curriculum
Educational Innovation
Curriculum Development
Undergraduate Study
Faculty Advisers
Science Education
Technology Education
Engineering Education
Justice
Crime
Relevance (Education)
Interdisciplinary Approach
Inquiry
Theory Practice Relationship
Cooperative Education
Student Leadership
Peace
Ethics
DeVitis, Joseph L., Ed.
Books
Collected Works - General
New York
Colorado
Virginia
Texas
Massachusetts
Washington
Arizona
California
Florida
Wisconsin
Ohio
Vermont
Arizona
California
Colorado
Florida
Massachusetts
New York
Ohio
Texas
Vermont
Virginia
Washington
Wisconsin
English
Higher Education
Postsecondary Education
Mark Van Doren, the noted literary scholar, once remarked, "The college is meaningless without a curriculum, but it is more so when it has one that is meaningless." Many current critics of undergraduate curricula in America assent to the crucial need for programmatic renewal in our colleges and universities. They bemoan the cookie-cutter sameness in far too many of them. The oddity is that U.S. colleges have long touted their "diversity" while largely holding fast to rather traditional pathways. This illuminating volume goes beyond formulaic nuts-and-bolts recipes for constructing curriculum: it seeks to interpret and analyze the contemporary landscape of college curriculum. Yet it also hopes to heighten pedagogic horizons in more imaginative, innovative ways by presenting actual curricula from more distinctive academic offerings. This book will stimulate vitally needed "out-of-the-box" thinking about curricula among faculty, administrators, and students, and ultimately invite the emergence of more radically diverse visions and realities for today's college curriculum. Contents include: (1) What Is a Liberal Education? (Roger William Gilman); (2) Liberal Education: The Challenge of Consumerism, Careerism, and Commodification (Christopher J. Lucas); (3) Liberal Education and Moral Education (Daniel R. DeNicola); (4) A Core Curriculum for Civic Literacy? (Donald Lazere); (5) Understanding Student Motivation: A Key to Effective Curriculum Design (Jonathan D. Stolk); (6) Community Service Learning and Higher Education: The Need for a Prerequisite to Thoughtful Service (Eric C. Sheffield); (7) Schubert: Multiple Curricula in Higher Education (William H. Schubert:); (8) The Habit of Reflection: An Essay on St. John's College (Peter Kalkavage); (9) An Essay in American Liberal Education: University of Dallas's "Core Curriculum" (William A. Frank); (10) Fairhaven College and the Progressive Curriculum (Roger William Gilman); (11) The Plan for Bennington: An (Ever) Emergent Curriculum (Duncan Dobbelmann and Isabel Roche); (12) Multiple Routes, Alternative Learning Experiences: Developing Analytic Abilities, Practical Skills, Creativity, and Self-Reflection at Hampshire College (Laura Wenk and Kristen Luschen); (13) Individualized Undergraduate Curricula at SUNY Empire State College (Susan Oaks); (14) Prescott College: Lessons Learned "For the Liberal Arts, Environment, and Social Justice" (Kristin Woolever and Paul Burkhardt); (15) The Colorado College Block Plan (Susan A. Ashley); (16) A Community of Advisors: The Johnston Center for Integrative Studies at the University of Redlands (Tim Seiber and Kelly Hankin); (17) Building an Integrated Science and Technology Program at James Madison University (Jeffrey Tang); (18) Olin College: Re-Visioning Undergraduate Engineering Education (Lynn Andrea Stein, Mark H. Somerville, Jessica Townsend, and Vincent P. Manno); (19) Teaching and Learning Outside the Box at John Jay College of Criminal Justice (Amy S. Green); (20) "Connecting the Classroom to the World": An Integrative, Interdisciplinary, and Experiential Approach to Learning at George Mason University (Lisa Gring-Pemble); (21) The Liberal Arts Approach to Leadership: The Curriculum of the Jepson School of Leadership Studies at the University of Richmond (Terry L. Price); (22) Revising the Salem Signature: Crafting an Interdisciplinary General Education Program (Daniel O. Prosterman); (23) Developing a New Individualized and Interdisciplinary Curriculum for the 21st Century: Miami University's Western Program Reimagined (Nicholas P. Money); (24) Staying Alive With The Wagner Plan: How to Keep a New First-Year Program Thriving Fifteen Years Out (John P. Esser, Lily D. McNair, and Richard Guarasci); (25) The Intellectual Inquiry Curriculum at Roanoke College (Adrienne Bloss and Gail Steehler); (26) Starting With the Students: Integrating Theory and Practice in Teaching, Learning, and Curriculum Development at Alverno College (Stephen Sharkey and Kathleen O'Brien); (27) Seeking "Productive, Caring, and Fulfilling Lives" Through the Environmental Liberal Arts at Green Mountain College (Thomas J. Mauhs-Pugh and Meriel Brooks); (28) Starting Its Second Century: Cooperative Education at the University of Cincinnati (Michelle Clare, Anita Todd, and Kettil Cedercreutz); (29) Building Students' Capacity to Lead: The West Point Leader Development System (Bruce Keith and Thomas Judd); (30) From the Local to the Global, to the "Beyond" and the In-Between: Earlham College's Peace and Global Studies Program (Joanna Swanger); and (31) Union College's Ethics Across the Curriculum Program (Robert Baker).
ED563000
The College Curriculum: A Reader. Adolescent Cultures, School, and Society. Volume 62
Peter Lang Publishing Group
2013-00-00
978-1-4331-1788-6
444
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
https://www.peterlang.com/view/product/29699?rskey=8wlS3d&result=1
2016
As Provided
JAN2020
No
Peace
Teaching Methods
Elementary School Teachers
Social Studies
Grade 1
Elementary School Students
Grade 4
Violence
Neighborhoods
Urban Areas
Preservice Teachers
Quinn, Molly
Books
Reports - Descriptive
New York
New York
English
Elementary Education
Grade 1
Primary Education
Early Childhood Education
Grade 4
Intermediate Grades
Higher Education
Postsecondary Education
What makes for peace as lived? What images of peace issue from examination of daily experience? What can be gleaned from reflection upon the topic for the meanings and makings of peace in our world? Considering that to work for peace, we must begin with ourselves and with our children, Molly Quinn addresses these questions through her own life and work. She does so with those who would, and do, teach children, and with the children they teach. The text is rooted in inquiry with aspiring elementary teachers through a university social studies course in New York City, where East Harlem first-graders engage peace curriculum, and in the South Bronx, where fourth-graders attempt to understand and respond to neighborhood violence. The author seeks to elucidate educational possibilities for dreaming peace anew, and passionately living and laboring, singularly and together, for its realization among us. Contents include: (1) Picturing Peace: A Beginning; (2) Why "Picturing Peace"?; (3) On Re-Imaging Peace, in Portraiture; (4) A Word Worth a Thousand Pictures; (5) On the Way of/to Peace; (6) Seeking Peace through Children's Eyes; and (7) On Re-Imagining Peace and Pedagogies for Peace.
ED563001
Peace and Pedagogy. Peter Lang Primers
Peter Lang Publishing Group
2014-00-00
978-1-4331-1844-9
164
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-1-4539-1323-9
2016
As Provided
JAN2020
No
Multilingualism
Foreign Countries
Second Language Instruction
Teaching Methods
Immersion Programs
Language of Instruction
Educational Environment
Interaction
Elementary Secondary Education
Higher Education
Teacher Education Programs
Educational Policy
Peer Teaching
Scaffolding (Teaching Technique)
Student Empowerment
Cooperation
Technological Literacy
Interpersonal Communication
Kupetz, Rita, Ed.
Becker, Carmen, Ed.
Books
Collected Works - General
Europe
English
Elementary Secondary Education
Higher Education
Postsecondary Education
Content and Language Integrated Learning (CLIL) is an established approach to support multilingualism in Europe by teaching various school subjects in an additional language. The practices used, however, vary considerably. Our book considers this diversity by looking at CLIL scenarios, defined as learning environments supporting content learning, language learning and skill development in task-based learning settings, with a strong focus on interaction in different curricular contexts (primary and secondary school and CLIL teacher education at university) and at various levels of proficiency (primary, secondary, tertiary). CLIL by Interaction is understood here both as negotiation of meaning and form as well as discourse to empower CLIL learners to participate in social interaction. Contents include: (1) Language Education Policy and CLIL Principles (Rita Kupetz, and Alexander Woltin); (2) Peer-to-Peer Scaffolding in a Primary Science Class (Carmen Becker); (3) Empowering the Prospective CLIL Teacher through the Analysis of Classroom Interaction (Maxi Kupetz, and Rita Kupetz); (4) Interactive and Collaborative Supports for CLIL: Towards a Formal Model Based on Digital Literacy (Ivana Marenzi); and (5) Approaching Content through Communicative Interaction (Jana Roos).
ED563002
Content and Language Integrated Learning by Interaction. Fremdsprachendidaktik inhalts-und lernerorientiert. Volume 26
Peter Lang Publishing Group
2014-00-00
978-3-631-64899-5
119
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-3-653-04725-7
2016
As Provided
JAN2020
No
Place Based Education
Student Participation
Ownership
Teacher Role
Student Role
Teacher Participation
Social Problems
Citizen Participation
Experiential Learning
Coulter, Bob
Books
English
Place-based education offers a compelling opportunity to engage students in the life of their community. More than just taking a field trip, participants in a place-based project make sustained efforts to make a difference and learn basic skills along the way. Academic concepts come to life as real-world problems are investigated from a local angle. Even global issues can be connected to the community, such as the high school in Missouri that linked local land-use choices to the "dead zone" in the Gulf of Mexico. For teachers, place-based projects offer a chance for professional revitalization as they orchestrate complex and meaningful learning environments that go well beyond scripted curriculum mandates. Both teachers and students benefit from a new level of agency as they take ownership of their work. Drawing on his own experience as a teacher and more than a decade of work supporting teachers in crafting their own projects, the author outlines the many benefits of place-based education and describes the challenges that must be overcome if we are to realize its potential.
ED563003
No More Robots: Building Kids' Character, Competence, and Sense of Place. [Re]Thinking Environmental Education. Volume 2
Peter Lang Publishing Group
2014-00-00
978-1-4331-2472-3
136
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-1-4539-1305-5
2016
ERIC
JAN2020
Yes
Research Methodology
Simulation
Bias
Statistical Inference
Research Design
Models
Regression (Statistics)
Equations (Mathematics)
Hierarchical Linear Modeling
Van den Noortgate, Wim
Moeyaert, Mariola
Ugille, Maaike
Beretvas, Tasha
Ferron, John
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Due to an increasing interest in the use of single-subject experimental designs (SSEDs), appropriate techniques are needed to analyze this type of data. The purpose of this paper proposal is to present four studies (Beretvas, Hembry, Van den Noortgate, & Ferron, 2013; Bunuan, Hembry & Beretvas, 2013; Moeyaert, Ugille, Ferron, Beretvas, & Van den Noortgate, 2013c; Petit-Bois, Baek & Ferron, 2013) each studying empirically one particular extension of the basic two-level or basic three-level model that can be used to synthesize SSED data across cases (i.e., two-level model) and across cases and studies (three-level model). Each extension is discussed and examined through intensive simulation studies by looking at the bias and precision of the parameter estimates, and the validity of statistical inferences. The results indicate whether the extended two- and three-level models are recommended to summarize SSEDs and in which conditions. This is a timely issue, since the number of published SSEDs is increasing rapidly together with the need for adequate techniques to analyze and meta-analyze SSEDs answering the same underlying research question. The authors conclude that the multilevel model is flexible enough to be extended and is found to be appropriate for combining SSEDs. However, there are still a lot of other extensions that are not discussed here that are being investigated and that still remain to be investigated such as other estimation procedures (i.e., bootstrapping and Bayesian estimation), count outcomes, and multiple dependent outcome variables.
ED563004
The Synthesis of Single-Subject Experimental Data: Extensions of the Basic Multilevel Model
Society for Research on Educational Effectiveness
2014-00-00
Institute of Education Sciences (ED)
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
24
ERIC
JAN2020
Yes
R305D110024
No
Foreign Countries
English Instruction
Multimedia Instruction
Films
Animation
Novels
National Curriculum
Picture Books
Electronic Publishing
Critical Literacy
Games
Writing (Composition)
Writing Instruction
Social Media
Student Empowerment
Authors
Late Adolescents
Multiple Literacies
Computer Simulation
Unsworth, Len, Ed.
Thomas, Angela, Ed.
Books
Collected Works - General
Australia
Australia
English
"English Teaching and New Literacies Pedagogy: Interpreting and Authoring Digital Multimedia Narratives" is about the fusion of media and narrative, and explores theoretical and practical dimensions of young people's engagement with contemporary forms of text. It showcases a range of critical interpretative approaches for integrating multimedia narratives into English teaching contexts, including animated films such as Shaun Tan's "The Lost Thing", digital novels such as "Inanimate Alice" and "5 Haitis", and a virtual treatment of Shakespeare's "Macbeth". English teachers across grade levels will recognize the valuing of literature and will appreciate the practical pedagogy and fostering of creativity as students are encouraged to explore new forms of narrative. In the context of developing expertise in knowing how multimodal texts work, students can apply that knowledge in their own authoring of digital multimedia narratives. Contents include: (1) Toward a Metalanguage for Multimedia Narrative Interpretation and Authoring Pedagogy: A National Curriculum Perspective from Australia (Len Unsworth); (2) Using Contemporary Picture Books to Explore the Concept of Intermodal Complementarity (Angela Thomas); (3) Digital Fiction (Angela Thomas); (4) A Model for Critical Games Literacy (Thomas Apperley & Catherine Beavis); (5) Enabling Students to Be Effective Multimodal Authors (Paul D. Chandler); (6) The Image/Language Interface in Picture Books as Animated Films: A Focus for New Narrative Interpretation and Composition Pedagogies (Len Unsworth); (7) Using Focalisation Choices to Manipulate Audience Viewpoint in 3-D Animation Narratives: What Do Student Authors Need to Know? (Annemaree O'Brien); (8) Social Media, Education, and Contentious Literacies (Martin Waller); (9) Teaching Inanimate Alice (Angela Thomas, Jenny White, and Ros Lippis); (10) Empowering Older Adolescents as Authors: Multiliteracies, Metalanguage, and Multimodal Versions of Literary Narratives (Julie Bain and Len Unsworth); (11) Augmented Reality in the English Classroom (Winyu Chinthammit and Angela Thomas); and (12) Virtual Macbeth: Using Virtual Worlds to Explore Literary Texts (Angela Thomas, Kerreen Ely-Harper, and Kate Richards).
ED563005
English Teaching and New Literacies Pedagogy: Interpreting and Authoring Digital Multimedia Narratives. New Literacies and Digital Epistemologies. Volume 61
Peter Lang Publishing Group
2014-00-00
978-1-4331-1907-1
272
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-1-4539-1311-6
2016
As Provided
JAN2020
No
Poverty
Underachievement
Correlation
Environmental Influences
Social Class
Social Influences
Family Influence
School Role
Adolescents
Smyth, John
Wrigley, Terry
Books
Reports - Descriptive
English
This book confronts one of the most enduring and controversial issues in education--the nexus between poverty and underachievement. The topic has become a key contemporary battleground in the struggle to raise standards. "Living on the Edge" maps and compares a number of competing explanations, critiques inadequate and deficit accounts, and offers a more convincing and useful theory. The authors challenge the view that problems can be fixed by discrete initiatives, which in many instances are deeply rooted in deficit views of youth, families and communities. The book systematically interrogates a range of explanations based outside as well as inside schools. It draws upon positive examples of schools which are succeeding in engaging marginalized young people, providing worthwhile forms of learning, and improving young lives. It is a "must read" for anyone concerned about or implicated in the struggle for more socially just forms of education. Contents include: (1) Foreword: Putting Those "Living on the Edge" at the Centre of Educational Policy and Practice Bob Lingard; (2) Understanding Class and Poverty; (3) Blaming Individuals, Families, and Communities; and (4) The Role of the School.
ED563006
Living on the Edge: Rethinking Poverty, Class and Schooling. Adolescent Cultures, School and Society. Volume 61
Peter Lang Publishing Group
2013-00-00
978-1-4331-1653-7
239
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-1-4539-1137-2
2016
As Provided
JAN2020
Yes
Educational Research
Program Evaluation
Theories
Mathematics Education
Clearinghouses
Intervention
Educational Policy
Randomized Controlled Trials
Research Design
Fidelity
Elementary School Mathematics
Secondary School Mathematics
Munter, Charles
Cobb, Paul
Shekell, Calli
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Secondary Education
One purpose of education research is to develop and rigorously evaluate the effectiveness of programs for supporting students' learning and achievement. The Institute of Education Sciences has amplified that purpose (Shadish & Cook, 2009) and attempted to improve the methodological standards for conducting such work--primarily through the What Works Clearinghouse (WWC), which, since 2002, has supported an ongoing effort to synthesize research on the effectiveness of educational interventions, programs, and policies. According to its stringent, methodological standards, only "well-designed and well-implemented" randomized controlled trials and studies employing quasi-experimental designs with equating or matching are included in the WWC's 15 topical syntheses, one of which is mathematics. Despite repeated calls for increased attention to theory in program evaluation for more than 25 years, recent reviews of the literature suggest that the field has seen little change (Confrey & Stohl, 2004; Coryn, Noakes, Westine, & Schröter, 2010; Weiss, 1997). The requirement that evaluators link research designs to the theories underlying the programs they evaluate is not included in the WWC's standards for rigorous evaluations. Given the considerable differences in mathematical goals and theories of learning from which mathematics programs are designed, and the high stakes for students' mathematics learning and academic futures (as well as for the fortunes of program developers), it is important to ask whether the WWC's methodological specifications are sufficient, or whether program evaluation has once again lost (or perhaps never gained) sight of the role of theory in evaluation design and implementation (Bickman, 1987), resulting in overly-constrained and uninterpretable syntheses of otherwise methodologically strong evaluation research (Schoenfeld, 2006). The purpose of this paper is to determine whether calls for theory-based evaluation research have had an impact on the extent to which evaluators of mathematics programs attend to program theory in their design, implementation, and reporting of studies. For each report that met stringent methodological standards (i.e., WWC evidence standards), the authors asked: (1) What type of program theory was articulated (none, sub-theoretical, or theoretical; Lipsey et al., 1985); (2) What was the quality of evaluators' articulation of program theory (entirely implicit, drawn from a limited number of resources such as developer or publisher descriptions, or drawn from multiple resources and situated in the research literature); (3) How was the articulated program theory used in the evaluation; and (4) To what extent does attention to program theory vary by characteristics of the program and evaluator(s), such as the nature of the program's mathematics learning goals and instruction (i.e., back-to-basics, typical, inquiry-based, or blended); type of publication (e.g., peer-reviewed journal or technical report); funding source (e.g., Federal/state agency or publisher/developer); and timing of analysis (i.e., primary or secondary analysis)? Modeled after the WWC's process, every report was examined and coded independently by two individuals employing the same coding scheme, and research questions listed here. The findings of evaluation studies guide the decisions of policy makers at every level, including the adoption of both curriculum materials and intervention programs. These decisions are consequential for students' mathematics learning and academic futures. It is therefore crucial that evaluators "get it right" when assessing the effectiveness of such programs. This analysis indicates that WWC's methodological specifications are inadequate because they overlook understanding and using theory in evaluation design and implementation. In general, evaluation research of mathematics programs needs to improve in its attention to and use of program theory. Tables and figures are appended.
ED563007
The Use of Program Theory in Mathematics Education Evaluation Research
Society for Research on Educational Effectiveness
2014-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
13
ERIC
JAN2020
No
Educational Media
Student Diversity
History Instruction
Social Studies
African American History
Racial Segregation
Self Esteem
Literature
Teaching Methods
Nationalism
Educational History
Textbooks
Language Usage
Official Languages
French
War
Crime
Jews
European History
Political Issues
Foreign Countries
Immigration
Carrier, Peter, Ed.
Books
Collected Works - General
France
Quebec
Spain
United States
Bulgaria
Germany
Algeria
Algeria
Bulgaria
Canada
France
Germany
Spain
United States
English
At a time when the power of schools and both state and federal education authorities to guide young people's sense of belonging is being challenged by multilingualism, by the claims of supra- and subnational regions and minorities, by memories of national catastrophes and crimes, and by out-of-school educational media, this collection of essays provides an apposite exploration of the ways in which shared narratives continue to be transmitted and learnt. Its authors, whose work emerged from a series of conferences organised by the French National Institute for Pedagogical Research in Lyon, Barcelona and Paris in 2010, demonstrate not only ways in which multiple disciplines (including history, literature, social and language studies) address young people's sense of attachment, but also how challenges to educational policy are reflected in school textbooks and curricula in Algeria, Bulgaria, Catalonia, France, Galicia, Germany, Quebec, Senegal and the USA. These studies about the role of education in relation to largely tenacious but shifting national identities should appeal to specialists of education, nationalism studies, history and political science. Contents include: (1) Introduction (Peter Carrier); (2) The Empire in French History Teaching. From a Promise to a Burden (Françoise Lantheaume); (3) School and Nation in Senegal from 1960 to the Present Day. A History of Misunderstanding (Amadou Fall); (4) Teaching History and the Future of the Nation. The Case of Quebec (Jocelyn Létourneau); (5) The Social Sciences Curriculum of Catalonia and the Construction of a Regional Identity (Montserrat Oller i Freixa); (6) The Integration and Segregation of African American History. Self-esteem and Recognition in History Education (Elizabeth Hanauer); (7) History Teaching in Galicia (Ramón López Facal); (8) The Use of Literature in the Formation of French National Identity in School Teaching during the Twentieth Century (Anne-Marie Chartier); (9) Caught between Two Empires. History School Textbooks in Bulgaria in the Twentieth Century (Liliana Deyanova); (10) National Languages, Regional Variations and Immigration. The Challenge of Teaching French in Quebec (Diane Vincent); (11) Naming and Misnaming the Nation. Ambivalence and National Belonging in German Textbook Representations of the Holocaust (Peter Carrier); and (12) The National History of Algeria as Reflected in Textbooks at a Time of Political and Educational Reform (Lydia Aït Saadi Bouras).
ED563008
School and Nation: Identity Politics and Educational Media in an Age of Diversity
Peter Lang Publishing Group
2013-00-00
978-3-6316-2692-4
134
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-3-653-02462-3
2016
As Provided
JAN2020
No
Educational Technology
Technology Uses in Education
Politics of Education
Educational Change
Equal Education
Elementary Secondary Education
Literature Reviews
Textbooks
Mathematics Education
Media Literacy
Information Literacy
Scaffolding (Teaching Technique)
Journalism Education
Ethics
Social Capital
Computer Mediated Communication
Best Practices
Foreign Countries
Electronic Learning
Health Education
Social Development
Educational Games
Video Games
Children
Laptop Computers
Technology Integration
Teacher Attitudes
Resistance to Change
Ethnography
Animation
Simulation
Activism
Social Problems
Computer Use
Critical Thinking
Student Attitudes
Video Technology
Electronic Publishing
Shared Resources and Services
Stocchetti, Matteo, Ed.
Books
Collected Works - General
Europe
Portugal
Spain
China
China
Portugal
Spain
English
Elementary Secondary Education
This book is an invitation to informed and critical participation in the current debate on the role of digital technology in education and a comprehensive introduction to the most relevant issues in this debate. After an early wave of enthusiasm about the emancipative opportunities of the digital "revolution" in education, recent contributions invite caution, if not scepticism. This collection rejects extreme interpretations and establishes a conceptual framework for the critical questioning of this role in terms of concepts, assessments and subversions. This book offers conceptual tools, ideas and insights for further research. It also provides motivation and information to foster active participation in debates and politics and encourages teachers, parents and learners to take part in the making of the future of our societies. Contents include: (1) The Politics of Educational Reform in the Digital Age: Concepts, Assessment and Subversions (Matteo Stocchetti); (2) Digital Inequality in Primary and Secondary Education: Findings From a Systematic Literature Review (Ulli Samuelsson and Tobias Olsson); (3) The Future of Mathematics Textbooks: Ramifications of Technological Change (Daniel Chazan and Michal Yerushalmy); (4) Media and Information Literacy in the Digital Age. An Example on Exploring Pluralism (Marlène Loicq); (5) Scaffolding Curation: Developing Digital Competencies in Media Literacy Education (Paul Mihailidis and Megan E. Fromm); (6) Journalist Education and Truth in the Digital Age: Why We Need Critical Digital Literacy (Filip Lab and Alice N. Tejkalova); (7) Bowling Online: A Critical View of Social Capital and Virtual Communities (Melissa Harness and Sultana A. Shabazz); (8) Informal Media Education in Europe: an Analysis of the Best Practices (Alberto Bitonti and Andrey Školkay); (9) Critical Review of an e-Learning Tool (Barbara Szafrajzen and Karen Ferreira-Meyers); (10) Social Health Education Programs at School: Investigating the Integration of Serious Games in the Curriculum (Katarina Panic, Verolien Cauberghe, and Patrick De Pelsmacker); (11) Children and Video Games: Oral and Written Narratives (Rut Martínez-Borda and Pilar Lacasa); (12) Teaching with Laptops: A Critical Assessment of One-to-one Technologies (Magda Pischetola); (13) Teachers and the Challenges of Digital Technologies in Education: The Portuguese "e.escolinha" Programme (Sara Pereira); (14) Enthusiastic, Hesitant and Resistant Teachers Toward the One-To-One Laptop Programme: A Multi-Sited Ethnographic Study in Catalonia (Cristina Aliagas Marín and Josep M. Castellà Lidon); (15) Animation: A New Method of Educational Communication in China (Vincenzo De Masi and Yan Han); (16) Teaching the Unteachable: Networked Media, Simulation and Community Research/Activism (Judith Faifman and Brian Goldfarb); (17) Beyond "Beyond Schools": Young People's Unsanctioned Digital Media Use In and Around Schools and Classrooms (David Elliott and Scott Bulfin); (18) Digital Introductions as Critical Practice (Julie Faulkner); (19) Redefining Students' Reflections: Opportunities and Challenges of Video-Enhanced Blogging (Dennis N. York and Ronald D. Owston); and (20) Emancipative Technology in Formal Education: The Case for "Free and Open Source Software (FOSS)" (Gloria Gómez-Diago).
ED563009
Media and Education in the Digital Age: Concepts, Assessments, Subversions
Peter Lang Publishing Group
2014-00-00
978-3-631-65154-4
366
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-3-653-04437-9
2016
As Provided
JAN2020
No
Foreign Countries
Educational Change
Global Approach
Learning Processes
Outcomes of Education
Educational Development
Relevance (Education)
Economic Impact
Economic Change
Literacy
Poverty
Student Diversity
International Assessment
Achievement Tests
Faculty Development
Science Instruction
Mathematics Instruction
Teacher Attitudes
Secondary Education
Educational Quality
Compulsory Education
Migrant Children
Cultural Awareness
Moral Development
Student Teaching
Study Abroad
Instructional Leadership
DeVillar, Robert A., Ed.
Jiang, Binbin, Ed.
Cummins, Jim, Ed.
Books
Collected Works - General
Africa
Asia
Europe
North America
South America
Australia
Chile
India
Turkey
China
Sierra Leone
South Korea
United Arab Emirates
Singapore
Program for International Student Assessment
Finland
Africa
Asia
Australia
Chile
China
Finland
India
North America
Sierra Leone
Singapore
South America
South Korea
Turkey
United Arab Emirates
Program for International Student Assessment
English
Secondary Education
This research-based volume presents a substantive, panoramic view of ways in which Australia and countries in Africa, Asia, Europe, and North and South America engage in educational programs and practices to transform the learning processes and outcomes of their students. It reveals and analyzes national and global trajectories in key areas of educational development, and enhances readers' understanding of the nature and complexity of educational transformation in a global context. The book's comprehensive analysis of factors associated with transforming education within globally representative geographical, cultural, and political contexts contributes to critical scholarship; its discussion of individual country findings and cross-country patterns has significant implications for educational practitioners and leaders. The volume has direct practical relevance for educational practitioners and leaders, policymakers, and researchers, as nations remain in dire need of effective ways and means to transform their respective educational systems to (1) more ably realize educational equity, (2) make learning relevant to an increasingly diverse overall student populace, (3) ensure individual and general prosperity, and (4) promote substantive global collaboration in developing the new economy. Contents include: (1) The Role of Research on Literacy, Poverty, and Diversity in Transforming Schools: A Critical Analysis of PISA Cross-National Findings (Jim Cummins); (2) Multiple Paths to the 21st Century: National Responses to Enhancing Education with ICTs in Chile, India, and Turkey (Daniel Light); (3) Transforming Education by Contextualizing Professional Learning for Teachers: A Case in Science and Mathematics in Australia (Debra L. Panizzon, Mark Ward, and Martin Westwell); (4) What Can We Do Even Better? Research for Promoting Quality in Teacher Education in Finland (Hannele Niemi); (5) Transforming Teacher Education for Social Equity in China (Heng Jiang); (6) The Perceptions of Teachers in Sierra Leone's Secondary Education Reform (Yee Han Joong, and Kathryn Noel); (7) Compulsory Education for Migrant Children in China: Issues in Educational Quality (Henan Cheng); (8) The Effects of Student Teaching Abroad on Professional Development, Character Formation, and Cultural Responsiveness (Binbin Jiang, and Robert A. DeVillar); (9) Transforming Education in South Korea: Currents in Critical Perspective (Sohyun An); (10) Accessing Inclusive Education: Family Stories from India (Srikala Naraian, and Poonam Natarajan); (11) Networking and Transformation: School Leadership Programs and Practices in Singapore (Lee Hean Lim, and Zhi Quan Lim); and (12) Leading for Educational Revolution in the United Arab Emirates: Remapping Culture, Educational Outcomes, and Paradigm Shift (Robin R. Dada).
ED563010
Transforming Education: Global Perspectives, Experiences and Implications. Educational Psychology: Critical Pedagogical Perspectives. Volume 24
Peter Lang Publishing Group
2013-00-00
978-1-4331-2038-1
280
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-1-4539-1127-3
2016
As Provided
JAN2020
Yes
Parent Teacher Cooperation
Parent Participation
Communication (Thought Transfer)
Parents
Educational Legislation
Federal Legislation
Academic Achievement
Urban Schools
School Districts
Educational Change
Parent Role
Repetition
Required Courses
Credits
Program Effectiveness
High School Students
Intervention
Comparative Analysis
Control Groups
Experimental Groups
Kraft, Matthew A.
Rogers, Todd
Reports - Research
No Child Left Behind Act 2001
United States (Northeast)
No Child Left Behind Act 2001
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
A wide body of literature documents the important role that parents play in supporting children's academic success in school (Houtenville & Conway, 2008; Barnard, 2004; Fan & Chen, 2001). Drawing on this literature, national taskforces and federal legislation consistently identify increased parental involvement as a central goal of educational reform initiatives (e.g. No Child Left Behind, Title I, Part A, Section 1118). Schools attempt to promote greater parental engagement though a variety of efforts centered on teacher-parent communication (Epstein, 2008). Cheung and Pomerantz (2012) found that children whose parents were more likely to be involved with their learning were more likely to be motivated to meet their parents' academic expectations, and received higher grades. Recent experimental research has documented how two-way teacher-parent communication can lead to greater parental involvement, improved student engagement and academic achievement (Authors, 2013; Bergman, 2012). This study examines the effect of delivering to parents weekly messages written by teachers about each child's performance in school, and the authors explore how these effects differ across different message types. This is accomplished by conducting a field experiment during a summer credit recovery program in a large urban school district. Researchers randomly assigned participating students and their parents to one of three experimental conditions. Some parents received information throughout the summer program about what their students were doing well and should continue doing; others received information about what their students needed to improve upon, while a third group received no information. The research sought to answer two questions: (1) What is the effect of teacher-to-parent communication on the probability a student earns course credit in a credit recovery program; and 2) Are positive or needs-improvement messages more effective at increasing a student's likelihood of earning course credit? This research contributes to a growing body of evidence on the beneficial impact that teachers providing parents with individualized messages and information about their children's schoolwork can have on student achievement and advancement in school. This study also points to the importance of further examining how teachers and schools can improve the content and quality of their communication with parents. Tables are appended.
ED563011
Teacher-to-Parent Communication: Experimental Evidence from a Low-Cost Communication Policy
Society for Research on Educational Effectiveness
2014-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
No
Case Studies
Educational Quality
Rating Scales
Educational Improvement
Early Childhood Education
Preschool Education
Child Care
Evaluation Methods
Program Evaluation
Shen, Jianping
Ma, Xin
Books
Reports - Research
Florida
Florida
English
Early Childhood Education
Preschool Education
Quality Rating Improvement System (QRIS) has gained national momentum. The authors first present a national scene of QRIS and then use Children's Services Council of Palm Beach County as a case study to illustrate a number of things. First, they look at the logic model behind the QRIS. Next, they review the design and implementation of the QRIS in the context of partnership and systems thinking. Finally, they provide an evaluation design and findings. The book is useful for policy makers, administrators of early and education at various levels, researchers, and others who seek to improve early care and education.
ED563012
Quality Rating Improvement System "for" Early Care "and" Education: Development, Implementation, Evaluation and Learning
Peter Lang Publishing Group
2013-00-00
978-1-4331-2086-2
Policymakers
Administrators
Researchers
218
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
https://www.peterlang.com/view/product/30106?rskey=jsxyO3&result=1
2016
As Provided
JAN2020
Yes
Randomized Controlled Trials
Classroom Techniques
Mental Health
Teacher Surveys
Teacher Attitudes
Elementary School Teachers
Elementary School Students
Intervention
Emotional Development
Urban Schools
Low Income Students
Elementary Schools
Grade 1
Grade 2
Grade 3
Grade 4
Interpersonal Competence
Program Effectiveness
Reinke, Wendy M.
Herman, Keith C.
Dong, Nianbo
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 1
Primary Education
Early Childhood Education
Grade 2
Grade 3
Grade 4
Intermediate Grades
A significant number of children in schools have mental health problems (World Health Organization, 2004). If children receive any type of mental health services, the vast majority receive these supports at school (Rones & Hoagwood, 2000). Mental health needs in children often manifest as emotional dysregulation, social incompetence, and disruptive behaviors. In turn, emotional, social, and behavior problems of students are a significant concern to teachers. For instance, research has documented that 48% of teachers reported classroom behavior problems to be their largest concern in school (Walter, Gouze, & Lim, 2006). In a recent survey of almost 300 teachers of early childhood and elementary aged children, 97% of teachers reported concerns with student behaviors in the past year and many requested additional training and supports in effective classroom management (Reinke, Stormont, Herman, Puri, & Goel, 2011). Importantly, research has demonstrated that teacher classroom practices are linked to disruptive behavior and emotional regulation (Leflot van Lier, Onghena, Colpin, 2010). Furthermore, students in classrooms where behavior is poorly managed receive less academic instruction (Weinstein, 2007) and are more likely to have long-term negative academic, behavioral, and social outcomes than students in well-managed classrooms (Ialongo, Poduska, Werthamer, & Kellam, 2001; Kellam, Ling, Merisca, Brown, & Ialongo, 1998; National Research Council, 2002). Therefore, interventions that provide training to teachers in implementation of effective classroom management have the potential to improve teacher skills and outcomes for students. The "Incredible Years Teacher Classroom Management" program (IY TCM) is a universal intervention delivered to teachers to increase their use of effective classroom management strategies. The program includes research based classroom management strategies that have been associated with increases in children's social emotional development, positive teacher-student interactions, as well as decreases in student problem behavior (Snyder et al., 2011; Webster-Stratton, Reid, & Hammond, 2004). This study examined the efficacy of the IY TCM program in supporting teacher use of effective practices toward improving the behaviors and competence of elementary students in urban, low-income schools. Nine elementary schools from one large urban school district were partners in conducting this study. The participants included 105 K to 3rd grade teachers and their students N = 1818. The authors report that their findings suggest that the IY TCM is an effective universal preventative intervention for fostering effective classroom management practices and for promoting student competence. Teachers assigned to the IY TCM condition were more likely to implement higher ratios of proactive teaching strategies over the course of an academic year compared to teachers in a wait-list control condition. Likewise, students in intervention classrooms had higher levels of social and emotional competence by the end of the year than students in control classrooms.
ED563013
The Incredible Year Teacher Classroom Management Program: Initial Findings from a Group Randomized Control Trial
Society for Research on Educational Effectiveness
2014-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
23
ERIC
JAN2020
No
Civics
Citizen Participation
Youth
Democracy
Social Values
Political Issues
Social Problems
Role
VeLure Roholt, Ross
Baizerman, Michael
Books
English
Apparent political apathy among youth in the United States has led to a moral panic about the future of democracy. Many researchers question the facts, while others seek to engage and mobilize young people around public issues they care about in order to master the citizen role and to bring social change. Civic youth work has its modern roots in this work. Its guiding ethos is authentic, meaningful, just, inclusive, and consequential youth involvement in everyday civic life through a small-group process, with the goal of supporting citizenship for young people as a life-long practice. Using their U.S. and international experience, the authors discuss civic youth work touchstones, promising practices, and activities. The text expands earlier notions of youth engagement by grounding them to a conception of the lived-citizen. A substantive bibliography lists the sources on the subject of civic youth work and provides links to scholarly work for researchers and practitioners to effectively support youth involvement in community, social, and political development.
ED563014
Civic Youth Work Primer. Peter Lang Primers
Peter Lang Publishing Group
2013-00-00
978-1-4331-1881-4
145
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
https://www.peterlang.com/view/product/29824?rskey=5VdgSe&result=1
2016
ERIC
JAN2020
No
Qualitative Research
Educational Research
Inquiry
Research Methodology
Social Justice
Educational Policy
Educational Practices
Role
Change Strategies
Reflection
Social Change
Mexican Americans
Photography
African Americans
Identification (Psychology)
Phenomenology
Brown, Ruth Nicole, Ed.
Carducci, Rozana, Ed.
Kuby, Candace R., Ed.
Books
Collected Works - General
English
"Disrupting Qualitative Inquiry" is an edited volume that examines the possibilities and tensions encountered by scholars who adopt disruptive qualitative approaches to the study of educational contexts, issues, and phenomena. It presents a collection of innovative and intellectually stimulating chapters which illustrate the potential for disruptive qualitative research perspectives to advance social justice aims omnipresent in educational policy and practice dialogues. The book defines "disruptive" qualitative methodologies and methods in educational research as processes of inquiry which seek to: (1) Disrupt traditional notions of research roles and relationships; (2) Disrupt dominant approaches to the collection and analysis of data; (3) Disrupt traditional notions of representing and disseminating research findings; (4) Disrupt rigid epistemological and methodological boundaries; and (5) Disrupt disciplinarily boundaries and assumptive frameworks of how to do educational research. Scholars and graduate students interested in disrupting traditional approaches to the study of education will find this book of tremendous value. Given the inclusion of both research examples and reflective narratives, this book is an ideal text for adoption in introductory research design seminars as well as advanced courses devoted to theoretical and practical applications of qualitative and interpretive methodologies. The book contains the following chapters and authors: (1) "She Came at Me Wreckless!" Wreckless Theatrics as Disruptive Methodology (Ruth Nicole Brown); (2) Reports of Illegal Activities by Research Participants: Meaning-Making through Reflexivity, Dis-Order, and Mexican-American Studies (Rosario Carrillo); (3) Promiscuous Methodology: Breaching the Limits of Theory and Practice for a Social Science We Can Live With (Sara M. Childers); (4) CRiT Walking for Disruption of Educational Master Narratives (Mark S. Giles and Robin L. Hughes); (5) Always Already Inquiry: A/r/tography as a Disruptive Methodology (Nicole M. Pourchier and Teri Holbrook); (6) Crystallization as a Methodology: Disrupting Traditional Ways of Analyzing and (Re)presenting through Multiple Genres Candace R. Kuby); (7) Beyond Scientific "Facts": Choosing to Honor and Make Visible a Variety of Knowledge Systems (Cassie F. Quigley and Nicole Beeman-Cadwallader); (8) "Bringing a Little Bit of Heaven to Humanity": Raising Hell While Interrupting Traditional Methods for the Purpose of Justice (David Stovall); (9) Picture This: Using Photography to Tell a Black Girl's Truth (Claudine Candy Taaffe); (10) Identity as Inquiry: Living and Researching From the Borderlands (Z. Nicolazzo); (11) Advancing Disruptive Methodological Perspectives in Educational Qualitative Research Through Teaching and Learning (Penny A. Pasque); (12) Disrupting the Dissertation, Phenomenologically Speaking: A Reflexive Dialogue Between Advisor-Advisee (Hilary E. Hughes and Mark D. Vagle); and (13) Methodological Freedom: A Journey (Nana Osei-Kofi).
ED563015
Disrupting Qualitative Inquiry: Possibilities and Tensions in Educational Research. Critical Qualitative Research. Volume 10
Peter Lang Publishing Group
2014-00-00
978-1-4331-2312-2
308
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-1-4539-1268-3
2016
ERIC
JAN2020
No
Foreign Countries
Economic Development
Case Studies
Conventional Instruction
Social Environment
Educational Attainment
Social Values
Freedom
Human Dignity
Altruism
Church Role
Holistic Approach
Role of Education
Educational History
Chimaka, Anthony Ikechukwu
Books
Nigeria
Nigeria
English
The smallest and most remote villages in the developing countries are affected by the rapid and seemingly irresistible trend towards globalization. The limitless availability of information however necessitates education to stand out as the key factor for human and national development. But which conditions must be met by societies for education systems to perform this function effectively? Which benefits in turn must education systems provide to ensure social cohesion? These general considerations are exemplified by an analysis of the social situation of Nigeria, where one third of the whole population did not receive an education and thus cannot participate in the opportunities of modern social structures. As an advocate of the social values of freedom, dignity and charity the church stated clearly that education belongs to the inalienable human rights. The study argues that only a holistic development of each and every citizen of Nigeria will lead to the development of Nigeria as a nation. It portrays the areas where lack of formal education has slowed down the implementation and acceptance of modern techniques and as a result has hampered development. It critically analyses the Nigerian educational system and concludes by suggesting strategies towards national development. The book contains the following chapters: (1) The description of Education and Nation building; (2) The Teachings of the Church on Education and Human development; (3) A Brief Historical Survey of the Development of Education in Nigeria; (4) Aims of Educational Acquisition; (5) Formal Education and some Factors of Nation Building in Nigeria; (6) Targets (Strategies) towards National Development; and (7) Some Issues of Concern in Nigerian Educational System.
ED563016
Formal Education: A Catalyst to Nation Building. A Case Study of Nigeria. African Theological Studies. Volume 6
Peter Lang Publishing Group
2014-00-00
978-3-631-64599-4
244
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-3-653-03861-3
2016
ERIC
JAN2020
No
Teaching Methods
English Literature
Global Approach
Reading Materials
Criticism
Literature
Educational History
Holistic Approach
Choo, Suzanne S.
Reports - Descriptive
Books
English
The purpose of this book is restore the centrality of pedagogy in governing the ways literary texts are received, experienced, and interpreted by students in the classroom. Utilizing a method of pedagogical criticism, it provides an account of core approaches to teaching literature that have emerged across history and the conceptual values informing these approaches. More importantly, "Reading the World" discusses how these values have been shaped by broader global forces and key movements in the discipline of English Literature. To varying degrees, these approaches are aimed at cultivating a hospitable imagination so that students may more fully engage with multiple others in the world. Given the reality of an increasingly interconnected twenty-first century, literature pedagogy plays a vital role in schools by demonstrating how world, global, and cosmopolitan approaches to teaching literature can facilitate the prioritization of the other, challenge us to think about how we can be accountable to multiple others in the world, and push us to continually problematize the boundaries of our openness towards the other.
ED563017
Reading the World, the Globe, and the Cosmos: Approaches to Teaching Literature for the Twenty-First Century. Global Studies in Education. Volume 28
Peter Lang Publishing Group
2013-00-00
978-1-4331-2178-4
189
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-1-4539-1153-2
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Testing Accommodations
Learning Disabilities
Scores
Timed Tests
Achievement Gains
Verbal Tests
Mathematics Tests
High School Students
Camara, Wayne J.
Schneider, Dianne
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The number of students requesting accommodations has increased in recent years, and the effects of extended time have become increasingly important as this is the only accommodation for 7 of 10 of these students completing the SAT I. Allowing learning disabled students to retest with extended time clearly enables them to improve their SAT I scores, but gains associated with extended time are generally modest, with mean gains of 32 and 26 points on the verbal and math scales, respectively. Additional time should serve as a compensating factor for students with learning disabilities, but time and a half or double time may overcompensate for some students, permitting them to respond more leisurely and result in overprediction of college performance.
ED563018
Testing with Extended Time on the SAT® I: Effects for Students with Learning Disabilities. Research Notes. RN-08
College Entrance Examination Board
2000-01-00
12
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
12
As Provided
JAN2020
No
Foreign Countries
Higher Education
Global Approach
Educational Change
Knowledge Economy
Student Mobility
Universities
Reputation
Evaluation
Achievement Rating
Marketing
Governance
Social Systems
Prior Learning
Access to Education
International Cooperation
Zgaga, Pavel, Ed.
Teichler, Ulrich, Ed.
Brennan, John, Ed.
Books
Collected Works - General
Europe
Austria
England
Netherlands
Balkans
Poland
Bosnia and Herzegovina
Croatia
Yugoslavia
Austria
Bosnia and Herzegovina
Croatia
Netherlands
Poland
United Kingdom (England)
Yugoslavia
English
Higher Education
Postsecondary Education
The last decade has marked the European higher education with a particular dynamics. Today, after a decade of a «concerted» policy, national systems look much more convergent but new questions and dilemmas are emerging: about its nature and quality, about real impact of recent reforms in different countries as well as about its future. The book examines the impact of Europe-wide and global developments on national higher education systems. The authors try in particular to upfront issues of convergence and diversity, of equity and of the relationship of centres and peripheries in higher education. The book is an outcome of research collaboration between six institutes which developed a EuroHESC research proposal on the consequences of expanded and differentiated higher education systems. The following chapters are included: (1) Challenges for European Higher Education: "Global" and "National", "Europe" and "sub-Europes" (Pavel Zgaga, Ulrich Teichler, and John Brennan); (2) Imagining Higher Education in the European Knowledge Economy: Discourse and Ideas in Communications of the EU (Janja Komljenovic and Klemen Miklavic); (3) The Event of International Mobility in the Course of Study--The European Policy Objective (Ulrich Teichler); (4) The Impact of University Rankings on Higher Education Policy in Europe: A Challenge to Perceived Wisdom and a Stimulus for Change (Ellen Hazelkorn and Martin Ryan); (5) Diversification in Austrian Higher Education: A Result of European or National Policies? (Elsa Hackl); (6) The Effects of Europeanisation on Institutional Diversification in the Western Balkans (Manja Klemencic); (7) The Monolithic Un-intentionality of Higher Education Policies: On the Continuing Importance of Karl Marx, Joseph Stalin and the Minor Classics Less Known (Voldemar Tomusk); (8) "Hullabaloo in the Groves of Academe": The Politics of "Instituting" a Market in English Higher Education (Susan L. Robertson); (9) Higher Education Differentiation and the Myth of Meritocracy: The Case of the UK (John Brennan); (10) The Recognition of Prior Learning and Dutch Higher Education--At Cross-Purposes? (Leon Cremonini); (11) From System Expansion to System Contraction. Access to Higher Education in Poland (Marek Kwiek); (12) Higher Education Policy Dynamics in a Multi-level Governance Context: A Comparative Study of Four Post-Communist Countries (Martina Vukasovic and Mari Elken); (13) What Kind of University for What Kind of Society? Nation-States, Post-National Constellations, and Higher Education in the Post-Yugoslav Space (Jana Bacevic); (14) The Bosnian Puzzle of Higher Education in the Perspective of the Bologna Process (Tatjana Sekulic); (15) Reclaiming the Role of Higher Education in Croatia: Dominant and Oppositional Framings (Danijela Dolenec and Karin Doolan); and (16) Reconsidering Higher Education Reforms in the Western Balkans: "Policy Colonies" or "Policy Autarchies"? (Pavel Zgaga).
ED563019
The Globalisation Challenge for European Higher Education: Convergence and Diversity, Centres and Peripheries. Higher Education Research and Policy. Volume 4
Peter Lang Publishing Group
2013-00-00
978-3-631-63908-5
389
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-3-653-02598-9
2016
As Provided
JAN2020
No
Children
Play
Teaching Methods
Simulated Environment
Child Development
Early Childhood Education
Technology Uses in Education
Correlation
Identification (Psychology)
Friendship
Computer Games
Family Relationship
Sustainability
Burke, Anne, Ed.
Marsh, Jackie, Ed.
Books
Collected Works - General
English
Early Childhood Education
As children's digital lives become more relevant to schools and educators, the question of play and learning is being revisited in new and interesting ways. "Children's Virtual Play Worlds: Culture, Learning, and Participation" provides a more reasoned account of children's play engagements in virtual worlds through a number of scholarly perspectives, exploring key concerns and issues which have come to the forefront. The global nature of the research in this edited volume embraces many different areas of study from school based research, sociology, cultural studies, psychology, to contract law showing how children's play and learning in virtual spaces has great potential and possibilities. Contents include; (1) The changing landscapes of children's play worlds (Susan Edwards); (2) Post-Industrial Play: Understanding the Relationship between Traditional and Converged Forms of Play in the Early Years (Kaveri Subrahmanyam); (3) Developmental Implications for Children's Virtual Worlds (Anne Burke); (4) Stardolls and the Virtual Playground: How Identity Construction Works in the New Digital Frontier (Jackie Marsh); (5) Breaking the Ice: Play, Friendships and Online Identities in Young Children's Use of Virtual Worlds (Karen E. Wohlwend/Tolga Kargin); (6) "Cause I Know How to Get Friends--Plus They Like My Dancing": (L)earning the Nexus of Practice in Club Penguin (Jan Connelly); (7) Virtual Clay or Virtual Play: Identity Shaping, Consumer Building and Corporate Affiliation versus Literacies Affordance inside barbiegirls.com ( Isabel Pederson/Jennifer Rowsell); (8) May the Force Be with You: Harnessing the Power of Brain-Computer Games ( Stephanie M. Reich/Ksenia A. Korobkova/Rebecca W. Black/Mariya Sumaroka); (9) "Hey! Can You Show Me How to Do This?" Digital Games as a Mediator of Family Time (Sara M. Grimes); (10) Digital Play Structures: Examining the Terms of Use (and Play) Found in Children's Commercial Virtual Worlds (Eric Meyers/Robert Bittner); (11) Green Pixels to Green Behaviours: Sustainability Literacy in Virtual Worlds for Children (Victoria Carrington); and (12) An Argument for Assemblage Theory: Integrated Spaces, Mobility, and Polycentricity.
ED563020
Children's Virtual Play Worlds Culture, Learning, and Participation. New Literacies and Digital Epistemologies. Volume 58
Peter Lang Publishing Group
2013-00-00
978-1-4331-1827-2
236
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-1-4539-1069-6
2016
As Provided
JAN2020
Yes
College Admission
Admissions Officers
Surveys
Disabilities
Interviews
Scores
Counselor Attitudes
School Policy
Educational Practices
Focus Groups
Testing
Equal Education
Identification
College Applicants
Testing Accommodations
Learning Disabilities
Attention Deficit Hyperactivity Disorder
Admission Criteria
College Entrance Examinations
Academic Support Services
Consultants
Guidelines
Self Disclosure (Individuals)
School Counselors
Administrator Attitudes
Comparative Analysis
Mandinach, Ellen B.
Cahalan, Cara
Camara, Wayne J.
Reports - Research
Tests/Questionnaires
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
The study represents a first step in trying to gain a better appreciation for the complexity of the issues surrounding flagging test scores taken with nonstandard conditions and how the admission process can better serve students with disabilities. Surveys were sent to admission officers, guidance counselors, and disability service providers at colleges and universities to examine their institutional policies and practices. In addition, interviews and focus groups also were conducted. It is clear from the results of this study that perceptions about the use of the flag for nonstandard test administrations differ based on the role the respondent plays in the admission process. Although differences exist with regard to the use of the flag, all three groups perceived an equity problem concerning how students with disabilities are identified, what documentation is required, and what services are provided to these students. Respondents felt that some subgroups of students are not being served adequately by the current system. In addition, the three groups shared a concern that some nondisabled students are manipulating the system to receive diagnoses and accommodations, such as extended time, so as to gain a perceived advantage on the standardized tests. Five appendices are included: (1) Survey Instrument for Admission Officers; (2) Survey Instrument for Guidance Counselors; (3) Survey Instrument for Disability Service Providers; (4) Interview Protocol for Admission Officers; and (5) Interview Protocol for Guidance Counselors.
ED563021
The Impact of Flagging on the Admission Process: Policies, Practices, and Implications. Research Report No. 2002-2. ETS RR-02-03
College Entrance Examination Board
2002-00-00
63
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
42
As Provided
JAN2020
Yes
College Entrance Examinations
Writing Tests
College English
Predictive Validity
Writing Achievement
College Students
Grades (Scholastic)
Self Evaluation (Individuals)
Writing Ability
Essay Tests
Multiple Choice Tests
Correlation
Breland, Hunter M.
Kubota, Melvin Y.
Bonner, Marilyn W.
Reports - Research
Tests/Questionnaires
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
This study examined the SAT® II: Writing Subject Test as a predictor of writing performance in college English courses. Writing performance was based on eight writing samples submitted as part of regular course work by students in eight colleges. The samples consisted of drafts and final papers submitted in response to four take-home writing assignments. The samples submitted were evaluated by 20 experienced readers of student writing using a common scoring scale. Each sample was read and scored independently by two different readers. In addition to this writing performance criterion, two supplemental criteria were used: English course grades and students' self-assessments of their own writing ability and experience. In evaluating the SAT II: Writing Test as a predictor of these three criteria, special attention was given to comparisons of the predictive effectiveness of the essay and multiple-choice components of the test. It was concluded that both components were good predictors of the three criteria; however, the 40-minute multiple-choice component tended to produce higher predictive correlations than the 20-minute essay component. The best predictions were obtained when the two components were combined. Appendices include: (1) Student Consent Statement; (2) Writing Experience Questionnaire; and (3) Performance Assessment Study in Writing.
ED563022
The Performance Assessment Study in Writing: Analysis of the SAT® II--Writing Subject Test. Report No. 99-4. ETS RR No. 99-24
College Entrance Examination Board
1999-00-00
24
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
18
As Provided
JAN2020
Yes
College Entrance Examinations
Scores
Scaling
Scoring
Test Construction
Performance
Gender Differences
Racial Differences
Ethnic Groups
African American Students
Hispanic American Students
Asian American Students
White Students
High School Students
Mathematics Skills
Verbal Ability
Dorans, Neil J.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The history of SAT® score scales is summarized, and the need for realigning SAT score scales is demonstrated. The process employed to produce the conversions that take scores from the original SAT scales to recentered scales in which reference group scores are centered near the midpoint of the score-reporting range is laid out. For the purposes of this paper, SAT verbal and SAT mathematical scores were placed on recentered scales, which have reporting ranges of 920 to 980, means of 950, and standard deviations of 11. (The 920-to-980 scale is used in this article to highlight the distinction between it and the old 200-to-800 scale. In actuality, recentered scores were reported on a 200-to-800 scale.) Recentering was accomplished via a linear transformation of normally distributed scores that were obtained from a continuized, smoothed frequency distribution of original SAT scores that were originally on augmented two-digit scales, i.e., discrete scores rounded to either 0 or 5 in the third decimal place. These discrete scores were obtained for all students in the "1990 Reference Group" using 35 different editions of the SAT taken between October 1988 and June 1990. The performance of this "1990 Reference Group" on the original and recentered scales is described. The effects of recentering on scores of individuals and the "1990 Reference Group" are also examined. Finally, recentering did not occur solely on the basis of its technical merit. Issues associated with converting recentering from a possibility into a reality are discussed.
ED563023
The Recentering of SAT® Scales and Its Effects on Score Distributions and Score Interpretations. Research Report No. 2002-11. ETS RR-02-04
College Entrance Examination Board
2002-00-00
27
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
15
As Provided
JAN2020
No
Foreign Countries
Multilingualism
Bilingualism
Bilingual Education
Second Language Instruction
Second Language Learning
Secondary School Students
Elementary School Students
English (Second Language)
Limited English Speaking
Educational Policy
Language Planning
Learning Processes
Academic Achievement
Learning Theories
Reflection
Integrated Curriculum
Mathematics Instruction
Teacher Education
Higher Education
Theory Practice Relationship
Language Proficiency
Language Teachers
Teacher Attitudes
Professional Identity
Global Approach
Breidbach, Stephan, Ed.
Viebrock, Britta, Ed.
Books
Collected Works - General
Europe
Belgium
France
Turkey
Germany
Luxembourg
Belgium
France
Germany
Luxembourg
Turkey
English
German
Secondary Education
Elementary Education
Higher Education
Postsecondary Education
Content and Language Integrated Learning has received a strong tailwind in European educational and language policies. It is on the verge of becoming a mainstream phenomenon. However, an overly speedy implementation of "CLIL for all" might bear a number of risks for all groups of stakeholders. The purpose of this book is to link the growing empirical knowledge about the full complexity of CLIL to the current European educational and language policies. The articles collected in this volume contribute to a more systematic evidence base of CLIL that has frequently been called for at a European level. This bi-lingual volume (English/German) brings together authors from several European countries to present significant findings from recent CLIL research in the light of the developments in education policy. The four parts of the book focus on the reconstruction of learning processes, learner achievement, theory-driven investigations of the concept of CLIL itself, and critical reflections on the current "CLIL boom". Articles include: (1) CLIL: Complementing or Compromising Foreign Language Teaching? Effects and Perspectives of Education Policy Plans (Stephan Breidbach and Britta Viebrock); (2) Integrating CLIL with Other Mainstream Discourses (Peeter Mehisto); (3) "Mehrsprachigkeit" und "CLIL"--zwei unverbundene Konzepte in der europäischen Sprachen-und Bildungspolitik? (Bettina Deutsch); (4) Bilingual, offen, konzeptlos - Was Schulen mit reformpädagogischen Bildungskonzepten zum fremdsprachlichen Lernen versprechen und nicht halten (Henriette Dausend, Daniela Elsner, and Jörg-U. Keßler); (5) Transnationalism in Education: CLIL Experience in Turkey (Özlem Etus); (6) The Construction of the CLIL Subject Teacher Identity (Lauretta D'Angelo); (7) "Dealing with the Language Aspect? Personally, No." Content Lecturers' Views in an ICLHE Context (Francesca Costa); (8) Der Einfluss subjektiver Sprachlerntheorien auf den Erfolg der Implementierung von CLIL-Programmen (Julia Hüttner and Christiane Dalton-Puffer); (9) CLIL-Teacher Training at the University Level: Bridging the Gap between Theory and Practice (Petra Burmeister, Michael Ewig, Evelyn Frey, and Marisa Rimmele); (10) The CLIL Learning Experience: Strategies and Underlying Knowledge Employed by Limited English Primary School Students during Conceptual and Linguistic Comprehension (Irina Adriana Hawker); (11) Students' General English Proficiency Prior to CLIL: Empirical Evidence for Substantial Differences between Prospective CLIL and Non-CLIL Students in Germany (Dominik Rumlich); (12) Sprachlernprozesse im bilingualen Geschichtsunterricht (Ulrich Wannagat); (13) CLIL as a New Momentum for Learning? Reconsidering the Differences between Languages as Subjects and Vehicular Languages in Luxembourg Schools? (Marie-Anne Hansen-Pauly); (14) Deutsch als Fremdsprache fördern-ein Fall für CLIL? Sichtung empirischer Befunde in Belgien und Frankreich zu Einstellungen und Sprachlernmotivation im Zusammenhang mit "Content and Language Integrated Learning" (Katja Lochtmann and Vinciane Devaux); (15) CLIL Modules in the Mathematics Classroom--Reasons for Their Implementation and First Empirical Results--Andreas Bonnet/Christiane Dalton-Puffer: Great Expectations? Competence and Standard Related Questions Concerning CLIL Moving into the Mainstream (Katharina Prüfer); (16) It's Not CLIL That Is a Success--CLIL Students Are! Some Critical Remarks on the Current CLIL Boom (Almut Küppers and Matthias Trautmann); (17) Bili für alle? Ergebnisse und Perspektiven aus einem Forschungsprojekt zur Einführung bilingualer Module in einer Hauptschule (Götz Schwab); and (18) Generalisierbare sprachlich-diskursive Kompetenzen im bilingualen Unterricht (und darüber hinaus) (Wolfgang Zydatiß).
ED563024
Content and Language Integrated Learning (CLIL) in Europe: Research Perspectives on Policy and Practice. Mehrsprachigkeit in Schule und Unterricht. Volume 14
Peter Lang Publishing Group
2013-00-00
978-3-631-64400-3
355
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-3-653-02955-0
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Scores
Verbal Ability
Mathematics Tests
Statistical Data
Trend Analysis
Educational History
Dorans, Neil
Reports - Descriptive
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
This summary explains how a student's relative standing in a particular group, as measured by a percentile score, is the same regardless of whether that student's score is on the SAT scale established in 1941 or on the recentered SAT scale, established with a 1990 reference group, and introduced in 1995.
ED563025
The Effects of SAT® Scale Recentering on Percentiles. Research Summary RS-05
College Entrance Examination Board
1999-05-00
4
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Writing Tests
English Instruction
Language Skills
Introductory Courses
Scores
College Students
Grades (Scholastic)
Remedial Instruction
Regression (Statistics)
Student Placement
Statistical Analysis
Screening Tests
Correlation
Jackson, Rex
Morgan, Jeanette
Osborne, Gerald
Reports - Research
Texas
Test of Standard Written English
Texas
Test of Standard Written English
College Entrance Examination Board
English
Higher Education
Postsecondary Education
The effectiveness of the Test of Standard Written English (TSWE) as an aid in placing students into introductory English courses was studied by relating test scores to course outcomes for students entering the University of Houston between the fall of 1977 and the spring of 1981. For students placed into the regular introductory English composition course, TSWE scores were effective in predicting end-of-course grades, end-of-course essay scores, and endof- course test scores. Students with scores below 40 on the TSWE were estimated to have less than 58 chances in 100 of obtaining grades of C or higher in the regular course. For students who were placed into and completed the remedial course, large gains were found from precourse TSWE scores to postcourse TSWE scores. These findings support the placement uses made of the TSWE by the University of Houston. The evidence strongly suggests that students with low TSWE scores are unlikely to succeed in the regular introductory composition course and are likely to profit from the instruction provided in the remedial course. The following are appended: (1) Regression of Observed Retest on Observed Initial TSWE Scores Under Conditions of No True Change; and (2) Tables.
ED563026
The Effectiveness of the College Board's Test of Standard Written English for Placing Students in Entry-Level English Courses. Report No. 86-1
College Entrance Examination Board
1986-00-00
13
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
4
As Provided
JAN2020
Yes
College Entrance Examinations
Standardized Tests
Timed Tests
Disabilities
Time
Academic Ability
Mathematics Skills
Learning Disabilities
Verbal Ability
Attention Deficit Hyperactivity Disorder
Experimental Groups
Scores
Cognitive Processes
Thinking Skills
Testing Accommodations
High School Students
Motivation
Comparative Analysis
Gender Differences
Mandinach, Ellen B.
Bridgeman, Brent
Cahalan-Laitusis, Cara
Trapani, Catherine
Numerical/Quantitative Data
Reports - Research
SAT (College Admission Test)
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
SAT (College Admission Test)
College Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The effects of extended time on SAT Reasoning Test™ performance are examined. The study explored the impact of providing standard time, time and a half (1.5 time) with and without specified section breaks, and double time without specified section breaks on the verbal and mathematics sections of the SAT®. Differences among ability, disability, and gender groups were examined. Results indicated that time and a half with separately timed sections benefits students with and without disabilities. Some extra time improves performance, but too much may be detrimental. Extra time benefits medium- and high-ability students but provides little or no advantage to low-ability students. The effects of extended time are more pronounced for the mathematics sections of the SAT. The implications for potential changes to the SAT and the need for future research are discussed. The following is appended: (1) Proportions Correct and Omit/Not Reached by Item for V1, V2, M1, and M2 by Disability Status.
ED563027
The Impact of Extended Time on SAT® Test Performance. Research Report No. 2005-8. ETS RR-05-20
College Board
2005-00-00
41
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
35
As Provided
JAN2020
Yes
College Entrance Examinations
Scores
Trend Analysis
College Bound Students
High School Seniors
Verbal Ability
Critical Reading
Reading Skills
Mathematics Skills
Writing Skills
Gender Differences
Racial Differences
Ethnic Groups
Language Usage
Family Income
Sathy, Viji
Barbuti, Sandra
Mattern, Krista
Numerical/Quantitative Data
Reports - Descriptive
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Secondary Education
High Schools
This report provides information on the SAT and trends in test performance for the years 2004, 2005, and 2006.
ED563028
The New SAT and Trends in Test Performance. Statistical Report No. 2006-1
College Board
2011-00-00
19
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
ERIC
JAN2020
No
Textiles Instruction
Computers
Clothing
Furniture
Architecture
Novices
Technology Education
Vignettes
Computer Software
Design
High School Students
Workshops
Teaching Methods
Athletics
Theater Arts
Music
Dance
Fine Arts
Fairy Tales
Engineering Education
Computer Simulation
Puppetry
Information Technology
Creativity
Human Body
Feminism
Electronics
Innovation
Buechley, Leah, Ed.
Peppler, Kylie, Ed.
Eisenberg, Michael, Ed.
Yasmin, Kafai, Ed.
Books
English
High Schools
Secondary Education
"Textile Messages" focuses on the emerging field of electronic textiles, or e-textiles--computers that can be soft, colorful, approachable, and beautiful. E-textiles are articles of clothing, home furnishings, or architectures that include embedded computational and electronic elements. This book introduces a collection of tools that enable novices--including educators, hobbyists, and youth designers--to create and learn with e-textiles. It then examines how these tools are reshaping technology education--and DIY practices--across the K-16 spectrum, presenting examples of the ways educators, researchers, designers, and young people are employing them to build new technology, new curricula, and new creative communities. Contents include: (1) Vignette: LilyPad Arduino Embroidery (Becky Stern); (2 ) Vignette: The Climate Dress (Michel Guglielmi,Hanne-Louise Johannesen); (3) Vignette: Know It All Knotting Bag (Kalani Craig). (4) LilyPad Arduino: E-Textiles for Everyone (Leah Buechley,Despina Papadopoulos, and Zach Eveland ); (5) i*CATch: A Plug-n-Play Kit for Wearable Computing (Grace Ngai/Stephen C.F. Chan/Vincent T.Y. Ng); (6) Traveling Light: Making Textiles Programmable "Through the Air" (Nwanua Elumeze Lynne Bruning: Vignette: Mrs. Mary Atkins-Holl; and (7) Handcrafting Textile Sensors (Hannah Perner-Wilson/Leah Buechley). Section 2, Learning and Designing with E-Textiles contains: (8) Learning about Circuitry with E-textiles in After-School Settings (Kylie Peppler, Diane Glosson); (9) Making Connections Across Disciplines in High School E-Textile Workshops (Yasmin Kafai, Deborah Fields, Kristin Searle); (10) EduWear: E-Textiles in Youth Sports and Theater (Heidi Schelhowe, Eva-Sophie Katterfeldt, Nadine Dittert, Milena Reichel) Vignette: The Space Between Us: Electronic Music + Modern Dance + E-Textiles (Eric Lindsay); (11) ETextiles and the New Fundamentals of Fine Arts (Kylie Peppler/ Leslie Sharpe/Diane Glosson), Vignette: FairyTale Fashion (Diana Eng); (12) Bringing E-Textiles into Engineering Education (Mike Eisenberg, Ann Eisenberg, Yingdan Huang); Vignette: Amirobo: Crocheted Robot (Osamu Iwasaki); and (13) ETextiles for Educators: Participatory Simulations with e-Puppetry (Kylie Peppler, Joshua Danish). (14) LilyPad in the Wild: Technology DIY, E-Textiles, and Gender (Leah Buechley, Jennifer Jacobs, Benjamin Mako Hill) Vignette: Tendrils: Sensing & Sharing Touch (Thecla Schiphorst/Jinsil Seo); (15) Mediated Craft: Digital Practices around Creative Handwork (Daniela K. Rosner); (16) E-Textile Technologies in Design, Research and Pedagogy (Joanna Berzowska) Vignette: Muttering Hat (Kate Hartman); (17) E-Textiles and the Body: Feminist Technologies and Design Research ( Shaowen Bardzell); and (18) Adventures in Electronic Textiles (Maggie Orth).
ED563029
Textile Messages: Dispatches from the World of E-Textiles and Education. New Literacies and Digital Epistemologies. Volume 62
Peter Lang Publishing Group
2013-00-00
978-1-4331-1920-0
264
Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
N/A
http://dx.doi.org/10.3726/978-1-4539-0941-6
2016
As Provided
JAN2020
Yes
National Surveys
High Schools
High School Students
Trend Analysis
Institutional Characteristics
Charter Schools
Magnet Schools
Enrollment Trends
Student Diversity
Minority Group Students
College Bound Students
Noncollege Bound Students
School Policy
Advanced Placement
Standardized Tests
Maucieri, Lawrence
Gernand, Renee
Patelis, Thanos
Reports - Research
Numerical/Quantitative Data
Tests/Questionnaires
Advanced Placement Examinations (CEEB)
United States
United States
Advanced Placement Examinations (CEEB)
College Entrance Examination Board
English
High Schools
Secondary Education
The Guidance Services and Research and Development Departments of the College Board coordinated an investigation of the results of a national high school survey. This survey, administered in 2000, follows a similar, large-scale survey of high schools in 1993 by the College Board. The current research report is designed to provide the reader with detailed and updated information about high schools in the United States. It provides basic facts, figures, and trends about common features among the participating institutions. The report also presents evidence in support of observable trends among the educational and demographic factors of concern as of 2000 and 1993. Two appendices are included: (1) 2000 Advanced Placement Examination® (AP®) Participation by Total School Enrollment and by Institution Type; and (2) Methodology and Survey Instrument.
ED563030
The College Board National High School Survey Report. Research Report No. 2002-4
College Entrance Examination Board
2002-00-00
64
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
High School Seniors
High School Graduates
Graduation
College Graduates
College Students
Academic Achievement
Institutional Characteristics
Reputation
Selective Admission
Grade Point Average
Scores
Advanced Placement Programs
Socioeconomic Status
College Applicants
College Entrance Examinations
Smith, Jonathan
Pender, Matea
Howell, Jessica
Hurwitz, Michael
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board Advocacy & Policy Center
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
This research quantifies the extent of student-college academic undermatch among the 1992 and 2004 cohorts of graduating high school seniors and documents changes in the extent of academic undermatch over time. Tables are appended.
ED563031
The CollegeKeys Compact™. Getting into College: Postsecondary Academic Undermatch
College Board
2012-04-00
16
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
13
As Provided
JAN2020
Yes
Coaching (Performance)
Social Development
Emotional Development
Literacy Education
Intervention
Fidelity
Curriculum
At Risk Students
Curriculum Implementation
Grade 3
Grade 4
Grade 5
Reading
Writing (Composition)
Interpersonal Relationship
Conflict Resolution
Elementary School Students
Video Technology
Coding
Elementary School Teachers
Prompting
Quasiexperimental Design
Downer, Jason
Brown, Josh
Herrera, Manuela Jimenez
Stuhlman, Megan
Bourassa, Kyle
Gologor, Ben
Wong, Pamela
Reports - Research
New York
New York
Society for Research on Educational Effectiveness (SREE)
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Teacher-educators and policy-makers recognize that ongoing training and support for high quality implementation of curricula can be a vital component of systems that ensure the value of education experiences, particularly for students at-risk of school failure (Meisels, 2007; Pew Charitable Trusts, 2007; Pianta, 2005). In particular, there is growing consensus that one-on-one consultation approaches (also referred to as coaching, mentoring, staff development) that provide ongoing support and feedback may be the most direct, effective path to producing high quality implementation of curricula (Ingersoll & Kralik, 2004; Landry et al., 2006; Pianta & Allen, 2009). However, there is as much potential for variability in the quality of coaching as there is in a teacher's fidelity to a curriculum, which raises several questions about how these different levels of intervention fidelity are related to one another. The current study is embedded within the evaluation of an integrated SEL and literacy program in third through fifth grade classrooms called the 4Rs (Reading, Writing, Respect, and Resolution; Morningside Center for Teaching Social Responsibility, 2001). A recent randomized controlled evaluation of 4Rs indicated moderate to large, positive impacts on teacher practices and small, positive impacts on student outcomes (Brown, Jones, LaRusso & Aber, 2010; Jones, Brown & Aber, 2011). Despite the promise of these findings, there was considerable variability during implementation of the 4Rs Program in curriculum delivery, which may have attenuated intervention effects. Therefore, in the current study teachers using the 4Rs curriculum are supported with a standardized, video-based coaching program called MyTeachingPartner (MTP; Pianta et al., 2008). In past trials with a variety of curricula across prek and secondary classrooms, MTP yielded improvements on teacher implementation and teaching practices that were moderate to large (Pianta et al., 2008). As part of this evaluation of 4Rs+MTP, authors monitored the quality with which coaches implement the 2 main components of MTP: (1) on-line written prompts that ask teachers to analyze key interactions from their own videotaped 4Rs lessons, and (2) in-person conferences that deepen teachers analysis of their 4Rs practice and result in actionable improvement plans. In addition, videotaped footage of teachers' implementation of 4Rs are coded by independent observers for fidelity to the curriculum protocol. These data allow researchers to explore the following questions about patterns of variability in these 2 levels of implementation and how they relate to one another: (1) To what extent are the two measures of coaches' quality of implementation (prompt-writing, conferences) related to one another? (2) To what extent is there variability on these two measures within coaches, across their caseload of teachers? (3) To what extent does quality of coaching predict variation in teachers' implementation of the 4Rs curriculum, above and beyond a global measure of teaching quality (CLASS)? Researchers expect to learn how different measures of coaching implementation are associated with one another and to identify elements of coaching that may be particularly challenging to standardize. Implications will be drawn about how best to provide support to coaches in the field to maintain their fidelity to the coaching model and ensure a high quality coaching experience for teachers.
ED563032
Coaching Quality and Teachers' Implementation of the 4Rs Social-Emotional and Literacy Curriculum: Testing the Link between Two Levels of Intervention Fidelity
Society for Research on Educational Effectiveness
2013-00-00
Policymakers
Practitioners
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
26
ERIC
JAN2020
Yes
College Entrance Examinations
Writing Tests
Predictive Validity
Test Validity
College Bound Students
Scores
Grade Point Average
College Freshmen
Correlation
College English
Writing (Composition)
College Admission
Student Placement
Norris, Dwayne
Oppler, Scott
Kuang, Daniel
Day, Rachel
Adams, Kimberly
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Secondary Education
High Schools
This study assessed the predictive and incremental validity of a prototype version of the forthcoming SAT® writing section that was administered to a sample of incoming students at 13 colleges and universities. For these participants, SAT scores, high school GPA, and first-year grades also were obtained. Using these data, analyses were conducted to assess the validity of SAT writing scores for predicting first-year college GPA and GPA in English composition courses. Also assessed was the incremental validity of SAT writing. Consistent with the results of prior research, the weighted-average correlation between SAT writing scores and first-year college GPA was 0.46 when corrected for range restriction. Furthermore, the SAT writing scores resulted in a weighted-average increment of 0.01 to the predictive validity already provided by SAT verbal and math scores and high school GPA in predicting first-year college GPA. Also consistent with previous research, the weighted-average correlation between SAT writing scores and GPA in English composition was 0.32 when corrected for range restriction. In light of the study constraints, these results are encouraging and suggest that the new SAT writing section should be a useful addition to the SAT in terms of predicting academic performance during the first year in college. Tables are appended.
ED563033
The College Board SAT® Writing Validation Study: An Assessment of Predictive and Incremental Validity. Research Report No. 2006-2
College Board
2006-00-00
38
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
10
As Provided
JAN2020
Yes
Urban Schools
Classroom Observation Techniques
Video Technology
Observation
Teacher Evaluation
Quality Control
Affordances
Middle School Teachers
Secondary School Teachers
Reliability
Scores
Minority Group Students
Economically Disadvantaged
Eligibility
Lunch Programs
Breakfast Programs
Error of Measurement
Mathematics Teachers
Intervention
Models
McCaffrey, Daniel F.
Casabianca, Jodi M.
Reports - Research
United States (Mid Atlantic States)
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
As the education reform movement increasingly focuses on teachers and teaching, educators, policy-makers, and researchers need valid and reliable measures that can be used to evaluate individual teachers, provide guidance for improving teaching performance, and support research in ways that advance instruction and classroom dialog and practice. A new generation of classroom evaluation tools has recently been developed to support evaluation of teaching. Live observations tend to be the standard for studies of teaching and teacher evaluations in practice. They have the benefit of the observer being in the teacher's physical classroom. This is valuable for teacher evaluations because it gives observation scores credibility among teachers. Using video provides particular affordances because they create a permanent record and teachers can review them to evaluate their own instruction as professional development (Miller, 2007; Sherin & Han, 2004; van Es & Sherin, 2010). Videos can be scored by multiple raters, which can reduce error by averaging scores. The use of video also allows for scores to be audited as a part of quality control and videos can be evaluated using multiple scoring protocols to assess the robustness of inferences to a protocol. For most of these reasons, many recent studies of classrooms have made use of videos (Bill and Melinda Gates Foundation, 2012). Given these affordances, an important issue is to understand the comparability of the nature and quality of information created through these two observation modes. Nearly 20 years ago Jaeger (1993) identified mode of observation as potentially contributing to the psychometric properties of measuring teaching, but little research on mode effects has occurred since. This study is a first step toward rectifying the dearth in knowledge on the effects of observation mode on the psychometric properties of classroom teaching evaluations. It tests for observation mode effects on inferences about teaching, classrooms, and teachers. Research questions include the following: (1) Do raters systematically give higher scores using one observation mode or the other? (2) Does the observation mode affect the rank ordering of scores? (3) Does the observation mode affect the size of the standard errors of measurement or the reliability of scores? (4) What are the implications of errors for inferences about the teaching in a lesson or for a classroom for a year? The authors use data collected for the study Toward an Understanding of Classroom Context (TUCC) to test for mode effects in the scores and inferences about the teaching in lessons and in classrooms. TUCC took place in middle and high schools in an urban fringe mid-Atlantic school district that serves roughly 90 percent students of color and 55 percent students who are eligible for free or reduced price meals. The study concluded that there are small mode effects on score means but they are relatively small and most likely inconsequential. Modes do not rank order teachers differently; it is the measurement error that results in differences between live observations and video scoring in the ordering of classrooms or lessons. Differences in the decomposition of variance across modes are a result of the differences in scoring dates. Scoring trends and the differences in timing across the modes are the only significant difference between modes. They have important implications for studies using classroom observations. Live scoring will confound rater learning with lessons and video scoring can avoid this confound. Figures are appended.
ED563034
Effect of Observation Mode on Measures of Teaching
Society for Research on Educational Effectiveness
2013-00-00
Practitioners
Researchers
Teachers
Policymakers
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
7
ERIC
JAN2020
Yes
College Entrance Examinations
High School Students
Essays
Prompting
Test Construction
Performance
Student Characteristics
Gender Differences
Racial Differences
Ethnic Groups
Language Usage
Institutional Characteristics
Geographic Location
Regression (Statistics)
Writing Achievement
Scores
Mathematics Achievement
Critical Reading
Reading Achievement
Statistical Analysis
Oh, Hyeon-Joo
Walker, Michael E.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
SAT (College Admission Test)
College Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This study evaluated (1) whether essay placement (either at the beginning or at the end of the test battery) impacts test-takers' performance on the critical reading, mathematics, and writing multiple choice measures; and (2) whether essay prompt type (either a simple one-line prompt or a prompt including a short passage) affects test-takers' essay performance. The following are appended: (1) PSAT/NMSQT® Essay Placement Analyses; (2) PSAT/NMSQT Prompt Type Analyses; and (3) Sample Essay Prompts.
ED563035
The Effects of Essay Placement and Prompt Type on Performance on the New SAT®. Research Report No. 2006-7. ETS RR-06-34
College Board
2007-00-00
22
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
10
As Provided
JAN2020
Yes
Mathematics Instruction
Intervention
Pretests Posttests
Curriculum Design
Control Groups
Experimental Groups
Instructional Effectiveness
Metacognition
Skill Development
Mathematics Curriculum
School Districts
Mathematics Achievement
Early Childhood Education
Scaffolding (Teaching Technique)
Child Care Centers
Statistical Analysis
Task Analysis
Longitudinal Studies
Surveys
Children
Measures (Individuals)
Child Development
Expressive Language
Language Tests
Preschool Children
Unlu, Fatih
Layzer, Carolyn
Clements, Douglas
Sarama, Julie
Cook, David
Reports - Research
California
Early Childhood Longitudinal Survey
California
Early Childhood Longitudinal Survey
Society for Research on Educational Effectiveness (SREE)
English
Early Childhood Education
Many educational Randomized Controlled Trials (RCTs) collect baseline versions of outcome measures (pretests) to be used in the estimation of impacts at posttest. Although pretest measures are not necessary for unbiased impact estimates in well executed experimental studies, using them increases the precision of impact estimates and reduces sample size requirements to detect desired effect sizes. This paper provides a theoretical overview of the late pretest issue and empirically assesses the bias-precision tradeoff in the experimental evaluation of the efficacy of adding a curriculum designed to support the development of children's self-regulation skills (Scaffolded Self-Regulation, SSR) to an established early mathematics curriculum (Building Blocks, BB) to form a synthesized curriculum, BBSSR. The RCT described in this paper is conducted in three large districts in Southern California. The analytic sample includes 807 students who participated in both baseline and posttest data collection. These students were in 84 4-year-old classrooms across the three districts. The authors analyzed a three-armed cluster RCT in which classrooms in early childhood centers or schools were randomized to the two intervention conditions and a business-as-usual control condition. Randomization was conducted separately for schools with one or two participating classrooms (groups A and B). Schools/centers in group A were placed into five randomization blocks such that each block consisted of all half-day or full-day PreK classrooms in one of the three study districts. Within each block, schools/centers were sorted with respect to prior math achievement, % reduced price lunch eligible, and %ELL and randomly assigned to the three conditions three at a time, starting with a randomly chosen point in the sorted list. This process was used to ensure balanced experimental groups. In each group B center/school, the two study classrooms were randomly assigned to two conditions that were randomly determined. Analyses conducted thus far show that controlling for contaminated pretest measures in impact regressions can lead to substantially biased impact estimates while their effect on the precision of impact estimates is less profound, causing one to question the overall merit of using them. Figures and exhibits are appended.
ED563036
Approaches to Incorporating Late Pretests in Experiments: Evaluation of Two Early Mathematics and Self-Regulation Interventions
Society for Research on Educational Effectiveness
2013-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
17
ERIC
JAN2020
Yes
Computation
Outcome Measures
Statistical Analysis
Graduation
Outcomes of Education
Influences
Simulation
Bayesian Statistics
Pattanayak, Cassandra W.
Rubin, Donald B.
Zell, Elizabeth R.
Reports - Research
Mantel Haenszel Procedure
Society for Research on Educational Effectiveness (SREE)
English
In educational research, outcome measures are often estimated across separate studies or across schools, districts, or other subgroups to assess the overall causal effect of an active treatment versus a control treatment. Students may be partitioned into such strata or blocks by experimental design, or separated into studies within a meta-analysis. In non-randomized studies, students may be partitioned into subclasses based on key covariates or estimated propensity scores to improve observed covariate balance across treatment groups (e.g., Rosenbaum & Rubin, 1983). Procedures designed to estimate any estimand in the presence of strata, including a simple t-test for the difference in mean outcomes (Neyman, Iwaszkiewicz, & Kolodziejczyk, 1935), rely on implicit assumptions about the unknowable correlation between potential outcomes under active treatment and control treatment. For binary outcomes, the standard procedures used to estimate overall odds ratios in the presence of strata were introduced by Cochran (1954), who first proposed a hypothesis test for the difference in proportions across strata. Mantel and Haenszel (1959) proposed a very similar test and introduced an estimator for a common odds ratio. Consider the following hypothetical studies designed to estimate the causal effect of an existing program on high school graduation: (1) Within each of several school districts, half of the schools are randomized to participate in the program, and half are randomized not to participate in the program. (2) Within each of several cities, schools participating in the program are compared to schools not participating in the program, though participation was not randomized. (3) Several separate evaluations of the program are collected, to be combined in a meta-analysis. In each hypothetical study, a binary outcome (graduation) must be measured over strata (1. school districts, 2. cities, 3. evaluations). The effect of the program on graduation rates may be measured by a difference in proportions, odds ratio, or some other quantity. A hypothesis test will be conducted and a confidence interval constructed for the chosen estimand. The authors propose tests and intervals that can be more powerful for any finite population estimand than traditional tests and intervals, including t-tests for the difference in means or Cochran-Mantel- Haenszel procedures for the odds ratio.
ED563037
A Powerful, Potential Outcomes Method for Estimating Any Estimand across Multiple Groups
Society for Research on Educational Effectiveness
2013-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
Multivariate Analysis
Effect Size
Sampling
Sample Size
Computation
Statistical Significance
Data Analysis
Research Design
Error of Measurement
Error Correction
Accuracy
Evaluation Methods
Citkowicz, Martyna
Hedges, Larry V.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
In some instances, intentionally or not, study designs are such that there is clustering in one group but not in the other. This paper describes methods for computing effect size estimates and their variances when there is clustering in only one group and the analysis has not taken that clustering into account. The authors provide the effect size and sampling variance computations, along with the adjustments for the test of significance. In addition, they provide examples of how much the statistical results can be affected (or adjusted) once one-group clustering is taken into account depending on various data characteristics. In examining sample data, that authors found that not accounting for one-group clustering affects the variance and degrees of freedom more than the effect size. With those same degrees of freedom used in the t-test, it is easy to change the conclusion of the test from significant to non-significant once one adjusts for this clustering. Tables are appended.
ED563038
Accounting for One-Group Clustering in Effect-Size Estimation
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Grade 3
Elementary School Students
Mathematics Skills
Learning Problems
Models
Cognitive Processes
Mathematics Instruction
Comparative Analysis
Control Groups
Experimental Groups
Instructional Effectiveness
Learning Strategies
Problem Solving
Short Term Memory
Word Problems (Mathematics)
Intelligence Tests
Pretests Posttests
Swanson, H. Lee
Orosco, Michael J.
Lussier, Cathy
Reports - Research
United States (Southwest)
Raven Progressive Matrices
Wide Range Achievement Test
Raven Progressive Matrices
Wide Range Achievement Test
Society for Research on Educational Effectiveness (SREE)
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Recent intervention studies directed to improve problem solving accuracy in children with math difficulties (MD) have found support for teaching cognitive strategies. This study addresses the question: What role does working memory capacity (WMC) play in strategy outcomes for children with MD? Four prediction models can be applied to strategy training outcomes for children with MD: (a) WMC as a limiting factor, (b) basic skills, (c) general resource, and (d) compensatory. The limiting WMC factor model suggests that children with lower WMC are less likely to benefit from strategy conditions than children with relatively higher WMC. Thus, children with MD vary in their responsiveness to strategy instruction and this is predicated on their WMC. In contrast, the basic skills model suggests that if declarative knowledge is intact (e.g., reading comprehension, and computational knowledge are in the average range), strategy instruction provides a helpful procedure to solve word problems without making demands on WMC. Participants were comprised of 146 third grade children from public school classrooms in the southwest United States. Children were drawn from 22 3rd grade classrooms. Children in the treatment conditions were provided instruction in small groups during math time and were instructed in a class or library in the same school setting. All children in the study participated with their peers in their home rooms on tasks and activities related to the district wide math school curriculum. Each experimental treatment condition included 20 scripted lessons administered over 8 weeks. Each lesson was 30 minutes in duration and was administered three times a week in small groups of 3 to 5 children. The criterion measures used to assess treatment effects were word problems from the Comprehensive Math Abilities Test (CMAT), arithmetic problems from the WRAT-3, and recall from an Operation Span measure. The results showed a significant WMC x treatment interaction across all criterion measures. In general, the results indicated that WMC played an important role in post-test performance outcomes, especially for the strategy conditions that included diagramming (visual-only condition). Tables and figures are appended.
ED563039
Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children with Math Difficulties?
Society for Research on Educational Effectiveness
2013-00-00
16
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
37
ERIC
JAN2020
Yes
Mathematics Instruction
Prior Learning
Mathematical Concepts
Pretests Posttests
Urban Schools
Public Schools
Teaching Methods
Problem Solving
Instructional Effectiveness
Elementary School Students
Grade 2
Grade 3
Intervention
Retention (Psychology)
Mathematics Tests
Scores
Statistical Analysis
Discovery Learning
Fyfe, Emily R.
DeCaro, Marci S.
Rittle-Johnson, Bethany
Reports - Research
Tennessee
Tennessee
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 2
Primary Education
Early Childhood Education
Grade 3
An emerging consensus suggests that guided discovery, which combines discovery and instruction, is a more effective educational approach than either one in isolation. The goal of this study was to examine two specific forms of guided discovery, testing whether conceptual instruction should precede or follow exploratory problem solving. In both cases, the problem solving is considered exploratory because children have not been told how to solve the problems; rather, children are expected to generate or apply their own problem solving procedures. The difference is in the timing of conceptual instruction. The authors worked with children from 12 second- and third-grade classrooms in two urban, public schools in Tennessee. Participants were 183 second- and third-grade children. The intervention had a conceptual instruction phase and an exploratory problem solving phase. The two phases were identical for all children; the only difference between conditions was the timing of the two phases (instruct-solve vs. solve-instruct). The authors used a pretest- intervention-posttest design followed by a two-week retention test. Children were randomly assigned to one of two conditions: instruct-solve or solve-instruct. Evidence suggests that guided discovery promotes deeper learning than discovery or instruction alone. Tables and figures are appended.
ED563040
An Alternative Time for Telling: When Conceptual Instruction Prior to Exploration Improves Mathematical Knowledge
Society for Research on Educational Effectiveness
2013-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
19
ERIC
JAN2020
Yes
Early Intervention
Young Children
Program Effectiveness
Academic Ability
Cognitive Ability
Child Behavior
Low Income Groups
Disadvantaged Youth
School Readiness
Access to Education
Time
Social Development
Age Differences
Child Care
Language Acquisition
Academic Achievement
School Schedules
Behavior Problems
Behavior Modification
Experimental Groups
Control Groups
Comparative Analysis
Child Development
Interviews
Parents
Verbal Ability
Intelligence Tests
Vocabulary
Statistical Analysis
Li, Weilin
Farkas, George
Duncan, Greg J.
Vandell, Deborah Lowe
Burchinal, Margaret
Reports - Research
Peabody Picture Vocabulary Test
Woodcock Johnson Tests of Achievement
Peabody Picture Vocabulary Test
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Children from low-income families benefit remarkably from exposure to compensatory education that began with Head Start in 1965 and aimed to improve school readiness skills by design. While empirical evidence has supported more instructional time in elementary and secondary schools for low-income students, little is known that whether increasing quantity of Head Start could also benefit low-income children. The authors' goal was to estimate the effect of Head Start hours on child development by examining: (1) Does the amount of daily exposure to Head Start impact cognitive, pre-academic, and social outcomes?; and (2) Does the impact vary by age? 4,442 applicants to 383 Head Start centers participated in the National Head Start Impact Study (HSIS). The results from the study showed significant positive effects of hours in center care experienced on the children's cognitive, language, and academic outcomes. Additionally, the results show that an additional hour per day spent in Head Start centers decreases problem behaviors of children in age-3 cohort, but results do not show significant effects for behavioral problems of age-4 cohort. Tables and figures are appended.
ED563041
Effects of Head Start Hours on Children's Cognitive, Pre-Academic, and Behavioral Outcomes: An Instrumental Variable Analysis
Society for Research on Educational Effectiveness
2013-00-00
14
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
53
ERIC
JAN2020
Yes
Grade 1
Elementary School Students
Elementary School Teachers
Pattern Recognition
Mathematics Instruction
Reading Instruction
Standardized Tests
Intervention
Social Studies
Control Groups
Experimental Groups
Comparative Analysis
Statistical Analysis
Oral Reading
Reading Tests
Kidd, Julie K.
Gadzichowski, K. Marinka
Gallington, Deb A.
Lopez, Claudia
Pasnak, Robert
Reports - Research
Virginia
Gray Oral Reading Test
Virginia
Gray Oral Reading Test
Society for Research on Educational Effectiveness (SREE)
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
In early elementary school in most English-speaking countries children are taught "patterning," which involves learning repetitive patterns of colors or shapes (e.g., red, blue, green, red, blue, green). The present study was designed to test the effectiveness of patterning instruction when compared to equal amounts of instruction in reading or mathematics, or social studies. Further, The effectiveness of using more complex patterns was also tested. The authors used: (1) symmetrical patterns--gray, blue, pink, pink, blue, gray; (2) patterns that had increasing numbers of one element--red, tan, red, tan, tan, red, tan, tan, tan; (3) arbitrary repeating patterns--white, green, black, brown, yellow, white; and (4) patterns that showed an object rotating through 6 or 8 positions. Results of the study indicate that this patterning instruction involved patterns that were more complex than those used in conventional patterning instruction; the instruction continued all year; and required individual mastery of each pattern before moving on to the next. A gain of even two months in grade equivalents has great practical significance to educators, and the patterning children often made gains much larger than that. In addition, long-term instruction on and mastery of increasingly complex patterns can lead to substantially improved performance on some standardized tests of reading and mathematics, but not all. Tables are appended.
ED563042
A Teacher-Friendly Method of Improving Reading and Mathematics
Society for Research on Educational Effectiveness
2013-00-00
14
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
14
ERIC
JAN2020
Yes
College Entrance Examinations
Mathematics Instruction
Algebra
Test Items
Test Bias
Standardized Tests
Correlation
Course Selection (Students)
Thinking Skills
Mathematics Skills
High School Students
Grade 11
Deng, Hui
Kobrin, Jennifer L.
Reports - Research
SAT (College Admission Test)
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Grade 11
This report describes the results of two studies designed to evaluate the impact of self-reported mathematics course-taking on performance on SAT mathematics questions measuring new content (Algebra II). A supplemental table and figure are appended.
ED563043
The Impact of Course-Taking on Performance on SAT® Items with Higher-Level Mathematics Content. Research Report No. 2006-8
College Board
2007-00-00
18
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
18
As Provided
JAN2020
Yes
Testing Accommodations
English Language Learners
State Policy
Board of Education Policy
Educational Legislation
Federal Legislation
Identification
Classification
Exit Examinations
High Schools
High Stakes Tests
Young, John W.
King, Teresa C.
Information Analyses
Reports - Evaluative
No Child Left Behind Act 2001
No Child Left Behind Act 2001
College Board
Educational Testing Service
English
High Schools
Secondary Education
This report is a review and summary of current information regarding test accommodations currently used in different states and districts for English language learners (ELL). Similarities and differences among states regarding ELL accommodation are documented. Five appendixes are included: (1) Accommodations Designated for ELLs in States' Policies, Classified by Traditional Accommodation Categories (Rivera et al., 2006); (2) Presentation Accommodations and Modifications for ELLs for States with High School Exit Exams; (3) Response, Timing, and Scheduling Accommodations and Modifications for ELLs for States with High School Exit Exams; (4) Setting and Other Accommodations and Modifications for ELLs for States with High School Exit Exams.; and (5) Sources for States' Accommodations Policies.
ED563044
Testing Accommodations for English Language Learners: A Review of State and District Policies. Research Report No. 2008-6. ETS RR-08-48
College Board
2008-00-00
21
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
10
As Provided
JAN2020
Yes
Early Childhood Education
Hands on Science
Science Instruction
Teaching Methods
Scientific Concepts
Concept Formation
Science Process Skills
Program Effectiveness
Preschool Children
Low Income Groups
At Risk Students
Instructional Effectiveness
Museums
Comparative Analysis
Control Groups
Experimental Groups
Brown, Judy A.
Greenfield, Daryl B.
Bell, Elizabeth
Juárez, Cheryl Lani
Myers, Ted
Nayfeld, Irena
Reports - Research
Florida
Florida
Society for Research on Educational Effectiveness (SREE)
English
Early Childhood Education
"ECHOS: Early Childhood Hands-On Science" was developed at the Miami Science Museum as a comprehensive set of science lessons sequenced to lead children toward a deeper understanding of science content and the use of science process skills. The purpose of the research is to determine whether use of the "ECHOS" model will increase the amount and quality of science teaching and learning in preschool programs serving low-income children. "ECHOS" is based on the conviction that teachers of children at risk of school failure need to be both content sources and facilitators of learning who deliberately structure the environment and provide explicit instruction on basic science concepts. Analyses at the end of the first year show preliminary evidence for the effectiveness of "ECHOS" on the quality of teacher's science instruction and on children's science skills. These positive preliminary results from a first year of the randomized controlled trial, and relatively high rates of teacher fidelity, indicate that "ECHOS" has demonstrated its potential to impact teacher practice and student outcomes. Tables are appended.
ED563045
ECHOS: Early Childhood Hands-On Science Efficacy Study
Society for Research on Educational Effectiveness
2013-00-00
Institute of Education Sciences (ED)
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
1
ERIC
JAN2020
Yes
Yes
Student Placement
Student Motivation
Correlation
Algebra
Mathematics Instruction
Mathematics Curriculum
Grade 8
Case Studies
Enrollment Trends
Surveys
Mathematics Achievement
Goal Orientation
Academic Achievement
Expectation
Self Efficacy
Task Analysis
Values
Predictor Variables
Intervention
Middle School Students
Simzar, Rahila
Domina, Thurston
Conley, AnneMarie
Tran, Cathy
Reports - Research
California
Patterns of Adaptive Learning Survey
California
Patterns of Adaptive Learning Survey
Society for Research on Educational Effectiveness (SREE)
English
Grade 8
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
A national initiative encourages STEM careers to prepare students to succeed in an increasingly competitive economy (National Research Council, 2011). The STEM pipeline is dependent on students' mathematics course-taking trajectories, which are determined once a student enrolls in his/her first Algebra course. Despite efforts to increase access to advanced math courses, there is a national decline in participation in these courses over the last two decades (Watt, Shapka, Morris, Durik, Keating, & Eccles, 2012). During the later high school years many students opt out of math-related disciplines (Meece, 2006). Student motivation predicts choice to "pursue" mathematics (Martin, Anderson, Bobis, Way, & Vellar, 2012), thus attending to student motivation is a necessary precursor to increasing the numbers of students choosing to pursue advanced mathematics learning. This case study uses the increasing eighth grade Algebra enrollment trends in an urban Californian school district to investigate motivational changes found between students selected into eighth grade Algebra with peers enrolled in other math courses referenced as General Mathematics. Using two waves of motivation survey data, we estimate motivational changes for eighth grade students beginning in the fall and ending in the spring. This research focuses on two questions: (1) How do achievement goals, expectancy, and task value change for eighth grade Algebra students compared with peers enrolled in General Mathematics courses? and (2) Do these motivational changes vary by mathematics achievement prior to Algebra course placement? Findings indicated that all students placed in Algebra, on average, experienced increases in maladaptive performance-avoid goals as compared with peers placed in General Mathematics. Average and low performing students placed in Algebra experienced decreases in performance-approach goals as compared with peers placed in General Mathematics. Furthermore, all students placed in Algebra experienced declines in both academic self-efficacy and task value as compared with peers placed in General Mathematics. Average and low achieving students experienced greater declines in self-efficacy and task value than high achieving peers in Algebra. Appended are: (1) Tables and figures; (2) Achievement Goal Scale Items; and (3) Expectancy Value Scale Items.
ED563046
Course Placement Influences on Student Motivation
Society for Research on Educational Effectiveness
2013-00-00
16
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
18
ERIC
JAN2020
Yes
Benchmarking
Knowledge Base for Teaching
Effect Size
Professional Development
Program Effectiveness
Pretests Posttests
Elementary School Teachers
Middle School Teachers
Research Design
Mathematics Education
Outcomes of Education
Questionnaires
Statistical Analysis
Randomized Controlled Trials
Phelps, Geoffrey
Jones, Nathan
Kelcey, Ben
Liu, Shuangshuang
Kisa, Zahid
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Growing interest in teaching quality and accountability has focused attention on the need for rigorous studies and evaluations of professional development (PD) programs. However, the study of PD has been hampered by a lack of suitable instruments. The authors present data from the Teacher Knowledge Assessment System (TKAS), which was designed to administer Learning Mathematics for Teaching (LMT) measures. TKAS is being widely adopted in the evaluation of PD programs with over 500 separate program administrations and 16,000 teachers representing every major region in the country. The purpose of the current study was to leverage the TKAS dataset to develop a set of empirical benchmarks of effect sizes for designing rigorous studies of teacher professional development programs. The research design consisted of two goals: (1) to investigate the average effect sizes of over 259 PD programs in math, paying specific attention to variation across programs and variation across outcome measures and (2) to leverage the extensive professional development questionnaire describing the enacted professional development interventions and teachers using data collected from surveys of teachers and program providers. In conclusion, the authors report that, though their findings were preliminary, they provide potentially important guidance for the design of group randomized trials using teacher knowledge as an outcome measure. Most notable about the findings is the variation of effects between and across outcomes, suggesting that researchers should consider the specific math outcome that is most relevant for their intervention. Two tables and one figure are appended.
ED563047
Developing Empirical Benchmarks of Teacher Knowledge Effect Sizes in Studies of Professional Development Effectiveness
Society for Research on Educational Effectiveness
2013-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
20
ERIC
JAN2020
Yes
Student Evaluation
Mathematics Instruction
Fractions
Intervention
Multiple Choice Tests
At Risk Students
Pilot Projects
Grade 5
Grade 6
Algebra
Elementary School Students
Mathematical Concepts
Teaching Methods
Difficulty Level
Program Descriptions
Educational Technology
Mathematics Tests
Course Content
Mendiburo, Maria
Williams, Laura
Henson, Robert
Hasselbring, Ted
Reports - Research
Tennessee
Tennessee
Society for Research on Educational Effectiveness (SREE)
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
Grade 6
The fact that research has shown that fractions are among the most difficult mathematical concepts for elementary school students to master (Behr, Harel, Post, & Lesh, 1992; Bezuk & Cramer, 1989; Moss & Case, 1999) provides a compelling motivation for research and innovation focused on improving the available assessment and instructional tools related to fractions concepts. To address students' deficiencies in learning fractions prior to beginning algebra, the researchers began an IES-funded development project called Helping At-risk students Learn Fractions (HALF). The project aims to develop and pilot test a complete, technology-based fractions intervention program. To date, the authors have created 243 multiple-choice assessment items that measure multiple aspects of the content domain of fractions and have completed four rounds of pilot testing these items. In this paper, they report findings from their pilot testing that contradicted the content framework they developed at the beginning of the HALF project. Using a sample of 880 fifth- and sixth-grade students drawn from 9 public and private school sites in Tennessee, they focused on determining whether the theoretical framework developed in the learning objectives is a good fit for the item data they have collected. Tables and figures are appended.
ED563048
Designing and Redesigning a Framework for Assessing Students' Understanding of Foundational Fractions Concepts
Society for Research on Educational Effectiveness
2013-00-00
13
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
20
ERIC
JAN2020
Yes
Student Surveys
Urban Schools
Public Schools
Charter Schools
Influences
Elementary School Students
Secondary School Students
Student Behavior
Academic Persistence
Student Attitudes
Learning Strategies
Interpersonal Competence
Test Construction
Farrington, Camille
Levenstein, Rachel
Nagaoka, Jenny
Reports - Research
Illinois
Colorado
California
Massachusetts
District of Columbia
Connecticut
New York
Pennsylvania
California
Colorado
Connecticut
District of Columbia
Illinois
Massachusetts
New York
Pennsylvania
Society for Research on Educational Effectiveness (SREE)
English
Elementary Secondary Education
Elementary Education
Secondary Education
The educational outcomes of low-income and racial/ethnic minority students suggest that there is a fundamental disconnect between contemporary schooling and the needs of students in urban schools. Most attempts to address these problems in K-12 schools have focused on increasing students' mastery of content knowledge and skills. While the evidence from interventions and other experimental research strongly supports the importance of academic mindsets and learning strategies to students' overall school performance, there is very little research on whether noncognitive factors are situated within students or are products of particular environments, the extent to which they transfer across contexts, or how teachers might intentionally build noncognitive factors as a regular part of their classroom practice. To that end, in collaboration with national and international substantive experts and expert practitioners, the authors are conducting the "Becoming Effective Learners" survey development project. The centerpiece of work in this project is the creation of a reliable and validated survey instrument for students in grades 6-12 to be made available for free noncommercial use by researchers and practitioners for purposes of basic research and formative/ diagnostic assessment. Eleven neighborhood schools and 11 charter schools in Chicago Public Schools (CPS) participated in Round 1 of the pilot study. Current analysis is ongoing and will conclude by coming mid-summer to allow researchers and practitioners to better focus their efforts on the practices and interventions that promote noncognitive factors and move this interest in noncognitive factors into something truly useful for improving educational achievement and attainment. One table and one figure are appended.
ED563049
"Becoming Effective Learners" Survey Development Project
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
4
ERIC
JAN2020
Yes
College Entrance Examinations
College Readiness
Measurement
Progress Monitoring
High School Students
Scores
Grade Point Average
Student Characteristics
College Preparation
Gender Differences
Racial Differences
School Districts
Geographic Location
Benchmarking
Educational Quality
Academic Standards
Difficulty Level
Wiley, Andrew
Wyatt, Jeffrey
Camara, Wayne J.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This report presents a methodology for the measurement and tracking of the college readiness level of high school students who are engaged in the college admission process. The proposed index uses the three distinct hurdles of SAT scores, high school GPA and a newly developed measure of academic rigor. Appendix A contains tables and numerical statistics. Appendix B presents the following (1) Percentage of Students Who Are College Ready by Individual Components; (2) Percentage of the Population and the Sample Who Are College Ready, by SAT Scores; (3) Percentage of the Population and the Sample Who Are College Ready, by HSGPA; and (4) Percentage of the Population and the Sample Who Are College Ready, by Academic Rigor (ARI).
ED563050
The Development of a Multidimensional College Readiness Index. Research Report 2010-3
College Board
2011-00-00
48
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
60
As Provided
JAN2020
ED556748
ED555627
Yes
Control Groups
Experimental Groups
Educational Research
Data Analysis
Outcomes of Treatment
Error Patterns
Statistical Analysis
Maximum Likelihood Statistics
Computation
Youth Programs
Disadvantaged Youth
Vocational Education
Adolescents
Young Adults
Student Surveys
Teacher Surveys
Student Records
Equations (Mathematics)
Regression (Statistics)
Models
Randomized Controlled Trials
Schochet, Peter Z.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
In randomized control trials (RCTs) of educational interventions, there is a growing literature on impact estimation methods to adjust for missing student outcome data using such methods as multiple imputation, the construction of nonresponse weights, casewise deletion, and maximum likelihood methods (see, for example, Allison, 2002; Graham, 2009; Peugh & Enders, 2004; Puma, Olsen, Bell & Price, 2009; Schafer & Graham, 2002). Much less attention, however, has been devoted in education RCTs to developing statistical methods to adjust for the systematic misreporting of student outcome data for those with nonmissing data. Without appropriate adjustments, misreporting could lead to biased impact estimates, which could be exacerbated if the intervention leads to treatment-control differences in misreporting rates and the composition of students with misreported data. Misreporting could also affect the variance of the estimated impacts, and hence, significance levels from statistical hypothesis tests of intervention effects. This article develops a parametric statistical framework to test and adjust for the misreporting of binary outcomes in the estimation of average treatment effects (ATEs) for school-based RCTs. The author considers a realistic scenario where it is assumed that binary outcomes on sensitive topics can be misreported for students with truly undesirable outcomes, but not for those with truly desirable outcomes. A latent index framework is employed where misreporting and binary outcome decision processes are modeled using available baseline data and normality assumptions about model error terms. This approach yields a "double hurdle" random effects probit model that can be estimated separately for treatments and controls. The article discusses quasi-Newton ML methods for obtaining consistent estimates of the unobserved misreporting rates, the ATEs on the considered binary outcomes, and standard errors of the estimates that are not contaminated by misreporting. The article also discusses how the approach can be applied to continuous outcomes and to nonclustered, student-level RCT designs
ED563051
A Statistical Model for Misreported Binary Outcomes in Clustered RCTs of Education Interventions
Society for Research on Educational Effectiveness
2013-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
42
ERIC
JAN2020
Yes
Matched Groups
Intervention
Randomized Controlled Trials
Elementary Schools
Elementary School Students
Data Analysis
Regression (Statistics)
Comparative Analysis
Computation
Benchmarking
Statistical Bias
Hallberg, Kelly
Cook, Thomas D.
Figlio, David
Reports - Research
Indiana
Florida
Florida
Indiana
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
The goal of this paper is to provide guidance for applied education researchers in using multi-level data to study the effects of interventions implemented at the school level. Two primary approaches are currently employed in observational studies of the effect of school-level interventions. One approach employs intact school matching: matching schools that are implementing the treatment to schools not implementing the treatment that are similar in observable characteristics. An alternative approach disregards the clustered data structure and matches students in the treatment schools to students in any non-treated school. This approach essentially creates a synthetic comparison school for each treatment school composed of non-treated students that look like students in the treatment school regardless of what school these students attend. A primary purpose of this paper is to examine which approach performs better in practice. A related goal is to explore which of several variations of each strategy works best. With intact school matching, one can address any residual imbalance through regression adjustment or individual student matches that occur within a given school match. When matching at the student level to create synthetic groups, one can either match on student-level characteristics alone or also include school-level characteristics attributed to the individual. A secondary goal of this paper is to examine the relative performance of each of these approaches within the broader strategy of matching intact schools or individual students. Tables and figures are appended.
ED563052
Empirically Examining the Performance of Approaches to Multi-Level Matching to Study the Effect of School-Level Interventions
Society for Research on Educational Effectiveness
2013-00-00
Researchers
19
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
22
ERIC
JAN2020
Yes
Individualized Instruction
Middle School Students
Grade 8
Algebra
Mathematics Instruction
Intelligent Tutoring Systems
Concept Formation
Problem Solving
Error Correction
Booth, Julie L.
Koedinger, Kenneth R.
Newton, Kristie J.
Lange, Karin E.
Reports - Research
United States (Midwest)
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Grade 8
Elementary Education
A plethora of laboratory studies have shown that including the study of worked examples during problem-solving practice improves learning (Sweller, 1999; Sweller & Cooper, 1985). While most worked-example research focuses on the use of correct examples, recent work suggests that asking children to explain a combination of correct and incorrect examples can be even more effective (e.g., Siegler & Chen, 2008). The combination of correct and incorrect examples has been shown to lead to improvements in both conceptual understanding and procedural skill in Algebra compared with procedural practice alone (Booth et al., in revision). It seems clear that both types of support are necessary, but what if extra support for knowledge construction is achieved through other types of innovative classroom practice? In that case, would it still be optimal to provide a combination of correct and incorrect examples, or would providing incorrect examples alone suffice for improving student learning? In the present study, the researchers test the contribution of correct vs. incorrect examples in the context of such support for knowledge construction--guided problem-solving practice with the Cognitive Tutor, a self-paced intelligent tutor system which provides students with feedback and hints as they practice (Koedinger, Anderson, Hadley, & Mark, 1997). Sixty-four eighth-grade Algebra I students (29 females, 35 males) at a mid-western middle school participated. This study was the first to test whether a combination of correct and incorrect examples is more beneficial than incorrect examples alone. The study's findings suggest that receiving incorrect examples can be beneficial regardless of whether it is paired with correct examples. This finding is especially important to note because when examples are used in classrooms and in textbooks, they are most frequently correctly solved examples. One figure is appended.
ED563053
Differentiating Instruction: Providing the Right Kinds of Worked Examples for Individual Students
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
14
ERIC
JAN2020
Yes
Educational Legislation
Federal Legislation
Academic Achievement
Correlation
Educational Practices
Teacher Background
Teacher Characteristics
Structural Equation Models
Longitudinal Studies
Surveys
Children
Pedagogical Content Knowledge
Kindergarten
Young Children
Intervention
Mathematics Achievement
Factor Analysis
Predictor Variables
Park, So Jung
Reports - Research
No Child Left Behind Act 2001
Early Childhood Longitudinal Survey
No Child Left Behind Act 2001
Early Childhood Longitudinal Survey
Society for Research on Educational Effectiveness (SREE)
English
Kindergarten
Primary Education
Early Childhood Education
In 2002, the No Child Left Behind Act (NCLB) called for "highly qualified" teachers in every classroom in order to increase student outcome and provide equitable learning opportunities to all students including poor and minority students. content and pedagogical knowledge before they come into the classrooms. However, research evidence suggests that the relationship between teachers' background characteristics and student achievement is still tenuous and mixed (Darling-Hammond and Youngs, 2002). Moreover, it is hard to interpret these mixed results because the mechanism by which teacher qualifications influence student achievement remains unknown. In spite of much research on the relationship between instructional practices and student outcome, not many of them consider instructional practices as a mediator between teacher background characteristics and student achievement. Using structural equation modeling (SEM) and the National Center for Educational Statistics's Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999 (ECLS-K), the author examined direct and indirect effects of teacher background characteristics on student achievement. Indirect effect is used to describe the teacher's effects on student achievement mediated by various instructional practices. Assuming that teachers acquire the content and pedagogical knowledge from prior educational or teaching experiences, the indirect effect can show how the "knowledge" of what to teach and how to teach is connected to the "practices" of what to teach and how to teach. With this approach, the total effects of teacher quality on student achievement would be substantially less obscure. Three tables and one figure are appended.
ED563054
Do Highly Qualified Teachers Use More Effective Instructional Practices than Other Teachers: The Mediating Effect of Instructional Practices
Society for Research on Educational Effectiveness
2013-00-00
13
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
12
ERIC
JAN2020
Yes
Foreign Countries
Economically Disadvantaged
Counseling
Rural Areas
Poverty Areas
Dropouts
Outcomes of Education
High Schools
Admission Criteria
Academic Achievement
Career Planning
Grade 7
Junior High School Students
Education Work Relationship
Access to Information
Randomized Controlled Trials
Student Surveys
Teacher Surveys
Administrator Surveys
Loyalka, Prashant
Liu, Chengfang
Song, Yingquan
Yi, Hongmei
Huang, Xiaoting
Wei, Jianguo
Zhang, Linxiu
Shi, Yaojiang
Chu, James
Rozelle, Scott
Reports - Research
China
China
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
Grade 7
Junior High Schools
Middle Schools
Elementary Education
To sustain its economic growth in the coming years, China will have to increase the country's supply of skilled labor by enabling its workforce to attain to higher levels of formal education. Unfortunately, when children in poor, rural areas today grow up, they may not be able to enjoy China's future economic prosperity because of their low levels of education. Credit constraints combined with the high cost of attending school can induce students from economically disadvantaged households to prematurely leave school (Banerjee et al., 2000). Even when schooling is free, there may be high opportunity costs of going to school (Angrist and Lavy, 2009). The highly competitive nature of education systems in many developing countries can also discourage students in poor, rural areas from continuing their education (Glewwe and Kremer, 2006; Clarke et al., 2000). Misinformation about the returns to schooling is another important, but less researched, factor that may undermine the likelihood that students continue school. However, this may only be part of the problem. There may be a number of other constraints. First, even if students understand that there are high returns to high school, they may not know how to prepare for high school, i.e., entrance requirements and which types of high schools are available. Second, beyond economic returns, students may not see the links among their own interests and aptitudes, going to high school and the careers options available to them. The term "career planning skills" is used here to refer to the knowledge about how to attend high school (requirements, options, planning, etc.) and the awareness of the links among one's own interests and aptitudes, high school and future career options. The main purpose of this study is to measure the impact of offering information or teaching career planning skills on dropout, academic achievement, and plans to go to high school among grade 7 students in poor, rural areas in China. Results from the study suggest that information and counseling have negligible to quite small impacts on the outcomes of the average junior high school student in poor, rural areas.
ED563055
Can Information and Counseling Help Students from Poor Rural Areas Go to High School? Evidence from China
Society for Research on Educational Effectiveness
2013-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
42
ERIC
JAN2020
Yes
Dialects
Language Tests
Comparative Analysis
Diagnostic Tests
Elementary School Students
Grade 2
Grade 3
Grade 4
Poverty
Economically Disadvantaged
Lunch Programs
Eligibility
Student Diversity
Oral Language
Control Groups
Experimental Groups
Intervention
Writing Assignments
Multivariate Analysis
Black Dialects
North American English
Thomas-Tate, Shurita
Connor, Carol McDonald
Johnson, Lakeisha
Reports - Research
Florida
Florida
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 2
Primary Education
Early Childhood Education
Grade 3
Grade 4
Intermediate Grades
Reading comprehension, defined as the active extraction and construction of meaning from all kinds of text, requires children to fluently decode and understand what they are reading. Basic processes underlying reading comprehension are complex and call on the oral language system and a conscious understanding of this system, i.e., metalinguistic awareness, at all levels from semantic and morpho-syntactic to pragmatic awareness. Higher order meta-cognitive skills also appear to contribute to comprehension. Thus there is emerging research for what is being called the usual suspects. These include semantic knowledge and vocabulary, comprehension strategy use, awareness of text structure, background knowledge, and self-regulation, including attention among others. Even with the usual suspects, however, there is much to be learned. For example, the association between use of non-mainstream American English (NMAE), such as African American English, and literacy has been documented in correlational research but it is not clear that there is a causal association. Indeed, recent research suggests that it is not NMAE use per se that is related to reading but rather the use of MAE rather than NMAE in contexts where it is expected, such as school. New findings suggest that those students who continue to use NMAE in situations that expect the use of School English (i.e., MAE), such as writing tasks, past second grade are at serious risk for reading underachievement. This design study was designed to test whether second through fourth graders could be taught to use School English (i.e., MAE) rather than Home English (NMAE) when writing (a context where School English is expected), and whether there was an advantage to providing an explicit focus on the contrasts between Home English and School English. The design experiment was conducted at schools in North Florida where at least 50% of the students qualified for the US Free and Reduced Lunch program, a frequently used marker of family poverty. The schools were also racially and ethnically diverse. Second through fourth grade students (n = 116) who used at least one feature of NMAE on the Diagnostic Evaluation of Language Variation Screener (DELV-S) part one, an oral language assessment, or in a written narrative participated in the study. For this design experiment, the authors developed a short 4-week intervention. Two important findings emerged from this study: First dialect shifting is malleable. Overall, students in both treatment conditions demonstrated greater knowledge and use of three MAE/NMAE contrastive features in written tasks than students in the control group. Second, explicitly contrasting home and school language enhanced dialect-shifting instruction. Students in the Dialect Awareness treatment group had significantly better outcomes on all post-intervention measures than either the editing-only treatment group or the control. Figures are appended.
ED563056
Design Experiments: Developing and Testing an Intervention for Elementary School-Age Students Who Use Non-Mainstream American English Dialects
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
12
ERIC
JAN2020
Yes
Arithmetic
Algebra
Mathematics Skills
Cognitive Processes
Predictor Variables
Mathematics Achievement
Secondary School Mathematics
Middle School Students
Mathematics Instruction
Quasiexperimental Design
Mathematics Tests
Statistical Analysis
Mathematical Concepts
Vocabulary
Short Term Memory
Cirino, Paul T.
Tolar, Tammy D.
Fuchs, Lynn S.
Reports - Research
Texas
Tennessee
Tennessee
Texas
Society for Research on Educational Effectiveness (SREE)
English
Secondary Education
Middle Schools
Junior High Schools
Grade 6
Intermediate Grades
Elementary Education
Algebra is a prerequisite for access to STEM careers and occupational success (NMAP, 2008a), yet algebra is difficult for students through high school (US DOE, 2008). Growth in children's conceptual and procedural arithmetical knowledge is reciprocal, although conceptual knowledge has more impact on procedural knowledge than the reverse (Rittle-Johnson & Alibali, 1999; Rittle-Johnson et al., 2001). However, research produce a complete picture of whether and how algebra procedural skill and conceptual knowledge are distinct versus related. Arithmetic skills are likely strongly related to algebra, and cognitive processes influence algebra directly or indirectly through arithmetic. Relations between cognition and arithmetic are more established relative to what is known about how either influence algebra. The broad purpose is to identify skills important for algebra with the ultimate goal of improving algebra preparedness. This presentation focuses on 3 inter-related components: (a) predictors of procedural and conceptual algebra performance (School Algebra); (b) predictors of algebraic precursor skills such as arithmetic concepts, fractions, and proportional reasoning (Skills); and (c) experimental manipulation of procedural and conceptual algebraic skill (Experimental). The studies took place in diverse intermediate/middle schools in Texas and Tennessee. This group of studies sought to identify cognitive concomitants of arithmetic, as well as cognitive and arithmetic predictors of algebra, and to examine the manipulation of procedural and conceptual instruction. Cognitive predictors of arithmetic in Grade 6 include language (vocabulary), line estimation, magnitude estimation (symbolic and nonsymbolic), and working memory. The dominant predictors were clearly line estimation and symbolic magnitude estimation. Both involve identification and mapping of symbolic information, quickly, which is consistent with the nature of written arithmetic, as well as the timed nature of many of these measures. For the Algebra study, vocabulary was a significant cognitive contributor to algebra skills, but remained so even when arithmetic predictors were included. Arithmetic concepts and fractions were dominant arithmetic predictors. Even when pretest performance was included, the same pattern of predictive variables remained relevant. For the Experimental study, results suggest that procedural and conceptual knowledge are partially separable. Students may acquire procedural knowledge without conceptual knowledge, but may not necessarily acquire conceptual knowledge without also acquiring some procedural knowledge. However, the evidence also suggests that the order in which students receive procedural and conceptual instruction (i.e., all procedural followed by all conceptual, all conceptual followed by all procedural, or procedural and conceptual together) does not affect the overall procedural or conceptual learning. Tables and figures are appended.
ED563057
Arithmetic and Cognitive Contributions to Algebra
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
22
ERIC
JAN2020
Yes
Outcome Measures
Ambiguity (Context)
Randomized Controlled Trials
Reading Programs
After School Programs
Comparative Analysis
Program Effectiveness
Elementary School Students
Intermediate Grades
Program Implementation
Program Design
Data Interpretation
Replication (Evaluation)
Hartry, Ardice
Reports - Research
United States (East)
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Intermediate Grades
This paper considers one challenge from recent emphasis on rigorous research for decision-making in education: the interpretation of non-replicated findings. Under Clinton and Bush, the federal government called for and funded highly rigorous research. The "gold-standard" for research was randomized-control trials (RCTs), which supposedly offered clear answers about program efficacy. Such clear answers were meant to be used by stakeholders in making decisions about adopting programs. During 2005-2008, the authors conducted an RCT meant to measure the impact of a reading program in the afterschool setting, with the goal of comparing the effectiveness of that program with regular school offerings. The study covered three school years, with slight variations in both the delivery of the intervention and the design of the research, resulting in three essentially discrete studies conducted within a single school district. The authors hoped by replicating the study in one context, they would be able to draw conclusions about the effectiveness of the reading program. This paper, therefore, addresses the following questions: (1) How may contradictory findings be used in program design and implementation? (2) How may the conversation among practitioners, policymakers and researchers be expanded to acknowledge both consistency and contradictions in robust research studies? and (3) How may we better communicate what contradictory findings suggest about practice and program development to practitioners?
ED563058
Communicating to Policymakers: What to Do with Ambiguous Results from Three Impact Studies of the Same Education Program
Society for Research on Educational Effectiveness
2013-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
Elementary School Teachers
Teaching Methods
Educational Practices
Formative Evaluation
Comparative Analysis
Researchers
Evidence
Program Effectiveness
Randomized Controlled Trials
Grade 2
Grade 5
Control Groups
Experimental Groups
Small Group Instruction
Individualized Instruction
Mathematics Instruction
Difficulty Level
Grouping (Instructional Purposes)
Elementary School Students
Performance
Chojnacki, Gregory
Eno, Jared
Liu, Feng
Meyers, Coby
Konstantopoulos, Spyros
Miller, Shazia
van der Ploeg, Arie
Reports - Research
Indiana
Indiana
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 2
Primary Education
Early Childhood Education
Grade 5
Intermediate Grades
Middle Schools
Recent work that has examined the impact of what are variously called periodic, interim, benchmark, or diagnostic assessments, typically administered three or four times during a school year, has produced mixed findings. For instance, one study reported small significant effects in mathematics in grades 3-8, but not in reading (Carlson et al., 2011). Other research however, has reported significant effects on both mathematics and reading (Slavin et al., 2011). Finally, a very recent study found no effects on reading achievement in grades 4-5 (Cordray et al., 2012). This study compares instructional practices of teachers in schools that were randomly assigned to receive an interim assessment tool with those of teachers in schools that did not receive the tool. Using rich data collected at 16 time points during the school year, the authors study teachers' self-reported instructional practices to determine whether teachers with access to an interim assessment tool alter each of three facets of instructional practice--scope and sequence of content coverage, instructional level, and instructional grouping--more than those without the tool. The research questions are: (1) Do teachers with access to the interim assessment change the scope and sequence of content, and/or vary instructional difficulty level and grouping methods more than those without? (2) Do variations in these teacher practices respond to variations in student Acuity performance? Researchers employ treatment vs. control comparisons to explore whether teachers with the interim assessment intervention engage in expected instructional practices more than those without it. Results are reported from rich data on teacher instructional practices generated at sixteen intervals by teachers with and without access to a specific interim assessment tool. Estimates provide no strong evidence that teachers change the instructional practices measured here in response to Acuity performance data. One possible reason for these findings is that Acuity is not a unique intervention, and a significant number of control teachers reported using other interim assessment tools. Another possible explanation for these results is that the relatively small sample of teachers completing checklists harms the study's power. Finally, these results pertain to the first year of the intervention, when teachers are likely still learning how to use the assessment tool and integrate it into their instructional practice. Future research should explore the hypothesis that impacts on teacher practice grow over time as teachers learn to use the assessment tool. Tables and figures are appended.
ED563059
Do Interim Assessments Influence Instructional Practice in Year One? Evidence from Indiana Elementary School Teachers
Society for Research on Educational Effectiveness
2013-00-00
Institute of Education Sciences (ED)
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
R305E090005
Yes
Mathematics Instruction
Teaching Methods
Assignments
Control Groups
Mathematics Teachers
Middle School Students
Grade 7
Middle School Teachers
Mathematics Tests
Instructional Effectiveness
Problem Solving
Rohrer, Doug
Dedrick, Robert F.
Burgess, Kaleena
Reports - Research
Florida
Florida
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Grade 7
Elementary Education
In a typical mathematics course, the material is divided into many lessons, and each lesson is followed by an assignment consisting of practice problems. Most commonly, each assignment consists solely of problems on the preceding lesson. For example, a lesson on ratios might be followed by an assignment with 12 problems on ratios. In other words, problems of the same kind are arranged in blocks. In this study, "blocked assignments" served as the control. In an alternative approach that is the intervention of interest, problems within the course are rearranged so that most of the problems within each assignment are based on previous lessons and arranged in an "interleaved" order. For example, after a lesson on ratios, an interleaved assignment might include a small block of four ratio problems and one problem from each of eight previous lessons. The remaining eight ratio problems are distributed across future assignments. Researchers conducted the study at a large public middle school in Tampa, Florida. Three middle school mathematics teachers and 140 of their seventh grade students participated. Students received 10 assignments over an 8-week period. All students received the same practice problems, but the problems were rearranged to produce two versions of each assignment. Across all assignments, students received 12 problems on each of four different kinds of problems. The study used a counterbalanced crossover design. For each assignment, researchers provided teachers with a slide presentation with solved examples and solutions to each problem. Teachers presented the examples before distributing the assignment. On the following school day, teachers presented the solutions while encouraging students to make any necessary corrections to their own solutions, and then collected the assignments. Within two days of each assignment's due date, at least one of the authors visited the school and scored the assignments. The Final Test was given to students during their regular classroom period and proctored by both the teacher and one author. Final test scores revealed that interleaved assignments were nearly twice as effective as blocked assignments. This finding suggests that interleaved mathematics assignments might be feasible and effective. This intervention could be implemented at all levels of mathematics instruction, and creators of mathematics texts and other instructional media can provide interleaved practice by simply rearranging practice problems.
ED563060
An Efficacy Study of Interleaved Mathematics Practice. Revised
Society for Research on Educational Effectiveness
2013-00-00
4
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
14
ERIC
JAN2020
Yes
Research Design
Effect Size
Intervention
Statistical Analysis
Meta Analysis
Hypothesis Testing
Regression (Statistics)
Markov Processes
Monte Carlo Methods
Comparative Analysis
Bayesian Statistics
Models
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
One of the vexing problems in the analysis of SSD is in the assessment of the effect of intervention. Serial dependence notwithstanding, the linear model approach that has been advanced involves, in general, the fitting of regression lines (or curves) to the set of observations within each phase of the design and comparing the parameters of these lines (or curves). In the simplest case of an AB design, this involves fitting a regression lines to the observations in phases A and B and comparing the slopes and intercepts. In the event the slope is zero in the two phases, the comparison reduces to the comparison of the means or levels. If there is a trend but the slope is the same in the two phases, then the adjusted means (levels) are compared. A problem arises if the levels and the trends in the two phases are different. In this case the intercepts and slopes are compared across the phases. While statistically such comparisons are not problematic, the interpretations of treatment effects that arise from these comparisons are not intuitive. A "combination" of the slope and intercept parameters that yields a single measure of treatment effect could be more meaningful. Such a measure of treatment effect yields, in turn, an effect size that can be readily computed and interpreted. To this end, the study deals with: (1) Development of a measure of the effect of intervention which leads to an effect size measure; and (2) Development of statistical procedures for assessing intervention effects that take into account the serial dependence in single-subject designs. The statistical procedure described here that includes a definition of treatment effect and consequently an effect size provides a viable method for the analysis of single-subject designs. The advantage of the procedure outlined here is that a single measure of treatment effect and consequently a single effect size measure is available when there is both a level change and trend change in the phases.
ED563061
Effect Size Measure and Analysis of Single Subject Designs
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
49
ERIC
JAN2020
Yes
Reading Strategies
Intervention
Reading Comprehension
Randomized Controlled Trials
Program Effectiveness
Grade 7
Grade 8
Replication (Evaluation)
Middle School Students
Middle School Teachers
Experienced Teachers
Comparative Analysis
Correlation
Language Arts
English Instruction
Pretests Posttests
Student Characteristics
Fidelity
Factor Analysis
Reading Tests
Statistical Analysis
Reading Instruction
Vaughn, Sharon
Roberts, Greg
Reutebuch, Colleen
Reports - Research
Texas
Colorado
Gates MacGinitie Reading Tests
Colorado
Texas
Gates MacGinitie Reading Tests
Society for Research on Educational Effectiveness (SREE)
English
Grade 7
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Grade 8
Collaborative Strategic Reading (CSR) is a multicomponent reading intervention aimed at improving students' text comprehension. Two 1-year randomized controlled trials were conducted to determine the efficacy of CSR with seventh and eighth grade students. The Year 2 replication study was identical to the original Year 1 study except that the student sample was different and the teachers were more experienced in the Year 2 study since the same teachers taught during both years of the study. The primary research question for the replication study was to determine the efficacy of CSR on middle school students' reading comprehension when taught by relatively experienced teachers (year 2), and to contrast the impacts to those obtained when similar middle school students were taught by inexperienced CSR teachers (year 1). This study incorporated fidelity into multilevel analyses in order to more fully explore and document the relationship between implementation of CSR strategies by experienced teachers and middle school students' reading comprehension. This study was conducted in 6 middle schools in 3 school districts (two near urban and one urban) in Texas and Colorado that reflected a diverse student population who were provided daily English/language arts/reading instruction. Twelve teachers and 48 classes (treatment = 26, control = 22) participated during Year 2. Students in this study were two separate cohorts of seventh and eighth graders enrolled in English/language arts/reading classes. Researchers conducted a randomized control trial at two sites for both studies. The same set of pretest and posttest measures were administered prior to treatment and immediately following treatment for both. The reading achievement battery included the TOWRE, the Test of Silent Reading Efficiency and Comprehension (TOSREC), Test of Sentence Reading Efficiency (TOSRE), AIMSweb Maze passages for 7th and 8th Grades, and the Gates-MacGinitie Reading Test. Researchers also collected data on student characteristics (e.g., language and special education status, age, gender, ethnicity, reading proficiency) to examine comparability of groups. For quantitative analyses, multilevel modeling in Mplus 5.1 was used to estimate the effects of treatment and the moderating influence of important covariates. For fidelity analysis in Year 2, confirmatory factor analysis with categorical indicators was used to estimate factors related to fidelity and spillover, and the mediating effect of implementation was evaluated. The Year 2 trial results suggest that implementation was high in the treatment conditions and relatively low in the comparisons. Findings also indicate that implementation was consistent across program elements; treatment conditions had high implementation of all program elements, on average. These findings represent a model for replicating effective intervention in the context of evaluating the relative contribution of its respective components.
ED563062
Collaborative Strategic Reading: Replications with Consideration of the Role of Fidelity
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
19
ERIC
JAN2020
Yes
Vocabulary Development
Reading Comprehension
Grade 3
Grade 4
Grade 5
Elementary School Students
Models
Learning Strategies
Intervention
Elementary School Teachers
Instructional Effectiveness
Learner Engagement
Semantics
Achievement Tests
Standardized Tests
Control Groups
Experimental Groups
Comparative Analysis
Fidelity
Program Implementation
Pretests Posttests
Vitale, Michael R.
Romance, Nancy R.
Reports - Research
Florida
Iowa Tests of Basic Skills
Florida
Iowa Tests of Basic Skills
Society for Research on Educational Effectiveness (SREE)
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
A variety of research has pointed to the interdependent linkage among vocabulary knowledge, reading comprehension, and level of literacy. With this point in mind, the present study addressed the question of whether student vocabulary acquisition could be accelerated by using a multi-part, semantic word-family-oriented learning strategy to inductively expand vocabulary taught directly. The study was implemented in a large, highly diverse school system in southeastern Florida. The instructional intervention was implemented on a school-wide basis in grades 3-4-5 during an 18 week period in the school year. Observation of classroom implementation averaging 3.4 visits per teacher found the intervention easy to implement by teachers and the project-developed, story-specific vocabulary guides to be effective. Demonstrating the effect of the intervention on reading as well as on vocabulary was an important finding of the present study because engaging students in the inductive vocabulary intervention implicitly required them to focus attention on comprehension of each story. Tables and figures are appended.
ED563063
Accelerating Vocabulary Development and Reading Comprehension in Grades 3-4-5 through an Inductive Vocabulary Model
Society for Research on Educational Effectiveness
2013-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
33
ERIC
JAN2020
Yes
Middle School Students
Secondary School Teachers
Faculty Development
Inquiry
Science Instruction
Marine Education
Pedagogical Content Knowledge
Scientists
Self Efficacy
Questionnaires
Middle School Teachers
Teacher Surveys
Student Surveys
Program Effectiveness
Reflection
Personal Narratives
Intervention
Pretests Posttests
Qualitative Research
Seraphin, Kanesa Duncan
Philippoff, Joanna
Harrison, George
Brandon, Paul
Reports - Research
Hawaii
Hawaii
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
These authors are in the process of completing the development and evaluation of a series of professional development (PD) modules consisting of in-person trainings coupled with online learning support. The PD is grounded in the Teaching Science as Inquiry (TSI) pedagogical framework, which is centered on learning through authentic application of knowledge and skills. The purpose of the TSI Aquatic PD module series is to increase teachers' content knowledge in aquatic science disciplines and to improve teachers' (1) understanding of scientific inquiry; (2) pedagogical content knowledge needed to create classrooms that function as a community of scientists; and (e) self-efficacy in using TSI pedagogy. In July 2013 the authors will have conducted five PD cohorts, with 62 teachers and four teacher-leaders completing the program. The course begins with an introductory meeting, followed by the four modules. The four modules total more than 88 contact hours spread throughout the academic year. The authors administered teacher and student questionnaires and assessments at the beginning of the academic year, before the first PD workshop, and at the end of the academic year, after the final PD workshop. Preliminary findings suggest that the TSI Aquatic PD has positive, significant effects on teachers' and students' scientific process knowledge. Qualitative analyses of teacher reflections and narratives also suggest that explicit instruction in metacognitive strategies to teachers and their students has increased the ability of both groups to become more aware of their observations, decisions, and thought processes needed to do and understand science. Tables and figures are appended.
ED563064
Effects of the Teaching Science as Inquiry (TSI) Aquatic Professional Development Course for Middle- and High-School Teachers
Society for Research on Educational Effectiveness
2013-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
16
ERIC
JAN2020
Yes
Teacher Evaluation
Evaluation Methods
Mediation Theory
Program Effectiveness
Professional Development
Teacher Education Programs
Observation
Measurement
Classroom Observation Techniques
Scoring Rubrics
Regression (Statistics)
Program Evaluation
Lazarev, Valeriy
Newman, Denis
Grossman, Pam
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Efficacy studies of educational programs often involve mediator analyses aimed at testing empirically appropriate theories of action. In particular, in the studies of professional teacher development programs, the intervention targets presumably teacher performance while the ultimate outcome is the student achievement measured by a standardized test. The main objective of this study is to develop a methodology for creating an optimal aggregate teacher performance metric from domain scores for use as mediators in the analyses of student outcomes. The authors use one particular observation rubric, PLATO, to answer the question of how an aggregate teacher performance metric can be constructed from domain scores that would be best aligned with a selected measure of student achievement. The preliminary analysis determined that only three out of six domains of PLATO used in the study were significantly associated with the value-added measure of student achievement. Of the three significant domains, two had linear relationship with the value added. For the only domain with non-linear relationship, log transformation appeared to be sufficient to linearize the relationship. A figure is appended.
ED563065
Developing an Aggregate Metric of Teaching Practice for Use in Mediator Analysis
Society for Research on Educational Effectiveness
2013-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Bayesian Statistics
Models
Probability
Monte Carlo Methods
Markov Processes
Longitudinal Studies
Surveys
Children
Kindergarten
Grade 1
Attendance
Kaplan, David
Chen, Jianshen
Reports - Research
Early Childhood Longitudinal Survey
Early Childhood Longitudinal Survey
Society for Research on Educational Effectiveness (SREE)
English
Kindergarten
Primary Education
Early Childhood Education
Grade 1
Elementary Education
The purpose of this study is to explore Bayesian model averaging in the propensity score context. Previous research on Bayesian propensity score analysis does not take into account model uncertainty. In this regard, an internally consistent Bayesian framework for model building and estimation must also account for model uncertainty. The significance of the current study is that it directly addresses the problem of uncertainty in propensity score models via the method of Bayesian model averaging (BMA). The usefulness of the proposed method is that it provides the investigator a way to incorporate prior knowledge regarding the relationship between the covariates and treatment selection (via the Kaplan and Chen, 2012 approach) while at the same time acknowledging model uncertainty via Bayesian model averaging. This paper provides a fully Bayesian MCMC methodology to obtain propensity score and treatment effect estimates, as well as R code to conduct such an analysis. Research design utilizes a combination of simulation studies and real data analysis. The simulation study examines the choice of parameter and model priors. The real data example examines a model relating full vs. part-day kindergarten attendance on achievement outcomes for first grade student using the ECLS-K. Preliminary findings suggest that the fully MCMC algorithm for Bayesian model averaging within the PSA framework provides accurate expected a posteriori estimates of the treatment effect. An appendix provides additional information on the two-step Bayesian PSA model, Bayesian model averaging, and computational considerations.
ED563066
Bayesian Model Averaging for Propensity Score Analysis
Society for Research on Educational Effectiveness
2013-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
17
ERIC
JAN2020
Yes
Mathematics Instruction
Algebra
Mathematics Achievement
High School Freshmen
Intervention
Urban Schools
Low Income Students
Grade 9
Grade 8
Achievement Tests
Standardized Tests
African American Students
Hispanic American Students
Longitudinal Studies
Program Effectiveness
Statistical Significance
Comparative Analysis
Grades (Scholastic)
Scores
Cohort Analysis
High School Graduates
College Admission
Educational Attainment
Cortes, Kalena
Goodman, Joshua
Nomi, Takako
Reports - Research
Illinois
Iowa Tests of Basic Skills
Illinois
Iowa Tests of Basic Skills
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
Grade 9
Junior High Schools
Middle Schools
Grade 8
Elementary Education
Higher Education
Postsecondary Education
The purpose of this research is to study the long-run impacts (i.e. on educational attainment) of a freshman math intervention called "double-dose algebra". The intervention was conducted in 2003 and 2004 within the Chicago Public Schools (CPS), a large, poor urban school district. In response to low passing rates in 9th grade algebra, CPS launched the double-dose algebra policy for students entering high school in the fall of 2003. Instead of reinstating the traditional remedial courses from previous years, CPS required enrollment in two periods of algebra coursework for all first-time 9th graders testing below the national median on the math portion of the 8th grade Iowa Tests of Basic Skills (ITBS). Such students enrolled for two math credits, a full-year regular algebra class plus a full-year algebra support class. The authors follow two cohorts of students from the Chicago Public Schools from their freshman high school fall (in 2003 and 2004) through the end of high school and the beginning of college. The main analytic sample contains upwards of 11,000 students, 95% of whom are poor and black or Hispanic. Double-dosing increased the proportion of students earning at least a B in freshman algebra by 9.4 percentage points, a more than 65% increase from a base of 13.8 percentage points. Though passing rates for freshman algebra increased by 4.7 percentage points, the increase is statistically insignificant. Double-dosed students were also no more likely to pass geometry. Results show that math instruction was most successful for students with average math skills but relatively low reading skills, and not successful for the average treated student. This highlights the importance of carefully targeting such interventions to students most likely to benefit from them. Tables and figures are appended.
ED563067
Doubling Up: Intensive Math Instruction and Educational Attainment
Society for Research on Educational Effectiveness
2013-00-00
14
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
40
As Provided
JAN2020
ED559928
Yes
Preschool Children
Preschool Education
Preschool Teachers
Kindergarten
Mathematics Instruction
Mathematics Curriculum
Instructional Effectiveness
Comparative Analysis
Intervention
Longitudinal Studies
Federal Programs
Disadvantaged Youth
Child Development
Control Groups
Experimental Groups
Scores
Mathematics Tests
Starkey, Prentice
Klein, Alice
DeFlorio, Lydia
Reports - Research
California
California
Society for Research on Educational Effectiveness (SREE)
English
Preschool Education
Early Childhood Education
Kindergarten
Primary Education
There is a national need for effective interventions to improve school readiness and subsequent achievement in mathematics for students from low-income families. The purpose of this study was to implement and evaluate a 2-year preschool math intervention that began at preschool entry when children were 3 years of age and continued through the end of the pre-kindergarten (pre-K) year. Three principal objectives will be addressed in this presentation: (1) to evaluate the efficacy of a math curriculum for 3-year-olds implemented in the pre-pre-kindergarten (pre-pre-K) year of preschool; (2) to compare the impact of a 2-year math intervention (implemented during pre-pre-K and pre-K years) with a 1-year math intervention (PK) or a business-as-usual control condition on children's mathematical knowledge at the end of preschool; and (3) to examine the longitudinal effects of the 2-year and 1-year math interventions on young children's mathematical development in kindergarten. The study was conducted in 63 classrooms in three Head Start programs in Northern California. Children remained in the same classrooms with the same teachers throughout their two years of preschool. The study concluded that the Pre-Pre-K Mathematics intervention had a large impact on 3-year-olds' mathematical knowledge. Likewise, the Pre-K Mathematics intervention had a significant impact on 4-year-olds' mathematical knowledge. The cumulative impact of receiving 1 vs. 2 years of math intervention appeared to be surprisingly similar at the end of pre-K. Gains children made during the 1-year intervention began to fade in K, but gains children made during the 2-year intervention were sustained in K. Possible explanations are better retention after 2 years of intervention or greater consolidation of previously learned informal math knowledge. Figures are appended.
ED563068
Changing the Developmental Trajectory in Early Math through a Two-Year Preschool Math Intervention
Society for Research on Educational Effectiveness
2013-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
4
ERIC
JAN2020
Yes
College Entrance Examinations
Research Reports
Evaluation Utilization
College Admission
Predictive Validity
Student Characteristics
Racial Distribution
Gender Differences
Statistical Analysis
Tables (Data)
Socioeconomic Status
Test Validity
Writing Tests
Mathematics Tests
Language Tests
Correlation
Relevance (Education)
Kobrin, Jennifer L.
Camara, Wayne J.
Milewski, Glenn B.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
California
California
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
This study examines the relative utility and predictive validity of the SAT I and SAT II for various subgroups in both California and the nation. The effect of eliminating the SAT I on the test impact and on the over- and under-prediction of various gender and racial/ethnic subgroups is examined. Two statistical adjustments and tables are appended.
ED563069
The Utility of the SAT® I and SAT II for Admissions Decisions in California and the Nation. Research Report No. 2002-6
College Entrance Examination Board
2002-00-00
34
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
17
As Provided
JAN2020
Yes
Elementary Schools
Coaching (Performance)
Program Implementation
Fidelity
Randomized Controlled Trials
Mixed Methods Research
Elementary School Teachers
Grade 5
Likert Scales
Classroom Observation Techniques
Statistical Analysis
Paxton, Carol L. C.
Wanless, Shannon B.
Rimm-Kaufman, Sara E.
Reports - Research
United States (Mid Atlantic States)
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Research in social and emotional learning interventions confirms the importance of fidelity of implementation in predicting intervention effectiveness (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). The present mixed-methods study was conducted in the context of the Responsive Classroom Efficacy Study (RCES). This was a randomized controlled trial of the Responsive Classroom® (RC) approach, a social and emotional learning intervention designed to improve teachers' capacity to create caring and well-organized classroom environments to facilitate learning. The main finding emanating from RCES is that the efficacy of the RC approach hinges upon schools' high fidelity of implementation of the intervention (Rimm-Kaufman et al., 2012). This finding turns attention to examining factors and processes that lead to high versus low levels of fidelity of implementation among schools randomized into the intervention condition. The present study draws from the Domitrovich et al.(2008) conceptual framework for program implementation. The model illustrates how macro-, school-, and individual-level factors interact with each other, as well as with the quality of the intervention, to support or hinder fidelity of intervention (FOI) (Figure 1). The Domitrovich, et al. model describes a number of avenues through which FOI can be supported, including coaching with teachers (Domitrovich et al., 2008). Within the conceptual framework, program coaches assisting teachers with intervention implementation represents one potential aspect of the support system, as shown in Figure 1. Fidelity of implementation requires confidence in one's ability to effectively execute a program and the belief in a program's effectiveness (Domitrovich & Greenberg, 2000). Coaching appears to be a logical approach to fostering this sense of self-efficacy and technical competence in teachers. However, although coaches are popularly used in schools to instructionally support teachers, surprisingly little has been written about the nature and effectiveness of the coaching process for supporting teacher fidelity in the implementation of school-wide socioemotional learning programs. The present study uses coaches' summary descriptions in order to better understand the support system underlying implementation quality. Coach summaries are used to assess how coaching support and dosage differ between high- and low- fidelity schools. School psychological context surrounding decisions about coaching support offered to teachers is described. The following research questions are posed: (1) What types of relational and strategic support do coaches use to assist teachers implementing the Responsive Classroom® Approach? (2) How do types of coaching support and dosage differ between the high- and low- fidelity of implementation schools? Participants in this study were four certified, veteran RC coaches training fifth grade teachers who were beginning their first year of RC. This research provides insight about coaching and contextual considerations to guide implementation theory and subsequent implementation. The school-level context embracing program implementation may require strong leadership and principal buy-in in order for coaching effects to be seen clearly. The RCT upon which this work was based showed large variability in schools' use of RC practices. Next steps involve examining the coaching characteristics and school conditions that contribute to fidelity in a broader sample. Tables and figures are appended.
ED563070
Coaching Support, Context, and Fidelity of Implementation in "Responsive Classroom"® Schools
Society for Research on Educational Effectiveness
2013-00-00
Institute of Education Sciences (ED)
20
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
15
ERIC
JAN2020
Yes
R305B090002
R305A070063
Yes
Academic Achievement
Positive Behavior Supports
School Turnaround
Educational Environment
Behavior Problems
Longitudinal Studies
Probability
Fidelity
Quasiexperimental Design
Reading Achievement
Mathematics Achievement
Program Effectiveness
Control Groups
Experimental Groups
Comparative Analysis
Institutional Characteristics
Predictor Variables
Scores
Achievement Tests
Standardized Tests
Emergent Literacy
Reading Tests
Reading Fluency
Elementary School Students
Elementary Schools
Secondary Schools
Secondary School Students
Gage, Nicholas A.
Sugai, George
Lewis, Timothy J.
Reports - Research
Connecticut
Connecticut Mastery Testing Program
Connecticut Academic Performance Test
Woodcock Johnson Tests of Achievement
Stanford Achievement Tests
Metropolitan Achievement Tests
Woodcock Reading Mastery Test
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Connecticut
Connecticut Mastery Testing Program
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Metropolitan Achievement Tests
Stanford Achievement Tests
Woodcock Johnson Tests of Achievement
Woodcock Reading Mastery Test
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Secondary Education
Turning around chronically low-performing schools requires a multifaceted school-wide, systematic effort that includes strong leadership and data-based decision making. School-wide efforts to turn-around low-performing schools should address the academic, social, and behavioral needs of all students. One evidence-based, systematic school-wide approach for addressing social and behavioral concerns in schools and, distally, increasing students' access to academic instruction, is school-wide positive behavior interventions and supports (SWPBIS). SWPBIS is associated with increased positive school climate, increased teacher self-efficacy, decreased problem behaviors for the whole school, and potentially, increased academic achievement. The underlying assumption is that by improving social behavior, schools have more time and ability to deliver effective curriculum and instruction. However, to-date, this assumption has not been fully investigated. The goal of this paper is to explicitly examine the impact of SWPBIS on school-wide academic achievement. A review of the SWPBIS literature was conducted to determine the impact of SWPBIS on academic achievement. Then, a longitudinal state-level analysis of schools implementing SWPBIS and propensity score matched control schools was conducted to identify differential effects. The following questions guided this research: (1) Are there significant differences between schools implementing SWPBIS with fidelity and schools not implementing with fidelity in mean school-level achievement?; and (2) Are there significant differences in mean school-level academic achievement SWPBIS schools and matched controlled schools? This study included all schools in the state of Connecticut, and used a quasi-experimental design with schools as the unit of analysis. Control schools were identified from the Connecticut population of public schools using propensity score matching. Data was collected from the Connecticut State Department of Education and the U.S. Department of Education's Common Core of Data. Based on the literature review, no school-level differences between schools implementing SWPBIS with or without fidelity and control schools were found for academic achievement, including reading and math. The results of the state-level longitudinal study confirm these findings. The results of this study suggest that SWPBIS alone does not affect school-level academic achievement as measured by summative state high stakes tests. Tables are appended.
ED563071
Academic Achievement and School-Wide Positive Behavior Interventions and Supports
Society for Research on Educational Effectiveness
2013-00-00
25
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
36
ERIC
JAN2020
Yes
Mathematics Instruction
Mathematics Achievement
Elementary Secondary Education
Meta Analysis
Manipulative Materials
Teaching Methods
Instructional Effectiveness
Technology Uses in Education
Conventional Instruction
Comparative Analysis
Age Differences
Gender Differences
Literature Reviews
Holmes, Amy B.
Information Analyses
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Secondary Education
Four figures and three tables are appended.There is growing consensus among researchers, educators, and policy makers about the need for greater emphasis on ambitious student-centered mathematics instruction in light of mounting concern about student mathematics performance in the intermediate grades and beyond. To facilitate educators' adoption of ambitious mathematics instructional practices, recent reform initiatives, such as the Common Core Standards for Mathematics (CCSM), have specified the content elementary students should learn and the practices in which students should engage, while organizations such as the National Council of Teachers of Mathematics (NCTM) have assumed responsibility for making recommendations for improving instructional practices in mathematics. In particular, since 1989, the NCTM has continually called for the increased use of manipulative materials at all levels of mathematics education in order to support students' conceptual and procedural understanding. However, the evidence for the effects of using manipulatives to support student mathematics achievement across the primary and secondary grades is generally mixed. Investigating reasons for such contradictory findings through rigorous inquiry is important for advancing both theory and practice in mathematics education. This systematic review and meta-analysis seeks to address this issue in order to strengthen communication and research partnerships with educators, administrators, and policy makers interested in effective practices in mathematics education. A comprehensive literature search was conducted to identify qualifying studies reported between 1989 and 2012, including a search of electronic bibliographic databases, gray literature databases, and reference lists of research reports and prior reviews. The search culminated in a total of 856 reports, of which 17 reports describing 21 primary studies met the eligibility criteria after screening of titles, abstracts, and/or full-text reports, for a total sample of 1519 students. Two separate meta-analyses were conducted for the comparison of manipulatives use to a business as usual nonuse condition (14 studies, 14 effect sizes, 1126 students) and for the comparison of virtual manipulatives use to a business as usual physical manipulatives use condition (7 studies, 7 effect sizes, 393 students). Although clearly not a mathematics achievement panacea, results from this review provide evidence that student achievement in grades PK-12 can be improved through the use of mathematics manipulatives. Among other implications, practitioners, administrators, and policy makers may want to consider purchasing more inexpensive manipulative materials in order to reserve funds for other interventions that research has shown to have a more substantial impact on student mathematics achievement. Tables and figures are appended.
ED563072
Effects of Manipulative Use on PK-12 Mathematics Achievement: A Meta-Analysis
Society for Research on Educational Effectiveness
2013-00-00
18
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
50
ERIC
JAN2020
Yes
Aptitude Tests
College Entrance Examinations
Predictor Variables
Academic Achievement
College Freshmen
Grade Point Average
Regression (Statistics)
Scores
Accuracy
Standardized Tests
Racial Differences
Gender Differences
Kobrin, Jennifer L.
Michel, Rochelle S.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
This study employed logistic regression to predict the probability that a student would be successful in achieving a FGPA at various levels, based on that student's SAT scores and high school grade point average. Tables of accuracy rates are appended.
ED563073
The SAT® as a Predictor of Different Levels of College Performance. Research Report No. 2006-3
College Board
2006-00-00
18
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
11
As Provided
JAN2020
Yes
Factor Structure
Bayesian Statistics
Multivariate Analysis
Teacher Student Relationship
Observation
Measures (Individuals)
Middle Schools
High Schools
English Teachers
Mathematics Teachers
Middle School Teachers
Secondary School Teachers
Hierarchical Linear Modeling
Factor Analysis
Yuan, Kun
McCaffrey, Daniel F.
Savitsky, Terrance D.
Reports - Research
United States (Southeast)
United States (Mid Atlantic States)
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
High Schools
Standardized teaching observation protocols have become increasingly popular in evaluating teaching in recent years. One of such protocols that has gained substantial interest from researchers and practitioners is the Classroom Assessment Scoring System-Secondary (CLASSS). According to the developer, CLASS-S has three domains of teacher-student interactions: Classroom Organization, Emotional Support, and Instructional Support. The goal of this study is to examine the structure of CLASS-S while accounting for the hierarchical multivariate ordinal nature of data collected through this protocol. Data used in this study came from two sources. The first source is the Understanding Teacher Quality (UTQ) study that took place middle schools in three large school systems from the same metropolitan region in the southeastern United States. The second source is the Toward an Understanding of Classroom Context (TUCC) study conducted in middle and high schools in an urban fringe mid-Atlantic school district. The UTQ study includes 458 teachers teaching mathematics (n = 231) or English language arts (n = 227) to sixth, seventh, or eight graders. The TUCC study included 82 teachers in 20 middle and 20 high schools. The authors examined the structure of CLASS-S using a Bayesian hierarchical multivariate ordinal model. Results from this study showed that accounting for the hierarchical multivariate ordinal nature of data does matter for understanding the structure of CLASS-S scores. Figures are appended.
ED563074
Analyzing the Factorial Structure of the Classroom Assessment Scoring System-Secondary Using a Bayesian Hierarchical Multivariate Ordinal Model
Society for Research on Educational Effectiveness
2013-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
7
ERIC
JAN2020
Yes
College Entrance Examinations
Scores
Advanced Placement Programs
Correlation
Predictor Variables
Predictive Validity
Success
Verbal Tests
Mathematics Tests
Grade Point Average
Ability Identification
Tables (Data)
Course Selection (Students)
Probability
Grades (Scholastic)
High School Students
Camara, Wayne J.
Numerical/Quantitative Data
Reports - Descriptive
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
College Entrance Examination Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
There is a strong and consistent relationship between PSAT/NMSQT scores and AP Examination grades for nearly all courses--higher scores on the PSAT/NMSQT indicate a higher probability of success on AP Examinations. PSAT/NMSQT verbal or mathematics scores are often more highly related to AP Examination grades than overall high school GPA, number of courses in the subject area, and even previous high school grades in the subject for some examinations.
ED563075
The Relationship of PSAT/NMSQT Scores and AP® Examination Grades. Research Notes. RN-02
College Entrance Examination Board
1997-11-00
12
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Educational Research
Educational Change
Research Projects
Curriculum Research
Pretests Posttests
Simulation
Item Analysis
Predictive Validity
Kobrin, Jennifer L.
Schmidt, Amy Elizabeth
Reports - Descriptive
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Development
English
Higher Education
Postsecondary Education
This report provides a brief summary of the research projects that have been conducted to support the development of the new SAT.
ED563076
The Research behind the New SAT®. Research Summary RS-11
College Board
2007-00-00
4
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
12
As Provided
JAN2020
Yes
Achievement Gap
Self Concept
African American Students
Hispanic American Students
White Students
Gender Differences
Mathematics Achievement
Stereotypes
Intervention
Control Groups
Experimental Groups
Comparative Analysis
Scores
Middle School Students
Program Effectiveness
Racial Differences
Writing Exercises
Grade 6
Grade 7
Borman, Geoffrey D.
Grigg, Jeffrey
Reports - Research
Wisconsin
Wisconsin
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Grade 6
Intermediate Grades
Elementary Education
Grade 7
This study addresses closing the academic performance gaps between African American and Latino students and their White counterparts, and between girls and boys in mathematics. Of the various models and theories of these social inequalities that have been advanced in literature, one particularly compelling line of research concerns the idea of "stereotype threat"--the apprehension individuals experience when confronted with a personally relevant stereotype that threatens their social identity or self-esteem. A number of research programs suggest that interventions aimed at reducing stereotype threat can attenuate its effects in school-based contexts, yielding significant gains in test scores. Specifically, individuals can manage threatening situations by shoring up their self-concept--a strategy known as "compensatory self-inflation" or "self-affirmation." This study assessed the achievement impacts of this stereotype threat-reduction intervention relative to a control group condition on the test scores of nearly 1,000 middle-school students in the Madison (Wisconsin) Metropolitan School District. Findings show no evidence that the self-affirmations closed the Black-White achievement gap. However, gender and ethnic group moderated the impact of self-affirmation; the variation in achievement by gender and ethnicity appears to be slighter in the self-affirmation condition. The proposed work may have important implications for education policy and practice in the state. Moreover, the cost-effective intervention strategies described in this study--each involving simple 15-minute writing exercises--could easily be replicated and implemented across the United States, with the potential to help close the persistent achievement gaps within other school systems across the country. Tables and figures are appended.
ED563077
An Effort to Close Achievement Gaps at Scale through Self-Affirmation
Society for Research on Educational Effectiveness
2013-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
20
ERIC
JAN2020
Yes
College Entrance Examinations
Scores
Performance
Standardized Tests
Student Characteristics
Critical Reading
Reading
Reading Skills
Mathematics Skills
Writing Skills
Comparative Analysis
Gender Differences
Racial Differences
Ethnic Groups
Language Usage
Predictive Validity
Grade Point Average
College Freshmen
Kobrin, Jennifer L.
Patterson, Brian F.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
This study examines student performance on the SAT and SAT Subject Tests in order to identify groups of students who score differently on these two tests, and to determine whether certain demographic groups score higher on one test compared to the other. Discrepancy scores were created to capture individuals' performance differences on the critical reading, mathematics, and writing sections of the SAT and selected Subject Tests that were deemed the most comparable (such as the SAT critical reading section and the Subject Test in Literature; the SAT mathematics section and the Mathematics Level 1 and Mathematics Level 2 Subject Tests). The percentage of students with discrepant scores was compared for each SAT-Subject Test pair, overall and by gender, racial/ethnic, and best spoken language subgroups. Next, the predictive validity of SAT and Subject Test scores for predicting first-year college/university grade point average (FYGPA) was compared for students with and without discrepant scores. The results demonstrate that the percentage of students with discrepant SAT and Subject Test scores is small, especially for the tests that are most similar in terms of content. The validity of the SAT and SAT Subject Tests for predicting FYGPA varies according to the assessment on which a student scored higher relative to the other, and the pattern of results varies for the different SAT-Subject Test pairs. In all cases, however, SAT and Subject Test scores each have incremental predictive power over the other. This study provides evidence that each test provides distinct information that may be useful in the college admission process. As such, joint consideration of these two test scores in college admission is warranted. Estimates of Standard Error of Difference (SED) and Effective Significance Levels is appended.
ED563078
The SAT® and SAT Subject Tests™: Discrepant Scores and Incremental Validity. Research Report 2012-2
College Board
2012-00-00
38
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
14
As Provided
JAN2020
Yes
College Entrance Examinations
Scores
Statistical Analysis
Predictive Validity
Predictor Variables
College Admission
Student Records
Academic Persistence
Progress Monitoring
Academic Achievement
Institutional Characteristics
Student Characteristics
Sample Size
Mattern, Krista D.
Patterson, Brian F.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the SAT® for use in college admission. The first sample included first-time, first-year students entering college in fall 2006, with 110 institutions providing students' first-year course work, grades, and retention to the second year. In addition to examining the predictive validity of the SAT in terms of college grades (Kobrin, Patterson, Shaw, Mattern, & Barbuti, 2008; Mattern, Patterson, Shaw, Kobrin, & Barbuti, 2008), the relationship between SAT performance and retention to the second year was examined (Mattern & Patterson, 2009). The results found that higher SAT scores were associated with higher retention rates In the following years, participating colleges and universities were invited to provide subsequent performance data for these students in order to track them longitudinally throughout their college career. For the second year, 66 of the original 110 institutions provided data. Mattern and Patterson (2011) examined the relationship between SAT performance and retention to the third year of college. Similar to the results for second-year retention rates, higher SAT scores were associated with higher third-year retention rates. This study builds on this body of research by examining the relationship between SAT performance and retention to the fourth year of college. The sample consisted of 59 of the original 110 institutions. Complete data (i.e., SAT scores, self-reported high school grade point average (HSGPA), retention to second-, third-, and fourth-year data) were available for 78,640 students. Results show that SAT performance was positively related to fourth-year retention rates. Detailed results are provided in this report. A list of institutions providing retention to the fourth year data for the 2006 SAT validity sample is appended.
ED563079
The Relationship between SAT® Scores and Retention to the Fourth Year: 2006 SAT Validity Sample. Statistical Report 2011-6
College Board
2011-00-00
10
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
4
As Provided
JAN2020
Yes
College Entrance Examinations
Scores
Correlation
Academic Persistence
Statistical Analysis
Cohort Analysis
Institutional Characteristics
Student Characteristics
Achievement Gap
Student Records
Predictor Variables
Grade Point Average
Sample Size
Mattern, Krista D.
Patterson, Brian F.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Development
English
Higher Education
Postsecondary Education
Results show that SAT performance is related to third year retention rates. Even after controlling for student and institutional characteristics, returners had higher SAT total scores than non-returners, and the performance gap is not due to differences in the demographic makeup of the two groups. Furthermore, while differences in retention can be observed between various student and institutional subgroups, these differences are minimized and in some instances eliminated when controlling for SAT performance, especially for higher SAT score bands. A list of "Institutions Providing Third Year Retention Data on the 2006 Freshman Cohort" is appended.
ED563080
The Relationship between SAT Scores and Retention to the Third Year: 2006 Cohort. Statistical Report
College Board
2010-11-00
16
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
4
As Provided
JAN2020
Yes
Literacy
Summer Programs
Role Perception
Achievement Gap
Barriers
Etiology
Program Effectiveness
Low Achievement
Knowledge Economy
Academic Achievement
Intervention
Racial Distribution
Socioeconomic Status
Grade 3
Grade 4
Grade 5
Academic Persistence
Bausmith, Jennifer Merriman
Reports - Evaluative
College Board
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Elementary Secondary Education
The need is urgent for reducing literacy achievement gaps--both morally to ensure that all students receive a high-quality education as well as economically to build our nation's workforce with the requisite skills needed for the 21st century. Taken together, changes to the economy, divergent literacy skill distributions, and changes to the demographic composition of the U.S. population create a perfect storm of factors that will increase social and economic inequalities as well as affect the United States' ability to be a competitive global leader (Kirsch, Braun, Yamamoto, & Sum, 2007). This report explores how and when literacy achievement gaps develop and argues that effective summer literacy programs for low-achieving students in the middle grades offer promise as a way to reduce those gaps to ensure later academic and economic success.
ED563081
The Role of Literacy in Building the Economy: Summer Literacy Interventions for Grades 3-5. Research in Review 2012-1
College Board
2012-00-00
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
42
As Provided
JAN2020
Yes
Psychometrics
Screening Tests
Behavior
Psychological Patterns
Risk
Children
Adolescents
Factor Analysis
Test Bias
Item Response Theory
Student Characteristics
Elementary School Students
Middle School Students
High School Students
Longitudinal Studies
Item Analysis
Regression (Statistics)
Factor Structure
Harrell-Williams, L. M.
Dowdy, E.
Twyford, J.
Reports - Research
California
Georgia
California
Georgia
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
High Schools
The BESS is a relatively new screening system for identifying behavior and emotional risk (BER) in children and adolescents. Psychometric evidence regarding this instrument is important for researchers and practitioners considering the use of the BESS for identifying BER in students. This study seeks to provide and evaluate evidence for the use of the Student form of the BESS. The following objectives guided this study: (1) assess the internal structure of the BESS Student Form using factor analysis; (2) determine if the items perform differently across two locations with different ethnic characteristics via Rasch-based DIF analysis; and (3) assess the odds of elevated risk levels based on student demographics. Data were collected in two locations: the Los Angeles United School District (LAUSD), and Bibb County (Georgia). The first sample was collected from the Los Angeles United School District (LAUSD) as part of a larger IES funded research project investigating the longitudinal validity for screening (Advancing Children's and Teacher's Success through Early Screening and Intervention; U.S. Department of Education), and consisted of 273 elementary and middle school students. The second sample contained the responses of 4,074 students from 3 LAUSD high schools in the Northern region of the school district. The third sample was collected as part of a pilot for district-wide screening initiative in Bibb County. There were 1,874 students across the four schools in grades 9 through 12. To evaluate the constructs being measured by the BESS as well as evaluate the predictive validity for future educational outcomes, a longitudinal, trend survey approach was used. To evaluate the appropriateness of the BESS in high school-aged students, a cross-sectional survey approach was used. Data was collected at one time point for all high schools. Results show that the theorized four factor structure of the BESS holds for all school levels (elementary/middle and high school), no evidence of differential item functioning was found across the 30 items when comparing the LAUSD high school group to the Bibb high school group, and logistic regression analysis revealed that gender and location did not affect risk. Tables and figures are appended.
ED563082
Assessing the Psychometric Characteristics of a Child/Adolescent Behavioral and Emotional Risk Self-Report Screener across Grade Levels and School Districts
Society for Research on Educational Effectiveness
2013-00-00
Institute of Education Sciences (ED)
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
Yes
R324B080006
R324B060005
Yes
College Entrance Examinations
Correlation
Academic Persistence
Academic Achievement
Scores
Predictive Validity
Predictor Variables
Statistical Analysis
Institutional Characteristics
Student Characteristics
Racial Distribution
Grade Point Average
Demography
Sample Size
Mattern, Krista D.
Patterson, Brian F.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Development
English
Higher Education
Postsecondary Education
High Schools
This report presents the findings from a replication of the analyses from the report, "Is Performance on the SAT Related to College Retention?" (Mattern & Patterson, 2009). The tables presented herein are based on the 2007 sample and the findings are largely the same as those presented in the original report, and show SAT scores are related to second-year retention. Even after controlling for student and institutional characteristics, returners had higher SAT total scores than non-returners, by an average of 116 points. This held true even within each subgroup analyzed, meaning the SAT performance gap is not due to differences in the demographic characteristics of the two groups. Also, this report finds that differences in retention rates by student subgroups are minimized and in some instances eliminated when controlling for SAT performance. This is particularly noticeable with respect to differences in retention rates by ethnicity.
ED563083
The Relationship between SAT Scores and Retention to the Second Year: 2007 SAT Validity Sample. Statistical Report No. 2011-4
College Board
2011-02-11
15
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
3
As Provided
JAN2020
Yes
College Entrance Examinations
Scores
Test Validity
Academic Persistence
Predictive Validity
Predictor Variables
Institutional Characteristics
Student Characteristics
Sample Size
Correlation
Statistical Analysis
Mattern, Krista D.
Patterson, Brian F.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the revised SAT®, which consists of three sections: critical reading (SAT-CR), mathematics (SAT-M), and writing (SAT-W), for use in college admission. A study by Mattern and Patterson (2009) examined the relationship between SAT scores and retention to the second year of college. The sample included first-time first-year students entering college in fall 2006, with 106 of the original 110 participating institutions providing data on retention to the second year. Results showed that SAT performance was related to retention, even after controlling for HSGPA. The following year, previously participating as well as new colleges and universities were invited to provide first-year performance data on the first-time first-year students who entered college in the fall of 2007. For the 2007 sample, a total of 72 of the original 110 institutions and 38 new institutions provided data. The 110 institutions in the 2007 sample contained 216,081 students. A replication of the Mattern and Patterson study (2009) was conducted with the new cohort and similar results were found (Mattern & Patterson, 2011). Similarly, previously participating as well as new colleges and universities were invited to provide first-year performance data on the first-time first-year students who began in the fall of 2008. For the 2008 cohort of students, a total of 129 institutions provided data on a total of 246,652 students. Students without SAT scores, self-reported high school grade point average (HSGPA), or retention data were removed from analyses, resulting in a final sample size of 173,963 students. Replicating the analyses of the previous two reports (Mattern & Patterson, 2009; 2011), the tables below are based on the 2008 sample, and the findings are largely the same as those found in the earlier reports Results show that SAT performance is positively related to second-year retention rates, even after controlling for student and institutional characteristics. This was also true within HSGPA bands, showing that SAT scores provide incremental value over high school grades in predicting retention. Furthermore, controlling for SAT performance is seen to reduce and in some cases eliminate the differences in retention rates between student and institutional subgroups that are otherwise observed. [For "The Relationship between SAT Scores and Retention to the Second Year: 2007 SAT Validity Sample," see ED563083.]
ED563084
The Relationship between SAT® Scores and Retention to the Second Year: 2008 SAT Validity Sample. Statistical Report 2012-1
College Board
2012-01-10
10
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
2
As Provided
JAN2020
Yes
Middle School Students
Charter Schools
Adolescents
Literacy Education
Reading Instruction
Achievement Tests
Standardized Tests
Intervention
Evidence Based Practice
Reading Comprehension
Reading Improvement
Reading Tests
Regression (Statistics)
Research Design
Eligibility
Dougherty, Shaun M.
Reports - Research
United States (Southeast)
Iowa Tests of Basic Skills
Iowa Tests of Basic Skills
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
This paper provides causal evidence to answer the question, "Does the application of a double dose of literacy instruction in middle school improve student performance on subsequent academic outcomes?" The focus of this paper is on an intervention where the second dose of literacy instruction uses research-based instructional strategies, and shows that this instruction leads to systematic improvement in adolescent reading comprehension. How differences in the fidelity of implementation of this policy may impact the effects of the intervention both at the school-level and in aggregate are examined. This district-designed literacy intervention used 5th-grade scores on the Iowa Test of Basic Skills (ITBS) to determine student eligibility for a double dose of literacy instruction in middle school. Students who scored at the 60th percentile or lower on the ITBS reading test were assigned, by rule, to be eligible for this literacy program. Using a regression-discontinuity design, preliminary findings show that there was a positive aggregate effect of the policy for students who were just eligible for the intervention compared to those who were not. Figures are appended.
ED563085
Adolescent Literacy on the Margin: Regression-Discontinuity Evidence from a "Double Dose" Middle Grades Literacy Intervention
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
23
ERIC
JAN2020
Yes
Randomized Controlled Trials
Play
Recess Breaks
Coaching (Performance)
Low Income Students
Disadvantaged Schools
Interpersonal Competence
Cooperation
Conflict Resolution
Educational Environment
Urban Schools
Student Surveys
Teacher Surveys
Observation
Interviews
Principals
Student Records
Academic Achievement
Child Development
Control Groups
Experimental Groups
Comparative Analysis
Student Behavior
Bullying
Program Implementation
Positive Attitudes
Grade 5
Grade 6
Elementary School Students
Elementary School Teachers
James-Burdumy, Susanne
Bleeker, Martha
Beyler, Nicholas
London, Rebecca A.
Westrich, Lisa
Stokes-Guinan, Katie
Castrechini, Sebastian
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
Grade 6
Most school principals believe recess has a positive impact on the development of students' social skills and academic achievement. Research also suggests that physical activity and play during recess may be linked to improvements in both academic and prosocial behaviors (Centers for Disease Control and Prevention 2010). Recess, however, has been reduced or eliminated in up to 40 percent of school districts across the country, and these declines have disproportionately affected low-income minority students in urban areas. In schools where recess is still offered, recess periods often lack the structure needed to support physical activity and positive social development, often leading to increased discipline-related problems. The Playworks program--which aims to address these issues--places full-time coaches in low-income schools to provide opportunities for organized play during recess and throughout the school day. Activities are designed to engage students in physical activity, improve quality of play, foster social skills related to cooperation and conflict resolution, improve students' ability to focus on class work, decrease behavioral problems, and improve school climate. This study both rigorously assesses the impacts of the Playworks program on student and school outcomes, and documents the program's implementation. The study included 25 low-income urban schools from 5 cities. All of the schools were interested in implementing the Playworks program. Data were collected from 1,982 students, 247 teachers, 25 principals, and 14 Playworks coaches in spring 2011 to document the implementation of Playworks and to assess the impact of the program. Data collection activities included administration of student and teacher surveys, recess observations, interviews with principals, collection of student physical activity data, and collection of administrative records from schools. Data collection activities focused on six outcome domains: (1) school climate; (2) conflict resolution and aggression; (3) learning and academic performance; (4) recess experience; (5) youth development; and (6) student behavior. The study team used regression models to estimate the impact of Playworks on outcomes. The following significant, positive impacts of Playworks were found: (1) There was a positive impact of Playworks on teachers' perceptions of students' safety and the extent to which teachers reported students felt included during recess; (2) Teachers in treatment schools reported less bullying and exclusionary behavior during recess than teachers in control schools; (3) Teachers in treatment schools were less likely to report difficulties in transitioning to classroom learning activities after recess and reported significantly less time to transition from recess to learning activities than teachers in control schools. Treatment students were also more likely than control students to report better behavior and attention in class after sports, games, and play; and (4) Treatment teachers reported significantly better student behavior at recess and readiness for class than control teachers, and were also more likely to report that their students enjoyed adult-organized recess activities. The following key implementation findings were observed: (1) Strong implementation occurred in seven of 14 treatment schools, and moderate implementation occurred in another five schools. Two schools had weak implementation; (2) Playworks implementation was stronger in schools that had recess in the past and when coaches were experienced with the program; and (3) Most teachers, students, and principals had positive perceptions of the Playworks program.
ED563086
Does Playworks Work? Findings from a Randomized Controlled Trial
Society for Research on Educational Effectiveness
2013-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
3
ERIC
JAN2020
Yes
College Entrance Examinations
Scores
School Holding Power
Test Validity
College Admission
College Students
College Freshmen
Grade Point Average
Student Characteristics
Institutional Characteristics
Replication (Evaluation)
Mattern, Krista D.
Patterson, Brian F.
Numerical/Quantitative Data
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the revised SAT for use in college admission. A study by Mattern and Patterson (2009) examined the relationship between SAT scores and retention to the second year. The sample included first-time, first-year students entering college in fall 2006, with 106 of the original 110 participating institutions providing data on retention to the second-year. Results showed that SAT performance was related to retention, even after controlling for relevant student and institutional characteristics. Replication studies have been conducted for subsequent entering cohorts of students and similar results were found (Mattern & Patterson, 2011, 2012a, 2012b). Replicating the analyses of the previous four reports (Mattern & Patterson, 2009; 2011, 2012a, 2012b), the current study examined the relationship between SAT performance and retention to the second year for first-time, first-year students that began in the fall of 2010. A total of 160 institutions provided data which translated to 287,881 students. Students without SAT scores, self-reported high school grade point average (HSGPA), or retention data were removed from analyses, resulting in a final sample size of 215,704 students. The results from the current study based on the 2010 sample show the same pattern of results as the previous reports. Namely, higher SAT scores are associated with higher retention rates. This was true, even after controlling for student characteristics (gender, race/ethnicity, household income, parental education, and HSGPA) and institutional characteristics (control, size, and undergraduate admittance rate). [For "The Relationship between SAT Scores and Retention to the Second Year: Replication with 2009 SAT Validity Sample," see ED563088.]
ED563087
The Relationship between SAT® Scores and Retention to the Second Year: Replication with the 2010 SAT Validity Sample. Statistical Report 2013-1
College Board
2013-00-00
10
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
4
As Provided
JAN2020
Yes
College Entrance Examinations
Scores
School Holding Power
Test Validity
College Admission
College Students
College Freshmen
Grade Point Average
Student Characteristics
Institutional Characteristics
Replication (Evaluation)
Mattern, Krista D.
Patterson, Brian F.
Numerical/Quantitative Data
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the revised SAT for use in college admission. A study by Mattern and Patterson (2009) examined the relationship between SAT scores and retention to the second year of college. The sample included first-time, first-year students entering college in fall 2006, with 106 of the original 110 participating institutions providing data on retention to the second year. The results showed that SAT performance was related to retention, even after controlling for relevant student and institutional characteristics. Replication studies have been conducted for subsequent entering cohorts of students, and similar results were found (Mattern & Patterson, 2011a, 2011b). Replicating the analyses of the previous three reports (Mattern & Patterson, 2009; 2011a, 2011b), the current study examined the relationship between SAT performance and retention to the second year for first-time, first-year students that began in the fall of 2009. A total of 131 institutions provided data which translated to 262,949 students. Students without SAT scores, self-reported high school grade point average (HSGPA), or retention data were removed from analyses, resulting in a final sample size of 199,366 students. The results from the current study based on the 2009 sample show the same pattern of results as the previous reports. Namely, higher SAT scores are associated with higher retention rates. This was true, even after controlling for student characteristics (gender, race/ethnicity, household income, parental education, and HSGPA) and institutional characteristics (control, size, and selectivity). [For "The Relationship between SAT® Scores and Retention to the Second Year: 2008 SAT Validity Sample," see ED563084.]
ED563088
The Relationship between SAT Scores and Retention to the Second Year: Replication with 2009 SAT Validity Sample. Statistical Report 2011-3
College Board
2012-00-00
10
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
3
As Provided
JAN2020
Yes
College Entrance Examinations
Scores
Essays
Writing Skills
Correlation
Grade Point Average
College Freshmen
English Instruction
Grades (Scholastic)
Academic Achievement
High School Students
Writing Achievement
Statistical Analysis
Academic Persistence
Shaw, Emily J.
Kobrin, Jennifer L.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This study examines the relationship between students' SAT essay scores and college outcomes, including first-year grade point average (FYGPA) and first-year English course grade average (FY EngGPA), overall and by various demographic and academic performance subgroups. Results showed that the SAT essay score has a positive relationship with both FYGPA and FY EngGPA. Additionally, the SAT essay score offers useful and unique information in understanding how students perform in college generally, and in their English course work, after controlling for relevant academic variables (e.g., high school grades and SAT scores). As we continually seek to improve students' writing performance in the United States, the findings warrant further exploration of the value and role of the SAT essay in college admission and placement, particularly because students who take the SAT and apply to college are already providing this information to admission offices.
ED563089
The SAT® Essay and College Performance: Understanding What Essay Scores Add to HSGPA and SAT. Research Report 2012-9 (REV: 4-2013)
College Board
2013-00-00
24
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
27
As Provided
JAN2020
Yes
College Entrance Examinations
College Students
Grade Point Average
Scores
High School Students
Grades (Scholastic)
Thinking Skills
Predictor Variables
College Freshmen
Selective Admission
Institutional Characteristics
Secondary School Curriculum
Bridgeman, Brent
Pollack, Judy
Burton, Nancy
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Although a number of large-scale studies have demonstrated an increase in predictive validity when SAT® scores are added to high school grades, this increment is often described in terms of a seemingly very small increase in explained variance. This may have led to the erroneous belief among test critics and others that students with low SAT scores would perform, on average, almost as well in college as students with high SAT scores. Using a sample of 41 colleges, the current study shows substantial differences in the percent of students who succeed (defined by a 2.5 or 3.5 college grade point average [CGPA] at the end of one year or four years in college) by SAT score level, even when intensity of the high school curriculum and high school grades are taken into account. Tables are appended.
ED563090
Understanding What SAT Reasoning Test™ Scores Add to High School Grades: A Straightforward Approach. Research Report No. 2004-4
College Entrance Examination Board
2004-00-00
26
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
8
As Provided
JAN2020
Yes
High School Students
College Entrance Examinations
Grades (Scholastic)
Advanced Placement Programs
Correlation
Multiple Regression Analysis
Gender Differences
Ethnic Groups
Differences
Time
Achievement Tests
Scores
Camara, Wayne J.
Millsap, Roger
Reports - Research
Numerical/Quantitative Data
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
College Entrance Examination Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
This study reports that student performance on the PSAT/NMSQT can be useful in identifying additional students who may be successful in Advanced Placement Program (AP) courses. PSAT/NMSQT scores can identify students who may not have been initially considered for an AP course through teacher nomination, self-nomination, or other local procedures. Performance on the PSAT/NMSQT is not strongly related to AP grades on four examinations: (1) studio art: design, (2) studio art: drawing, (3) German language, and (4) Spanish language. The relationship of PSAT/NMSQT scores with other AP Examination grades is moderately strong and invariant across ethnic groups and time of testing. That is, the relationship is substantially the same for all ethnic and racial groups and is only slightly weaker when time between testing spreads across two academic years. Tables are appended.
ED563091
Using the PSAT/NMSQT and Course Grades in Predicting Success in the Advanced Placement Program®. Report No. 98-4
College Entrance Examination Board
1998-00-00
24
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
5
As Provided
JAN2020
Yes
Taxonomy
College Admission
Admission Criteria
Eligibility
Decision Making
Student Characteristics
Academic Aptitude
Models
Perfetto, Greg
Escandón, Mérida
Graff, Steve
Rigol, Gretchen
Schmidt, Amy
Reports - Descriptive
College Entrance Examination Board
English
Higher Education
Postsecondary Education
In August of 1998, a group of about 50 admissions deans, directors, and researchers from the United States gathered in Toronto at the invitation of the College Board. The participants represented a broad cross section of private and public colleges and universities. The goal of the symposium was to begin a dialogue on the future of admissions, and to consider how the profession needs to change to meet social, political, and economic challenges of the twenty-first century. A subsequent meeting was held in Vancouver in January of 1999, during which the core ideas presented at the first meeting were refined and elaborated. One result of this effort is the present paper, which attempts to organize the various approaches to admissions decision making in two ways: to preserve the underlying complexity of admissions as a profession, and to present a framework clear enough to promote future discussion. The following is appended: Admission Decision-Making Models Classification Scheme. A roster of participants is also included.
ED563092
Toward a Taxonomy of the Admissions Decision-Making Process: A Public Document Based on the First and Second College Board Conferences on Admissions Models
College Entrance Examination Board
1999-00-00
37
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Writing Instruction
Educational Change
College Entrance Examinations
Language Arts
Teacher Surveys
Administrator Surveys
Behavioral Objectives
Expectation
Teacher Attitudes
Administrator Attitudes
Teaching Methods
Educational Resources
Relevance (Education)
Writing Achievement
Noeth, Richard J.
Kobrin, Jennifer L.
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Analysis
English
Higher Education
Postsecondary Education
Elementary Secondary Education
The purpose of this study was to learn whether there have been any changes in writing instruction across K-12 education in the past three years. A three-year time frame was chosen to structure the study as it included the time period subsequent to the College Board's first announcement of the SAT writing section (the 2002-03 academic year). The English/language arts teachers and district administrators surveyed reported major changes in writing priorities, attitudes, and expectations; how writing is taught; learning related to writing; writing resources; and the importance placed upon writing in the curriculum in their schools and districts.
ED563093
Writing Changes in the Nation's K-12 Education System. Research Notes RN-34
College Board
2007-12-00
12
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
9
As Provided
JAN2020
Yes
Test Bias
Test Items
Statistical Analysis
Classification
College Entrance Examinations
Verbal Tests
Scores
Equated Scores
Zhang, Yanling
Dorans, Neil J.
Matthews-López, Joy L.
Reports - Research
SAT (College Admission Test)
Mantel Haenszel Procedure
SAT (College Admission Test)
College Board
Educational Testing Service
English
Higher Education
Postsecondary Education
Statistical procedures for detecting differential item functioning (DIF) are often used as an initial step to screen items for construct irrelevant variance. This research applies a DIF dissection method and a two-way classification scheme to SAT Reasoning Test™ verbal section data and explores the effects of deleting sizable DIF items on reported scores after re-equating. The DIF dissection approach and the two-way classification scheme may yield new and detailed insight into item functioning at the subgroup level. Two hypotheses are studied: (1) whether or not the deletion of a sizeable DIF item that is the most disadvantageous to a particular subgroup will affect the scores for that subgroup the most; and (2) whether or not the effects of item deletion on scores can be predicted by the standardization method. Both hypotheses are supported by the results of this research. The following are appended: (1) Summary of Two-Way "STD FS-DIF" Effects and Unrounded Observed Scaled Score Differences for the Subgroups after DIF Item Deletion; and (2) The Local Approximation Algorithm.
ED563094
Using DIF Dissection Method to Assess Effects of Item Deletion. Research Report No. 2005-10. ETS RR-05-23
College Board
2005-00-00
18
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
16
As Provided
JAN2020
Yes
College Entrance Examinations
Achievement Tests
Academic Achievement
Prediction
Grades (Scholastic)
High School Students
Comparative Analysis
Verbal Tests
Verbal Ability
Mathematics Tests
Mathematics Achievement
Scores
Science Tests
Science Achievement
College Freshmen
Grade Point Average
Gender Differences
Language Usage
Racial Differences
Ethnic Groups
Parent Background
Educational Attainment
History Instruction
Second Language Instruction
English Instruction
Ramist, Leonard
Lewis, Charles
McCamley-Jenkins, Laura
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Entrance Examination Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
There has been increased interest in emphasizing Achievement Tests, as SAT II: Subject Tests, for use in admission and placement. In this report, data was obtained from a comprehensive database of categorized course grades for a large number and great variety of colleges, with student groups identified. For each student group, the percentage of SAT takers who took any Achievement test and the percentage of Achievement Test takers who took each specific test are determined. The performance of those who took each Achievement Test is compared with the performance of the same students on the verbal section of the SAT (for English, history, and foreign language tests), the mathematical section of the SAT (for mathematics tests), or the sum of the verbal and mathematical scores on the SAT (for science tests and the average of all of a student's Achievement Test scores). The predictive effectiveness of each Achievement Test is determined for predicting freshman grade-point average, alone and in combination with high school grade-point average and SAT scores, and for predicting grades in each kind of course. Finally, one aspect of fairness of each Achievement Test for each student group is evaluated in terms of average over- and under-predictions. The following are appended: (1) Colleges Participating in the Study; and (2) Course Categories.
ED563095
Using Achievement Tests/SAT® II: Subject Tests to Demonstrate Achievement and Predict College Grades: Sex, Language, Ethnic, and Parental Education Groups. Research Report No. 2001-5
College Entrance Examination Board
2001-00-00
94
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
35
As Provided
JAN2020
Yes
College Entrance Examinations
Predictive Validity
Test Validity
Scores
Grades (Scholastic)
Grade Point Average
College Students
Correlation
Institutional Characteristics
Student Characteristics
Public Colleges
Private Colleges
High School Students
Tables (Data)
Mattern, Krista D.
Patterson, Brian F.
Numerical/Quantitative Data
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Development
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This report presents the validity of the SAT for predicting two third-year college outcomes: (1) third-year cumulative GPA (3rd Yr Cum GPA), and (2) third-year grade point average (3rd Yr GPA). Similar to the results for first- and second-year outcomes (1st Yr GPA, 2nd Yr GPA, 2nd Yr Cum GPA), the SAT is strongly correlated with third year outcomes overall and by institutional (control, selectivity, size) and student (gender, race/ethnicity, best language) characteristics. Detailed results are provided below. Results are based on data on over 60,000 students across 60 institutions (see Appendix A for a list of participating institutions). The following tables are appended: (1) Institutions Providing Third-Year Outcomes Data for the 2006 Cohort; (2) Raw Correlations of SAT and HSGPA with 3rd Yr Cum GPA by Institutional Characteristics; (3) Raw Correlation of SAT Scores and HSGPA with 3rd Yr Cum GPA by Student Characteristics; (4) Raw Correlations of SAT and HSGPA with 3rd Yr GPA by Institutional Characteristics; and (5) Raw Correlation of SAT Scores and HSGPA with 3rd Yr GPA by Student Characteristics.
ED563096
Validity of the SAT for Predicting Third-Year Grades: 2006 SAT Validity Sample. Statistical Report No. 2011-3
College Board
2006-00-00
27
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
4
As Provided
JAN2020
Yes
College Entrance Examinations
Test Items
Thinking Skills
Computer Assisted Testing
Timed Tests
Observation
High School Students
Critical Reading
Reading Achievement
Mathematics Achievement
Writing Achievement
Bridgeman, Brent
Laitusis, Cara Cahalan
Cline, Frederick
Reports - Research
SAT (College Admission Test)
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
SAT (College Admission Test)
College Board
Educational Testing Service
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The current study used three data sources to estimate time requirements for different item types on the now current SAT Reasoning Test™. First, we estimated times from a computer-adaptive version of the SAT® (SAT CAT) that automatically recorded item times. Second, we observed students as they answered SAT questions under strict time limits and recorded the amount of time taken for each question. Finally, we asked high school students to record the amount of time taken for test subsections that were composed of items of a single type. The rules of thumb used by test developers were quite accurate in rank ordering the item types from least to most time-consuming, but the time actually spent was generally higher than assumed in the rules of thumb. The following is appended: Examples of Different Item Types.
ED563097
Time Requirements for the Different Item Types Proposed for Use in the Revised SAT®. Research Report No. 2007-3. ETS RR-07-35
College Board
2007-00-00
30
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
2
As Provided
JAN2020
Yes
College Entrance Examinations
Test Validity
Prediction
Grades (Scholastic)
College Seniors
Predictor Variables
Grade Point Average
Correlation
Institutional Characteristics
School Size
Selective Admission
Student Characteristics
Gender Differences
Racial Differences
Ethnic Groups
Language Usage
Family Income
Parent Background
Educational Attainment
High School Students
Critical Reading
Reading Skills
Mathematics Skills
Writing Skills
Mattern, Krista D.
Patterson, Brian F.
Reports - Evaluative
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the SAT®, which is used in college admission and consists of three sections: critical reading (SAT-CR), mathematics (SAT-M) and writing (SAT-W). This report builds on a body of evidence that confirms that SAT scores are predictive of multiple indicators of college performance (e.g., first-year grade point average [Kobrin, Patterson, Shaw, Mattern, & Barbuti, 2008; Mattern, Patterson, Shaw, Kobrin, & Barbuti, 2008; Patterson, Mattern, & Kobrin, 2009; Patterson & Mattern, 2011]; retention to the second year [Mattern & Patterson, 2009]; second-year grades (Mattern & Patterson, 2011b), retention to the third year [Mattern & Patterson, 2011a]; and third-year grades[Mattern & Patterson, 2011c]) by demonstrating a strong link between SAT scores and grades earned through the fourth year of college This report presents the validity of the SAT for predicting two fourth-year college outcomes: (1) fourth-year cumulative GPA (4th Yr Cum GPA), and (2) fourth-year grade point average (4th Yr GPA). Grade point average (GPA) for a given year is defined as the average of course grades earned just in that year. Cumulative grade point average (Cum GPA) for a given year is defined as the average of course grades earned at any time from the first year through the year in question. Thus 4th Yr GPA is the average of course grades in just the fourth year, while 4th Yr Cum GPA is the average of course grades in the first through fourth years. Similar to the results for first-, second-, and third-year outcomes, the study found that the SAT is strongly correlated with 4th Yr Cum GPA and 4th Yr GPA for the total sample. The correlations remain strong even when controlling for institutional characteristics (control, selectivity, size) and student characteristics (gender, race/ethnicity, best language, household income, highest parental education). Results are based on nearly 60,000 students across 55 institutions. The following tables are appended: (1) Institutions Providing Fourth-Year Outcomes Data for the 2006 Cohort; (2) Raw Correlations of SAT and HSGPA with 4th Yr Cum GPA by Institutional Characteristics; (3) Raw Correlation of SAT Scores and HSGPA with 4th Yr Cum GPA by Student Characteristics; (4) Raw Correlations of SAT and HSGPA with 4th Yr GPA by Institutional Characteristics; and (5) Raw Correlation of SAT Scores and HSGPA with 4th Yr GPA by Student Characteristics.
ED563098
Validity of the SAT® for Predicting Fourth-Year Grades: 2006 SAT Validity Sample. Statistical Report 2011-7
College Board
2006-00-00
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
9
As Provided
JAN2020
Yes
Instructional Design
Instructional Effectiveness
Algebra
High School Students
Secondary School Mathematics
Intelligent Tutoring Systems
Technology Uses in Education
Comparative Analysis
Rural Schools
Urban Schools
Cues
Teaching Methods
Error Patterns
Lee, Hee Seung
Anderson, John R.
Berman, Susan R.
Ferris-Glick, Jennifer
Joshi, Ambarish
Nixon, Tristan
Ritter, Steve
Reports - Research
West Virginia
West Virginia
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
In designing learning environments that support student learning, there are many instructional design decisions. These include when and how to provide examples, verbal explanations, feedback, and other scaffolding features. In this paper, the authors investigate instructional guidance as it relates to Cognitive Tutor, an intelligent tutoring system that provides students with an interactive learning environment. Cognitive tutors for high school mathematics have been successful in raising students' test scores and the Cognitive Tutor Algebra curriculum is being used in over 3,000 schools nationwide. This paper reports early results from a large scale experiment evaluating different instructional conditions implemented in the Cognitive Tutor Algebra. This study explores the degree to which students can be taught without verbal explanations and tests whether the results obtained in the laboratory will generalize to real classrooms. High school students from a large rural and urban school district in West Virginia participated in this study. This study contrasted two modified tutors with the standard tutor as a control condition. To summarize the results, the authors did not find any benefits of adding verbal explanations. The explanatory and non-explanatory students did not differ in terms of number of hints or errors in any of the experimental and non-experimental units. Tables and figures are appended.
ED563099
Exploring Optimal Conditions of Instructional Guidance in an Algebra Tutor
Society for Research on Educational Effectiveness
2013-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
11
ERIC
JAN2020
Yes
Charter Schools
Randomized Controlled Trials
Selective Admission
Competitive Selection
Admission (School)
Curriculum
Knowledge Level
Core Curriculum
Concept Formation
Vocabulary
Barriers
School Districts
Progress Monitoring
Achievement Tests
Parent Surveys
Program Effectiveness
Elementary Education
White, Thomas G.
Grissmer, David W.
Altenhofen, Shannon
Larson, Jennifer
Reports - Research
Colorado
Colorado
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
The authors are presently in the fourth year of a six-year, lottery-based randomized control trial (RCT) studying the effectiveness of nine Colorado charter schools that have implemented Core Knowledge®. Core Knowledge (CK) is a comprehensive K-8 curriculum for language arts, math, science, social studies, visual arts, and music that is intended to build knowledge, concepts, and vocabulary systematically from one grade to the next, leading to substantial progress in reading. The purpose of this paper is to describe (1) a particular set of problems that arose in conducting the lottery-based RCT and (2) the solutions that we developed and implemented. The nine participating CK charters are located in six school districts that range from the suburbs south of Denver to the city of Fort Collins in the north. The participants include two cohorts of students and their parents who participated in kindergarten entrance lotteries in 2010 and 2011. Students are being tracked as they progress from kindergarten to third or fourth grade when they will take Colorado achievement tests in reading, mathematics, and writing in 2014 and 2015. In the third year of the project the authors conducted a small parent survey to assess the feasibility of individually testing Cohort 1 students in a non-school setting. The parent survey not only gave the authors access to Cohort 1 students for testing but also proved to be a valuable source of data in its own right. In fact, although it was not included in the original proposal, they have come to view it as an integral part of the lottery-based RCT, indeed the key to plans for Years 4-6. They will repeat the survey and testing process with Cohort 2.
ED563100
Lessons Learned in Conducting a Lottery-Based Study of Core Knowledge Charter Schools
Society for Research on Educational Effectiveness
2013-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
5
ERIC
JAN2020
Yes
Algebra
Mathematics Tests
College Entrance Examinations
Student Attitudes
Protocol Analysis
Cognitive Processes
Cognitive Structures
Student Characteristics
Item Analysis
Verbal Ability
Problem Solving
Test Items
Equations (Mathematics)
Psychometrics
Difficulty Level
High School Students
Models
Validity
Gierl, Mark J.
Leighton, Jacqueline P.
Wang, Changjiang
Zhou, Jiawen
Gokiert, Rebecca
Tan, Adele
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
New York
New York
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The purpose of the study is to present research focused on validating the four algebra cognitive models in Gierl, Wang, et al., using student response data collected with protocol analysis methods to evaluate the knowledge structures and processing skills used by a sample of SAT test takers.
ED563101
Validating Cognitive Models of Task Performance in Algebra on the SAT®. Research Report No. 2009-3
College Board
2009-00-00
39
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
31
As Provided
JAN2020
Yes
Science Education
Influences
Bias
Statistical Analysis
Publications
Meta Analysis
Research Methodology
Foreign Countries
Intervention
Educational Research
Causal Models
Effect Size
Sample Size
Journal Articles
Taylor, Joseph
Kowalski, Susan
Stuhlsatz, Molly
Wilson, Christopher
Spybrook, Jessaca
Reports - Research
United States
Europe
Asia
Asia
United States
Society for Research on Educational Effectiveness (SREE)
English
The purpose of this paper is to use both conceptual and statistical approaches to explore publication bias in recent causal effects studies in science education, and to draw from this exploration implications for researchers, journal reviewers, and journal editors. This paper fills a void in the "science education" literature as no previous exploration of its kind can be located. The studies in this publication bias analysis are taken from a larger meta-analysis that includes studies from the Unites States, Europe, and East Asia. The general research design is random effects meta-analysis. Specific tests of publication bias were performed within the meta-analysis context. These include funnel plots, Galbraith plots, and Egger's test of Asymmetry. Publication bias was investigated using both intuitive and statistical techniques. The results of this analysis suggest that meta-analyses may not require significant work in the grey literature to produce unbiased results. The data from this 2010-11 study suggest that small effect-small sample studies are being "submitted" for publication and are being "accepted" for publication. One table and four figures are appended.
ED563102
Investigating the File Drawer Problem in Causal Effects Studies in Science Education
Society for Research on Educational Effectiveness
2013-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
6
ERIC
JAN2020
Yes
College Entrance Examinations
Test Validity
Prediction
Grades (Scholastic)
Predictor Variables
Grade Point Average
Correlation
Institutional Characteristics
School Size
Selective Admission
Student Characteristics
Gender Differences
Racial Differences
Ethnic Groups
Language Usage
Family Income
Parent Background
Educational Attainment
High School Students
College Freshmen
Critical Reading
Reading Skills
Mathematics Skills
Writing Skills
Patterson, Brian F.
Mattern, Krista D.
Numerical/Quantitative Data
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
In an effort to continuously monitor the validity of the SAT for predicting first-year college grades, the College Board has continued its multi-year effort to recruit four-year colleges and universities (henceforth, "institutions") to provide data on the cohorts of first-time, first-year students entering in the fall semester beginning with 2006 through 2009. Its goal in doing so is to provide clear evidence for the use of the SAT in college admission. Prior research based on the same data collection effort has demonstrated a strong, linear relationship of the SAT section scores with first-year grade point average (FYGPA) in college across a variety of institutional and student characteristics (Kobrin, Patterson, Shaw, Mattern, & Barbuti, 2008; Mattern, Patterson, Shaw, Kobrin, & Barbuti, 2008; Patterson, Mattern, & Kobrin, 2009; Patterson & Mattern, 2011). This study serves as a replication of prior analyses for the most recent cohort of students: those who graduated from high school in the spring of 2009 and subsequently enrolled in a four-year college in the fall of 2009 The present study examined the extent to which four predictors commonly used in college admission were linearly related to FYGPA; in particular, SAT critical reading (SAT-CR), mathematics (SAT-M), and writing (SAT-W), as well as high school grade point average (HSGPA), were considered. Overall FYGPA correlations were approximately equal for the combination of all three SAT sections and HSGPA (r = 0.54, for both correlations). Combining these four predictors led to the strongest linear relationship with FYGPA (r = 0.62), indicating that the SAT added substantially to predictions that relied solely on HSPGA. Among the three SAT sections, SAT-W tended to exhibit the strongest linear relationship with FYGPA (r = 0.52). In addition, many of these patterns held true across institutional characteristics, such as control (i.e., public or private), size, and selectivity, and across student characteristics, such as gender, racial/ethnic identity, best spoken language, household income, and highest parental education level. Finally, analyses of differential prediction for the student characteristics showed that using the three SAT sections to predict FYGPA tended to result in smaller differential prediction in absolute magnitude than when using HSGPA alone. With the exception of a few student subgroups, the differential prediction of FYGPA was reduced the most when using the combination of SAT sections and HSGPA. The following tables are appended: (1) Institutions Providing First-Year Outcomes Data for the 2009 Cohort; (2) Raw Correlations of SAT and HSGPA with FYGPA by Institutional Characteristics; and (3) Raw Correlation of SAT Scores and HSGPA with FYGPA by Subgroups.
ED563103
Validity of the SAT® for Predicting First-Year Grades: 2009 SAT Validity Sample. Statistical Report No. 2012-2
College Board
2009-00-00
15
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
6
As Provided
JAN2020
Yes
Multivariate Analysis
Screening Tests
Behavior Problems
Emotional Problems
Risk
Adolescents
Rating Scales
Student Characteristics
Middle School Students
High School Students
Kim, Jihye
Kamphaus, Randy W.
Reports - Research
California
Georgia
California
Georgia
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
High Schools
The Behavioral and Emotional Screening System (BESS) Student Form is one of the behavioral and emotional risk screening tests that is in more widespread use in U.S. schools systems from preschool through high school. From 2007 to the present, the BESS Student Form has been used for screening in the Los Angeles United School District (LA), which was part of a research grant from the Institute of Education Sciences (Grant # R324B060005). All middle and high schools of the Bibb County Public Schools, an urban schools system surrounding Macon, Georgia, have also participated in BESS screening from 2009 to the present. This study sought to reveal the heterogeneity or uniqueness of the adolescents screened with the BESS Student Form, and then classified them into number of classes holding similar latent features and demographic backgrounds. The primary analytic method of latent class analysis using Mplus 6.11 (Muthen and Muthen 1998) was employed in order to classify the heterogeneity of the BESS participants. Follow-up multivariate analysis was conducted with latent class probabilities as dependent variables for three types of demographic information (gender, grade level, and risk-level classification) as independent variables for finding out the significant effect of demographic information within each class. In the latent class analysis with 4-class solution, class 2 produced statistically significant findings with regard to students' demographic information. There was a significant interaction between student grade and risk level, indicating that younger students were more salient in exhibiting an elevated level of risk than older students. This finding, however, was only present for the LA sample. The gender proportions were also different between LA and Bibb in that girls predominated the high risk class 2 in Bibb, even though the item response patterns within classes were similar. Future research plans include collecting more comprehensive student demographic information and exploring the undiscovered uniqueness within each class. One table is appended.
ED563104
Latent Class Analysis of Youth Behavioral and Emotional Risk: Associations with Demographic Characteristics
Society for Research on Educational Effectiveness
2013-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
College Entrance Examinations
Predictive Validity
Test Validity
Scores
Grades (Scholastic)
Grade Point Average
Correlation
Institutional Characteristics
Student Characteristics
Public Colleges
Private Colleges
High School Students
College Freshmen
College Mathematics
College English
Course Content
Alignment (Education)
Mattern, Krista D.
Patterson, Brian F.
Kobrin, Jennifer L.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This study examined the validity of the SAT for predicting performance in first-year English and mathematics courses. Results reveal a significant positive relationship between SAT scores and course grades, with slightly higher correlations for mathematics courses compared to English courses. Correlations were estimated by student characteristics (gender, ethnicity, and best language), institutional characteristics (size, selectivity, and control, i.e., private or public), and course content (e.g., calculus, algebra). The findings suggest that performance on the SAT is predictive of performance in specific college courses. Furthermore, stronger relationships were found between test scores and grades when the content of the two were aligned (such as the SAT mathematics section and mathematics course grades, or the SAT writing section and English course grades). Supplemental tables are appended.
ED563105
The Validity of SAT® Scores in Predicting First-Year Mathematics and English Grades. Research Report 2012-1
College Board
2012-00-00
36
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
12
As Provided
JAN2020
Yes
Research Design
Bayesian Statistics
Computation
Data
Error of Measurement
Comparative Analysis
Hierarchical Linear Modeling
Least Squares Statistics
Rindskopf, David
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Single case designs (SCDs) generally consist of a small number of short time series in two or more phases. The analysis of SCDs statistically fits in the framework of a multilevel model, or hierarchical model. The usual analysis does not take into account the uncertainty in the estimation of the random effects. This not only has an effect on the estimates of the fixed effects, but also on their standard error. This research investigates this phenomenon on a selected SCD, and compares the results with the analyses of other people on the panel. The authors presume the results, which are not presented, will show the advantages of fully Bayesian estimates.
ED563106
Fully Bayesian Estimation of Data from Single Case Designs
Society for Research on Educational Effectiveness
2013-00-00
4
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
ERIC
JAN2020
Yes
Extended School Day
Grants
Program Implementation
Program Effectiveness
Longitudinal Studies
Quasiexperimental Design
Surveys
Fidelity
Teacher Attitudes
Satisfaction
Academic Achievement
Homework
Fatigue (Biology)
Statistical Significance
Correlation
Educational Change
Time Management
Comparative Analysis
Elementary Schools
Middle Schools
Elementary School Students
Middle School Students
Middle School Teachers
Elementary School Teachers
Outcomes of Education
School Schedules
Institutional Characteristics
Achievement Tests
Checkoway, Amy
Gamse, Beth
Velez, Melissa
Linkow, Tamara
Reports - Research
Massachusetts
Massachusetts Comprehensive Assessment System
Massachusetts
Massachusetts Comprehensive Assessment System
Society for Research on Educational Effectiveness (SREE)
Massachusetts Department of Elementary and Secondary Education
Abt Associates, Inc.
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
The Massachusetts Expanded Learning Time (ELT) initiative provides grants to selected schools to redesign their schedules by adding 300-plus instructional hours to the school year to improve outcomes, broaden enrichment opportunities, and provide teachers with more planning and professional development time. The Massachusetts Department of Elementary and Secondary Education (ESE) and Abt Associates, with grant funding from the U.S. Department of Education's Institute for Education Sciences (IES), completed a five year study of the ELT initiative to examine three primary research questions: (1) How has expanded learning time been implemented in schools that receive ELT grants?; (2) What are the outcomes of expanded learning time for schools, students, and teachers?; and (3) What is the relationship between implementation and outcomes? This study included 24 elementary, middle, and K-8 ELT schools that were funded by the state and 25 matched comparison schools. As random assignment of schools or students to ELT was not feasible, this study's impact analysis relies upon a strong longitudinal quasi-experimental design: a comparative interrupted time-series approach that leverages pre-program data and data from matched comparison schools to produce estimated effects representing differences between ELT and comparison schools beyond what one might expect given pre-program measures and other secular initiatives affecting all schools. Analyses of non-academic outcomes rely on cross-sectional survey data and use multi-level models that produce estimates of differences between ELT and comparison schools to approximate what would have happened in the absence of ELT. Each year, longitudinal student-level MCAS and other extant data for both ELT and matched comparison schools are analyzed. One of the study's key contributions was to integrate implementation and outcomes data using an index based on principles of effective ELT operation; this implementation index provides a measure of fidelity that can be used both to understand school-level implementation and to explore relationships between implementation and outcomes. Findings from the study reveal the following: (1) More ELT teachers were satisfied with time available for instruction and planning, and reported that they spend sufficient instructional time with students. Fewer ELT teachers reported that student academic performance and homework completion rates were problem areas; (2) More teachers in ELT schools reported that teacher and staff fatigue, as well as student fatigue, were problems in their respective schools; (3) Generally, there were no statistically significant effects of ELT on student achievement; (4) Descriptive analysis linking the level of implementation in ELT schools and student achievement outcomes indicate no clear patterns or meaningful relationships; (5) Exploratory analysis of differential effects of ELT in higher- versus lower-implementing schools indicates minimal heterogeneity in the effect by the level of ELT implementation; and (6) The school reform landscape is dynamic; each year, more schools (outside of this ELT initiative) appear to be expanding the amount of time in their school year as well as implementing reforms consistent with the core ELT components. Exhibits are appended.
ED563107
Evaluation of the Massachusetts Expanded Learning Time (ELT) Initiative: Final Study Findings
Society for Research on Educational Effectiveness
2013-00-00
Institute of Education Sciences (ED)
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
2
ERIC
JAN2020
Yes
Yes
Teacher Evaluation
Observation
Scores
Value Added Models
Teacher Competencies
Mathematics Teachers
Mathematics Instruction
Instructional Program Divisions
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Elementary Schools
Middle Schools
Departments
Correlation
Urban Schools
School Districts
Teacher Effectiveness
Statistical Analysis
Video Technology
Lazarev, Valeriy
Newman, Denis
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Grade 4
Intermediate Grades
Elementary Education
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Teacher evaluation is currently a major policy issue at all levels of the K-12 system driven in large part by current US Department of Education requirements. The main objective of this study is to explore the patterns of relationship between observational scores and value-added measures of teacher performance in math classrooms and the variation in these relationships across grade levels. While the MET analyses used a single composite score consisting of a simple average of the eight component scores of the protocol, in our work we treated each component separately since each measures a separately definable aspect of classroom practice. Specifically, across all the components, the authors pose the following questions: (1) Do the relationships between observation scores of math teachers and their value-added scores tend to be non-linear?; (2) Is there a difference in the relationships associated with developmental changes as indicated by grade levels (four through eight)?; and (3) To what extent the observed changes are associated with increasing departmentalization (in upper elementary and middle school)? The relationship between classroom observation instruments and teacher effectiveness is often presumed to be a simple linear mapping. The authors find that the relationship is complex: it is typically non-linear and the shape of this relationship appears to evolve with the grade level progression. Careful analysis of such relationships will improve understanding of teacher effectiveness and result in more accurate teacher evaluation systems. Better evaluation systems will in turn generate more useful administrative data for use in effectiveness research. Tables and figures are appended.
ED563108
How Non-Linearity and Grade-Level Differences Complicate the Validation of Observation Protocols
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
14
ERIC
JAN2020
Yes
Tuition
Student Financial Aid
Public Colleges
Private Colleges
Undergraduate Students
Income
Differences
Institutional Characteristics
Baum, Sandy
Ma, Jennifer
Reports - Descriptive
Numerical/Quantitative Data
College Board Advocacy & Policy Center
English
Higher Education
Postsecondary Education
Recent data from the College Board's Annual Survey of Colleges reveal significant variation in institutional aid patterns among colleges and universities. The undergraduate tuition discount rate--the ratio of institutional grant aid to published tuition and fee charges--is higher at private institutions than at public institutions, but there are also notable differences within sectors. It is not just the magnitude of the discounts offered that is important but also the purposes of the discounts and the distribution of the grants to students in different circumstances. Since 2000-01, the total discount rate has been relatively stable in the public sector but continues to rise in the private sector. Breaking the discount rate down into aid that meets financial need, aid that goes beyond financial need (or goes to students with no documented need), and the more specialized categories of tuition waivers and athletic awards. This report presents a summary of the report analysis and findings.
ED563109
Tuition Discounting: Institutional Aid Patterns at Public and Private Colleges and Universities. Trends in Higher Education Series
College Board
2010-00-00
6
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
ERIC
JAN2020
Yes
Randomized Controlled Trials
Research Design
Correlation
Program Effectiveness
Hierarchical Linear Modeling
Student Characteristics
Statistical Analysis
Pretests Posttests
Elementary Schools
Middle Schools
High Schools
Student Records
Scores
Achievement Tests
Westine, Carl
Spybrook, Jessaca
Reports - Research
Numerical/Quantitative Data
Texas
Texas
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
High Schools
The capacity of the field to conduct power analyses for group randomized trials (GRTs) of educational interventions has improved over the past decade (Authors, 2009). However, a power analysis depends on estimates of design parameters. Hence it is critical to build the empirical base of design parameters for GRTs across a variety of outcomes and contexts. This study provides a first step towards building this base of design parameters specifically for science outcomes. Unlike reading and math, science is not typically tested each year. Preliminary findings from this study suggest that although not direct comparisons, unconditional intraclass correlations (ICCs) for science outcomes are smaller than grade 3 math and reading as reported by Bloom, Richburg-Hayes, and Black (2005; 2007) for five urban districts. Similarly, Hedges and Hedberg (2007) found larger ICCs for both reading and math using a nationally representative sample of students nested in schools. R-square values for school level covariates have not been computed yet, but a one year lagged student pretest appears to be highly effective in reducing variance between and within schools, more so than in reading (R-squares less than 0.86) and math (less than 0.63) as reported by Bloom et al. (2005; 2007). The empirical estimates from this study will help improve the accuracy of the power analyses for GRTs of science interventions. Tables are appended.
ED563110
Improving the Design of Science Intervention Studies: An Empirical Investigation of Design Parameters for Planning Group Randomized Trials
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
As Provided
JAN2020
Yes
Writing Research
Writing Tests
Writing (Composition)
Writing Instruction
Testing Programs
Standardized Tests
Test Bias
Individual Differences
Test Reliability
Test Validity
College Entrance Examinations
Graduate Study
Law Schools
Medical Schools
Language Tests
English (Second Language)
Second Language Learning
Scoring
Multiple Choice Tests
Breland, Hunter M.
Bridgeman, Brent
Fowles, Mary E.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
Graduate Management Admission Test
Graduate Record Examinations
Law School Admission Test
Medical College Admission Test
Test of English as a Foreign Language
Graduate Management Admission Test
Graduate Record Examinations
Law School Admission Test
Medical College Admission Test
SAT (College Admission Test)
Test of English as a Foreign Language
College Entrance Examination Board
Educational Testing Service, Graduate Record Examination Board Program
English
Higher Education
Postsecondary Education
A comprehensive review was conducted of writing research literature and writing test program activities in a number of testing programs. The review was limited to writing assessments used for admission in higher education. Programs reviewed included ACT, Inc.'s ACT™ program, the California State Universities and Colleges (CSUC) testing program, the College Board's SAT® program, the Graduate Management Admissions Test® (GMAT®) program, the Graduate Record Examinations ® (GRE®) test program, the Law School Admission Test® (LSAT®) program, the Medical College Admission Test® (MCAT®) program, and the Test of English as a Foreign Language™ (TOEFL®) testing program. Particular attention was given in the review to writing constructs, fairness and group differences, test reliability, and predictive validity. A number of recommendations are made for research on writing assessment. Tables Summarizing Previous Studies of Mean Differences, Reliability, and Validity are provided in the appendix.
ED563111
Writing Assessment in Admission to Higher Education: Review and Framework. College Board Report No. 99-3. GRE Board Research Report No. 96-12R
College Entrance Examination Board
1999-00-00
44
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
89
As Provided
JAN2020
Yes
STEM Education
Student Diversity
Academic Persistence
Graduation Rate
Program Effectiveness
Intervention
Calculus
Mathematics Instruction
Discussion (Teaching Technique)
Mentors
Risk Assessment
Cooperative Learning
College Freshmen
Randomized Controlled Trials
Control Groups
Experimental Groups
Comparative Analysis
Dickson, Lisa
Mandell, Marv
Maton, Kenneth
Marcotte, Dave
Rous, Philip
McDermott, Patrice
Rutledge, Janet
LaCourse, William R.
Sutphin, Kathy Lee
Reports - Research
Maryland
Maryland
Society for Research on Educational Effectiveness (SREE)
English
Higher Education
Postsecondary Education
Many researchers, policymakers, and university administrators have called for more students to major in Science, Technology, Engineering and Mathematics (STEM) fields to address the critical need for a diverse and technically skilled workforce that is prepared to address national problems and educate its future STEM leaders. One of the questions facing the nation is how best to increase the number of students obtaining degrees in STEM fields. The University of Maryland, Baltimore County (UMBC) received support from the National Science Foundation (NSF) to comprehensively investigate cost effective and scalable strategies to increase the number of students graduating with STEM degrees. UMBC's Meyerhoff Scholarship Program has been recognized as a national model for increasing diversity among future leaders in science and engineering. The programs, as currently administered, can impact a limited number of students due to the cost. Also, it is unclear as to what individual facets of these programs matter most for student retention and graduation. The project's primary purpose is to identify techniques that significantly impact retention and graduation rates among students who intend to major in STEM disciplines, to verify the estimates of these impacts through careful analysis, and to assess all costs relative to the effectiveness of these interventions. Eligible students who signed the consent forms to participate were randomly assigned into five separate groups: (1) high-status faculty mentoring with ongoing risk assessment; (2) professional staff mentoring with ongoing risk assessment; (3) placement in an active learning discussion section in pre-calculus or calculus classes in the CNMS Active Science Teaching and Learning Environment (CASTLE); (4) assistance in forming and maintaining study groups; and (5) the control group that offers a $50 UMBC Bookstore gift card. Participation took place over the fall and spring semesters with Cohort 1 held during the 2011-2012 AY, Cohort 2 held during the 2012-2013 AY, and Cohort 3 held during the 2013-2104 AY. The project is in its third and final Cohort at the time of the writing of this paper. The remaining time of the five-year study is devoted to data analysis and dissemination.
ED563112
Evaluation, Integration and Institutionalization of Initiatives to Enhance STEM Student Success
Society for Research on Educational Effectiveness
2013-00-00
National Science Foundation (NSF)
5
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
ERIC
JAN2020
1038170
Yes
College Entrance Examinations
Predictive Validity
Test Validity
Scores
Grades (Scholastic)
Grade Point Average
Correlation
Institutional Characteristics
Student Characteristics
Public Colleges
Private Colleges
High School Students
College Students
Tables (Data)
Mattern, Krista D.
Patterson, Brian F.
Numerical/Quantitative Data
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Development
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This report presents the validity of the SAT for predicting two second-year outcomes: (1) second-year cumulative GPA (2nd Yr Cum GPA), and (2) second-year grade point average (2nd Yr GPA). Similar to the results for first-year grade point average (1st Yr GPA), the SAT is strongly correlated with second year outcomes. For many significant subgroups, such as ethnic minority students and female students, the SAT was in fact a better predictor of 2nd Yr Cum GPA and 2nd Yr GPA than were high school grades alone. However, for all students, SAT score in combination with high school grades was the best predictor of these second year outcomes since both measures provide incrementally validity over each other. For example, even within HSGPA levels, there is still a strong positive relationship between SAT and 2nd Yr Cum GPA and 2nd Yr. An appendix lists the institutions providing second-year data on the 2006 freshman cohort.
ED563113
Validity of the SAT for Predicting Second-Year Grades: 2006 SAT Validity Sample. Statistical Report No. 2011-1
College Board
2011-02-00
30
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
3
As Provided
JAN2020
Yes
Educational Technology
Technology Uses in Education
Mathematics Instruction
Intervention
Student Evaluation
Educational Assessment
Progress Monitoring
Interviews
Mathematics Skills
Computer Assisted Testing
Mathematics Achievement
Teaching Methods
Achievement Gains
Standardized Tests
Achievement Tests
Mathematics Tests
Scores
Grade 3
Elementary School Students
Grade 2
Comparative Analysis
Statistical Analysis
Wang, Ye
Gushta, Matthew
Reports - Research
United States (Midwest)
Society for Research on Educational Effectiveness (SREE)
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 2
The No Child Left Behind Act resulted in increased school-level implementation of assessment-based school interventions that aim to improve student performance. Diagnostic assessments are included among these interventions, designed to help teachers use evidence about student performance to modify and differentiate instruction and improve student outcomes. The mCLASS: Math software (Ginsburg, Cannon, Eisenband, & Pappas, 2006) is comprised of screening/progress monitoring curriculum-based measures (CBMs) and Diagnostic Interviews to help teachers identify students' skill levels. mCLASS: Math enables teachers to target instruction to each student's needs and monitor each student's progress toward mastery. Educators are expected to use the constantly updated diagnostic information to improve ongoing instruction and increase student achievement. Schools have found that the use of mCLASS: Math helps support curriculum, instruction, and assessment (Ginsburg et al, 2006). This study provides evidence about the effectiveness of mCLASS: Math in improving student outcomes on a statewide math achievement test, examining whether or not using the mCLASS: Math CBM impacts students' achievement test scores. Among the students who were administered the CBM, we investigate whether or not being administered the mCLASS: Math Diagnostic Interviews further influences subsequent test scores. This study was conducted in a large mid-western state which provided data from 175 districts, 606 schools, and 1856 teachers for this study. All the schools and teachers had elected to implement mCLASS: Math; however, there are instances in which individuals students may be exempted from the assessment. CBM measures quickly identify students who are at risk for poor mathematical performance while Diagnostic Interviews identify students' mathematical strengths and weaknesses which can be used to inform instruction. Overall, the administration of CBM measures provides broad, useful information about students' skill levels and identifies those students in need of further assessments and development. Tables are appended.
ED563114
Improving Student Outcomes with mCLASS: Math, a Technology-Enhanced CBM and Diagnostic Interview Assessment
Society for Research on Educational Effectiveness
2013-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
6
ERIC
JAN2020
Yes
Faculty Development
Vocabulary Development
Observation
Grade 1
Elementary School Teachers
Teacher Collaboration
Core Curriculum
Social Networks
Models
Elementary Schools
Program Effectiveness
Pedagogical Content Knowledge
Federal Legislation
Educational Legislation
Elementary Secondary Education
Disadvantaged Schools
Comparative Analysis
Fidelity
Program Implementation
Context Effect
Control Groups
Experimental Groups
Intervention
Demography
Predictor Variables
Randomized Controlled Trials
Gersten, Russell
Dimino, Joseph
Jayanthi, Madhavi
Newman-Gonchar, Rebecca
Taylor, Mary Jo
Reports - Research
California
Ohio
Illinois
Elementary Secondary Education Act Title I
Woodcock Johnson Tests of Achievement
Woodcock Diagnostic Reading Battery
Texas
California
Illinois
Ohio
Texas
Elementary and Secondary Education Act Title I
Woodcock Diagnostic Reading Battery
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
Elementary Secondary Education
The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory, have rarely been widely field-tested and evaluated using rigorous research techniques. The situation is slowly changing, but often the results have been mixed. One promising professional development effort in recent years has been the Teacher Study Group (TSG). This approach to professional development is an attempt to orchestrate several of the "best practices" in professional development--linkage to core curriculum, concreteness, establishment of collegial networks, and ongoing related activities--into a feasible model for use in elementary schools. The goal of the TSG professional development program is to enhance instruction by helping teachers integrate research-based instructional strategies into their existing curriculum. The purpose of the study is to examine the impact of the Teacher Study Group, focused on effective vocabulary instruction, on teacher knowledge, observed teaching practice, and student vocabulary achievement when implemented with first grade teachers in Title I schools. The major research questions were: (1) What is the impact of the TSG on teacher knowledge and teaching practice when compared to the professional development efforts being provided by the states and districts?; (2) What is the impact of the TSG on students' vocabulary knowledge when compared with students in classes receiving existing professional development efforts?; (3) What role does fidelity of implementation of the TSG protocols by the facilitators play in moderating the impacts of TSG on teacher and student outcomes?; and (4) What contextual factors facilitate or hinder effective implementation of the TSG? the randomized controlled study was conducted in 61 Title 1 schools (31 treatment and 30 control) from 16 school districts in four states: California, Ohio, Illinois, and Texas. The sample consisted of 182 first grade teachers (94 treatment and 88 control) and a randomly selected sample of 1811 students (940 in treatment and 871 in control). In each district, data were collected from both the TSG and control schools at the same time, by observers and testers blind to condition, to guard against bias entering the data collection process. Preliminary findings demonstrate the potential of the TSG intervention to bring about significant positive impacts at the teacher level (a proximal outcome for a professional development intervention). Tables are appended.
ED563115
Impact of the Teacher Study Group Professional Development Program on Student Vocabulary and Observed Teaching Practice: A Replication in First Grade Classrooms
Society for Research on Educational Effectiveness
2013-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
12
ERIC
JAN2020
Yes
Scaffolding (Teaching Technique)
Reading Instruction
Reading Comprehension
Reading Achievement
Summer Programs
Reading Programs
Reading Tests
Standardized Tests
Achievement Tests
Elementary School Students
Pretests Posttests
Program Evaluation
Program Effectiveness
Surveys
Kim, James S.
Cooc, North
Quinn, David M.
Reports - Research
Iowa Tests of Basic Skills
District of Columbia
North Carolina
District of Columbia
North Carolina
Iowa Tests of Basic Skills
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
The problem of summer reading loss among low-income children has been amply documented by researchers. Over time, income-based disparities in reading achievement appear to grow more rapidly during the summer months than the academic school year. This paper describes two experiments in which teachers scaffold summer book reading with two different approaches to improving comprehension through end of school year lessons. Because teachers implemented different comprehension lessons in the two studies, the instructional activities varied across the two studies. Both studies used the same norm-referenced reading comprehension test (Iowa Test of Basic Skills), enabling a comparison of impacts on a similar measure across two studies. The purpose of this study is to capitalize on the lessons from the two experiments. Results from the 2006 experiment, which focused on comprehension strategy instruction, improved children's performance on comprehension tasks that required inference and interpretation (d = 0.15). Results from the 2011 experiment suggest that content-oriented comprehension instruction improved children's performance on tasks that required analysis and generalization (d = 0.11) compared to strategy-oriented instruction. In study 1, strategy lessons appeared to benefit Grade 4 children's ability to make inferences and interpretation. In study 2, content lessons appeared to benefit Grade 3 children's ability to make analyses and generalizations. Tables are appended.
ED563116
How Teacher-Scaffolded Summer Reading Improves Different Components of Reading Comprehension: Lessons Learned from Two Experimental Studies
Society for Research on Educational Effectiveness
2013-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
College Entrance Examinations
Predictive Validity
Test Validity
Scores
Grades (Scholastic)
Grade Point Average
Correlation
Institutional Characteristics
Student Characteristics
Public Colleges
Private Colleges
High School Students
Tables (Data)
College Freshmen
Patterson, Brian F.
Mattern, Krista D.
Numerical/Quantitative Data
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Development
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The findings for the 2008 sample are largely consistent with the previous reports. SAT scores were found to be correlated with FYGPA (r = 0.54), with a magnitude similar to HSGPA (r = 0.56). The best set of predictors of FYGPA remains SAT scores and HSGPA (r = 0.63), as the addition of the SAT sections to the correlation of HSGPA alone with FYGPA leads to a substantial improvement in prediction (?r = 0.07). This finding was consistent across all subgroups of the sample, by both institutional characteristics and demographics (?r = 0.06). All correlations presented here have been corrected for restriction of range, but the same basic patterns hold for the raw correlations. The following are appended: (1) Institutions Providing First-Year Outcomes Data for the 2008 Cohort; (2) Raw Correlations of SAT and HSGPA with FYGPA by Institutional Characteristics ; and (3) Raw Correlation of SAT Scores and HSGPA with FYGPA by Subgroups.
ED563117
Validity of the SAT for Predicting First-Year Grades: 2008 SAT Validity Sample. Statistical Report No. 2011-5
College Board
2011-02-00
22
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
5
As Provided
JAN2020
Yes
Program Effectiveness
Intervention
Student Mobility
Student Records
Correlation
Reading Achievement
Grade 6
Statistical Analysis
Rose, Bess A.
Reports - Research
United States (Mid Atlantic States)
Society for Research on Educational Effectiveness (SREE)
English
Grade 6
Intermediate Grades
Middle Schools
Elementary Education
Research on the effectiveness of educational interventions usually is based on samples of students who remain in the same school over time. In contrast, most students transfer schools at least once during their K-12 school career, not including normative transfers such as those from elementary to middle school (Rumberger, 2002). Even when looking at just the two years prior to the 1998 NAEP, one-third of fourth graders, 19 percent of eighth graders, and 10 percent of twelfth graders had changed schools at least once (Rumberger, 2002). Mobility is higher among low-income and minority populations (Rumberger, 2002). While many studies have investigated the relationship of student mobility with achievement (Alexander, Entwisle, & Dauber, 1996; Reynolds, Chen, & Herbers, 2009; Rumberger & Larson, 1998; Tucker, Marx, & Long, 1998), the degree to which this relationship might vary among schools has not been fully investigated; in other words, are some schools more effective with mobile students than others? Data for the current study were obtained from a prior study of student mobility in a mid-Atlantic state that took place in 2001-2003. (A full description is available in Rogers, 2004.) This study examined complete school history data from a statewide sample of students in order to investigate the relationship between mobility and reading achievement in the sixth year of schooling. Cross-classified, multiple membership models were used to accurately account for students' membership in multiple schools during Year 6 as well as prior years. The relationship between mobility and reading scores was found to be non-significant on average, but examination of the variance components revealed that the impact of student mobility on reading achievement varied significantly among schools. Furthermore, the covariance estimate suggests that mobility gaps are especially large in schools with higher overall levels of achievement. This suggests that further research is necessary that more closely examines the contextual effects of mobility. Tables are appended.
ED563118
Examining Variation in Effects of Student Mobility Using Cross-Classified, Multiple Membership Modeling
Society for Research on Educational Effectiveness
2013-00-00
Annie E. Casey Foundation
Institute of Education Sciences (ED)
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
14
ERIC
JAN2020
Yes
R305B080020
Yes
College Readiness
Grade Point Average
College Entrance Examinations
Scores
High School Students
College Students
Academic Standards
Difficulty Level
Academic Achievement
Predictive Validity
Measures (Individuals)
Statistical Distributions
Prediction
Family Income
Correlation
Mattern, Krista D.
Wyatt, Jeffrey N.
Numerical/Quantitative Data
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
A recurrent trend in higher education research has been to identify additional predictors of college success beyond the traditional measures of high school grade point average (HSGPA) and standardized test scores, given that a large percentage of unaccounted variance in college performance remains. A recent study by Wyatt, Wiley, Camara, and Proestler (2012) expanded the definition of college readiness beyond test scores and HSGPA to include a measure of the academic rigor or challenge associated with a student's course work in high school, referred to as the academic rigor index (ARI). This study represents the first examination of the validity of ARI in predicting first-year grade point average (FYGPA). The correlation between ARI and FYGPA indicated a moderate effect overall and by gender, ethnicity, and household income subgroups; however, ARI did not add incremental validity above SAT scores and HSGPA. Additionally, when added to SAT scores and HSGPA, ARI had no impact on differential prediction by relevant subgroups. Given the current movement toward a more holistic assessment of college applicants, a standardized measure of the academic rigor of a student's course load in high school suggests a promising additional measure to the assessment of a student's level of college readiness. Table A-1 is appended.
ED563119
The Validity of the Academic Rigor Index (ARI) for Predicting FYGPA. Research Report 2012-5
College Board
2012-00-00
24
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
23
As Provided
JAN2020
Yes
Summer Science Programs
Program Implementation
Barriers
Online Courses
Algebra
Student Surveys
Teacher Surveys
Observation
Content Analysis
Educational Practices
Walters, Kirk
Sorensen, Nicholas
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
This paper describes the implementation of the online and f2f summer algebra courses that were delivered in summers 2011 and 2012. These data will be used to frame the impact results presented in an earlier paper. In particular, the paper will provide a detailed picture of how the online course was structured and the types of supports provided to students; compare the algebra content and course rigor between the online and f2f classes; and examine students' perceptions of the online course between summers 2011 and 2012, which were starkly different in terms of the software glitches that interfered with the delivery of the course in 2012. The paper will be guided by the following research questions: (1) How were the key components of the online algebra credit recovery course implemented during the summers of 2011 and 2012, including specific technology challenges?; (2) How did the online and f2f Algebra IB courses compare in terms of content rigor and grading expectations?; and (3) How did the instructional experience compare for students taking online and f2f summer credit recovery courses, and between students who took the online course in 2011 and 2012? The authors will draw from several different sources of implementation data that were collected in both conditions in both summer 2011 and 2012 to answer the paper's research questions. These include in-person observations of the online and f2f classrooms, archival data generated from the online course, student and teacher surveys, online mentor logs, and course materials (syllabi, annotated tables of contents). The preliminary findings from year 1 (summer 2011) indicated that students were engaged, cooperative and attentive in both the online and f2f algebra classes, with no statistically significant differences between conditions. The online mentors reported spending the majority of their time (62%) on administrative tasks, 28% of their time teaching mathematics; and 9% of their time communicating with the online teacher or Aventa technical support.
ED563120
Implementation Challenges and Results
Society for Research on Educational Effectiveness
2013-00-00
3
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
ERIC
JAN2020
Yes
Predictive Validity
Mathematics Instruction
Academic Achievement
Literacy Education
Control Groups
Reading Instruction
Kindergarten
Mathematics Curriculum
Teaching Methods
Correlation
Observation
Intervention
Fidelity
Program Descriptions
Course Content
Educational Research
Grade 1
Elementary School Students
Teacher Student Relationship
Emergent Literacy
Reading Tests
Reading Fluency
Doabler, Christian T.
Nelson-Walker, Nancy
Kosty, Derek
Baker, Scott K.
Smolkowski, Keith
Fien, Hank
Reports - Research
Oregon
Massachusetts
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Massachusetts
Oregon
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Society for Research on Educational Effectiveness (SREE)
English
Kindergarten
Primary Education
Early Childhood Education
Grade 1
Elementary Education
In this study, the authors conceptualize teaching episodes such as an integrated set of observable student-teacher interactions. Instructional interactions that take place between teachers and students around critical academic content are a defining characteristic of classroom instruction and a component carefully defined in many education interventions (Cohen, Raudenbush, & Ball, 2003; Pianta & Hamre, 2009). This presentation focuses on observational data collected during two separate IES-funded randomized controlled trials. The first study, Project Enhancing Core Reading Instruction (ECRI), is a four-year project designed to study the efficacy of a multi-tiered, first-grade intervention system. The second study, the Early Learning in Mathematics (ELM) project, investigated the efficacy of a core (Tier 1) kindergarten mathematics curriculum. There are two primary purposes of this presentation. The first is to establish classroom stability of instructional interactions during early literacy and beginning mathematics instruction. The second purpose is to examine the association between these instructional interactions and academic achievement. Three research questions were posed to guide the research on instructional interactions: (1) How stable are instructional interactions across the academic year? (2) How reliable are classroom means of instructional interactions (averaged across observations)? (3) Is the rate of instructional interactions associated with student achievement? Standardized observation protocols have demonstrated the capacity to measure core elements of intervention trials, including implementation fidelity and intervention impact (Snyder et al., 2006). This study used a direct observation tool to systematically investigate the explicit instructional interactions that occur during early literacy and beginning mathematics instruction. Preliminary analysis of the Early Learning in Mathematics (ELM) and Project Enhancing Core Reading Instruction (ECRI) data reveals that many of the studied instructional variables were unrelated to student achievement. One explanation for these results is that the low stability of the instructional variables attenuated the relationships. The present study highlights the importance of obtaining stability of observed teaching practices (Shavelson & Dempsey, 1976). The implications of the present study warrant further investigation of methods to improve stability of these instructional variables, such as controlling for the type of academic content observed and observing consecutive days of instruction. Tables are appended.
ED563121
Explicit Instructional Interactions: Observed Stability and Predictive Validity during Early Literacy and Beginning Mathematics Instruction
Society for Research on Educational Effectiveness
2013-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
11
ERIC
JAN2020
Yes
Program Evaluation
Program Effectiveness
Mathematics Instruction
Intervention
At Risk Students
Low Achievement
Predictor Variables
Grade 1
Elementary School Students
Elementary School Mathematics
Urban Schools
Randomized Controlled Trials
Comparative Analysis
Screening Tests
Fidelity
Statistical Analysis
Scores
Rolfhus, Eric
Clarke, Ben
Decker, Lauren E.
Williams, Chuck
Dimino, Joseph
Reports - Research
Woodcock Johnson Tests of Achievement
United States (South Central)
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
Large scale longitudinal research (Morgan, Farkas, & Wu, 2009) and a meta-analysis (Duncan et al., 2007) have found that early mathematics achievement is a strong predictor of later mathematics achievement. In fact, end of Kindergarten and end of grade 1 mathematics achievement on ECLS-K and similar mathematics proficiency measures tends to be a stronger predictor than early measures of reading or reading-related skills such as phonemic awareness. Yet, despite increasing interest, there is little research on the effectiveness of recommended best practices in Response to Intervention Models (RtI) in mathematics (Gersten et al. 2009). This study (Rolfhus, et al. 2012) replicates the Fuchs et al. (2005) study as the first large-scale effectiveness trial (one intended to approximate real-world implementation) of "Number Rockets". While the Fuchs et al. study used interventionists experienced with at-risk students, the current study employed interventionists with a range of experience who were selected from the local community. While the Fuchs et al. study provided interventionists with substantial monitoring and support, the current study provided professional development and a support program similar to those provided by publishers of curriculum products (Agodini et al. 2009). Different measures were used to identify at-risk students, and measure outcomes. Finally, the district in the Fuchs et al. study used just one curriculum; each of the four urban districts in the current study used a different one, which may have provided a more heterogeneous instructional context. This study is the first effectiveness evaluation (and first replication) of "Number Rockets" and builds on the positive findings of the Fuchs et al. (2005) efficacy study. Tables are appended.
ED563122
From Efficacy Trial to Large Scale Effectiveness Trial: A Tier 2 Mathematics Intervention for First Graders with Difficulties in Mathematics
Society for Research on Educational Effectiveness
2013-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
12
ERIC
JAN2020
Yes
Comparative Analysis
Randomized Controlled Trials
School Districts
Quasiexperimental Design
Research Methodology
Educational Research
Institutional Characteristics
Benchmarking
Class Size
Formative Evaluation
Kindergarten
Error of Measurement
Elementary Schools
Wong, Vivian C.
Hallberg, Kelly
Cook, Thomas D.
Reports - Research
Tennessee
Indiana
Indiana Statewide Testing for Educ Progress Plus
Indiana
Tennessee
Indiana Statewide Testing for Educational Progress Plus
Society for Research on Educational Effectiveness (SREE)
English
Kindergarten
Primary Education
Early Childhood Education
Elementary Education
The nested data structure inherent in education (i.e. students nested in schools nested in districts) makes intact school matching an appealing approach in observational studies of educational interventions and policies for both theoretical and practical purposes. This paper provides guidance to applied education researchers who are employing intact school matching. First, using a within study comparison (WSC) methodology the authors examine whether intact school matching is able to replicate experimental results. In addition, they examine what approaches to intact school matching lead to the greatest level of bias reduction. Specifically, the authors estimate the ability to reproduce Randomized Control Trial (RCT) results when comparison units are matched. The study draws on data from two RCTs conducted in education and data on other schools and students in the states in which the RCTs were conducted. The RCTs were conducted in Tennessee and Indiana and include schools and students from across the state in both cases. Data from schools (and students attending those schools) that participated in the two RCTs were used to calculate the experimental benchmark. In the case of the Indiana RCT, the quasi-experimental comparison group was drawn from all other schools in the state that did not participate in the RCT. In the case of the Tennessee RCT, the comparison group was constructed from within the RCT using a synthetic WSC design. This paper provides preliminary evidence that intact school matching can replicate experimental estimates and provides some guidance for which approaches are more likely to effectively reduce bias. Tables are appended.
ED563123
Intact School Matching in Education: Exploring the Relative Importance of Focal and Local Matching
Society for Research on Educational Effectiveness
2013-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
2
ERIC
JAN2020
Yes
College Entrance Examinations
Predictive Validity
Test Validity
Scores
Grade Point Average
Correlation
Majors (Students)
College Students
Student Characteristics
Gender Differences
Ethnicity
Educational Attainment
Parent Background
Shaw, Emily J.
Kobrin, Jennifer L.
Patterson, Brian F.
Mattern, Krista D.
Numerical/Quantitative Data
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
The current study examined the differential validity of the SAT for predicting cumulative GPA (cGPA) through the second year of college by college major, as well as the differential prediction of cGPA by college major across student subgroups. The relationship between the SAT and cGPA varied somewhat by major, as well as by major and subgroup (e.g. gender, ethnicity,and parental education level). This variability was likely due to differences in the nature of the college course work,grading practices, student self-selection, and academic cultures (e.g., male dominated or highly competitive) across majors. The findings from this study may be particularly relevant to colleges and universities in examining different admission criteria for acceptance to specialized colleges and major programs within an institution, and thus it could serve as a comprehensive resource for higher education researchers examining college major and performance. Supplemental tables are appended.
ED563124
The Validity of the SAT® for Predicting Cumulative Grade Point Average by College Major. Research Report 2012-6
College Board
2012-00-00
76
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
46
As Provided
JAN2020
Yes
Early Intervention
Preschool Education
School Readiness
Low Income Groups
Correlation
Educational Quality
Program Evaluation
Experimental Groups
Control Groups
Comparative Analysis
Research Methodology
Data Analysis
Student Placement
Randomized Controlled Trials
Error of Measurement
Research Problems
Friedman-Krauss, Allison H.
Connors, Maia C.
Morris, Pamela A.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Preschool Education
Early Childhood Education
As a result of the 1998 reauthorization of Head Start, the Department of Health and Human Services conducted a national evaluation of the Head Start program. The goal of Head Start is to improve the school readiness skills of low-income children in the United States. There is a substantial body of experimental and correlational research that has found associations between the quality of children's early childhood classrooms and their subsequent academic success (Pianta, Barnett, Burchinal, & Thornburg, 2009; Raver et al., 2008; 2009; 2011; Zaslow et al., 2010). A particularly important part of evaluating the effectiveness of Head Start is understanding whether the program improves the quality of participants' early learning environments. Results from the original analysis of the classroom quality data from the Head Start Impact Study (U.S. Department of Health and Human Services, 2010) show that randomization to Head Start lead to improvement in the quality of care children received. However, these results are obfuscated by the way in which missing data were handled. The apparent improvements in classroom quality may be due to greater access to formal care settings. To address this problem, the primary objectives of this research are to address the challenges faced when estimating impacts of treatment random assignment on classroom quality within the Head Start Impact Study, to explore how different solutions influence the impact estimates, and to offer methodological solutions. What are the impacts of random assignment to Head Start on measures of classroom quality? Do children who are randomly assigned to Head Start receive higher/better quality care than children who are randomly assigned to the control group? Results confirm that the three types of missing data described here are indeed endogenous to treatment random assignment. Thus, methodological approaches must be used to handle missing data in order to obtain unbiased estimates of impacts of random assignment to Head Start on classroom quality. Tables are appended.
ED563125
Estimating Impacts of Treatment Random Assignment on Classroom Quality in the Head Start Impact Study: The Problem of Missing Data
Society for Research on Educational Effectiveness
2013-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
Yes
Program Effectiveness
Mathematics Curriculum
Mathematics Instruction
Elementary School Mathematics
Grade 3
Scores
Algebra
Geometry
Measurement
Graphs
Data Analysis
Pretests Posttests
Comparative Analysis
Individualized Instruction
Randomized Controlled Trials
Regression (Statistics)
Mathematics Achievement
Achievement Tests
Standardized Tests
McCoach, D. Betsy
Gubbins, E. Jean
Foreman, Jennifer
Rambo, Karen E.
Rubenstein, Lisa DaVia
Reports - Research
Iowa Tests of Basic Skills
TerraNova Multiple Assessments
Tests of Academic Progress
Stanford Achievement Tests
Iowa Tests of Basic Skills
Stanford Achievement Tests
TerraNova Multiple Assessments
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
Although research on the effectiveness of differentiated and enriched instruction in improving the achievement of diverse students is still emerging, some studies suggest that students in academically diverse classrooms benefited academically from differentiated learning experiences. The primary research question explored in this study was "What is the impact of implementing the pre-differentiated mathematics curricula in algebra, geometry and measurement, and graphing and data analysis on the achievement of grade 3 students, after controlling for pretest achievement scores?" Specifically, the authors were interested in examining whether math achievement outcomes of treatment and control group students differed. This study compared researcher-designed, pre-differentiated and enriched mathematics curricula in algebra, geometry, and measurement, graphing, and data analysis to the districts' mathematics curricula. The study concluded that, in general, the post-Iowa Tests of Basic Skills (ITBS) scores of students in the treatment group were equal to those in the control group. However, high-achieving students did appear to derive some benefit from the differentiated curricula. This was especially true for high-achieving students in lower-achieving schools. Future research should explore the differentiated units using different post-assessments, including the researcher-developed curriculum-based measures for both the treatment and control groups. Utilizing out of grade level assessments would have provided a clearer picture of the effects of the intervention. Tables and figures are appended.
ED563126
Evaluating the Efficacy of Using Pre-Differentiated and Enriched Mathematics Curricula for Grade 3 Students
Society for Research on Educational Effectiveness
2013-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
42
ERIC
JAN2020
Yes
Study Abroad
College Students
Probability
Cultural Awareness
Private Colleges
Student Attitudes
Student Behavior
Interpersonal Competence
Adjustment (to Environment)
Student Surveys
Comparative Analysis
Multiple Regression Analysis
Predictor Variables
Statistical Distributions
Rui, Ning
Reports - Research
United States (Northeast)
Society for Research on Educational Effectiveness (SREE)
English
Higher Education
Postsecondary Education
An institution that offers high-quality study abroad programs is perceived as likely to provide a stimulating learning environment for the students (Stroud, 2010). However, there are very few well-designed evaluation studies that provide evidence about the types of impacts of study abroad programs on students' academic and non-academic outcomes. To fill this void in the literature, the present study aims to estimate, from an institutional perspective, the effect of study abroad experience on students' social, behavioral, and attitudinal outcomes with an emphasis on students' intercultural competence and adaptability using survey data of 1,330 college students who entered a northeastern mid-size comprehensive private university in the fall of 2006. This study not only advances the understanding of the nature of impacts of study abroad programs, but also addresses the need for innovative methods to address the selection bias, i.e., individual and institutional factors that influence students' intent to participate in the programs. Results from this study have important implications and show that the study abroad experience does have a positive impact on habits of mind, social self-concept, civic-awareness, and social agency involvement, but no impacts on academic outcomes. Tables are appended.
ED563127
Impacts of Study Abroad on American Students' Intercultural Competence--A Propensity Score Analysis
Society for Research on Educational Effectiveness
2013-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
No
Communities of Practice
Teacher Collaboration
Barriers
Resistance to Change
Phenomenology
Interviews
Documentation
Content Analysis
Teacher Attitudes
Coding
Program Implementation
Time Management
Participative Decision Making
Instructional Leadership
Interpersonal Communication
Faculty Development
Kincaid, Eric R
Dissertations/Theses - Doctoral Dissertations
English
The implementation of professional learning communities (PLCs) in schools has been shown to increase the academic performance of students and develop a beneficial and productive culture of true teacher collaboration. Despite these demonstrated benefits, resistance to PLC implementation has been documented in various forms throughout the literature. The purpose of this study was to identify the barriers to PLC implementation and determine means of removing them. A social-constructivist theoretical framework was employed to explore the research questions, which examined the reasons for the resistance to full PLC implementation and the possibilities for overcoming resistance. A phenomenological research design was used to develop a thorough description of the implementation process through interviews and document analysis of PLC meeting notes. A combination of critical-case and network sampling was used to identify 9 teachers as participants to be interviewed for the study using predetermined criteria. Transcripts of participant interviews and notes taken during past PLC meetings were hand-coded using a 3-column procedure to identify codes, which were grouped into themes related to PLC implementation resistance. The main barriers to implementation identified in this project study were lack of time, lack of shared leadership, and lack of communication. The findings led to a project consisting of a series of professional development sessions for PLC leaders and teachers. The intent of the project is to eliminate PLC barriers and establish effective PLCs. The motivation behind this study and project is to bring about positive social change by assisting educators working to implement PLCs at their schools in the development of sustained PLCs that nurture the education of teachers and students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563128
Barriers to Implementation of Effective Professional Learning Communities
ProQuest LLC
Ed.D. Dissertation, Walden University
2014-00-00
978-1-3035-0357-3
171
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600285
2016
As Provided
JAN2020
No
Listening Skills
Speech Communication
Vowels
Syllables
Phonology
Suprasegmentals
Comparative Analysis
Hypothesis Testing
Meador, Diane L.
Dissertations/Theses - Doctoral Dissertations
English
Previous investigations have sought to determine how listeners might locate word boundaries in the speech signal for the purpose of lexical access. Cutler (1990) proposes the Metrical Segmentation Strategy (MSS), such that only full vowels in stressed syllables and their preceding syllabic onsets are segmented from the speech stream. I report the results of several experiments which indicate that the listener segments the minimal word, a phonologically motivated prosodic constituent, during processing of the speech signal. These experiments were designed to contrast the MSS with two prosodic alternative hypotheses. The Syllable Hypothesis posits that listeners segment a linguistic syllable in its entirety as it is produced by the speaker. The Minimal Word Hypothesis proposes that a minimal word is segmented according to implicit knowledge the listener has concerning statistically probable characteristics of the lexicon. These competing hypotheses were tested by using a word spotting method similar to that in Cutler and Norris (1988). The subjects' task was to detect real monosyllabic words embedded initially in bisyllabic nonce strings. Both open (CV) and closed (CVC) words were embedded in strings containing a single intervocalic consonant. The prosodic constituency of this consonant was varied by manipulating factors affecting prosodic structure: stress, the sonority of the consonant, and the quality of the vowel in the first syllable. The assumption behind the method is that word detection will be facilitated when embedded word and segmentation boundaries are coincident. Results show that these factors are influential during segmentation. The degree of difficulty in word detection is a function of how well the speech signal corresponds to the minimal word. Findings are consistently counter to both the MSS and Syllable hypotheses. The Minimal Word Hypothesis takes advantage of statistical properties of the lexicon, ensuring a strategy which is successful more often than not. The minimal word specifies the smallest possible content word in a language in terms of prosodic structure while simultaneously affiliating the greatest amount of featural information within the structural limits. It therefore guarantees an efficient strategy with as few parses as possible. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563129
The Minimal Word Hypothesis: A Speech Segmentation Strategy
ProQuest LLC
Ph.D. Dissertation, The University of Arizona
1996-00-00
978-1-3035-0359-7
280
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600287
2016
As Provided
JAN2020
No
STEM Education
Labor Market
Industry
Competition
Qualitative Research
Phenomenology
Secondary School Teachers
Science Teachers
Mathematics Teachers
Teacher Attitudes
Teacher Leadership
Teaching Methods
Teacher Role
Teacher Effectiveness
Program Effectiveness
Models
Sublette, Heidi
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
In the last 5 years, industries have begun to recognize a growing gap in the production of college graduates in areas of STEM. Researchers in various industries believe this gap will create a significant loss of competitive edge in the STEM fields, which will leave the United States pursuing STEM graduates from foreign countries and may ultimately leave the US behind in the industry of science, technology and innovation. This qualitative study analyzes the value and impact of STEM teacher leaders in secondary education. A phenomenological study was conducted with 10 secondary school science and math teacher leaders in order to gain a better understanding of teacher leaders' perceptions, classroom practices and the role of a STEM teacher leader. This study addresses the following research questions: 1) What attributes define effective STEM teacher leaders, according to teacher leaders who have completed the Center for Math and Science Teaching system? 2) What success strategies, among teacher leaders of the Center for Math and Science Teaching program, have enabled further development of teacher leadership? 3) What is the best model in developing teacher leaders, according to literature from 2005 to present? 4) What is an optimal model of developing STEM (science, technology, engineering, and math) teacher leaders within secondary education? This research aims to explore teacher leaders' perceptions of their role as a teacher leader based on strategies learned from CMAST and past experiences. Findings from this study provide critical data for making informed decisions on including important elements when implementing an effective STEM teacher leader system or program, and the impact it can create on science and math teaching and learning in secondary education. The investigator concludes this study with the development of a STEM teacher leader model that merges these findings with existing research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563130
An Effective Model of Developing Teacher Leaders in STEM Education
ProQuest LLC
Ed.D. Dissertation, Pepperdine University
2013-00-00
978-1-3035-0366-5
177
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600294
2016
As Provided
JAN2020
No
Teacher Attitudes
Beliefs
Teaching Methods
Two Year Colleges
Community Colleges
College Faculty
Remedial Mathematics
Mathematics Teachers
Teacher Surveys
Observation
Interviews
Academic Standards
Case Studies
Wucherer, Robin M.
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
In an extension of research linking teachers' beliefs about mathematics and their instructional practices at the Prek-12 level, the present study examined and documented both the beliefs and instructional practices of four community college instructors who teach remedial mathematics. Data was collected through survey, observations, interviews, and classroom artifacts. The results of the survey, the "Modified Standards Based Belief Instrument" (MSBI), showed one-third of 39 community college mathematics instructors had beliefs about mathematics and the teaching and learning of mathematics that aligned with the National Council of Teachers of Mathematics (NCTM) "Standards" (1989,2000), with the remaining two-thirds having a mix of traditional and "Standards"-based beliefs. Case study findings indicated a variation in teachers' beliefs about mathematics and the teaching and learning of mathematics, in particular, two instructors had "Standards"-based beliefs while two instructors had traditional based beliefs. Each instructor's mathematical tasks, discourse, and learning environment were evaluated using Smith and Stein's (1998) level of cognitive demand, Brendefur and Frykholm's (2000) four constructs of discourse, and Horizon Research's (2000) classroom observation protocol. The findings showed that four instructors employed traditional practices. They consistently employed tasks labeled as procedures without connections. There was a difference in the discourse observed in the four classes. Two instructors were at the uni-directional level of communication with one instructor at each of the contributive and reflective levels of communication. Study findings indicate a need for further research of the effectiveness of student learning based on an instructor's beliefs and instructional strategies along with effectiveness of professional development that focuses on cognitive demand level of tasks, discourse, and group activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563131
Beliefs and Instructional Practices of Four Community College Remedial Mathematics Instructors
ProQuest LLC
Ph.D. Dissertation, Illinois State University
2011-00-00
978-1-3035-0369-6
300
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600296
2016
As Provided
JAN2020
Yes
Grade 1
Intervention
Mathematics Instruction
Concept Formation
Number Concepts
Mathematics Skills
Outcomes of Education
Program Implementation
Fidelity
Teacher Attitudes
Elementary School Teachers
Elementary School Students
Randomized Controlled Trials
Cary, Mari Strand
Doabler, Christian
Clarke, Benjamin
Fien, Hank
Baker, Scott K.
Jungjohann, Kathy J.
Reports - Research
United States (Northwest)
Society for Research on Educational Effectiveness (SREE)
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
The low level of mathematics performance of U.S. students in relation to national standards and in international comparisons has concerned educators and policy makers for many years. The authors' primary goals were to design a feasible and usable intervention and gather data on the promise of the intervention to foster students' conceptual understanding of whole number concepts and skills and procedural fluency. The FUSION curriculum was developed using an iterative design process aligned with design experiment methodology. The pilot study took place in nine schools in two suburban school districts in the northwest. The FUSION program is a Grade 1 (Tier 2) mathematics intervention that focuses specifically on building students' early knowledge of whole number concepts. Results indicate that understanding student outcomes, program implementation fidelity, and interventionists' perceptions of--and reactions to--the intervention has been a crucial piece of the iterative design process. The Pilot Study results revealed differential effects for proximal and distal outcomes and the degree to which measured outcomes align with teachers' perceptions of the program's utility. The authors state that their results and the resulting conversations will be useful to the team as they move forward with other curricula design and implementation efforts and as they finalize plans to propose--and conduct--a subsequent FUSION efficacy study.
ED563132
Evaluating the Promise of the "FUSION" Tier 2 Math Intervention
Society for Research on Educational Effectiveness
2013-00-00
Institute of Education Sciences (ED)
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
24
ERIC
JAN2020
Yes
No
Nursing Education
Role
Drug Therapy
Knowledge Level
Safety
Simulation
Vignettes
Nurses
Program Effectiveness
Skill Development
Dover, Cheryl D.
Dissertations/Theses - Doctoral Dissertations
English
Nursing educational programs are struggling with how to educate students to safely and efficiently administer medications. There is no doubt education programs need to find a way to assist students to acquire the skill of medication administration and to also transfer the skill into practice. Knowledge, skills, and abilities are requirements for nursing practice and are part of Quality and Safety Education for Nurses competencies, but research has shown that nursing education programs have not done an adequate job to prepare students to administer medications in the practice arena. With the increase use of various medication deliver systems; nursing students are unable to learn and deliver safe administration of medications in clinical facilities. Yet, facilities expect the new graduate to have knowledge and confidence in their ability to safely administer medications to patients. Students and full-time nursing faculty performed the same medication administration simulated scenario. Both groups must achieve 100% accuracy and had three attempts for success. Faculty members perform medication administration skills with students in the nursing skills laboratory and in the clinical settings; therefore, faculty must accurately perform the scenario. During performance of the simulated scenario, common distractors experienced in clinical practice were incorporated. The faculty members must be able to assist students in correctly administer medications. There were 59 students and 9 faculty members that participated in the medication administration capstone project. The data findings indicated 50 out of 59 or 85% of students were successful on the first attempt. Only 4 out of 9 or 44% of the faculty participates were successful on the first attempt of the simulated scenario. Both groups responded to distractors without being diverted from administrating medications. Medication administration skills must be deliberate and accurate with patient safety first. The data findings support the need for change while students are learning the medication administration process and periodical practice for faculty is warranted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563133
Evaluation of Safe Medication Administration through the Use of Simulation in an Academic Setting
ProQuest LLC
D.N.P. Dissertation, Capella University
2013-00-00
978-1-3034-9660-8
84
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599867
2016
As Provided
JAN2020
No
Undergraduate Students
Foreign Students
Online Courses
Socialization
Sense of Community
Social Isolation
Asynchronous Communication
Interviews
Instructional Design
Adams, Jacob Lyle
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Purpose: This study sought to (1) identify and describe the experiences of international students participating in U.S. cohort- and text-based asynchronous online courses and to 2) analyze perceptions of belonging/isolation within online environments through group and organizational socialization theory. Research Methods: Data from interviews with international undergraduate students were collected at a U.S. institution of higher education offering asynchronous online courses. Targeted sampling methods were used to seek a broad sample within a greater university international student population base by time of participation in an online course, gender, and major. Discussion board asynchronous communication text was reviewed after the interviews were conducted to better understand the context of the interview data and to inform the ongoing analysis process. The data were analyzed by determining open and axial codes that emerged as categories, themes, and findings. Implications for Research and Practice: This study helps curriculum designers, teachers, administrators, and policy decision makers better understand and appreciate the implications of an expanding enrollment of international undergraduate students within U.S. based online courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563134
A Study of International Undergraduate Students Taking Online Courses: Group and Organizational Socialization Theory and Sense of Belonging
ProQuest LLC
Ph.D. Dissertation, The University of Utah
2013-00-00
978-1-3035-0370-2
132
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600297
2016
As Provided
JAN2020
No
Jews
Religious Cultural Groups
Child Rearing
Disabilities
Cultural Influences
Experience
Parenting Styles
Interviews
Day Schools
Religious Education
Interaction
Community
Parent Attitudes
Uhrman, Abigail L.
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
To date, there is limited research examining the parenting experiences of parents with a child with special needs, and there is virtually no research on the experience of these parents in the Jewish community. In addressing this gap in the scholarship, this study describes the experiences of parents with a child with special needs and explores the interplay between parents' experiences and their identities as Jewish adults, parents, and parents of a child with special needs. The study involved interviews with 20 parents in the greater New York area who have or had a child in a Jewish day school within the last three years. The study focused on three areas: parents' day-to-day experiences raising a child with special needs, experiences with their child's Jewish day school, and interactions with and perceptions of the larger Jewish community. The day school context provided a unique opportunity to explore the ways in which schooling choices reflect and shape parents' experiences. The findings suggest that parents with a child with special needs struggle to find community and connection. While their parenting experiences were similar to parents with typically developing children in many ways, their unique experiences with their child and his/her disability contributed to feelings of difference and otherness. The findings also suggest marked differences in the experiences of parents whose child was able to remain in the day school and those who left as a result of their child's special needs. In the latter group, the themes of loneliness and marginalization were common. Although parents hoped to feel included in the Jewish community--with Jewish day school an important expression of this desire and commitment--many experienced a dearth of appropriate programs and services and a lack of awareness of and sensitivity to special needs issues in the Jewish community. The study concludes by sharing recommendations that day schools and other Jewish institutions should consider in order to better serve the needs of individuals with special needs and their families. Although recommendations are grounded in a Jewish context, they also have implications for other settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563135
Alike and Different: Parenting a Child with Special Needs in the Jewish Community
ProQuest LLC
Ph.D. Dissertation, New York University
2013-00-00
978-1-3034-9705-6
175
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599904
2016
As Provided
JAN2020
No
Educational Technology
Equal Education
Access to Computers
Computer Uses in Education
Information Technology
Low Income Students
Middle Class
Socioeconomic Status
Achievement Gap
Public Schools
Comparative Analysis
Secondary Schools
Disadvantaged
Sampling
Data Collection
Teacher Surveys
Statistical Significance
Minority Group Students
African American Students
Hispanic American Students
Racial Differences
Use Studies
Critical Thinking
Learning Activities
Technology Integration
Lee, Tanja Lynne
Dissertations/Theses - Doctoral Dissertations
California
Mann Whitney U Test
California
English
Secondary Education
It is hoped that implementing educational technology (ET) into academic curriculums will close the achievement gap among ethnically and socioeconomically (SES) diverse students. California public schools have arranged for instructional classrooms to be stored with information communication technology (ICT) resources. Even so, there is inequity in the provision of ET. The purpose of this causal-comparative research study was to compare how select secondary schools in Northern California with different SES provide access to and use of computers as a regular part of students' learning. A digital divide theoretical background, which focuses on social stratification in control, privilege, and power among specific groups of people, was used. Participants were chosen through stratified sampling. Information was collected from 52 teachers who completed an online survey regarding their students' use of technology. Mann-Whitney-U and Chi-Square of Independence tests indicated a statistically significant difference in how African American and Hispanic students from low-SES backgrounds use ICT and students from more affluent SES. More specifically, students are not using ICT frequently to engage in student-centered critical thinking learning activities. It is recommended that school districts set specifications that describe what the implementation of technology should entail. A clear report of computer use, types of ICT learning activities, and ICT objectives should be established. These findings have social change implications in that they provide select high schools in Northern California with a valid and reliable assessment of which areas of ET implementation need to be addressed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563136
Educational Technology and Equity: Students Access to and Use of Computers in Low-Socioeconomic and Middle-Class Socioeconomic Schools
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-3034-9306-5
164
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599654
2016
As Provided
JAN2020
No
Surgery
Medical Education
Skill Development
Physicians
Psychomotor Skills
Evaluation
Observation
Feedback (Response)
Computer Assisted Testing
Measurement Techniques
Usability
Efficiency
Islam, Gazi
Dissertations/Theses - Doctoral Dissertations
English
Surgery as a profession requires significant training to improve both clinical decision making and psychomotor proficiency. In the medical knowledge domain, tools have been developed, validated, and accepted for evaluation of surgeons' competencies. However, assessment of the psychomotor skills still relies on the Halstedian model of apprenticeship, wherein surgeons are observed during residency for judgment of their skills. Although the value of this method of skills assessment cannot be ignored, novel methodologies of objective skills assessment need to be designed, developed, and evaluated that augment the traditional approach. Several sensor-based systems have been developed to measure a user's skill quantitatively, but use of sensors could interfere with skill execution and thus limit the potential for evaluating real-life surgery. However, having a method to judge skills automatically in real-life conditions should be the ultimate goal, since only with such features that a system would be widely adopted. This research proposes a novel video-based approach for observing surgeons' hand and surgical tool movements in minimally invasive surgical training exercises as well as during laparoscopic surgery. Because our system does not require surgeons to wear special sensors, it has the distinct advantage over alternatives of offering skills assessment in both learning and real-life environments. The system automatically detects major skill-measuring features from surgical task videos using a computing system composed of a series of computer vision algorithms and provides on-screen real-time performance feedback for more efficient skill learning. Finally, the machine-learning approach is used to develop an observer-independent composite scoring model through objective and quantitative measurement of surgical skills. To increase effectiveness and usability of the developed system, it is integrated with a cloud-based tool, which automatically assesses surgical videos upload to the cloud. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563137
Informatics Approach to Improving Surgical Skills Training
ProQuest LLC
Ph.D. Dissertation, Arizona State University
2013-00-00
978-1-3035-0377-1
139
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600300
2016
As Provided
JAN2020
No
Pragmatics
Language Research
Context Effect
Semantics
Interpersonal Communication
Language Processing
Adults
Children
Inferences
Discourse Analysis
Form Classes (Languages)
Beliefs
Knowledge Level
Lewis, Shevaun N.
Dissertations/Theses - Doctoral Dissertations
English
The goal of language comprehension for humans is not just to decode the semantic content of sentences, but rather to grasp what speakers intend to communicate. To infer speaker meaning, listeners must at minimum assess whether and how the literal meaning of an utterance addresses a question under discussion in the conversation. In cases of implicature, where the speaker intends to communicate more than just the literal meaning, listeners must access additional relevant information in order to understand the intended contribution of the utterance. I argue that the primary challenge for inferring speaker meaning is in identifying and accessing this relevant contextual information. In this dissertation, I integrate evidence from several different types of implicature to argue that both adults and children are able to execute complex pragmatic inferences relatively efficiently, but encounter some difficulty finding what is relevant in context. I argue that the variability observed in processing costs associated with adults' computation of scalar implicatures can be better understood by examining how the critical contextual information is presented in the discourse context. I show that children's oft-cited hyper-literal interpretation style is limited to scalar quantifiers. Even 3-year-olds are adept at understanding indirect requests and "parenthetical" readings of belief reports. Their ability to infer speaker meanings is limited only by their relative inexperience in conversation and lack of world knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563138
Pragmatic Enrichment in Language Processing and Development
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9787-2
239
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599959
2016
As Provided
JAN2020
No
Design
Trust (Psychology)
Surveys
Mixed Methods Research
Semi Structured Interviews
Computer Security
Privacy
Birge, Colin
Dissertations/Theses - Doctoral Dissertations
English
Designers who create user interfaces are frequently required to ask users for personal information. For the user, this is a "trust question": Do I, the user, trust the system or entity that is asking me for this information? The creation and management of these trust questions is an important aspect of the research field called usable privacy and security. However, most working designers do not focus exclusively on usable privacy and security problems. Decomposition and modularity of trust and usable privacy and security issues are problematic for working designers. Studies in the usable privacy and security field have traditionally focused on the usability of specific interface elements, or on a specific usable privacy and security problem. This dissertation explores how designers approach and handle these trust questions in their design process. A multi-modal study investigates how designers conceive of usable privacy and security in their daily work. The object of study is a working designer for whom privacy and security is not a primary task in their daily job. The study uses a survey based on a snowball sample of professional design online forums and semi-structured interviews to explore the attitudes and conceptual models of designers who produce designs involving "trust questions." The results showed that working designers are interested in usable privacy and security issues but often have problems decomposing and modularizing the problem space of usable privacy and security. Usable privacy and security problems are seen as important in the abstract but are hard to identify and engage as part of day-to-day work. To reach the shared goal of making it easy for working designers to achieve positive usable privacy and security outcomes including an increased sense of user satisfaction and safety, it will be important for the research community to find ways to assist working designers with that decomposition and modularization process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563139
Conceptions of Trust: How Designers Approach Usable Privacy and Security
ProQuest LLC
Ph.D. Dissertation, University of Washington
2013-00-00
978-1-3034-9343-0
250
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599669
2016
As Provided
JAN2020
No
African American Students
Student Leadership
Whites
Racial Composition
College Environment
Student Experience
Student Organizations
Transformational Leadership
Student Attitudes
Student Behavior
Racial Bias
Aggression
Resistance (Psychology)
Racial Factors
Responsibility
Leadership Responsibility
Hotchkins, Bryan K.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study addresses African American students' leadership experiences at predominantly White institutions. Findings indicated participants utilized servant leadership in historically Black organizations and transformational leadership in predominantly White organizations. The differences displayed showed that participants' leadership perceptions and behaviors were influenced by the racial micro-organizational climates experienced. Emergent themes were: 1) Resistant apathy; 2) Blackness as benefit; 3) Positional responsibility; and 4) Leader efficacy enhancement. Ultimately, participants adjusted the ways in which they enacted leadership, mentored followers and defined leading based on the organizational context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563140
The Soul of Leadership: African American Students' Experiences in Historically Black and Predominantly White Organizations
ProQuest LLC
Ph.D. Dissertation, The University of Utah
2013-00-00
978-1-3035-0392-4
263
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600312
2016
As Provided
JAN2020
No
Community Colleges
English (Second Language)
Second Language Learning
Second Language Instruction
Educational Practices
Educational Research
Correlation
Communities of Practice
Language Teachers
Teaching Methods
College Faculty
Theory Practice Relationship
Research Universities
Graduate Students
Student Attitudes
Doctoral Dissertations
Faculty Development
Self Concept
Professional Identity
Teacher Education
Role
Jain, Rashi
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Traditional notions around "research" and "teaching" tend to project the two as separate, often conflicting, activities. My dissertation challenges this perceived dichotomy and explores points of connections, or continuities, between teaching and research through my own practice as an adjunct community-college English as a Second Language (ESL) instructor as well as a doctoral candidate at a research-intensive university. I use Wenger's (1998) framework of communities of practice to locate my practitioner research at the intersections of the academic community and the teaching community. I also employ Cochran-Smith and Lytle's (2009) ideas around the dialectic of practice and research to conceptualize the integration of research and practice in my dissertation project. I employ a pluralistic approach to the dissertation design and procedures by drawing upon and adapting elements from different research traditions and approaches in ways that best fitted my integrated practitioner research. Keeping doability and ethicality as my guiding principles, I provide authenticity to the thesis report by writing with deep reflexivity. With inquiry as my ongoing stance, I identify ways in which I integrated teaching and research: by primarily harnessing teaching tools to do research, and research tools to teach. I then propose that practitioner inquiry is an ongoing process, wherein the practitioner researcher analyzes in-depth a specific aspect of her pedagogy post-instruction to make research non-parasitic on teaching. I provide an example of such an ongoing inquiry by analyzing deeply a specific aspect of my own instruction--global Englishes and translinguistic identities in my ESL classroom. I thus make a case for engaging in practitioner inquiry that integrates teaching and research, and discuss the implications of my dissertation work for teacher preparation and professional development, doctoral education, TESOL and community college practice, as well as practitioner research at large. I finally conclude my doctoral thesis by reimagining myself as a "pracademic": a coherent unified and hybrid identity that allows me to be both a practitioner and an academic at the same time without privileging either role; and invite my readers to push the boundaries of their own thinking about the roles of teachers and researchers in the academy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563141
Practitioner-Reseach as Dissertation: Exploring the Continuities between Practice and Research in a Community College ESL Classroom
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9099-6
302
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599610
2016
As Provided
JAN2020
No
Undergraduate Students
African American Students
Females
Student Experience
STEM Education
Student Attitudes
Majors (Students)
Physics
Academic Persistence
Focus Groups
Small Group Instruction
Teacher Student Relationship
World Views
Teacher Behavior
Institutional Characteristics
Conferences (Gatherings)
Peer Relationship
Qualitative Research
Case Studies
Interviews
Holmes, Kimberly Monique
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this dissertation study was to explore African-American women's perceptions of undergraduate STEM classroom experiences, and the ways in which those experiences have supported or hindered their persistence in physics majors. The major research question guiding this study was: How do African-American women perceive the climate and interactions with peers and faculty in undergraduate STEM classrooms? Using qualitative methods and a multiple case study design, a sample of 11 women were interviewed. This study was also informed by data from 31 African-American women who participated in focus group interviews at annual meetings of the National Society of Black and Hispanic Physicists. Findings indicated that the women excelled in small courses with faculty who took a personal interest in their success. They also perceived that there was a pervasive culture in physics and other STEM departments that often conflicted with their own worldviews. Findings also indicated that the women's perceptions of classroom experiences varied widely depending on professors' behaviors, institution types, and the level of courses. It is anticipated that through a better understanding of their perceptions of STEM learning environments and factors in their persistence, STEM faculty and departments can better retain and support this population of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563142
The Perceived Undergraduate Classroom Experiences of African American Women in Science, Technology, Engineering, and Mathematics (STEM)
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9095-8
275
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599607
2016
As Provided
JAN2020
No
Organizational Change
Constructivism (Learning)
Foreign Countries
Case Studies
Universities
Ethnography
Participant Observation
Hypothesis Testing
Resistance to Change
Teacher Role
Coping
Stress Management
Teacher Researchers
Professional Identity
Resilience (Psychology)
Qualitative Research
Sutherland, Claire Euline
Dissertations/Theses - Doctoral Dissertations
Jamaica (Kingston)
Jamaica
English
Higher Education
Postsecondary Education
Many universities have expanded from teaching only to include research goals, requiring shifts in organization behavior. An exploratory case study method was used to examine these dynamics among positive deviant researchers at the University of Technology, Jamaica (UTech), the single case examined, from a social construction perspective. As a participant observer in the organization, the researcher engaged in marginality and its associated risks in studying UTech's transition from low to higher research outputs to answer the research questions--significant norms influencing positive deviancy patterns of the researchers and, their perceptions and experiences during transition. A qualitative case report and mini-organization ethnography of UTech was produced to enhance contextual understanding of positive deviance among university researchers, an area not previously described in the literature. Several important organizational findings emerged from the analysis of interviews of 6 participants who received the President's Research Initiative Award (PRIA), artifacts of the organization, and participant observation. The results detail early development of a descriptive typology of positive deviance during organization change, including motivation, feelings of being marginalized and coping strategies. Three patterns--(1) teaching versus research (2) disorder, and (3) personal resilience--and 9 interrelated themes enhance understanding of role adaptations and the meanings and beliefs that these faculty associate with their research environment. The results also indicate organizational factors and personal dimensions in a research subculture that is emerging amidst strong pivotal teaching norms and culture; social costs involved in such a transition, and; some challenges and opportunities for building a research culture and a high performance research environment at UTech. A construct of organizational and individual adaptation to stress was hypothesized, subject to future research. The main conclusions included that research is a peripheral norm; doing teaching and research involved tensions, challenges, incongruence, disequilibria as new identities and the implied research subculture are emerging at UTech; there are anti-research risks to the transition, and; organizational tradeoffs might be required. The findings, although not a template, are of potential usefulness in any organizational setting where organization growth and change are contemplated. Recommendations are made for UTech and future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563143
Positive Deviance during Organization Change: Researchers' Social Construction of Expanded University Goals
ProQuest LLC
Ed.D. Dissertation, Pepperdine University
2013-00-00
978-1-3035-0395-5
169
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600315
2016
As Provided
JAN2020
No
Extended School Day
Program Effectiveness
Mathematics Instruction
Mathematics Achievement
Achievement Gap
Intervention
Social Capital
African American Students
Immigrants
Achievement Gains
Scores
Elementary School Students
Control Groups
Experimental Groups
Comparative Analysis
Pretests Posttests
Statistical Analysis
Wagner, Kathryn Mary-LaCroix
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Despite No Child Left Behind mandates, the math achievement gap is still prevalent in schools in the United States, and efforts to address this problem have demonstrated little documented progress. The purpose of this study was to evaluate an intervention strategy used to address the math achievement gap. In this study, social capital theory, which Miller related to the benefits gained from extended-day learning activities, was used as a theoretical framework. The research question determined whether a group of African American and Middle Eastern students who participated in an extended-day program demonstrated higher achievement gains in math compared to the math scores of students who did not participate. An outcome-based program evaluation was used in order to compare the differences in math scores between 2 groups of students. The treatment group included 15 elementary-aged students, and the control group included 13 elementary-aged students. Pretest and posttest data were used to establish gain scores made during the 20-week program. A 1-way ANOVA demonstrated that the group participating in the extended-day program made significantly more progress than the group that did not participate. In an evaluation report, recommendations that included schedule changes and group learning were provided to support the enhancement of math potential among students who struggle the most in math. The study promotes positive social change by assisting elementary educators and local stakeholders in addressing the achievement gap and providing strategies for improving the effectiveness of extended-day learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563144
The Effects of an Extended-Day Online Math Program on Math Achievement
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3034-9742-1
102
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599931
2016
As Provided
JAN2020
No
Undergraduate Students
Social Media
Cooperative Learning
Teamwork
Team Training
Skill Development
Student Projects
Group Activities
Data Collection
Focus Groups
Interviews
Journal Writing
Reflection
Use Studies
Data Analysis
Learning Activities
Barriers
Workshops
Assignments
Technology Uses in Education
Group Dynamics
Blended Learning
McAliney, Peter J.
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Higher Education
Postsecondary Education
Technology continues to evolve and become accessible to students in higher education. Concurrently, teamwork has become an important skill in academia and the workplace and students have adopted established technologies to support their learning in both individual and team project work. Given the emergence of social media technologies, I examined how these new technologies supported or interfered with group development processes underlying the development of team skills as students completed a group project. Using case studies, I examined 11 undergraduate students in an upper level blended class at a public university in the southeastern United States. Data were collected through a variety of sources including focus groups, individual interviews, reflection logs, and other group support tools provide by the instructor to see how students were using social media technologies to support their group project work. Data analysis resulted in six themes: 1) social media technology choices used to support group project work depended on individual team members' prior use and attitudes about technology; 2) social media technology is most useful for the "people" aspects of team projects; 3) certain technologies are more useful at different stages of the project; 4) lack of an explicit social media technology "contract" within a group leads to some unintended, negative consequences; 5) the immediacy associated with social media technology can blur the lines among specific team roles, ownership of tasks, and overall integrated project planning perspective; 6) social media technologies are used to produce a cooperative, not collaborative, deliverable. For students to continue to make the best use of evolving technology, institutions may want to provide resources such as workshops and self-paced tutorials to students and instructors on how to use social media technologies to support learning outside the classroom. Instructors can enhance students' connections with their coursework by using social media technologies themselves and for class assignments. Researchers can extend this study by studying other student populations, such as adult learners and international students, as well as studying how social media is used in a variety of course delivery modalities, such as traditional classroom-based environments and distance learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563145
How Undergraduate Students Use Social Media Technologies to Support Group Project Work
ProQuest LLC
Ph.D. Dissertation, New York University
2013-00-00
978-1-3034-9679-0
236
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599884
2016
As Provided
JAN2020
No
Secondary School Teachers
High Schools
Educational Practices
Organizational Culture
Small Schools
Academic Achievement
Mathematics
Language Arts
Statistical Significance
Innovation
Student Participation
Achievement Tests
Standardized Tests
Grade 11
Best Practices
Teacher Collaboration
Cooperation
Teamwork
Loudermilk, Teresa J.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Secondary Education
High Schools
Grade 11
Schools' functioning as learning organizations provide educators the opportunity to focus on working together in innovative ways. However, it is unknown to what extent learning organizations exist in small high schools or whether small high schools' functioning as learning organizations improve academic achievement. The purpose of this study was to determine the relationship between teachers' instructional practices as defined by Bowen's six action dimensions of a learning organization and student achievement in small high schools. The study investigated whether implementation of the six action dimensions--team orientation, innovation, involvement, information flow, tolerance for error, and results orientation--were associated with student academic achievement in mathematics and English language arts (ELA). Data to determine teachers' use of the six action dimensions were collected using the School Success Profile-Learning Organization survey. Surveys (N = 303) were collected from mathematics and ELA teachers from 60 Texas high schools with enrollments between 300 and 800. Student achievement was measured by the mean scale score of the 11th-grade student exit-level Texas Assessment of Knowledge and Skills (TAKS) in mathematics and ELA. Statistically significant relationships were detected for two action dimensions (innovation and involvement) with academic achievement in ELA. Results indicated a statistically significant relationship between each of the six action dimensions and student achievement on the mathematics TAKS assessment. This study contributes empirical findings to the research literature that has tended to be limited to the best practices of learning organizations without providing evidence-based results. Learning organizations characterized by action dimensions associated with faculty cooperation, uninhibited experimental and novel approaches to educational practices, and an orientation toward goal-based achievement tend to yield higher academic achievement in small high school settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563146
Improving Instructional Practices at the Secondary Level through Actions of a Learning Organization
ProQuest LLC
D.Ed. Dissertation, Tarleton State University
2013-00-00
978-1-3034-9676-9
101
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599883
2016
As Provided
JAN2020
No
Prior Learning
Natural Language Processing
Information Retrieval
Computer Science
Input Output Analysis
Taxonomy
Knowledge Representation
Inferences
Intervals
Models
Man Machine Systems
Do, Quang Xuan
Dissertations/Theses - Doctoral Dissertations
English
In this thesis, we study the importance of background knowledge in relation extraction systems. We not only demonstrate the benefits of leveraging background knowledge to improve the systems' performance but also propose a principled framework that allows one to effectively incorporate knowledge into statistical machine learning models for relation extraction. Our work is motivated by the fact that relation extraction systems in the literature usually use evidence that is written explicitly in the input text to detect and characterize the semantic relations between target concepts. Although this approach achieves reasonable performance, it does not necessarily guarantee accurate extraction due to problems of poor information representation of the systems' inputs and lack of knowledge to support logical reasoning. We argue that relation extraction systems would benefit from using one or more background knowledge sources, both in enriching the systems' inputs and biasing the final outputs. We illustrate our framework in the context of several learning-based relation extraction tasks. The first task is "Taxonomic Relation Identification" where we employ an external knowledge source to construct meaning representation of the task inputs and support global inference to identify taxonomic relations between input terms. In the second task, "Event Relation Discovery", we focus on identify causality relation between events in text. Our approach leverages background knowledge to perform joint inference among several classifiers that make local decisions on event causality relation. After that, we study the problem of constructing a timeline of events extracted from text, "Event Timeline Construction". To address this task, we propose a new timeline representation with events mapped to absolute time intervals. In this work, we present a time interval-based global inference model that jointly assigns events into time intervals on a timeline and orders events temporally. Besides using relational constraints in the inference model, we also show that using event coreference as another source of background knowledge is beneficial to the system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563147
Background Knowledge in Learning-Based Relation Extraction
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0433-4
120
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600339
2016
As Provided
JAN2020
No
Hispanic American Students
Resilience (Psychology)
Urban Areas
Low Income Students
Risk
Academic Persistence
Elementary Secondary Education
Law Schools
Law Students
Qualitative Research
Longitudinal Studies
Phenomenology
Experience
Family Environment
Institutional Characteristics
Siblings
Student Responsibility
College Faculty
College Athletics
Experiential Learning
Environmental Influences
Alfaro, Daisy Denise
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
Higher Education
Postsecondary Education
This study focuses on the academic resilience exhibited by urban, low-income, first college generation Latino students, as they navigated numerous risk factors and persisted from early education to law school. In order to uncover the protective factors that allowed resilient Latino students to overcome adversity within the K-20 educational pipeline, this study used academic resilience as a theoretical framework. Methodologically, a two-phase, qualitative longitudinal study (Creswell, 2007, 2009; Merriam, 2009) was used to capture the intricate experiences of nine academically resilient Latino students. Phase I examined the experiences of Latino students through the educational pipeline into law school and identified several protective factors that allowed the participants to persist. Phase II examined the process in which the factors identified in Phase I fostered resilience to and through law school. A phenomenological approach and elements of portraiture were utilized in Phase I and II in order to focus on the shared lived experience of a phenomenon and "unearth goodness" within this experience. Findings from the first phase identified familial, environmental, and institutional protective factors, which contributed to the persistence of the participants in the K-20 pipeline. Familial protective factors encompass two distinct components, parents and siblings. Each contains different characteristics that allow for resilience within the K-20 pipeline. The examples of perseverance, involvement, and high expectations exhibited by parents were found to be particularly effective in mitigating risk factors. The sibling components of the familial protective factor were found to consist of their older siblings showing them how to navigate their education, a sense of responsibility by the participant to do well in school so that they can set an example, and siblings telling them what not to do. Environmental protective factors emerged from the study in the context of community. These protective factors were discovered to occur in two precise ways. The first was in the form of the community acting in a protective fashion, which shielded the participants from several community risk factors. The second was seen within the participants' eventual transformation to the role of community protectors. Institutional protective factors were found to influence academic resilience. Specifically, teachers, college outreach programs, and sports proved to be the most relevant institutional protective factors in the P-12 trajectory. Service, experiential learning opportunities, early academic law outreach programs, and law school retention programs were found to be the most pertinent institutional factors in the postsecondary and law school experiences of the participants. The second phase of this study examined how these factors worked, evolved, and nurtured the participants' academic resilience. Findings also revealed that the participants' academic resilience was based on interactions between all of the protective factors identified in Phase I. The conceptual model proposed in this study suggested that the result of these interactions was a protective process that materialized into four individual protective factors: a positive disposition towards education, optimism, hard work, and giving back. These four individual protective factors were thus critical to the academic resilience of the nine Latino participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563148
Concrete Roses: Examining the Resilience of Academically Successful Latino Students
ProQuest LLC
Ph.D. Dissertation, University of Washington
2013-00-00
978-1-3034-9327-0
254
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599662
2016
As Provided
JAN2020
No
Instructional Design
Qualitative Research
Urban Schools
Adolescents
College Preparation
Learning Modalities
Interviews
Observation
Musical Composition
Cooperation
Interaction
Cooperative Learning
Creative Activities
Cultural Pluralism
Sociocultural Patterns
Teaching Methods
Learner Engagement
Hall, Matthew
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
This qualitative study analyzed the meaning-making practices of urban adolescents participating in a college preparatory program featuring philosophical inquiry into cosmopolitanism and the creation of multimodal texts. In contrast to studies of composing that focus on individual outcomes, this dissertation traced group meaning making. The study was grounded in sociocultural perspectives that theorize literacy as diverse, socially constructed, meaning-making practices that emerge in particular cultural and social contexts, and include multiple modes of communication. Data included interviews, observations, and artifacts. To analyze the data, a music-inspired analytic system was devised to examine the collaborative nature of composing. The study demonstrated, first, that composing in this setting was a collaborative process exceeding customary understandings of collaborative composing. Uncovered after examining complex patterns of interactions over varied timescales, collaboration at the group level occurred while community members created individual products. Second, the study revealed that improvisation was an important strategy for shaping the content of this collaborative process. During informal jam sessions, participants creatively explored options for representing content. They actively built upon ideas offered by other participants in the moment, in order to read, interpret, select, and design the content of their multimodal texts. Last, facilitated by the complex patterns of interaction and shaped by the improvised frames for representing content, this study revealed the ways in which participants constructed a shared meaning of the concept of cosmopolitanism at the group level. Utilizing an image-afforded exploration of juxtaposition, this shared understanding evolved from early conceptions of cosmopolitanism as represented in juxtaposed images to an understanding of cosmopolitanism as the act of creating and interpreting juxtaposition between varying perspectives. This study contributes to growing empirical research on meaning making through multimodal text design. It extends socio-cultural explanations of what counts as "social" in educational contexts, illustrating that composing is not just influenced by social interaction but rather "is" social. Finally, in an age of standards, testing, and accountability that can narrow what constitutes valued literacy practices, this study provides an example of the varied interactional paths and diverse compositional strategies and products that can engage learners and expand opportunities for meaning making. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563149
Designing Is Learning: An Investigation of Designing Multimodal Texts
ProQuest LLC
Ph.D. Dissertation, New York University
2013-00-00
978-1-3034-9665-3
267
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599872
2016
As Provided
JAN2020
No
Pragmatics
Language Research
Inferences
Context Effect
Cues
Efficiency
Role
Language Processing
Interpersonal Communication
Degen, Judith
Dissertations/Theses - Doctoral Dissertations
English
In the face of underspecified utterances, listeners routinely and without much apparent effort make the right kinds of pragmatic inferences about a speaker's intended meaning. This dissertation investigates the processing of scalar implicatures as a way of addressing how listeners perform this remarkable feat. In particular, the role of context in the processing of scalar implicatures from "some" to "not all" is explored. Contrary to the widely held assumption that scalar implicatures are highly regularized, frequent, and relatively context-independent, this dissertation suggests that they are in fact relatively infrequent and highly context-dependent; both the robustness and the speed with which scalar implicatures from "some" to "not all" are computed are modulated by the probabilistic support that the implicature receives from multiple contextual cues. Scalar implicatures are found to be especially sensitive to the naturalness or expectedness of both scalar and non-scalar alternative utterances the speaker could have produced, but didn't. A novel contextualist account of scalar implicature processing that has roots in both constraint-based and information-theoretic accounts of language processing is proposed that provides a unifying explanation for a) the varying robustness of scalar implicatures across different contexts, b) the varying speed of scalar implicatures across different contexts, and c) the speed and efficiency of communication. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563150
Alternatives in Pragmatic Reasoning
ProQuest LLC
Ph.D. Dissertation, University of Rochester
2013-00-00
978-1-3035-0461-7
257
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600366
2016
As Provided
JAN2020
No
Memory
Language Processing
Models
Cues
Associative Learning
Grammar
Language Usage
Language Research
Sentences
Computational Linguistics
Linguistic Theory
Prediction
Indo European Languages
Form Classes (Languages)
Phrase Structure
Morphology (Languages)
Psycholinguistics
Kush, Dave W.
Dissertations/Theses - Doctoral Dissertations
English
This dissertation uses the processing of anaphoric relations to probe how linguistic information is encoded in and retrieved from memory during real-time sentence comprehension. More specifically, the dissertation attempts to resolve a tension between the demands of a linguistic processor implemented in a general-purpose cognitive architecture and the demands of abstract grammatical constraints that govern language use. The source of the tension is the role that abstract configurational relations (such as "c-command," Reinhart 1983) play in constraining computations. Anaphoric dependencies are governed by formal grammatical constraints stated in terms of relations. For example, Binding Principle A (Chomsky 1981) requires that antecedents for local anaphors (like the English reciprocal "each other") bear the c-command relation to those anaphors. In incremental sentence processing, antecedents of anaphors must be retrieved from memory. Recent research has motivated a model of processing that exploits a cue-based, associative retrieval process in content-addressable memory (e.g. Lewis, Vasishth & Van Dyke 2006) in which relations such as c-command are difficult to use as cues for retrieval. As such, the c-command constraints of formal grammars are predicted to be poorly implemented by the retrieval mechanism. I examine retrieval's sensitivity to three constraints on anaphoric dependencies: Principle A (via Hindi local reciprocal licensing), the Scope Constraint on bound-variable pronoun licensing (often stated as a c-command constraint, though see Barker 2012), and Crossover constraints on pronominal binding (Postal 1971, Wasow 1972). The data suggest that retrieval exhibits fidelity to the constraints: structurally inaccessible NPs that match an anaphoric element in morphological features do not interfere with the retrieval of an antecedent in most cases considered. In spite of this alignment, I argue that retrieval's apparent sensitivity to c-command constraints need not motivate a memory access procedure that makes direct reference to c-command relations. Instead, proxy features and general parsing operations conspire to mimic the extension of a system that respects c-command constraints. These strategies provide a robust approximation of grammatical performance while remaining within the confines of a independently- motivated general-purpose cognitive architecture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563151
Respecting Relations: Memory Access and Antecedent Retrieval in Incremental Sentence Processing
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9783-4
362
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599956
2016
As Provided
JAN2020
No
Prediction
Language Research
Syntax
Language Variation
Language Processing
Computational Linguistics
Sentences
Novelty (Stimulus Dimension)
Expectation
Schemata (Cognition)
Error Patterns
Correlation
Psycholinguistics
Verbs
Retention (Psychology)
Priming
Statistics
Speech
Auditory Perception
Reading Comprehension
Fine, Alex Brabham
Dissertations/Theses - Doctoral Dissertations
English
A fundamental challenge for human cognition is perceiving and acting in a world in which the statistics that characterize available sensory data are non-stationary. This thesis focuses on this problem specifically in the domain of sentence comprehension, where linguistic variability poses computational challenges to the processes underlying sentence comprehension. We begin by framing the problem of linguistic variation, especially in syntax, and then propose that humans respond to this variability by continuously adapting to and learning the statistical regularities of novel linguistic environments. Experiments 1-6 provide evidence that, in the face of a novel environment whose statistics violate subjects' expectations, subjects adjust their linguistic expectations in order to allow their expectations to converge towards the statistics of the current environment. These experiments tacitly assume that adaptation is error-sensitive: subjects adapt when their expectations are violated. Experiment 7 explicitly addresses and tests this tacit assumption. In that experiment, we provide a quantitative operationalization of the syntactic "error signal" in language comprehension, and ask how the magnitude of this error signal correlates with immediate changes in linguistic expectations. This experiment also provides the context for a more in-depth discussion of what type of cognitive mechanism might give rise to the experimental results reported in this thesis. Experiment 8 attempts to more directly address the presumed environment-specificity of adaptation by asking whether distributional information indexed to a particular environment and to particular verbs can be retained over multiple days. The work reported here takes a step toward synthesizing three lines of research in psycholinguistics that have previously proceeded largely in parallel: (1) experience- or expectation-based processing, (2) syntactic priming, and (3) statistical learning in language. The work here also suggests an intriguing if somewhat tentative link between adaptation in syntactic comprehension on the one hand and adaptation in lower-level speech perception and non-linguistic perception, where adaptation phenomena have previously been more thoroughly examined. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563152
Prediction, Error, and Adaptation during Online Sentence Comprehension
ProQuest LLC
Ph.D. Dissertation, University of Rochester
2013-00-00
978-1-3035-0468-6
273
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600373
2016
As Provided
JAN2020
No
Engineering
Computer Networks
Networks
Electronic Equipment
Inferences
Coding
Automation
Simulation
Photography
Energy Management
Yu, Chao
Dissertations/Theses - Doctoral Dissertations
English
In this thesis, we consider estimation, coding, and sensor scheduling for energy efficient operation of wireless visual sensor networks (VSN), which consist of battery-powered wireless sensors with sensing (imaging), computation, and communication capabilities. The competing requirements for applications of these wireless sensor networks (WSN) (e.g., smart environmental surveillance) include long duration of unattended operation and limited energy supply, which motivate our investigation into energy-efficient estimation, coding, and sensor scheduling to prolong the lifetime of these wireless networked systems. Motivated by a telepresence setting in visual sensor networks, we first consider an abstract setting for investigating efficient distributed estimation and coding in wireless sensor networks where the captured data is jointly Gaussian. The sensors are geographically dispersed, and acquire indirect, noisy observations pertaining to a desired signal. A central processor (CP) communicates with these sensors via a rate-constrained channel and estimates the desired signal. In a simplified scenario where information from one sensor is to be sent to the CP that already has information regarding the desired signal, we establish a decomposed structure for the optimal encoding of the local observation: a first pre-processing step to extract elevant information from the indirect observation with consideration of the side information, followed by a second step of side-informed encoding of the pre-processed output. In the general scenario consisting of multiple sensors, we present a sequential framework to recursively utilize the separation. Simulation results demonstrate that constructions obtained using the proposed decomposition offer very good performance, closely matching nonconstructive information theoretic bounds for the problem. We next propose a novel code construction and design method for low-density parity-check accumulate (LDPCA) codes used for rate-adaptive distributed source coding. We propose a code construction using non-uniform splitting, in contrast to the uniform splitting used in prior literature. We also develop methods to analyze the proposed LDPCA codes using density evolution, based on which code search strategies are developed to find good LDPCA codes. Simulation results show the proposed code design outperforms the conventional LDPCA code design, and provides state-of-the-art performance. The final part of the thesis addresses the networking aspect of VSNs, considering sensor scheduling and energy allocation in a telepresence wireless VSN application, where visual coverage over a monitored region is obtained by deploying image sensors (cameras). Each camera provides coverage over a part of the monitored region, and a CP coordinates these cameras in order to gather required visual data. We model the network lifetime as a stochastic random variable that depends upon the coverage geometry for the cameras and the distribution of data requests over the monitored region, two key characteristics that distinguish our problem from other WSN applications. By suitably abstracting this model of network lifetime and utilizing asymptotic analysis, we propose lifetime-maximizing camera scheduling and energy allocation strategies. The effectiveness of the proposed strategies is validated through simulations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563153
Distributed Estimation, Coding, and Scheduling in Wireless Visual Sensor Networks
ProQuest LLC
Ph.D. Dissertation, University of Rochester
2013-00-00
978-1-3035-0584-3
160
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600478
2016
As Provided
JAN2020
Yes
Evaluation Methods
Bias
Research Methodology
Scores
Simulation
Educational Policy
Statistical Analysis
Measurement
Prognostic Tests
Economics
Yu, Bing
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Difference-in-differences (DID) strategies are particularly useful for evaluating policy effects in natural experiments in which, for example, a policy affects some schools and students but not others. However, the standard DID method may produce biased estimation of the policy effect if the confounding effect of concurrent events varies by individual characteristics and if the experimental group and the comparison group differ in such characteristics. This paper reviews the existing alternative DID methods and compares their identification assumptions with those of the new prognostic score-based DID strategy. The author hypothesize that, in comparison with other existing DID methods, the new prognostic score-based DID strategy invokes assumptions that are relatively more plausible and is more likely to produce unbiased and efficient estimates of policy effects. Empirical findings obtained from simulation studies will inform the understanding of the relative performance of the new prognostic score-based DID method in comparison with the existing DID methods under a wide array of scenarios often plausible in educational policy evaluations with accountability data. The results will contribute to the statistics and econometrics literature and will provide practical guidance for applied researchers.
ED563154
Evaluation of Alternative Difference-in-Differences Methods
Society for Research on Educational Effectiveness
2013-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
13
ERIC
JAN2020
No
Graduate Students
Doctoral Programs
Mothers
Student Experience
Qualitative Research
Social Justice
Postsecondary Education as a Field of Study
Semi Structured Interviews
Ideology
Parent Child Relationship
Lifelong Learning
Parent Role
Fathers
Pement, Nancy-Jean M.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this study was to explore the experiences of doctoral student mothers pursuing doctorates in higher education as well as the meanings ascribed to the doctorate. This study was guided by Rich's (1976) notion of motherhood as experience and as institution held in tension with postmodernism's interest in discourse and difference. As such, it attempted to fulfill Cixous' (1976) call to action that "(w)oman must put herself into the text--as into the world and into history--by her own movement" (p. 875). Increasingly, women are overrepresented among doctoral recipients in higher education. As more women with dependent children enroll in doctoral programs (Anderson & Mietzitis, 1999) it behooves institutions to recognize mothers' needs and interests. Utilizing data from 16 semi-structured interviews with participants at five universities in the Pacific Rim region, this study considered women's experiences in the context of ideological and structural imperatives. Participants also explored the significance of the doctorate. The data confirm that the lives of doctoral student mothers are deeply enmeshed with those of their children. They identify as lifelong learners, and consistent with Lynch (2008), most women did not acknowledge the structural constraints that have implications for their lived realities. Surprising findings include narratives regarding the role of their fathers as sources of inspiration, and representations of the doctorate as an extension of student mothers' commitment to advance social justice on behalf of other people's children. Finally, two WEpoems are offered as a means to (re)present the data and to further infuse the study with the voices of participants. Recommendations for policy, programs and further research are also offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563155
"This Has Been My Life's Work": A Qualitative Study of the Experiences of Doctoral Student Mothers in Higher Education and Their Quest for Social Justice
ProQuest LLC
Ed.D. Dissertation, California Lutheran University
2013-00-00
978-1-3034-8847-4
250
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599510
2016
As Provided
JAN2020
No
First Generation College Students
School Holding Power
Academic Persistence
Student Motivation
Teacher Student Relationship
Goal Orientation
Academic Aspiration
Social Support Groups
Data Analysis
Family Influence
Peer Influence
Sense of Community
Student Personnel Services
McLean, Laura Colson
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Against all odds, first-generation college students continue to enroll in postsecondary schools with aspirations of obtaining a bachelor's degree. Unfortunately, many have not successfully reached their goal, which in turn has affected retention rates of colleges and universities. There are programs that provide academic support and advising to increase retention for first-generation college students. However, there are academic and nonacademic needs of the students that colleges, universities, and public policymakers have neglected to address. The purpose of this research study was to determine from 168 first-generation college students at 5 participating institutions, what factors impacted their enrollment after their first year in college. Tinto's Interactionalist Theory (1982) served as the study's theoretical foundation. Findings warranted the following conclusions: the academic factors that motivated first-generation students to enroll the subsequent year were having a positive rapport with faculty and staff, personal goal of degree completion, and support services provided by the institution. Data analysis revealed that the non-academic factors that motivated first-generation students to enroll the subsequent year were: family, peers, and a sense of community on campus. This research provides data for Student Support Services (SSS) programs in reference to services their eligible freshman participants deem necessary in order to enroll in college the subsequent year. This information can be used by the programs to evaluate the services currently provided to participants and to focus and build upon those areas most addressed by the students in this study. Public and private postsecondary institutions alike may also use the findings to further enhance current support programs as well as develop new initiatives to work towards increasing their student retention rates, while parents, high schools, and pre-college programs can use the information gathered to assist with preparing students for college, thus providing measures working toward increasing college enrollment, attrition, and graduation rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563156
First-Generation Freshman College Students: Factors Impacting Retention for the Subsequent Year
ProQuest LLC
Ed.D. Dissertation, Gardner-Webb University
2013-00-00
978-1-3035-0636-9
136
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600510
2016
As Provided
JAN2020
No
Foreign Countries
Educational Improvement
Academic Achievement
Stakeholders
Public Schools
School Culture
Interviews
Meetings
Network Analysis
Social Networks
Educational Innovation
Capacity Building
Qualitative Research
Redmond, Kimberley B.
Dissertations/Theses - Doctoral Dissertations
Italy
Italy
English
Although all of the schools in the target school system adhere to a school improvement process, achievement scores remain mediocre or stagnant within the overseas school in Italy that serves children of United States armed service members. To address this problem, this study explored the target school's improvement process to discover how different stakeholder groups viewed that process. The aim of these investigations was to determine if different stakeholder groups' competing values hindered the school's improvement efforts. The conceptual framework of this study was Schein's organizational culture theory along with recent findings by Creemers and Kyriakides that show that school culture must be addressed in order for a school to improve. The research design was a single case study. Four different stakeholder groups were interviewed, two school improvement committee meetings were observed, and seven school-improvement related documents were examined. "ATLASti" qualitative analysis software was used following Hatch's typological analysis method. Two major themes, "Teachers versus Technocrats" and "Pre-Fourth Way," revealed the importance of school culture. The recommended project, a Networked Learning Community (NLC), was designed to build a positive culture by promoting collective responsibility, empowering innovation, and building capacity. This study will promote positive social change by demonstrating how school improvement occurs and by providing a research-based plan for a NLC that can help shift the trajectory of the static moderate achievement levels in the case study school and the target school system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563157
An Action Plan for Improving Mediocre or Stagnant Student Achievement
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3034-8853-5
277
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599512
2016
As Provided
JAN2020
No
History
History Instruction
Preservice Teachers
Student Attitudes
College Instruction
Knowledge Level
Historians
Qualitative Research
Statistical Analysis
Questionnaires
Interviews
Educational Philosophy
Reddy, Kimberly
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
"School history" has long since been characterized by teacher-centered lectures and student passivity, which deviates substantially from the inquiry-based and rigorous methodology historians use to actively reconstruct the past. While recent efforts have been made to move toward a more investigative approach in classrooms, little if any progress has been made beyond the superficial reading of primary source documents. When trying to understand why the disconnect between disciplinary approaches to history and school history continues, researchers have speculated that the knowledge bases, from which prospective teachers develop beliefs about the meaning and processes of history, are foundationally weak. This study examines the influence of a college course designed to specifically address the teacher knowledge problem in history. Participant beliefs were targeted and intentionally challenged to elicit shifts toward more criterialist ways of knowing. It contributes to the literature on the teaching and learning of historical thinking as well as epistemic beliefs in history. Qualitative and quantitative data were collected from participants over the course of one college semester through questionnaires, interviews, and coursework artifacts. Analysis was completed on two subscales: beliefs about history and beliefs about history teaching and learning. Consistent with some previous studies, this research found that once surfaced, participant beliefs did begin to shift toward a more expert way of knowing following explicit instruction and practice with authentic disciplinary tasks. While beliefs about the knower, what can be known, and the procedural strategies necessary to create knowledge shifted at varying levels of consistency and stability, the shifts appeared to have an associative relationship often moving in concert rather than independently. Additionally, results indicate that participants whose initial beliefs were more stable made greater shifts toward criterialism suggesting that those who were able to spend less time understanding new ideas were able to spend more time thinking about how to take those ideas and put them into practice. Implications of this research raise questions about what teacher educators need to know in order to expertly prepare preservice history educators along with considerations for the content and instruction of teacher education programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563158
Challenging Preservice Teacher Beliefs about the Past: The Influence of a Course Designed to Shift Ways of Knowing about History Teaching and Learning
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9138-2
396
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599631
2016
As Provided
JAN2020
No
Parent Participation
Parent Surveys
Parents
Elementary School Curriculum
Interpersonal Communication
Satisfaction
Academic Achievement
Technology Uses in Education
Social Media
Statistical Analysis
Action Research
Urban Schools
Small Schools
Elementary Schools
Elementary School Teachers
Teacher Surveys
Social Networks
Federal Legislation
Educational Legislation
Elementary Secondary Education
Likert Scales
Grade 4
Telecommunications
Bright, Lisa M.
Dissertations/Theses - Doctoral Dissertations
Elementary Secondary Education Act Title I
Elementary and Secondary Education Act Title I
English
Elementary Education
Elementary Secondary Education
Grade 4
Intermediate Grades
Studies have examined methods of communication between home and school and the resulting impact on parents' satisfaction and students' academic achievement. However, there is insufficient information concerning the use of technology to support parental involvement, especially in the area of social media. Drawing from overlapping spheres of influence theory, the purpose of this quantitative action research project study was to evaluate the parental involvement needs of a small, urban, Title 1 elementary school and develop a stronger communication network through the use of technology. The research question determined the need for an alternate method of communication pertinent to curriculum and academic affairs in order to improve parental engagement. Data were collected using a quantitative, cross-sectional, 1-shot survey consisting of 10, 5-point Likert scale response questions given to all teachers and parents of 4th grade students. Questions were coded into 4 constructs and descriptive statistics were used to analyze the level of agreement for each response. Findings indicated that both teachers and parents did indeed feel the need for alternative methods of communication. As a result, a technology-based plan was developed which focused on the use of the educational networking site Edmodo as the chosen method of communication. Implications for social change include providing a framework for this method of communication with parents for other schools, thereby increasing parents' satisfaction and students' academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563159
Alternative Methods of Communication to Improve Parents' Involvement in and Knowledge of the Curriculum
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3034-8886-3
242
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599517
2016
As Provided
JAN2020
No
Middle School Students
Student Experience
Teacher Student Relationship
Phenomenology
Constructivism (Learning)
Grade 7
Grade 8
Private Schools
Interviews
Learner Engagement
Learning Processes
Academic Achievement
Kauffman, Theresa Rose
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Grade 7
Elementary Education
Grade 8
Researchers have found that positive relationships in schools can impact student achievement, and researchers in brain imaging have connected emotion centers in the brain to the learning process. However, current practice in schools reflects a lack of understanding of the impact of relationships in the classroom on learning from a student perspective. The conceptual framework for this study was drawn from a constructivist view of relationships in schools; research on the mind, brain, and education connection; and student perceptions of schools. The purpose of this phenomenological study was to understand middle school students' lived experiences of their relationships with teachers, and what educators might learn about creating an environment more conducive to learning. From a population of 60 7th and 8th grade participants at a small private school, a sample of 9 students was randomly selected for interviews. An interpretive analysis of the interviews followed Moustakas's modification of the Stevick-Colaizzi-Keen method by recognizing each perception and developing meaning units leading to clustered themes, which were used to develop a full description from the student perspective. The findings provide details describing the positive impact of a student's experience with teachers who notice them, listen to them, and enjoy learning with them. A student is more willing to take risks and put in the effort that learning requires when these elements are present. This study contributes to social change by providing teachers, administrators, and parents with knowledge to promote the dignity and development of individual students through the expansion of respectful, positive relationships that engage students in the learning process and create conditions for higher achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563160
Middle School Students' Lived Experiences of Teacher Relationship Impact
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3034-8908-2
134
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599535
2016
As Provided
JAN2020
No
Computer Software
Visual Aids
Educational Equipment
Instructional Design
Interactive Video
Instructional Materials
Mangano, Nicolas Francisco
Dissertations/Theses - Doctoral Dissertations
English
When developers are faced with a design challenge, they often turn to the whiteboard. This is typical during the conceptual stages of software design, when no code is in existence yet. It may also happen when a significant code base has already been developed, for instance, to plan new functionality or discuss optimizing a key component. While software design at the whiteboard has long received an interest from the research community in terms of providing automated support through electronic sketching tools, the tools to date fall short in that each supports only a small subset of the design behaviors that software designers exhibit while working at the whiteboard. Indeed, the key insight motivating the research presented in this dissertation is that designers do not "operate in" or apply just a small handful of such design behaviors, but flexibly switch among many of them, all the time. As such, tools that only support a few design behaviors at the expense of others are inadequate to fully support the rich activity of software design at the whiteboard. In this dissertation, I present Calico, a distributed, collaborative sketch-based environment that supports a broad range of design behaviors. Calico offers four features: (1) scraps and connectors to manipulate content and build higher-order representations, (2) intentional interfaces to partition and organize the drawing space, (3) a palette to reuse content, and (4) a fading highlighter to make temporary marks on sketches. These features were designed based on an extensive study of the literature on software designers at work, and yield a minimally-invasive, yet rich environment for supporting design at the whiteboard that maintains the fluid and sketchy feel of sketch-based design. Calico was evaluated with designers in a controlled laboratory experiment, as well as in a longer-term in-the-field deployment, which included two software teams in industry and one research group. Findings show that, while there was a great amount of diversity in the design approaches by the different groups, the features do support and indeed are used for the design behaviors in actual work. Further, the designers reported that they sketched more than they would have on the whiteboard, built and refined their own types of representations, managed a growing number of sketches by organizing them into multi-page narratives, were more likely to return to old sketches, and switched between synchronous and asynchronous work during meetings. The contributions of this dissertation are four-fold: (1) The establishment of design behaviors as a necessary quality to support in informal design at the whiteboard. (2) A set of features to support informal software design at the interactive whiteboard. (3) An extensive evaluation of these features in a controlled laboratory setting and in the field with professional designers using Calico to perform their everyday work. (4) The construction of an extensible, sketch-based environment for early-phase software design. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563161
Calico: An Early-Phase Software Design Tool
ProQuest LLC
Ph.D. Dissertation, University of California, Irvine
2013-00-00
978-1-3035-0635-2
280
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600509
2016
As Provided
JAN2020
No
Predictor Variables
Academic Achievement
Success
Adult Learning
Electronic Learning
Learning Readiness
Online Surveys
Student Surveys
Academic Persistence
Regression (Statistics)
At Risk Students
Davis, Matthew H.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
The purpose of this study was to determine if an online learning readiness survey (OLRS) is predictive of successful course completion in an online adult secondary learning program. Specifically, this study sought to determine whether a 5-factor online learning readiness survey accurately predicted course completion and non-completion. The data were compiled from participants' responses on the 25-item OLRS. The results of the logistic regression analysis indicate the OLRS is an accurate predictor of non-completion (90.6%) but not an accurate predictor of completion (17.9%). The results suggest that the OLRS is well-suited to identify learners who are "at-risk" in the online learning environment but not as a method to identify who is most likely to be successful in online learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563162
Factors Predicting Student Success in an Adult Online Learning Program
ProQuest LLC
Ed.D. Dissertation, Wilmington University (Delaware)
2013-00-00
978-1-3034-9659-2
103
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599866
2016
As Provided
JAN2020
No
Translation
Second Languages
Written Language
Computational Linguistics
Barriers
Information Retrieval
Information Technology
Multilingualism
Online Searching
Bilingualism
Electronic Publishing
Computer Software
Feedback (Response)
Models
Ture, Ferhan
Dissertations/Theses - Doctoral Dissertations
English
With the adoption of web services in daily life, people have access to tremendous amounts of information, beyond any human's reading and comprehension capabilities. As a result, search technologies have become a fundamental tool for accessing information. Furthermore, the web contains information in multiple languages, introducing another barrier between people and information. Therefore, search technologies need to handle content written in multiple languages, which requires techniques to account for the linguistic differences. Information Retrieval (IR) is the study of search techniques, in which the task is to find material relevant to a given information need. Cross-Language Information Retrieval (CLIR) is a special case of IR when the search takes place in a multi-lingual collection. Of course, it is not helpful to retrieve content in languages the user cannot understand. Machine Translation (MT) studies the translation of text from one language into another efficiently (within a reasonable amount of time) and effectively (fluent and retaining the original meaning), which helps people understand what is being written, regardless of the source language. Putting these together, we observe that search and translation technologies are part of an important user application, calling for a better integration of search (IR) and translation (MT), since these two technologies need to work together to produce high-quality output. In this dissertation, the main goal is to build better connections between IR and MT, for which we present solutions to two problems: Searching to translate explores approximate search techniques for extracting bilingual data from multilingual Wikipedia collections to train better translation models. Translating to search explores the integration of a modern statistical MT system into the cross-language search processes. In both cases, our best-performing approach yielded improvements over strong baselines for a variety of language pairs. Finally, we propose a general architecture, in which various components of IR and MT systems can be connected together into a feedback loop, with potential improvements to both search and translation tasks. We hope that the ideas presented in this dissertation will spur more interest in the integration of search and translation technologies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563163
Searching to Translate and Translating to Search: When Information Retrieval Meets Machine Translation
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-8929-7
240
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599555
2016
As Provided
JAN2020
No
High School Students
Rural Areas
College Choice
College Bound Students
Case Studies
Qualitative Research
Enrollment
Access to Education
Models
School Guidance
Costs
Paying for College
Student Financial Aid
Parent Participation
Educational Attainment
Harris, Kristen L.
Dissertations/Theses - Doctoral Dissertations
Kentucky
Appalachia
Kentucky
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
This study examined the extent to which the college choice process of four students from one high school in rural Appalachian Kentucky aligned with Perna's (2006; 2010) nested process model of college choice. I used qualitative case study methodology and inductive analysis to describe how four high-academic achieving students of varying family income backgrounds in the particular context of one community in rural Appalachian Kentucky decided to enroll in an institution of higher education. In brief, three of the four students enrolled in the closest, most familiar institution after relying on an adult other than their parents for guidance in selecting a college. The remaining student, despite her low socioeconomic status and family income, enrolled in a selective private university in Kentucky after an expanded college search. School practices that supported students' access to higher education are highlighted. This research adds to the theoretical knowledge in the field of college access and choice, which indicates that different student populations experience the college choice process differently, but has yet to fully include research on rural students. My analysis revealed a number of influential factors for these four students' college choice decisions that were in Perna's (2006; 2010) model, such as guidance counseling, college costs, and financial aid. The analysis also showed the meaning of identified factors for students given the context of their community in rural Appalachian Kentucky. Additional influential factors that were found for these students, such as the role of athletics in increasing demand for higher education, and factors that were not present, such as parental support during the college choice process, added nuance to the model. By learning how and why some students from rural Appalachian Kentucky are able to go to college, we can begin to understand how to increase the low level of educational attainment of individuals in the region. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563164
The College Choice Process of Four Students from Rural Appalachian Kentucky
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9093-4
214
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599605
2016
As Provided
JAN2020
No
High School Students
Hispanic American Students
Collaborative Writing
Web Sites
Chemistry
Secondary School Science
Quasiexperimental Design
Pretests Posttests
Mixed Methods Research
Achievement Gap
Comparative Analysis
Scientific Concepts
Science Process Skills
Effect Size
Focus Groups
Interviews
O'Sullivan, Edwin Duncan, Jr.
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
The primary purpose of this study was to evaluate if wiki collaboration among Latino high school chemistry students can help reduce the science achievement gap between Latino and White students. The study was a quasi-experimental pre/post control group mixed-methods design. It used three intact sections of a high school chemistry course. The first research question asked if there is a difference in academic achievement between a treatment and control group on selected concepts from the topics of bonding, physical changes, and chemical changes, when Latino high school chemistry students collaborate on a quasi-natural wiki project. Overall results for all three activities (Bonding, Physical Changes, and Chemical Changes) indicated no significant difference between the wiki and control group. However, students performing the chemical changes activity did significantly better than their respective control group. Furthermore, there was a significant association, with large effect size, between group membership and ability to overcome the misconception that aqueous ionic reactants in precipitation reactions exist as molecular pairs of ions. Qualitative analysis of classroom and computer lab dialogue, discussion board communication, student focus groups, teacher interviews, and wiki content attributes the better performance of the chemical changes wiki group to favorable differences in intersubjectivity and calibrated assistance, as well as learning about submicroscopic representations of precipitation reactions in multiple contexts. Furthermore, the nonsignificant result overall points to an aversion to peer editing as a possible cause. Drawing considerably on Vygotsky and Piaget, the results are discussed within the context of how distributed scaffolding facilitated medium levels of cognitive conflict. The second research question asked what the characteristics of distributed metacognitive scaffolding are when Latino high school chemistry students collaborate on a quasi-natural wiki project. Results suggested a higher frequency of metacognitive scaffolding by the teacher, over peers, for content knowledge and making connections knowledge. Teacher metacognitive scaffolding often took the form of posting discussion board questions designed to stimulate student reflection on their content or creativity. On the other hand, both teacher and peer metacognitive scaffolding for general goals knowledge and strategy knowledge was relatively infrequent. Recommendations are offered for improving teacher and peer metacognitive scaffolding. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563165
Distributed Scaffolding: Wiki Collaboration among Latino High School Chemistry Students
ProQuest LLC
Ph.D. Dissertation, Marquette University
2013-00-00
978-1-3034-8961-7
415
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599570
2016
As Provided
JAN2020
No
Superintendents
Females
Tenure
Persistence
Case Studies
Personal Narratives
Leadership Styles
Transformational Leadership
Femininity
Structured Interviews
Rohlfing, Tracy
Dissertations/Theses - Doctoral Dissertations
California
California
English
The purpose of this study was to investigate, through narrative inquiry (Clandinin & Connelly, 2000), the leadership evolution of five female superintendents in California with longevity of 5 or more years in their current school district positions. The research question addressed was, "How do California female superintendents evolve to longevity?" Demographic data regarding the superintendents and their districts were gathered through website perusal and electronic surveys. Narrative profiles were created after structured interviews, and 11 themes emerged to form a descriptive framework of the superintendents' leadership. In addition, the leadership styles of the superintendents were identified and found to be consistent with those defined in feminine leadership theory. The participants defined their leadership as: (a) caring, (b) ethical, (c) interactive, (d) relational, and (e) power-shared. Participants' leadership was found to be transformative (Bennis, 2002) and consistent with findings regarding feminine leadership theory by Shakeshaft, Brown, Irby, Grogan, and Ballenger (2007). Recommendations for future research include exploring, through quantitative analysis, the themes of the study for all California female superintendents with tenure of five or more years, and pursuing a similar qualitative study with male superintendents with longevity to compare findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563166
Female Superintendent Longevity in California
ProQuest LLC
Ed.D. Dissertation, California Lutheran University
2011-00-00
978-1-3034-8977-8
172
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599579
2016
As Provided
JAN2020
No
Mathematics Teachers
Secondary School Teachers
Algebra
Teacher Collaboration
Communities of Practice
Case Studies
Interviews
Observation
Data Analysis
Coding
Formative Evaluation
Professional Development
Intervention
Mathematics Achievement
Teacher Effectiveness
Vaughan, Mary Elaine
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Secondary Education
Researchers have endorsed teacher collaboration within a professional learning community (PLC) that is focused on student learning. Despite these research-based endorsements, several Algebra 1 teachers in a southeastern high school implemented components of a PLC with little or no results in student achievement. The purpose of this study was to explore the implementation and structure of an Algebra 1 collaborative community with a focus on enhancing student achievement and learning. Components of a PLC were used as a conceptual framework in this study. Guiding questions were directed toward examining the structure and outcomes of teacher collaboration on student learning. A case study design was used in which data were collected from interviews of 9 Algebra 1 teachers and 2 observations of the collaborative PLC group. Data were organized through coding in order to interpret patterns and themes based on the components of the conceptual framework. According to the study findings, teachers in the Algebra 1 PLC shared ideas, teaching strategies, and their commitment to student learning. However, the teachers did not focus on collaboration as it relates to common formative assessment, analysis of student data, and research-based intervention strategies. Due to these mixed priorities, a professional development project was created, consisting of PLC activities on the development of formative assessment, data analysis, and intervention. The project may provide positive social change for schools focused on increasing student academic achievement in mathematics by establishing effective PLCs that help teachers to facilitate improving student learning in the local setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563167
Teacher Collaboration and Student Learning in a Professional Learning Community
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3034-9066-8
180
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599593
2016
As Provided
JAN2020
No
African American Students
College Students
Males
Phenomenology
Achievement Gap
Academic Support Services
School Activities
College Programs
Learning Theories
Critical Theory
Systems Approach
Black Colleges
Structured Interviews
Student Behavior
Academic Achievement
Work Ethic
Self Concept
Moyo, Tawonga Timothy
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Higher Education
Postsecondary Education
The academic achievement gap persists in spite of much concern and talk in both the educational and political arenas. Moreover, literature on the education of African American male students at the college level is scarce; the existing literature is on the achievement gap issue in general. In this phenomenological study, the academic achievement gap was explored and understood in relation to the education of African American male students in college. The perceived impact of academic support services, activities, and programs designed to facilitate student academic success was also examined. The conceptual framework informing this study was based on Ogbu and Freire's critical, Bronfenbrenner's systems, and Bandura's social learning theories. The selection of participants followed a purposive criterion sampling. The participants included 19 MAN Center Program members and 6 selected administrators, instructors, and program directors at a historically Black college in the southeast region of the United States. Data were collected through structured individual interviews these data were then analyzed using the process of horizontalization to extract relevant themes and essences as proposed by Moustakas. Results indicated that participation in structured academic support programs, services, and activities for students improved students' academic achievement, work ethic, self concept, behaviors, understanding, and acceptance of these students. The study contributes to positive social change by raising stakeholders' awareness of the achievement gap problems, improving cultural sensitivity, informing educational reform in instructional methodology, and leading to academic success for African American male students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563168
Educating the African American Male College Student: The Achievement Gap Factor
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-3034-9064-4
247
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599591
2016
As Provided
JAN2020
No
High School Students
Hispanic American Students
College Bound Students
Predictor Variables
Self Efficacy
Student Educational Objectives
Goal Orientation
Academic Achievement
Grade Point Average
Social Support Groups
Socioeconomic Status
Low Income Students
Barriers
Berbery, Maria Luz
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
This study examined predictors of college-going self-efficacy and educational goals in a sample of Latina/o high school students (N = 119). Specifically, the study investigated the variance accounted for by school performance, ethnic identity, barriers, and family support in college-going self-efficacy and educational goals. Important findings included that school performance was a key predictor of college-going self-efficacy, and this relationship was moderated by family's college-going support. For students with a high GPA, having support was linked to higher college-going self-efficacy, while students that had a high GPA but low support had lower self-efficacy. Students with lower GPA had lower college-going self-efficacy regardless of the level of support they reported. Another important finding was that school performance was the main predictor of educational goals. In addition, socioeconomic status was related to perceptions of barriers, GPA, and educational goals, such that students with a lower socioeconomic status were more likely to perceive more barriers, have a lower GPA, and lower educational goals. This study advanced knowledge regarding salient variables for Latina/o students, and may contribute to the development of an empirically tested intervention to improve Latina/o students' academic performance, college-going self-efficacy, and educational goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563169
Investigating Predictors of College-Going Self-Efficacy and Educational Goals for Latina/o High School Students
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9081-1
125
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599594
2016
As Provided
JAN2020
No
African American Students
First Generation College Students
Females
Higher Education
Selective Admission
Colleges
Academic Achievement
Interpersonal Competence
Social Experience
Barriers
Academic Persistence
Questionnaires
Semi Structured Interviews
Interpersonal Relationship
Self Concept
Parent Role
Parents
Competition
Expectation
Resources
Student Motivation
Social Support Groups
Self Efficacy
Gender Issues
Race
Religious Factors
Student Attitudes
Johnson, Jennifer Michelle
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
Higher Education
Postsecondary Education
The purpose of this study was to gain a better understanding of the academic and social experiences of African American, first generation college students attending a selective university. Following interpretive case study methodology, the major research questions guiding this study were: How do African American, first generation college students describe their academic and social experiences attending a selective institution of higher education? And How do African American, first generation college students mitigate barriers to college persistence? Through demographic questionnaire responses and individual semi-structured interviews with five African American women attending the University of Pennsylvania, participants identified the ways that their collegiate experiences were shaped by their social identities, precollege academic and social experiences, and interactions with members of their campus and home communities. Findings indicated that African American, first generation college women graduate from high school with a strong academic sense of self, developed after years of parental encouragement for academic achievement and positive precollege experiences with teachers and counselors. This academic sense of self contributed to students' ability to adapt to the academic competitiveness and classroom expectations of their given major upon matriculation. With time and self-reflection, students began to engage in academic behaviors linked with success. Socially, early experiences of isolation or alienation primarily occurred during students' first semester, but were mitigated through interactions with peers or engagement in campus organizations and activities. Students identified availability of financial resources, their strong support networks, and their intrinsic motivation and academic self-efficacy as factors that contributed to their college persistence within the setting of a selective university. Finally, students specifically described how five salient aspects of their identity--their race, class, academic sense of self, gender, and spirituality, influenced not only the ways they individually engaged with the college environment, but also their perceptions of various members of the campus community. The findings of this study contributes to the complexity of understanding how African American, first generation college women experience a selective campus environment. Implications for campus policies and practices, as well as recommendations for future research are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563170
A Different World: African American, First Generation College Women at a Selective University
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9118-4
342
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599611
2016
As Provided
JAN2020
No
Form Classes (Languages)
Schematic Studies
Morphemes
Syntax
Linguistics
Indo European Languages
Chinese
Japanese
Dravidian Languages
McKeown, Rebecca Katherine
Dissertations/Theses - Doctoral Dissertations
English
This thesis examines reflexive pronouns, such as Icelandic "sig" (Cf. Thrainsson 2007), which may be bound from outside of an infinitive clause (which I call MD "medium distance" binding) in addition to being bound locally. I propose that such reflexives are linked to their antecedents via sisterhood followed by movement: the reflexive and antecedent are first merged together as sisters, and the antecedent subsequently moves to receive its first theta-role, as schematized below: 1. "He ordered Harold to shave" he+sig. This links the properties of bound simplex reflexives to the properties of movement. I argue that reflexives such as "sig" must be bound within the first finite clause because finite CP is a spell-out domain and its escape hatch is inaccessible to A-movement. Furthermore, I derive the subject-orientation of "sig" and other simplex reflexives from merge-over-move, combined with a numeration divided into phases including vP. Since the antecedent is moving into its first theta-role, and merge is preferable to move, the antecedent will end up in the highest position in the phase: that is, the subject. I then examine long-distance (LD) uses of sig as well as Chinese "ziji", Japanese "zibun", and Kannada "tannu". I propose that in such cases the reflexive still has a double, which is not the antecedent but a null element, possibly an operator. It undergoes A' movement to a position in the left periphery of a finite clause, associated with point-of-view (with a divided left periphery as in Speas 2004)--and this operator is in turn associated with an antecedent either outside the finite clause, or outside the sentence entirely. This accounts for the observation that LD reflexives often must refer to POV holders (Sells 1987). Evidence for LD reflexives being mediated by an A' position comes from the interaction of binding with wh-movement in Kannada (Lidz 2008), and is one way of describing where blocking effects do and do not occur in Chinese (Anand 2006). Furthermore, in Japanese there are sometimes overt morphemes, potentially left-periphery heads, that indicate POV and can co-occur with the use of LD reflexives (Nishigauchi 2005, 2010). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563171
A Movement Account of Long-Distance Reflexives
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9131-3
307
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599624
2016
As Provided
JAN2020
No
Phonology
Phonetics
Computational Linguistics
Grammar
Linguistic Theory
Inferences
Probability
Role
Correlation
Prediction
Dunbar, Ewan Michael
Dissertations/Theses - Doctoral Dissertations
English
This dissertation deals with the theory of the phonetic component of grammar in a formal probabilistic inference framework: (1) it has been recognized since the beginning of generative phonology that some language-specific phonetic implementation is actually context-dependent, and thus it can be said that there are gradient "phonetic processes" in grammar in addition to categorical "phonological processes." However, no explicit theory has been developed to characterize these processes. Meanwhile, (2) it is understood that language acquisition and perception are both really informed guesswork: the result of both types of inference can be reasonably thought to be a less-than-perfect commitment, with multiple candidate grammars or parses considered and each associated with some degree of credence. Previous research has used probability theory to formalize these inferences in implemented computational models, especially in phonetics and phonology. In this role, computational models serve to demonstrate the existence of working learning/perception/parsing systems assuming a faithful implementation of one particular theory of human language, and are not intended to adjudicate whether that theory is correct. The current dissertation (1) develops a theory of the phonetic component of grammar and how it relates to the greater phonological system and (2) uses a formal Bayesian treatment of learning to evaluate this theory of the phonological architecture and for making predictions about how the resulting grammars will be organized. The coarse description of the consequence for linguistic theory is that the processes we think of as "allophonic" are actually language-specific, gradient phonetic processes, assigned to the phonetic component of grammar; strict allophones have no representation in the output of the categorical phonological grammar. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563172
Statistical Knowledge and Learning in Phonology
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-8891-7
356
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599521
2016
As Provided
JAN2020
No
Elementary School Students
Social Media
Writing (Composition)
Educational Technology
Laptop Computers
At Risk Students
Writing Assignments
Hispanic American Students
Low Income Students
Educational Benefits
Outcomes of Education
Writing Achievement
Achievement Gains
Middle School Students
Computer Mediated Communication
Zheng, Binbin
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Over the last decade, the number of one-to-one laptop programs in U.S. schools has steadily increased. Though technology advocates believe that such programs can assist student writing, there has been little systematic evidence for this claim, and even less focused on the benefits of specific technology use by diverse learners. This dissertation investigates the overall effect of a one-to-one laptop program--combined with a curriculum reform focused on authentic writing--on upper elementary students' writing outcomes and processes; and the use of two specific social media tools--microblogging and Google Docs--on students' participation, interaction, and achievement within the one-to-one laptop program. This dissertation finds that at-risk learners used their netbooks in school for writing-related activities more frequently than their counterparts, and Hispanics and students from low-income families also benefited from the laptop program the most, in terms of their standardized writing achievement gains. Further investigation of students' use of microblogging and Google Docs in two specific schools suggests that well-designed technology-facilitated writing activities among diverse upper elementary and middle school students can result in increased participation, interaction, and collaboration, leading to improved students' language and literacy development. This dissertation provides policymakers and educators with evidence of the educational benefits of investing in technology programs in schools to improve students' literacy development. It also provides school administrators and teachers with practical examples of the integration of social media into classroom activities to facilitate students' participation, interaction, and writing development. Finally, this dissertation enriches current literacy research by investigating how to bridge students' out-of-school and in-school literacy activities and, ultimately, how to enhance educational equity by providing diverse learners equal access to digital resources that are indispensible to literacy development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563173
Social Media and Classroom Writing: Participation, Interaction, and Collaboration
ProQuest LLC
Ph.D. Dissertation, University of California, Irvine
2013-00-00
978-1-3035-0638-3
174
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600512
2016
As Provided
JAN2020
No
High School Students
College Bound Students
Self Efficacy
Measures (Individuals)
Validity
Charter Schools
African American Students
Metropolitan Areas
Student Surveys
Occupational Aspiration
Academic Achievement
Goal Orientation
Urban Schools
Jones, Russell Alan
Dissertations/Theses - Doctoral Dissertations
District of Columbia
District of Columbia
English
High Schools
Secondary Education
The purpose of the present study was to develop and validate the College-Going Self Efficacy Scale for High School Students (CSHS). The CSHS is a measure of self-efficacy in completing college-going tasks (i.e. acquiring knowledge of oneself, acquiring knowledge about colleges, exploring colleges, completing college application tasks, acquiring information about financial aid/scholarship monies, receiving support from adults, and understanding potential college barriers) experienced by African American urban high school students. Participants (N = 272) included a local sample of high school students from a Washington, D.C. charter school. All participants resided in the DC metropolitan area within the continental United States at the time of data collection. Data were collected through the use of a paper-based survey containing the CSHS and measures used to assess convergent and discriminant validity. Internal consistency estimates of subscales ranged from 0.81 to 0.87. Convergent validity was supported through positive relations of the CSHS subscales with vocational identity and achievement goals. Discriminant validity was not supported, as there was a positive relation between the CSHS subscales and life satisfaction. Directions for future research and the limitations of this study are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563174
The College-Going Self Efficacy Scale for High School Students: The Development and Validation of a Measure
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9119-1
139
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599612
2016
As Provided
JAN2020
Yes
Mathematics Skills
Short Term Memory
Language Skills
Preschool Children
Elementary School Students
Mathematical Concepts
Regression (Statistics)
Intervention
Mathematics Instruction
Purpura, David J.
Ganley, Colleen
Reports - Research
Expressive One Word Picture Vocabulary Test
Woodcock Johnson Tests of Achievement
Expressive One Word Picture Vocabulary Test
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
The successful acquisition and development of mathematics skills and concepts is a critical aspect of children's early academic growth. The purpose of this study was to systematically evaluate the unique relations of working memory and language to a range of specific early mathematics skills in a sample of preschool and kindergarten age children. Data were collected in 45 public and private preschools and elementary schools. Children were assessed on all tasks in the spring of the academic year. Individuals who had either completed or were working toward completion of a Bachelor's degree in psychology or education conducted the assessments. Assessments took place in the local preschools or kindergarten classrooms during non-instructional time in a quiet room designated by the individual school directors or teachers. Children were assessed on 10 measures of early mathematics skills/concepts. To evaluate the relations of language and working memory with specific early mathematics skills, a series of separate mixed-effects regression analyses were conducted. The results of this study suggest that both language skills and working memory are related to a range of early mathematics skills. Although both domains are correlated with all early mathematics skills that were assessed, the nature of these relations differs when accounting for the other domain and controlling for background variables. Tables are appended.
ED563175
Integrating Non-Mathematical Domains into Mathematical Development: Key Factors to Consider in Constructing Effective Interventions
Society for Research on Educational Effectiveness
2013-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
18
ERIC
JAN2020
No
Nursing Students
Nursing Education
Electronic Learning
Mentors
Self Efficacy
Computer Mediated Communication
Intelligent Tutoring Systems
Interviews
College Seniors
Associate Degrees
Critical Thinking
Satisfaction
Intervention
Surveys
LaRose, Patrick S., Sr.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Two Year Colleges
The role of the registered nurse has evolved over the years as technology has changed and the practice of nursing has advanced. There are many factors that influence how a new nurse enters practice; however, confidence appears to play a large role in the way nursing students see themselves and how this self perception regulates transition to practice. Consequently the ability of the new graduate to evolve into a strong core member of the health care team is often tempered by time for transition and the need for mentoring from an experienced registered nurse. Confidence development is driven by knowledge, skill, and experience. This capstone project describes an intervention to improve confidence by allowing senior nursing students with the opportunity to explore thoughts and feelings about readiness for practice through an electronic learning management system platform. The intervention associated with this project explored e-Mentoring as an adjunctive approach to professional development for a confidence intervention. The intervention sampled a total of sixteen (n = 16) senior nursing students from an associate's degree in nursing program (ADN program). Participants were surveyed before and after the intervention to assess change through a simple comparison. Initial results from the project demonstrated an increase of 31% in self-reported confidence, 28% increase in self-reported confidence in critical thinking, and a 25% increase in satisfaction with the use of an e-Mentoring platform. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563176
E-Mentoring: Confidence Intervention for Senior Nursing Students Preparing for Readiness to Practice
ProQuest LLC
D.N.P. Dissertation, Capella University
2013-00-00
978-1-3034-9124-5
65
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599617
2016
As Provided
JAN2020
No
Information Seeking
Online Searching
Attention
Users (Information)
Behavior
Computer Peripherals
Models
Information Retrieval
Search Engines
Huang, Jeff
Dissertations/Theses - Doctoral Dissertations
English
In Web search, query and click log data are easy to collect but they fail to capture user behaviors that do not lead to clicks. As search engines reach the limits inherent in click data and are hungry for more data in a competitive environment, mining cursor movements, hovering, and scrolling becomes important. This dissertation investigates how remotely collecting rich user interaction data in the form of mouse cursor activity can help researchers understand fundamental human behavior and improve the design of search engines. Specifically, mining cursor activity can improve upon state-of-the-art methods for scoring and ranking search results, and estimating where users are looking without eye-tracking. Descriptive analyses of cursor movements show how users move their cursor when they search to provide signals of relevance and explain reasons for abandoning a search. User models can be used to infer visual attention on the page to identify what content users are looking at, as well as compute the relevance and attractiveness of search results to the user. This implicit feedback given to the search engine can then inform the layout and content presented on the pages, or improve the ranking of search results. This dissertation will demonstrate the following thesis: "users' mouse cursor interactions can be collected efficiently on the Web, used to understand users' search behaviors, and can be useful in the design of Web search engines." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563177
Modeling User Behavior and Attention in Search
ProQuest LLC
Ph.D. Dissertation, University of Washington
2013-00-00
978-1-3034-9430-7
124
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599728
2016
As Provided
JAN2020
No
Professional Development
Program Implementation
Teacher Education
Teacher Effectiveness
Special Education Teachers
Training
Disabilities
Severity (of Disability)
Educational Practices
McCollow, Meaghan M.
Dissertations/Theses - Doctoral Dissertations
English
Professional development serves as means of transferring skills and knowledge to in-service educators (Reid, 2010) and of aiding practitioners in maintaining a current knowledge base (Grimes, Kurns, & Tilly, 2006; Jacobson, 1990). Much remains unanswered regarding how to enhance professional development and increase implementation of evidence-based practices in order to improve student outcomes (Guskey & Yoon, 2009; Odom, 2008). This study utilized a non-concurrent multi-element within a multiple-baseline across participants design to investigate the effects of a least-to-most system of supports for professional development to increase implementation of discrete trial training (DTT). Three special educators of young children with moderate to severe disabilities participated in the study. Results were varied across each participant but indicated a relationship between number of DTT components implemented, closed learn units, and behavior-specific praise and the professional development activities (i.e., online module, self-monitoring, coaching). In addition, teachers reported the activities were informative and valuable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563178
Increasing Implementation of Effective Teaching: A Professional Development Model of Least-to-Most Supports for Special Educators
ProQuest LLC
Ph.D. Dissertation, University of Washington
2013-00-00
978-1-3034-9484-0
161
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599761
2016
As Provided
JAN2020
No
Robotics
Programming
Teaching Methods
Guidance
Concept Formation
Semiotics
Middle School Students
Nonverbal Communication
Imagery
Participant Observation
Field Studies
Interviews
Linguistic Theory
Mediation Theory
Kwah, Helen
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
This thesis explores the questions of how a teacher guides students to see concepts, and the role of gesture and gesture viewpoints in mediating the process of guidance. To examine these questions, two sociocultural theoretical frameworks--Radford's cultural-semiotic theory of knowledge objectification (e.g., 2003), and Goldman's Points of Viewing theory (e.g., 2007)--were applied to conduct a microanalytic, explanatory case study of the instructional activity of an exemplary teacher and his students in a middle school robotics programming class. According to Radford, students acquire concepts as they draw upon semiotic resources such as language and gesture to generalize and objectify initially concrete perceptions and actions. I applied Radford's framework to explain the mediations that a teacher might enact in guiding students to objectify and see concepts. Furthermore, I focused on gesture as semiotic means because of emergent research on gesture's role in communicating the visuospatial imagery that underlies math/ scientific concepts. I extended the view of gestures to the viewpoints constructed in gesture, and applied Goldman's theory to explain how perspectives might be actively constructed and shared in the process of guiding student conceptualization. Data was collected over a semester through participant observation, field notes, teacher and student interviews, and reviews of artifacts. Multimodal microanalyses were conducted on video data from eight class sessions. The findings provide confirmations and some disconfirmations about the applicability of Radford's and Goldman's theories for explaining a teacher's process of guiding student conceptualization. Notably, some of Radford's notions about de-contextualization and symbolic generalizations were not confirmed. Overall, the findings are summarized through three themes including, grounding, and perceptual organizers as two ways that gesture and other means served to both index and identify action-perception schemes for bridging to the symbolic level of programming concepts and conceptual structures. A third theme of iteration, shifting, and layering described the quality of the teacher's process, and the importance of constructing shifting and multiple viewpoints in gesture and speech, as Goldman's theory proposed. Finally, implications for designing educational applications that draw upon gesture as mediational means are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563179
Coming to See Objects of Knowledge: Guiding Student Conceptualization through Teacher Embodied Instruction in a Robotics Programming Class
ProQuest LLC
Ph.D. Dissertation, New York University
2013-00-00
978-1-3034-9674-5
250
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599881
2016
As Provided
JAN2020
No
Diseases
Public Schools
Statistical Significance
Educational Attainment
Online Surveys
Gender Differences
Scores
Comparative Analysis
Elementary School Teachers
Middle School Teachers
Secondary School Teachers
Knowledge Level
Chronic Illness
Teacher Evaluation
Carey, Stephen
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
This study examined teacher asthma knowledge based on three areas including (a) the level of teacher asthma knowledge in the Maury County Public School System, (b) the level of teacher asthma knowledge based on five demographic factors, and (c) the level of teacher asthma knowledge in the Maury County Public School System compared with teacher asthma knowledge in the Georgia Public School System. There were a total of 218 surveys submitted online. The overall mean score of correctness for asthma knowledge in the Maury County Public School System is 78% (Likert 3.90). This was above the asthma knowledge threshold for efficacy of 70% (Likert 3.50). The asthma knowledge in each of five demographic groups was assessed based on (a) gender, (b) asthma status, (c) chronic illness status, (d) educational attainment, and (d) school level. In this analysis, only asthma status demonstrated statistical significance where teachers with asthma scored higher (M = 4.09) in their understanding of asthma than teachers without asthma (M = 3.87). When comparing the level of teacher asthma knowledge in the Maury County Public School System with teachers in the Georgia Public School System, participants scored statistically different on two items. On the item, "asthma episodes usually occur without warning", teachers with a chronic illness in the Maury County Public School System scored statistically lower (z score = -2.03732) than similar teachers in the Georgia Public School System (z score = -0.28890). On the item, "people can outgrow their asthma", based on school level, teachers in the Maury County Public School System scored statistically lower (z score = -2.02651) than teachers in the Georgia Public School System (z score = -0.257274). It is recommended public school systems regularly evaluate teacher asthma knowledge based on mean scores of correctness to ensure teachers are prepared to assist students with asthma and are knowledgeable regarding the presence of asthma triggers in the school environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563180
What Is the Current Level of Asthma Knowledge in Elementary, Middle, and High School Teachers?
ProQuest LLC
Ed.D. Dissertation, Tennessee State University
2013-00-00
978-1-3034-9868-8
176
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599995
2016
As Provided
JAN2020
No
College Students
College Mathematics
Algebra
Community Colleges
Developmental Programs
Remedial Mathematics
Online Courses
Blended Learning
Teaching Methods
Technology Uses in Education
Grades (Scholastic)
Academic Persistence
Academic Failure
Statistical Significance
Lenzen, Andrew
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Elementary Secondary Education
Two Year Colleges
Many students enter college inadequately prepared to take college-level math courses like College Algebra, and as a consequence must take one or more developmental math courses. It is becoming increasingly common for colleges to offer math courses online, including various developmental math courses including Intermediate Algebra. Many computer-assistive technologies exist, some coupled with mathematics textbooks, to purportedly help students learn mathematics better. These technologies are often used in online developmental math courses, and in developmental math course taught in the traditional face-to-face classroom. The purpose of this study was to compare the effectiveness of the use of technology in Intermediate Algebra courses taught through regular and blended instruction, online, in the traditional classroom supplemented with technology, and in the traditional classroom. The independent variable was the type of instruction received but students were not randomly assigned to the three types of instruction, as they were free to take whichever instruction they chose. The dependent variables were the final course grades of those who completed the course, and a comparison of the rate of course completion, versus withdrawing or failing for all students enrolled in the course past the first week drop/add period. Dummy variables of 1 and 0 were assigned to completing and not completing the course, respectively. An analysis of variance was used to analyze the data. There was no statistically significant difference in the course grades of those who took the courses in the three types of instruction; nor was there any statistically significant difference in the rate of course completion in the three types of instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563181
Effectiveness of Online and Classroom-Based Instructional Methods in Developmental Mathematics Courses at a Small Public Community College
ProQuest LLC
Ed.D. Dissertation, University of South Dakota
2013-00-00
978-1-3034-9675-2
90
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599882
2016
As Provided
JAN2020
No
Meta Analysis
Computer Security
Federal Legislation
Case Studies
Content Analysis
Journal Articles
Energy Management
Assistive Technology
Federal Government
Government Role
Free Enterprise System
Power Technology
National Security
Noah, Philip D., Jr.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this research project was to explore what the core factors are that play a role in the development of the smart-grid. This research study examined The Energy Independence and Security Act (EISA) of 2007 as it pertains to the smart-grid, the economic and security effects of the smart grid, and key factors for its success. The methodology used for this research study is based on a qualitative meta-analysis, multiple case analysis, and text analysis. Secondary data in the form of journal articles were used as the data for this study. Five to six articles on the smart grid, nuclear power, and cellular communication were synthesized to produce a smart gird case, a nuclear case, and a cellular communication case. An interruptive analysis and text analysis was used to create the synthesis. The three cases were analyzed using a multiple case study approach combined with a text analysis to produce a list of possible key factors for the smart grid. This research project found that the core issues (factors) for the smart grid can be categorized into the following five categories; economic, public policy, technology, regulatory, and safety/security. Key terms in each of the core issues were identified and used to answer the research question. The conclusions reached are that consumers will need to use assistive technologies to manage electrical use and to take advantage of dynamic pricing. Furthermore, the Federal Government will have to ensure that open standards are used for the smart grid, and that devices and protocols at all levels of the grid are secured against cyber-attack. Finally, the Federal Government needs to take a more free market approach to smart grid, especially concerning renewable resources. The market should dictate what mix of power generation is used to create an economically viable electric system. Natural gas, nuclear, solar, wind, and geothermal all should compete on a level playing field. With an estimated cost of over $2 trillion and 20 years to implement, there will be only one change to get it right. Limitations of the study include the use of only two comparative domains with the one domain under investigation, the use of a third domain would help to refine and better validate the findings of the study. The exploratory and interpretive nature of the research along with the use of a developing methodology required the researcher to use judgment about how to best analyze the data in a systematic way. The results of this research study not only contributes to the body of academic knowledge but is also a guide for policy makers and consumers who must wrestle with the effects the smart grid will have on the economy, national security, and daily life. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563182
A Qualitative Meta-Analysis of the Diffusion of Mandated and Subsidized Technology: United States Energy Security and Independence
ProQuest LLC
D.Sc. Dissertation, Robert Morris University
2013-00-00
978-1-3034-9683-7
209
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599889
2016
As Provided
JAN2020
No
Undergraduate Students
Drama
Qualitative Research
Case Studies
College Instruction
Student Attitudes
Racial Attitudes
Advantaged
Discussion
Intergroup Education
Instructional Effectiveness
Attitude Change
Best Practices
Multicultural Education
Socialization
Power Structure
Art Education
Simons, Sara M.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This qualitative case study examined the use of process drama in an undergraduate Intergroup Dialogue and how the use of this drama-based pedagogy shaped participants' attitudes and understandings about race and privilege. The research focused on the creation of and subsequent reflection on improvised, episodic scenes and images structured around larger themes of socialization and oppression. The process drama utilized in this study involved both students and facilitators in role. This study found that participation in process drama affected participants' attitudes about race and privilege in a number of different ways and to different extents. Participants also experienced and problematized process drama in different ways. Overall, process drama was found to create empathy, to enable reflection on lived experiences, to lead to examination of stereotypes, privilege, and internalized racism, and to create awareness about gaps in students' education. This study found that mechanisms of process drama such as taking on roles of power, simulating the experience of oppression, and using abstract physicalizations to embody emotion all aided a shift in attitudes and understandings about race and privilege. This study examined best practices in race dialogue and multicultural education and posited the use of drama-based pedagogy as an innovative way to engage undergraduates. This study showed process drama to be highly compatible with the needs and goals of multicultural education, and the findings from this study strongly supported the use of this method as a way to engage students both cognitively and affectively with material regarding race, privilege, and systems of oppression. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563183
"It Gets under Your Skin": Using Process Drama to Explore Race and Privilege with Undergraduate Students
ProQuest LLC
Ph.D. Dissertation, New York University
2013-00-00
978-1-3034-9697-4
285
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599898
2016
As Provided
JAN2020
No
High School Students
Females
Resilience (Psychology)
Catholic Schools
Measures (Individuals)
Student Surveys
Scores
Student Participation
Student Leadership
Activities
Athletics
Housework
Student Employment
Parent Background
Family Environment
Parent Participation
Parent Student Relationship
Data Analysis
Toohey, Susan M.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
High Schools
Secondary Education
The purpose of this study was to discover what variables from the home and the high school may be related to a student having a high resilience score. The participants for the current research were all young women who attended the same all-girls, Catholic high school in the Midwest and were alumnae of the school. Resilience is defined as the ability to bounce back from adversity, change or stress, and the learning from that challenge so as to lead a productive and positive life. Using the Resilience Scale(TM) (Wagnild, 2011) as a tool to determine a resilience score, participants completed a survey. Analyses were conducted to determine which variables were significant contributors to higher resilience scores. The current research indicated that there were high school and home variables that influenced resilience scores. Significant school variables included class participation, taking leadership positions, being involved in activities and athletics. Home variables that affected resilience included completing chores, working, experiencing the unemployment of a parent and having consequences for failing grades. There are specific ways to increase resilience, and it is important for school administrators and parents to work collaboratively to assist young women, to develop higher resilience. The current research provides the data, the analysis and suggestions for school administrators and parents to teach resilience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563184
What Makes Young Women More Resilient? Leadership, Work, Independence and Participation
ProQuest LLC
Ed.D. Dissertation, Creighton University
2013-00-00
978-1-3034-9704-9
134
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599903
2016
As Provided
JAN2020
No
Preservice Teachers
Preservice Teacher Education
Professional Development Schools
Faculty Development
Conventional Instruction
Program Effectiveness
Mentors
Comparative Analysis
Licensing Examinations (Professions)
Statistical Analysis
Gender Differences
Racial Differences
Grade Point Average
Teacher Certification
Hamar, Sandra K.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
Mann Whitney U Test
Praxis Series
Praxis Series
English
Higher Education
Postsecondary Education
New initiatives in preservice teacher formal student teaching experiences seek to prepare high-quality educators commensurate with current demands of the profession. Professional development schools (PDS) provide more hours of clinical preparation for student teaching, with a qualified mentor teacher. This research study investigated the effectiveness of teacher candidates, measured by the differences in participants' scores on initial licensure examinations to determine if there was a difference in teacher candidates who were prepared through two separate methods: a PDS yearlong internship and a traditional 14-week student-teaching format. The study determined the extent to which students who were prepared through the PDS approach differed from those prepared through the traditional approach to teaching preparation at a Midwestern university. Praxis II standardized licensure examination score were compared with the Mann Whitney U, test and ANCOVA using data from four cohorts of PDS and non-PDS students. The median Praxis II score for the PDS group (Md = 167.0) was not significantly different (p = 0.178) to that of the non-PDS group (Md = 173.5). After controlling for gender, race, and GPA score using ANCOVA, the mean Praxis II score for the PDS group (M = 173.50) was only marginally significantly different (p = 0.040) to the non-PDS group (M = 166.65) with a small effect size (Eta Squared = 0.1). The conclusion was that PDS only has a limited effect on success in standardized licensure examinations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563185
Effective Teacher Candidate Preparation: Professional Development Schools versus Traditional Training Format
ProQuest LLC
Ed.D. Dissertation, Grand Canyon University
2013-00-00
978-1-3034-9823-7
127
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599984
2016
As Provided
JAN2020
Yes
Early Childhood Education
Federal Programs
Low Income Groups
Intervention
Well Being
Emotional Development
Social Development
Preschool Children
Preschool Teachers
Faculty Development
Curriculum Development
Preschool Curriculum
Classroom Techniques
Play
Educational Strategies
Self Control
Program Implementation
Rojas, Natalia
Lloyd, Chrishana M.
Mattera, Shira
Reports - Research
United States (Northeast)
United States (West)
United States (Midwest)
United States (South)
Society for Research on Educational Effectiveness (SREE)
English
Early Childhood Education
Preschool Education
Head Start, the largest federally funded early childhood education program in the United States, provides comprehensive services to low-income children and their families. These services historically have a whole child approach, fostering social-emotional well-being, physical and mental health, and cognitive and language development, as well as parent involvement and family social services. In recent years, a number of non-experimental studies have outlined the risk to social-emotional development in young children growing up in poverty. Because children in poverty are exposed to a wide range of psychological and social stressors, they have been found to be at a greater risk for developing emotional and behavioral difficulties compared with their more affluent peers. Low-income children are particularly vulnerable to behavior and emotional difficulties in preschool (Gilliam, 2007), and teachers have reported that they do not know how to address behavioral challenges (Lloyd & Bangser, 2009; La Paro & Pianta, 2000). Head Start has responded to the pressing need for effective tools to strengthen children's social-emotional skills and recent research has shown that well-designed professional development which includes training and coaching can enhance teachers' skills, and strengthen children's social and emotional outcomes (Hemmeter & Fox, 2009; Lloyd & Bangser, 2009; Morris et al, 2010; Raver et al., 2009). Head Start CARES examined enhanced curriculum improvements and professional development in the context of a large-scale random assignment study. The demonstration tested the effects of three theoretically distinct social-emotional program enhancements in Head Start settings across the country in order to determine whether it was possible to effectively implement these programs in a large number of Head Start centers and if so, how. The three structured program enhancements focused on different strategies including training teachers on delivery of classroom management procedures, enhancing children's skills to understand and respond to emotions, and a set of play-based activities designed to support self-regulation. In addition to testing classroom-based strategies, Head Start CARES served as a test of an overall system that was meant to support large-scale implementation of program enhancements in the classroom. This paper focuses on preliminary lessons learned from implementing social-emotional programs supported by a professional development model across the country in varied contexts; in particular the focus is on the training and coaching of teachers in the Head Start CARES demonstration. The seventeen Head Start delegate agencies that were selected to participate in the Head Start CARES demonstration were located in ten states across the nation. In total 307 classrooms and over 3,600 children participated in the study, with one-half receiving the CARES intervention. Training and coaching as a form of professional development offers the opportunity to greatly influence the quality of experiences that both teachers and children in early childhood education settings receive. Implementation of strong coaching and training, however, can be a complicated endeavor, due to the large number of people involved and the varied organizational contexts across grantees. In summary, implementation and scale-up of training, coaching, and the social-emotional enhancements required substantial effort among all of the stakeholders involved. One table and one figure are appended.
ED563186
Fidelity and Scaling-Up in the Context of a Social-Emotional Intervention for Early Childhood Education
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
11
ERIC
JAN2020
Yes
Scientific Literacy
Science Instruction
Teacher Competencies
Pedagogical Content Knowledge
Formative Evaluation
Preschool Education
Faculty Development
Early Intervention
Urban Schools
Coaching (Performance)
Pretests Posttests
Science Achievement
Clark-Chiarelli, Nancy
Gropen, Jess
Fuccillo, Janna
Hoisington, Cindy
Reports - Research
New York
New York
Society for Research on Educational Effectiveness (SREE)
English
Preschool Education
Early Childhood Education
The need for a scientifically-literate American population has gained great prominence on the educational landscape of priorities over the past decade; young children will be increasingly exposed to the STEM fields and encouraged to excel in these areas. Professional development is key to assuring that early childhood teachers provide children with cognitively-challenging early learning experiences. Focusing on the Head Start community, "Foundations of Science Literacy" (FSL) is a credit-bearing professional development course that directly addresses the achievement gap in early science education. The program not only addresses an urgent need, it also integrates the resources, structure, and support that preschool teachers need to improve early science learning and teaching. First, based on data from an efficacy study nearing completion, the authors assess whether "FSL without" embedded formative assessments leads to gains in preschool children. Second, drawing on insights from a new development project, the authors describe how instruction-embedded formative assessment can be used to "strengthen" and "clarify" the relation between gains in teacher pedagogical content knowledge and gains in children's scientific thinking. For the efficacy study, FSL was implemented in the greater New York City area and the population included preschool teachers and a sample of children in their classrooms using a randomized controlled trial (RCT) design. The authors highlight a promising approach to learning from mixed (summative) results using formative assessment to provide more nuanced information about children's learning over time and to allow teachers to tailor instruction so that it is more effective. One figure is appended.
ED563187
Foundations of Science Literacy: Using Instruction-Embedded Formative Assessment to Strengthen the Relation between Gains in Teacher Pedagogical Content Knowledge and Children's Scientific Thinking
Society for Research on Educational Effectiveness
2013-00-00
Institute of Education Sciences (ED)
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
18
ERIC
JAN2020
Yes
No
Dual Enrollment
High Schools
Higher Education
Acceleration (Education)
College Preparation
College Credits
Difficulty Level
Disproportionate Representation
Action Research
Stakeholders
Parents
High School Students
Secondary School Teachers
Focus Groups
Curriculum Design
Tuition
Student Diversity
School Safety
Educational Environment
Kearse, Douglas
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
The Savannah Early College Program (SECP) opened its doors in August 2007 to make a difference in the lives of all students who enrolled. Its primary mission was to combine academic rigor and support to help students enter college early and graduate from high school with up to 2 years of college credit. Since SECP joined the Early College High School Initiative (ECHSI) that was launched in 2002, with the financial support of the Bill & Melinda Gates Foundation, SECP has received local recognition for educating students who are traditionally underrepresented in postsecondary education settings. Using an action-oriented research approach, this research focused on the SECP and its ability to meet the needs of stakeholders including parents, students, and teachers of the SECP. The study aspired to determine the benefits of the SECP and what can be done to improve the service SECP provides parents and students. The data collected from 40 focus group participants revealed SECP's strengths, which include a curriculum that helps students to enter college early and save tuition cost; a supportive staff that expects students to achieve at their highest levels; and a diverse and safe school environment that offers a family-like atmosphere and supports teacher and student bonding. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563188
An Evaluation of the Savannah Early College Program: An Action Oriented Research Approach
ProQuest LLC
Ed.D. Dissertation, Fielding Graduate University
2013-00-00
978-1-3035-0639-0
146
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2016
As Provided
JAN2020
No
Teacher Attitudes
Inclusion
Mainstreaming
Regular and Special Education Relationship
Preservice Teachers
Autism
Mixed Methods Research
Attitude Measures
Student Attitudes
Majors (Students)
Teacher Competencies
Teacher Education Programs
Social Change
Knowledge Level
Cordoves, Jose L.
Dissertations/Theses - Doctoral Dissertations
Puerto Rico
Puerto Rico
English
Higher Education
Postsecondary Education
Research indicates that many general education teachers have negative attitudes about the inclusion of students with disabilities. Ways to promote positive attitudes in preservice teachers are needed, particularly in Puerto Rico, where the autism identification rate is the highest in the world. The purposes of this concurrent mixed method study were to explore the attitudes of preservice teachers toward inclusion of students with autism and to gather the perceptions of education faculty members regarding their students' attitudes. Research questions were designed to examine the attitudes of the student teachers and the reflections of faculty, to identify possible differences across preservice majors, and to gather recommendations about preparation offerings. Ajzen's attitudinal theory and Salvia and Munson's model of attitudes towards inclusion guided the study. One hundred twelve preservice teachers from a university in Puerto Rico completed the inclusion survey, and 11 preservice teachers and 8 education faculty members were interviewed. Spearman's rho and independent t-test analyses revealed significant differences in attitudes between elementary majors and both special education and preschool majors. A priori and open coding were used to identify themes related to knowledge, preparation, climate, and feelings of effectiveness. Preservice teachers' perceptions were that they were unprepared to serve students with autism; faculty members supported the need for more courses related to all special needs and especially autism. Positive social change implications include modifying preparation curricula to enhance preservice teachers' knowledge of inclusion and to support positive teacher attitudes toward the inclusion of students with autism in general education classrooms in Puerto Rico. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563189
A Concurrent Mixed Method Study of Preservice Teachers' Attitudes toward the Inclusion of Students with Autism in General Education Classrooms
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-3034-8852-8
182
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599511
2016
As Provided
JAN2020
No
Special Education
Special Education Teachers
Mentors
Beginning Teachers
Training
Teacher Persistence
Mixed Methods Research
Surveys
Interviews
Program Evaluation
Taylor, Ann Marie H.
Dissertations/Theses - Doctoral Dissertations
South Carolina
South Carolina
English
Retaining effective teachers is a challenge in every classroom, but nowhere more than in special education classrooms. The purpose of the study was to conduct a program evaluation using archival data that were collected as a part of the Special Education Advanced Mentor Training (SEAMT) in South Carolina. Drawing on Erikson's Intimacy vs. Isolation stage of human life, educators have realized that beginning teachers benefit from the sense of intimacy provided by a mentor. To combat the issue of special education teacher attrition, a 1-day SEAMT was developed and presented but never evaluated. The research questions were developed to determine if the SEAMT affected the work of mentors; which aspects of the training were most helpful; and which additional information, tools, and/or strategies would be helpful in working with special education teachers. The program evaluation utilized a sequential mixed methods approach while triangulating the data from 3 sources: 2 surveys and 1 interview. The qualitative data were coded using an inductive process, while the quantitative data were analyzed using descriptive statistics. The evaluation results for the SEAMT showed that for all participants, the training either met or exceeded their expectations. Once mentors worked with new special education teachers in the field, they found several tools to be helpful. The interviews revealed that more training for administrators is needed to enhance their knowledge of special education. This program evaluation concludes with recommendations to support and retain special educators in the classroom, which will effect positive social change through increased student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563190
A Program Evaluation of the Special Education Mentor Training in South Carolina
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3034-9834-3
151
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599990
2016
As Provided
JAN2020
No
Student Attitudes
Disabilities
Individualized Education Programs
Public Schools
Qualitative Research
Student Experience
Regional Schools
High School Students
Semi Structured Interviews
Observation
Content Analysis
Success
School Attitudes
Teacher Influence
School Effectiveness
Degruy, Elizabeth J.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
High Schools
Secondary Education
The purpose of this study was to investigate the perceptions of students with Individualized Education Programs who attend regional safe schools of their educational experiences. The Individuals with Disabilities Education Act mandates that students with disabilities be provided a free, appropriate, public education in the least restrictive environment; however, the students who participated in this study had been removed from their home public schools. This study employed a qualitative research methodology to investigate the students' perspectives on their experiences at public schools and a regional safe school. Participants in this study were 8 high school students with disabilities who attended a regional safe school. The school was located in a small urban community in the Midwest. Data were collected through document review, observations, and one-on-one, semi-structured interviews. All but one student participated in three interviews. Interview questions focused on students' experiences, views of their success in public and alternative school, and elements that they identified as being essential for their success. Open coding was used to analyze student responses to interview questions. Findings indicated that students identified both teacher and school factors as essential to their school success. Students expressed positive changes in themselves in the areas of motivation, determination to succeed, and self-awareness. All students perceived that they were more successful at their regional safe school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563191
An Examination of Student Perceptions of Regional Safe School and Public School Services
ProQuest LLC
Ed.D. Dissertation, Illinois State University
2011-00-00
978-1-3034-9719-3
239
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599913
2016
As Provided
JAN2020
No
Public Agencies
Computer Security
Self Efficacy
Computer Use
Least Squares Statistics
Government Employees
Metropolitan Areas
Online Surveys
Hypothesis Testing
Intention
Crime
Demography
Influences
Age
Sex
Occupational Information
Employment Level
Tenure
Veterans
Crime Prevention
Choi, Min Suk
Dissertations/Theses - Doctoral Dissertations
United States (Northeast)
English
Cybersecurity threats and vulnerabilities are causing substantial financial losses for governments and organizations all over the world. Cybersecurity criminals are stealing more than one billion dollars from banks every year by exploiting vulnerabilities caused by bank users' computer misuse. Cybersecurity breaches are threatening the common welfare of citizens since more and more terrorists are using cyberterrorism to target critical infrastructures (e.g., transportation, telecommunications, power, nuclear plants, water supply, banking) to coerce the targeted government and its people to accomplish their political objectives. Cyberwar is another major concern that nations around the world are struggling to get ready to fight. It has been found that intentional and unintentional users' misuse of information systems (IS) resources represents about 50% to 75% of cybersecurity threats and vulnerabilities to organizations. Computer Crime and Security Survey revealed that nearly 60% of security breaches occurred from inside the organization by users. Computer users are one of the weakest links in the information systems security chain, because users seem to have very limited or no knowledge of user computer self-efficacy (CSE), cybersecurity countermeasures awareness (CCA), and cybersecurity skills (CS). Users' CSE, CCA, and CS play an important role in users' computer misuse intention (CMI). CMI can be categorized as unauthorized access, use, disruption, modification, disclosure, inspection, recording, or destruction of information system data. This dissertation used a survey to empirically assess users' CSE, CCA, CS, and computer misuse intention (CMI) at government agencies. This study used Partial Least Square (PLS) technique to measure the fit of a theoretical model that includes seven independent latent variables (CSE, UAS-P, UAS-T, UAC-M, CCS, CIS, & CAS) and their influences on the dependent variable CMI. Also, PLS was used to examine if the six control variables (age, gender, job function, education level, length of working in the organization, & military status such as veteran) had any significant impact on CMI. This study included data collected from 185 employees of a local and state transportation agency from a large metropolitan in the northeastern United States. Participants received an email invitation to take the Web-based survey. PLS was used to test the four research hypotheses. The results of the PLS model showed that UAC-M and CIS were significant contributors (p <.05) to CMI. UAC-M was a significant contributor (p <.05) to CCS. UAS-P was a significant contributor (p <.05) to CAS. CSE was the most significant contributor (p < .001) to CCS, while it did not show a significance contribution towards CMI. It can be concluded that UAC-M and CIS play a significant role on CMI. This investigation contributes to the IS and cybersecurity practice by providing valuable information that can be used by government agencies in an effort to significantly reduce computer users' abuse, while increasing productivity and effectiveness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563192
Assessing the Role of User Computer Self-Efficacy, Cybersecurity Countermeasures Awareness, and Cybersecurity Skills toward Computer Misuse Intention at Government Agencies
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2013-00-00
978-1-3034-9626-4
105
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599848
2016
As Provided
JAN2020
No
Chinese Americans
Immigrants
Family Involvement
Mathematics Education
Social Capital
Working Class
Small Businesses
Professional Personnel
Cultural Capital
Family Income
Observation
Interviews
Socioeconomic Influences
Essays
Telecommunications
Handheld Devices
Video Technology
Educational Attainment
Parent Attitudes
Parents as Teachers
Academic Aspiration
Tutors
Liang, Senfeng
Dissertations/Theses - Doctoral Dissertations
English
This study examines ways in which Chinese immigrant families are involved in their children's mathematics education, particularly focusing on how different types of families utilize different forms of capital to support their children's mathematics education. The theoretical framework defines four types of Chinese immigrant families--working families, small business families, transitional professional families, and settled professional families--and addresses three forms of capital--cultural, social and economic capital. In the analysis, the first two groups are often clustered as less educated families and the other two groups as highly educated families. Nine families with different backgrounds participated in the study. Data include observations, interviews, essays and Twitter messages from students, and a video discussion activity. Data analysis utilized cross-case analysis (Yin, 2002). First, this study shows significant differences in how Chinese immigrant parents conceptualize U.S. mathematics education. Highly educated parents believed U.S. mathematics education failed to meet their children's mathematical needs while less educated parents were less critical of U.S. mathematics education. Second, this study examines how different types of families use cultural, social and economic capital to influence their children's mathematics education. Parent tutoring and aspirations are indicators of cultural capital. Less educated parents tended to tutor their children when they were in lower grades. Students with highly educated parents received more direct tutoring from their parents, even when they went on to more advanced grades. All parents had high aspirations for their children's education, but to varying degrees depending on the type of family. One common approach was to send their children to supplementary education programs which suggest an indicator of social capital. Family location and hiring tutors are indicators of economic capital. All families but one managed to live in what they believed were good school districts. Higher income families also spent money to hire tutors to teach their children academic subjects (including mathematics) and sports. This study contributes to the exploration of the role of families in the mathematics education of Chinese American students. It also extends current literature in general Chinese American studies that primarily focus on highly educated, high income, professional families and less educated, low income, working families while omitting populations that fall between them, particularly small business families and transitional professional families. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563193
Family Involvement in Children's Mathematics Education Experiences: Voices of Immigrant Chinese American Students and Their Parents
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9788-9
262
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599960
2016
As Provided
JAN2020
No
Human Resources
Politics of Education
Change Strategies
School Districts
Educational Administration
Educational Quality
Teacher Effectiveness
Conflict
Administrator Role
DeArmond, Michael
Dissertations/Theses - Doctoral Dissertations
English
This dissertation is about how organizational politics--or what some scholars call micro-politics--shapes the implementation of comprehensive human resource (HR) reform in school district central offices. Over the last decade, education reformers and advocates have promoted comprehensive HR reform as a way to improve teaching and learning in K-12 schools, especially in urban districts. These reforms call on school districts to orient and coordinate all of their HR activities around a common vision of effective teaching and use the way they hire, develop, and retain teachers to systematically build and leverage talent across all schools. For most school districts, this ambitious vision of HR is a profound departure from present practice. Emerging accounts of comprehensive HR reform suggest that implementation is often marked by organizational conflict, but they do not elaborate why this is the case or what it implies for implementation. In investigating the micro-political dynamics of implementing comprehensive HR reform, this study reveals both the sources of conflict that emerge during these ambitious reforms, how actors within central offices negotiate and resolve them, and how micro-political dynamics can--for better or worse--shape the implementation of ambitious bureaucratic reform. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563194
Good Ideas and Engagement Aren't Enough: School District Central Offices and the Micro-Politics of Implementing Comprehensive Human Resource Reform
ProQuest LLC
Ph.D. Dissertation, University of Washington
2013-00-00
978-1-3034-9376-8
231
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599694
2016
As Provided
JAN2020
No
Autism
Pervasive Developmental Disorders
Intervention
Food
Behavior Modification
Children
Eating Disorders
Probability
Responses
Program Effectiveness
Compliance (Psychology)
Student Behavior
Congdon, Marissa
Dissertations/Theses - Doctoral Dissertations
English
Behavioral feeding difficulties occur at a high rate in children with autism spectrum disorders (ASD) and can have a serious impact on their overall health and development. Although there are a number of studies demonstrating effective strategies for addressing behavioral feeding difficulties in children with ASD, the majority of them have been conducted in clinical settings. High probability (high-p) request sequences have been used as an antecedent intervention to increase compliance, appropriate behavior, social interactions, decrease stereotypy, self injurious behavior, increase compliance to academic tasks, increase communication skills, and in interventions to increase food acceptance and consumption. This evidence-based intervention has been demonstrated to be effective in both clinical and applied (e.g., school) settings. The current study investigated the efficacy of high probability request sequences, an easy to implement, school-based behavioral feeding treatment. In the study food related and non-food related high probability requests sequences were compared for efficacy. The participants in the study were three children with ASD that had parent and teacher reported feeding difficulties. Results suggested that school-based high probability response sequences were extremely effective for 2 of the 3 participants. Consumers were very positive about the intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563195
Increasing Food Acceptance in the School Setting for Children with Autism Spectrum Disorder Using High Probability Requests Sequences
ProQuest LLC
Ph.D. Dissertation, University of Washington
2013-00-00
978-1-3034-9370-6
87
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599690
2016
As Provided
JAN2020
No
Instructional Leadership
High Schools
Assistant Principals
Rating Scales
Administrator Responsibility
Case Studies
Suburban Schools
School Districts
Leadership Role
Politics of Education
Disadvantaged
Faculty Development
Administrator Role
Women Administrators
Gender Differences
Interviews
Observation
Garrard, John Christian Timothy
Dissertations/Theses - Doctoral Dissertations
California
California
English
High Schools
Secondary Education
To identify how high school assistant principals in large suburban schools serve as instructional leaders and how they develop these skills, this research utilized a multiple-case study design, followed by a cross-case analysis of the data. This research explores the instructional leadership of three female comprehensive high school assistant principals who are employed in the same Northern California school district. Each case was developed with the use of interviews, observation and document analysis. Included in each case is a description of the assistant principal's instructional job responsibilities, how they develop their instructional leadership and obtain opportunities to function in instructional leadership roles. This research found several main themes. They include that the theoretical model for Hallinger's Principals Instructional Management Rating Scale did not work in regards to assistant principals, they were found to serve not in the role of leader, but more in the role of facilitator and relationship builders, the role of the assistant principal has not evolved over the past century, they are constrained by the political dynamics of their school structure which leaves them as marginalized leaders, they lack opportunities to grow as instructional leaders due to opportunities for professional development and the ambiguity of their role, and female assistant principals may not take the opportunity to serve as a leader since this may not be perceived natural due to their gender association. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563196
Instructional Leadership of High School Assistant Principals in Northern California
ProQuest LLC
D.Ed. Dissertation, University of the Pacific
2013-00-00
978-1-3034-9772-8
171
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599949
2016
As Provided
JAN2020
No
Teaching Methods
Elementary School Science
Science Instruction
Academic Achievement
Science Achievement
Achievement Gap
Inquiry
Constructivism (Learning)
Statistical Analysis
White Students
Hispanic American Students
Science Tests
Standardized Tests
Baum, Lisa
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
There is gap in passing rates on the standardized science assessment between European American and Hispanic American students. The purpose of this study was to examine student performance in science and the closing of the achievement gap between European American and Hispanic American students based upon receipt of an inquiry or noninquiry instruction method. Guided by the theoretical framework of constructive learning, this quantitative ex post facto research design gathered data from 8 teachers who had already implemented 1 of the 2 methods of instruction. The teachers were chosen through purposive sampling based on previous observations of instructional method and were placed into 2 groups depending upon the type of instruction: inquiry or noninquiry. Descriptive statistics were used to determine mean differences and a 2-way analysis of variance was used to determine mean differences in science test scores between European American and Hispanic American students and between the instructional methods to which they had been exposed. Results found that the inquiry instructional method was related to a significant increase in mean scores for both ethnic groups, but the achievement gap between the two groups was not closed by the inquiry instruction method. This study can promote positive social change for students by informing the efforts of educational leaders and teachers to create professional development using inquiry instruction. Students may perform higher on standardized tests when they are allowed to explore science by asking questions and answering their own questions through the collection and analysis of data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563197
Instructional Methods within the Elementary-School Science Classroom Related to Improved Academic Performance
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3034-9063-7
102
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599590
2016
As Provided
JAN2020
No
Advertising
Schemata (Cognition)
Russian
English
Discourse Analysis
Language Research
Interpersonal Relationship
Television
Consumer Science
Guidelines
Models
Pragmatics
Visual Stimuli
Verbal Communication
Cognitive Processes
Syntax
Persuasive Discourse
Cultural Influences
Values
Communication (Thought Transfer)
Cultural Traits
Language Usage
Egorova, Veronika
Dissertations/Theses - Doctoral Dissertations
English
This research examines advertising discourse in Russian and English as acts of communicative exchange and interpersonal relationship between advertising discourse participants. The purpose was to identify and describe the way that viewers process information contained in television commercials and how they become consumers moving from getting information to acting upon it. The present research was conducted within the framework of Yokoyama's (1986) Transactional Discourse Model (TDM), as further developed in Yokoyama (1998-manipulation), Moon (1995) and Chapman (2001). The framework was applied to the analysis of empirical data from 150 Russian and 150 American TV commercials representing a set of data hitherto unnoticed. As such, it describes a specific set of questions dubbed "non-informational". This is the first study that has systematically investigated the pragmatic/informational interaction between non-verbal/visual components of an ad and the linguistic shape of the ad. It also contributes to further development of the discourse model applicable beyond advertising genre. The analysis demonstrates a cognitive basis for the pragmatic/informational interaction both at a linguistic and a non-linguistic level and emphasizes the direct connection between cognitive processes and the syntactic and pragmatic components of language, thereby contributing to our understanding of the phenomenon of manipulation, particularly as it occurs in the contexts of advertising: through camera work on the non-verbal/visual level and, at the linguistic level, through the use of ellipsis and non-informational questions. The study sheds light not only on the manipulative strategies used in advertising to sell the product, but also on representations of Russian and American cultural communicative norms and values. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563198
Language, Cognition, and Manipulation in Advertising Discourse
ProQuest LLC
Ph.D. Dissertation, University of Washington
2013-00-00
978-1-3034-9383-6
244
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599698
2016
As Provided
JAN2020
No
Equations (Mathematics)
Physics
Science Education
Undergraduate Students
College Science
Scientific Concepts
Concept Formation
Logical Thinking
Cognitive Processes
Intuition
Problem Solving
Symbolic Learning
Kuo, Eric
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Although a large part the Physics Education Research (PER) literature investigates students' conceptual understanding in physics, these investigations focus on qualitative, conceptual reasoning. Even in modeling expert problem solving, attention to conceptual understanding means a focus on initial qualitative analysis of the problem; the equations are typically conceived of as tools for "plug-and-chug" calculations. In this dissertation, I explore the ways that undergraduate physics students make conceptual sense "of physics equations" and the factors that support this type of reasoning through three separate studies. In the first study, I investigate how students' can understand physics equations intuitively through use of a particular class of cognitive elements, "symbolic forms" (Sherin, 2001). Additionally, I show how students leverage this intuitive, conceptual meaning of equations in problem solving. By doing so, these students avoid algorithmic manipulations, instead using a heuristic approach that leverages the equation in a conceptual argument. The second study asks the question why some students use symbolic forms and others don't. Although it is possible that students simply lack the knowledge required, I argue that this is not the only explanation. Rather, symbolic forms use is connected to particular "epistemological stances," in-the-moment views on what kinds of knowledge and reasoning are appropriate in physics. Specifically, stances that value "coherence" between formal, mathematical knowledge and intuitive, conceptual knowledge are likely to support symbolic forms use. Through the case study of one student, I argue that both reasoning with equations and epistemological stances are dynamic, and that shifts in epistemological stance can produce shifts in whether symbolic forms are used to reason with equations. The third study expands the focus to what influences how students reason with equations across disciplinary problem contexts. In seeking to understand differences in how the same student reasons on two similar problems in calculus and physics, I show two factors, beyond the content or structure of the problems, that can help explain why reasoning on these two problems would be so different. This contributes to an understanding of what can support or impede transfer of content knowledge across disciplinary boundaries. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563199
More than Just "Plug-and-Chug": Exploring How Physics Students Make Sense with Equations
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9123-8
280
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599616
2016
As Provided
JAN2020
No
College Students
College Mathematics
Mathematics Anxiety
Learning Motivation
Ability Grouping
Correlation
Multiple Regression Analysis
Predictor Variables
Mathematics Achievement
Grades (Scholastic)
Helming, Luralyn
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces to the literature the study of college students as ability grouped students. A partial correlation addresses the interrelationships between math anxiety, motivation, and ability grouping. A hierarchical multiple logistic regression addresses the effect of math anxiety, motivation, and ability grouping on performance. Results indicated that motivation and the interaction of motivation and ability group are significant predictors of performance; math anxiety was not a significant predictor. College students in the highest ability group are most likely to receive a satisfactory grade (70% and above) regardless of their level of motivation. For students in the average and low groups their likelihood of receiving a satisfactory grade was a function of their motivation. College students experience ability groups in a manner similar to secondary students. Motivation is an important factor in predicting performance, especially for students in the average and low groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563200
Motivation and Math Anxiety for Ability Grouped College Math Students
ProQuest LLC
Ph.D. Dissertation, University of South Dakota
2013-00-00
978-1-3034-9666-0
98
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599873
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Predictive Validity
Test Validity
Scores
Grades (Scholastic)
Grade Point Average
Correlation
Institutional Characteristics
Student Characteristics
Public Colleges
Private Colleges
High School Students
Tables (Data)
College Freshmen
Patterson, Brian F.
Mattern, Krista D.
Numerical/Quantitative Data
Reports - Research
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The continued accumulation of validity evidence for the intended uses of educational assessments is critical to ensure that proper inferences will be made for those purposes. To that end, the College Board has continued to collect college outcome data to evaluate the relationship between SAT® scores and college success. This report provides updated validity evidence for using the SAT to predict first-year college grade point average (FYGPA) for the 2011 cohort. Appended are: (1) Institutions Providing First-Year Outcomes for the 2011 Cohort; (2) Raw Correlations of SAT and SHGPA with FYGPA by Institutional Characteristics; and (3) Raw Correlation of SAT and HSGPA with FYGPA by Subgroups.
ED563201
Validity of the SAT® for Predicting First-Year Grades: 2011 SAT Validity Sample. Statistical Report 2013-3
College Board
2013-00-00
16
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
8
As Provided
JAN2020
Yes
College Entrance Examinations
Predictive Validity
Test Validity
Scores
Grades (Scholastic)
Grade Point Average
Correlation
High School Students
College Freshmen
Student Characteristics
Private Colleges
Public Colleges
Institutional Characteristics
Kobrin, Jennifer L.
Patterson, Brian F.
Shaw, Emily J.
Mattern, Krista D.
Barbuti, Sandra M.
Reports - Research
SAT (College Admission Test)
United States
United States
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This report presents the results of a large-scale national validity study of the SAT®. In March 2005, the College Board introduced a revised SAT, with an additional section in writing and minor changes in content to the verbal and mathematics sections. The first full cohort of students taking this test completed their first year of college in May/June 2007. This report documents the methods undertaken to recruit institutions to participate in the study; the procedures for gathering, cleaning, and aggregating data; and the statistical corrections and analyses applied to the data and the results of those analyses. The report concludes with a discussion of the results in light of prior SAT validity studies and a description of future SAT validity research studies. The results show that the changes made to the SAT did not substantially change how well the test predicts first-year college performance. Across all institutions, the recently added writing section is the most highly predictive of the three individual SAT sections. As expected, the best combination of predictors of first-year college grade point average (FYGPA) is high school grade point average (HSGPA) and SAT scores. The College Board continues to encourage institutions to use both measures when making admissions decisions. Two appendices are included: (1) Participating Institutions; and (2) Characteristics of Participating Institutions.
ED563202
Validity of the SAT® for Predicting First-Year College Grade Point Average. Research Report No. 2008-5
College Board
2008-00-00
15
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
20
As Provided
JAN2020
ED555627
Yes
College Entrance Examinations
Grade Inflation
Grades (Scholastic)
Grade Point Average
Background
Scores
Educational Trends
Gender Differences
Racial Differences
Ethnic Groups
Grading
Public Schools
Private Schools
Parents
Parent Background
Educational Attainment
High School Students
Statistical Distributions
Student Characteristics
Questionnaires
Academic Achievement
Regression (Statistics)
Predictor Variables
Camara, Wayne
Kimmel, Ernest
Scheuneman, Janice
Sawtell, Ellen A.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
Student Descriptive Questionnaire
SAT (College Admission Test)
Student Descriptive Questionnaire
College Entrance Examination Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
There is clear evidence that the average grades earned in high school have been going up for some period of time. This study examines the question of whether students of varying backgrounds have experienced similar increases in grade point average (GPA) over a 25-plus-year period. Changes in SAT verbal and mathematical scores for the same gender and racial/ethnic groups are also examined. Trends in the grading practices of major subjects in the high school curriculum are presented, as are changes in the GPA and test scores for students clustered by the type of community in which their school is located and whether it is public or nonpublic. Three appendices are included: (1) Mean GPA by Year, Gender, Ethnicity, and Parental Education, 1976-2002; (2) Mean SAT-V and SAT-M by Year, Gender, Ethnicity, and Parental Education, 1976-2002; and (3) Ethnicity, Gender, and Parental Education.
ED563203
Whose Grades Are Inflated? Research Report No. 2003-4
College Entrance Examination Board
2004-00-00
70
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
48
As Provided
JAN2020
Yes
Reading Comprehension
Achievement Gains
Reading Achievement
Comparative Analysis
Middle School Students
High School Students
Teaching Methods
Reading Instruction
Instructional Effectiveness
Fidelity
English Teachers
Middle School Teachers
Secondary School Teachers
Intervention
Reading Tests
Pretests Posttests
Hierarchical Linear Modeling
Simmons, Deborah
Fogarty, Melissa
Simmons, Leslie
Davis, John
Anderson, Leah
Oslund, Eric
Reports - Research
Texas
Gates MacGinitie Reading Tests
Texas
Gates MacGinitie Reading Tests
Society for Research on Educational Effectiveness (SREE)
English
Secondary Education
Middle Schools
Junior High Schools
High Schools
Adolescents in the United States and their educators face an enormous challenge with respect to reading comprehension. College and career readiness standards outlined in the Common Core State Standards Initiative (2012) place increased emphasis on preparing students to read complex text across a range of content areas. At issue is how to develop the necessary skills to be able to read the texts required of college classes and literacy-demanding occupations when fewer than 35% of students in the secondary grades read proficiently (U.S. Department of Education, 2011). An emerging body of research has identified promising practices to promote reading comprehension among adolescents (Biancarosa & Snow, 2006; Boardman et al., 2008; Edmonds et al., 2009). Dole, Nokes, and Drits (2009) categorized comprehension practices into two categories: teaching practices and self-regulated learning strategies (i.e., strategies students use to gain understanding or knowledge). Findings from meta-analyses (Davis, 2010; Edmonds, 2009) suggest that multicomponent comprehension intervention holds promise. This study expands this evidence base by comparing a theoretically developed set of practices designed to develop knowledge and student-regulated text processing. Extending findings from recent meta-analyses of comprehension strategy instruction (Davis, 2010; Edmonds et al., 2009), the authors investigated effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices on 7-10th grade students' reading comprehension. Three research questions were targeted: (1) What are the statistical and practical effects of knowledge-building and student-regulated practices on 7th to 10th-grade students' reading comprehension? (2) What is the relationship between dimensions of fidelity of implementation (i.e., adherence, quality of instruction, and program differentiation) and reading comprehension? and (3) Do knowledge-building and student-regulated practices differentially benefit subgroups of students with lower entry-level comprehension performance? Two tables are appended.
ED563204
Examining Positive but Nondifferential Gains in Secondary Students' Reading Comprehension: A Focus on Instructional Practices and Differential Benefit
Society for Research on Educational Effectiveness
2013-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
18
ERIC
JAN2020
No
Computer Interfaces
Patients
Health Services
Computer Mediated Communication
Participation
Field Studies
Hospitals
Surveys
Use Studies
Physicians
Records (Forms)
Computer System Design
Surgery
Drug Therapy
Nurses
Health Personnel
Pharmacy
Wilcox-Patterson, Lauren
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
The recent trend toward patients participating in their own healthcare has opened up numerous opportunities for computing research. This dissertation focuses on how technology can foster this participation, through user interfaces to effectively communicate personal health status and care progress to hospital patients. I first characterize the design space for electronic information communication to patients through field studies conducted in multiple hospital settings. These studies utilize a combination of survey instruments, and low- and high-fidelity prototypes, including a document-editing prototype through which users can view and manage clinical data to automatically associate it with progress notes. The prototype, activeNotes, includes the first known techniques supporting clinical information requests directly within a document editor. A usage study with ICU physicians at New York-Presbyterian Hospital (NYP) substantiated our design and revealed how electronic information related to patient status and care progress is derived from a typical Electronic Health Record system. Insights gained from this study informed following studies to understand how to design abstracted, plain-language views suitable for patients. We gauged both patient and physician responses to information display prototypes deployed in patient rooms for a formative study exploring their design. Following my reports on this study, I discuss the design, development and pilot evaluations of a prototype Personal Health Record application providing live, abstracted clinical information for patients at NYP. The portal, evaluated by cardiothoracic surgery patients, is the first of its kind to allow patients to capture and monitor live data related to their care. Patient use of the portal influenced the subsequent design of tools to support users in making sense of online medication information. These tools, designed with nurses and pharmacists and evaluated by cardiothoracic surgery patients at NYP, were developed using topic modeling approaches and text analysis techniques. Embodied in a prototype called Remedy, they enable rapid filtering and comparison of medication-related search results, based on a number of website features and content topics. I conclude by discussing how findings from this series of studies can help shape the ongoing design and development of patient-centered technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563205
User Interfaces for Patient-Centered Communication of Health Status and Care Progress
ProQuest LLC
Ph.D. Dissertation, Columbia University
2013-00-00
978-1-3035-0665-9
356
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600538
2016
As Provided
JAN2020
Yes
Stress Variables
Well Being
Middle School Teachers
Correlation
Measurement Techniques
Physiology
Metabolism
Biochemistry
Teacher Burnout
Anxiety
Reliability
Time Perspective
Longitudinal Studies
Questionnaires
Katz, Deirdre A.
Harris, Alexis R.
Abenavoli, Rachel M.
Greenberg, Mark T.
Reports - Research
Pennsylvania
Pennsylvania
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Educators are exposed to a variety of stressors, which can lead to poorer teaching performance, burnout, and increased student misbehavior (Jennings & Greenberg, 2009). Although self-report measures of stress are most commonly used in education research, physiological measures of stress may also contribute to the understanding of educators' stress, as well as their responsiveness to interventions designed to reduce stress and promote well-being. Some studies show a relationship between self-reported burnout and cortisol levels. Salivary alpha amylase (sAA) research indicates that it is a highly sensitive indicator of changes caused by psychological stressors (Granger, Kivlighan, El-Sheikh, Gordis & Stroud, 2007). This study employs an innovative measurement design to facilitate the examination of associations between physiological indicators and self-reported measures related to stress and health. The authors examine associations between salivary biomarkers of teachers at the beginning of the school year and their self-reported levels of stress and burnout both concurrently and in the spring of that school year. This short-term longitudinal study was conducted in two middle schools in Central Pennsylvania over the course of one school year. Self-report and physiological data were collected at two time points: fall 2012 and spring 2013. Results show that salivary markers of stress show a modest relationship to self-reported measures in this sample but that measures of cortisol and sAA are not predictive of spring self-reported burnout or stress. Results did reveal that fall reports of high time urgency were associated with less steep awakening responses in both sAA and cortisol. Two tables and two figures are appended.
ED563206
Examining the Relationship between Physiological Measurements and Self-Reports of Stress and Well-Being in Middle School Teachers over One School Year
Society for Research on Educational Effectiveness
2013-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
21
ERIC
JAN2020
Yes
Research Methodology
Policy
Evaluation Research
Randomized Controlled Trials
Program Evaluation
Models
Computation
Bias
Statistical Significance
Simulation
Statistical Analysis
Research Design
Data Collection
Data Analysis
Bloom, Howard S.
Porter, Kristin E.
Weiss, Michael J.
Raudenbush, Stephen
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
To date, evaluation research and policy analysis have focused mainly on average program impacts and paid little systematic attention to their variation. Recently, the growing number of multi-site randomized trials that are being planned and conducted make it increasingly feasible to study "cross-site" variation in impacts. Important technical questions arise when one uses data from a multi-site randomized trial to estimate the magnitude of cross-site impact variation and assess the statistical significance of these estimates. Some of these questions arise from the likelihood that variation in "individual" outcomes (which in the context of multi-level models is often referred to as a "level-one residual variance" or "residual variance" for short) might be different for the treatment group and control group members and/or might be different for different sites. In addition, to the extent that different populations and local conditions are represented by different sites, the variance of individual "counterfactual" outcomes (i.e. potential outcomes under no treatment) and therefore the variance of control group members' outcomes will differ across sites. This situation can be exacerbated if "the extent of" individual variation in program impacts also varies across sites because of their differences client populations and local conditions. These "differences in individual outcome variation" represent forms of heteroscedasticity which the authors refer to as: (1) T/C heteroscedasticity; and (2) cross-site heteroscedasticity. In this study, the following methodological questions are addressed through a series of simulations: To what extent are estimators of cross-site impact variation biased and tests of statistical significance incorrect when one does not take into account how the variance of individual outcomes differs between treatment and control group members and/or across sites? In other words, in practice, what are the risks of "estimating too few" residual variances and how does this risk vary under a wide range of conditions? (2) Among different estimators that take heteroscedasticity into account--estimators based on either a random-effects model, on a mixed-effects model or on no model (a method of moments estimator)--how do they compare? and (3) What recommendations can be made for practice?
ED563208
Estimating Cross-Site Impact Variation in the Presence of Heteroscedasticity
Society for Research on Educational Effectiveness
2013-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
No
Teacher Attitudes
Language Teachers
English Language Learners
Instructional Effectiveness
Educational Planning
Secondary School Teachers
Qualitative Research
Grounded Theory
Data Analysis
Self Efficacy
Teacher Education Programs
Training
Cervera, Constance M.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Secondary Education
The number of English language learners (ELLs) in the nation's classrooms is over five million, an increase of 57% in the last decade. California alone has 1.4 million ELLs in grades K-12 for the 2011-2012 school year, and one-third are secondary students who need to learn English and content in a very short time. These students usually come from lower socioeconomic backgrounds, have varied academic proficiencies, and generally attend schools with teachers unprepared to support their academic achievement. Moreover, teachers at the secondary level do not have the skills, knowledge, ability, or disposition to effectively instruct adolescent ELLs. The purpose of this qualitative study was to explore the perceptions of teachers who instruct ELLs in the secondary mainstream classroom and obtain insight into the preparation needed to effectively instruct ELLs in the secondary mainstream classroom. This qualitative study employed a grounded theory method to systematically collect and analyze the data. The data revealed teachers' feelings of inadequacy in the instruction of ELLs due to the inadequate training in their teacher preparation program, and these perceptions affected their attitudes towards ELLs. The findings in this study support the need for teacher preparation programs to redesign teacher education in order to support the academic achievement of the growing numbers of ELLs in the mainstream classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563209
Teacher Perceptions of the Preparation Needed to Work Effectively with English Language Learners in the Secondary Mainstream Classroom
ProQuest LLC
Ed.D. Dissertation, California Lutheran University
2013-00-00
978-1-3035-0681-9
171
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600552
2016
As Provided
JAN2020
Yes
High School Graduates
Summer Programs
Outreach Programs
College Attendance
Enrollment
Academic Persistence
Urban Schools
Low Income Students
Intervention
Student Financial Aid
Colleges
College Bound Students
Paying for College
School Counselors
Pupil Personnel Services
Control Groups
Experimental Groups
Comparative Analysis
Hispanic American Students
Program Effectiveness
Owen, Laura
Bettinger, Eric
Long, Bridget Terry
Oreopoulos, Phil
Reports - Research
New Mexico
Texas
Colorado
Colorado
New Mexico
Texas
Society for Research on Educational Effectiveness (SREE)
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
Despite increases in postsecondary enrollment at American universities and colleges, there are still significant gaps in who matriculates to college and persists through graduation. Low-income students and students of color continue to be underrepresented in institutions of higher education; for many of these students, a lack of awareness of available financial funding options remains a substantial barrier to college entry and completion. This study investigates whether, among students who begin the summer without firm college plans in place and who have yet to complete the Free Application for Federal Student Aid (FAFSA), the proactive offer and provision of individualized school counselor support leads to improved rates of FAFSA completion and timely college enrollment. The research was conducted across three large urban school districts, Albuquerque Public Schools (APS), Dallas Independent School District (DISD), and Denver Public Schools (DPS). All three districts serve predominantly low-income Hispanic students. Data come from the U.S. Department of Education's FAFSA completion database and the National Student Clearinghouse database to quantify the impact of summer outreach on FAFSA completion and college enrollment for students who graduated from high school uncommitted to attend college. At the time of this report, the research team is currently working with participating districts to gather de-identified data so they can begin the intervention analysis, looking specifically at any differences between treatment and control group for FAFSA completion and FAFSA initiations. Research and evaluations will be presented at a later date.
ED563210
How Late Is Too Late? The Influence of Summer Outreach on FAFSA Completion and College Enrollment for the Uncommitted High School Graduate
Society for Research on Educational Effectiveness
2013-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
2
ERIC
JAN2020
Yes
Science Education
Heuristics
Science Process Skills
Randomized Controlled Trials
Elementary Schools
Workshops
Teaching Methods
Science Instruction
Inquiry
Scores
Reading Tests
Mathematics Tests
Disadvantaged Schools
Conventional Instruction
Socioeconomic Influences
Science Tests
Writing Assignments
Achievement Tests
Standardized Tests
Student Characteristics
Statistical Analysis
Hand, Brian
Therrien, William
Shelley, Mack
Reports - Research
Iowa Tests of Basic Skills
Iowa
Iowa
Iowa Tests of Basic Skills
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
The U.S. began a new national standards movement in the area of K-12 science education curriculum reform in the 1980s known as "Science for All" to develop a population that is literate in economic and democratic agendas for a global market focused on science, technology, engineering, and mathematics (STEM) (Duschl, 2008). The National Research Council (NRC) report, Rising above the Gathering Storm (RAGS, NRC, 2007), describes four areas of needed proficiency for science students: generate and evaluate scientific evidence and explanations; know, use, and interpret scientific explanations of the natural world; understand the nature and development of scientific knowledge; and participate productively in scientific practices and discourse. The Science Writing Heuristic (SWH) approach shifts teaching from memorizing facts about science to focusing on argumentation as a means of learning the big ideas and theories of topics studied. This method, developed by Hand and Keys (1999), focuses on the student's ability to construct and critique ideas by actively participating in negotiating questioning, claims and evidence. This study was conducted with students in grades 3-5 at 48 elementary schools in Iowa. A cluster randomized experimental design was employed, with random assignment of participating elementary school buildings to SWH treatment (24 schools) or control condition (24 schools). The treatment schools were involved in a 2-year workshop and implementation program to use the SWH approach as the primary teaching and learning approach for the teaching of science. Standardized test scores were obtained for all students from the years immediately prior to the start of the SWH study. Findings showed that the inquiry-based SWH approach to teaching science is associated with a demonstrable reduction in Mathematics and Reading test score disadvantages for students in many traditionally disadvantaged groups. Further, over the two years of learning about science with the SWH approach, the Mathematics and Reading scores for students in disadvantaged schools recovered to the level of their peers who were learning from a traditional approach in more advantaged schools. It is important to note that the disappearance of SWH-exposed students' initial disadvantage in Mathematics and Reading scores following the intervention was not replicated with Science scores. One table is appended.
ED563211
Examining the Impact of Using the Science Writing Heuristic Approach in Learning Science: A Cluster Randomized Study
Society for Research on Educational Effectiveness
2013-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
7
ERIC
JAN2020
Yes
Teacher Student Relationship
Reading Achievement
Mathematics Achievement
Correlation
At Risk Students
Probability
Elementary School Students
Resilience (Psychology)
Intervention
Kindergarten
Grade 10
Grade 1
Regression (Statistics)
Models
Urban Schools
Elementary School Teachers
Parents
Measures (Individuals)
Statistical Distributions
McCormick, Meghan P.
O'Connor, Erin E.
Cappella, Elise
McClowry, Sandee G.
Reports - Research
Woodcock Johnson Tests of Achievement
Woodcock Johnson Tests of Achievement
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Kindergarten
Primary Education
Early Childhood Education
Grade 10
Secondary Education
High Schools
Grade 1
A robust body of research has identified associations between positive teacher-child relationships--characterized by high levels of closeness and low levels of conflict--and children's academic achievement in elementary school (e.g. Roorda, 2012). Additional studies find that high-quality teacher-child relationships may promote academic resilience among lower-income, racial/ethnic minority children at-risk for poor achievement (Crosnoe et al., 2010; Murray & Zvoch, 2011). This work suggests that interventions designed to boost academic achievement in lower-income urban schools should consider targeting teacher-child relationship quality. Research, however, has yet to use multi-level models to infer causal impacts of high-quality teacher-child relationships on academic achievement within this high-risk population of students and schools. The current study uses a multi-level propensity score matching approach to estimate causal effects of a high-quality teacher-child relationship in kindergarten on student math and reading achievement at the transition to first grade. In this study, the researchers compare effects from these models to multi-level regressions, and conduct sensitivity analyses of continuous effects using generalized propensity score matching procedures. The results revealed sizeable, positive impacts of high-quality teacher-child relationships in kindergarten on a standardized measure of math achievement in first grade for a low-income, racial/ethnic minority population of students attending urban schools. However, no effects of high-quality teacher-child relations were detected for reading outcomes in first grade. Two tables are appended.
ED563212
Estimating Causal Effects of Teacher-Child Relationships on Reading and Math Achievement in a High-Risk Sample: A Multi-Level Propensity Score Matching Approach
Society for Research on Educational Effectiveness
2013-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
24
ERIC
JAN2020
Yes
Mathematics Achievement
Low Achievement
At Risk Students
Educational Games
Teaching Methods
Kindergarten
Grade 1
Grade 2
Elementary School Mathematics
Elementary School Students
Number Concepts
Video Games
Fairy Tales
Program Effectiveness
Attention
Learner Engagement
Feasibility Studies
Mixed Methods Research
Teacher Attitudes
Interviews
Observation
Nelson-Walker, Nancy J.
Doabler, Christian T.
Fien, Hank
Gause, Marshall
Baker, Scott K.
Clarke, Ben
Reports - Research
Oregon
Massachusetts
Massachusetts
Oregon
Society for Research on Educational Effectiveness (SREE)
English
Kindergarten
Primary Education
Early Childhood Education
Grade 1
Elementary Education
Grade 2
Widespread concern has been expressed about the persistent low mathematics achievement of students in the US, particularly for students from low-income and minority backgrounds and students with disabilities. Instructional gaming technology, when designed and fictionalized well, has the potential to improve the motivation and mathematics achievement of students with or at-risk for mathematics difficulties (MD). Despite these potential advantages, the research base is scant for efficacious technology tools in early mathematics. This paper describes development and testing of the NumberShire intervention, and discusses results from feasibility studies in kindergarten, first, and second grade classrooms. Project NumberShire supports the development of in-depth knowledge of whole number concepts for students with or at risk for MD in grades K-2, a focus recommended by mathematics education experts. NumberShire is a browser-based, educational video game in which players build an idyllic fairytale village by learning and applying whole number knowledge in three domains of the Common Core State Standards for Mathematics. To test the initial feasibility and usability of NumberShire, researchers aimed to answer four research questions: (1) Is NumberShire reliably efficient and easy for students and teachers to use?; (2) Are students able to focus on and benefit from mathematics content in the game, rather than being distracted by other features?; (3) Are students operating the game as intended?; and (4) Are students engaged in NumberShire mini-games and activities? In fall 2012, 125 students participated in feasibility testing, 50 of which teachers identified as being at risk for difficulties in mathematics on the basis of student performance on screening measures (e.g., EasyCBM) and other classroom assessments. Classrooms were located in three elementary schools in Oregon and Massachusetts. This study used design experiment methodology and iterative end-user testing trials to examine initial feasibility and usability of the NumberShire intervention. Mixed methods research design was also employed to study initial student learning during the feasibility test and guide program revisions in preparation for a formal, rigorous, small scale RCT pilot study to assess intervention promise. Feasibility data were collected in fall 2012 and spring 2013, from a variety of assessment, game, and interview activities. In winter 2013, research staff summarized data from all observations and interviews conducted in second grade classrooms. Results from the first half of the feasibility study suggest second grade students were engaged in and able to use NumberShire with general ease. Second grade teachers perceived the NumberShire intervention as being aligned with important skill objectives and found the features of the intervention useful. Preliminary results suggest NumberShire may support student achievement for second grade students working to demonstrate proficiency with whole number concepts aligned with the Common Core State Standards for Mathematics (CCSSO 2010). Tables are appended.
ED563213
Instructional Gaming: Using Technology to Support Early Mathematical Proficiency
Society for Research on Educational Effectiveness
2013-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
13
ERIC
JAN2020
No
Higher Education
Professional Associations
Lobbying
Outreach Programs
Qualitative Research
Case Studies
Nonprofit Organizations
Politics of Education
Comparative Analysis
Social Action
Bennett, Stacy M.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study sought to gain a better understanding of lobbying by the major DC-based higher education associations. To understand this phenomenon, this study looked at the lobbying tactics used by the associations and how they decide on what lobbying tactics to use. A qualitative, multiple case study approach was used with a sample comprised of association representatives and Congressional staffers. Overall, associations used a variety of tactics, but the for-profit association used more tactics and used all tactics more intensely compared to the non-profit associations. Particular focus was given to the tactic of membership mobilization using a signaling theory framework. Signaling theory explained why membership mobilization is an effective tactic because it signals to legislators that constituents care about an issue and could cause re-election consequences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563214
Higher Education Association Lobbying: Grassroots Outreach as a Signal of Constituent Opinion
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0860-8
263
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600645
2016
As Provided
JAN2020
No
Morphemes
Form Classes (Languages)
Linguistic Theory
Phrase Structure
Semantics
Verbs
Pragmatics
Language Research
Intervals
Structural Analysis (Linguistics)
Beamer, Brandon Robert
Dissertations/Theses - Doctoral Dissertations
English
This dissertation presents a novel theory of tense and tense-like constructions. It is named after a key theoretical component of the theory, the event restriction interval. In Event Restriction Interval (ERI) Theory, sentences are semantically evaluated relative to an index which contains two key intervals, the evaluation interval and the event restriction interval. The evaluation interval marks the present relative to context, and the event restriction interval defines temporal boundaries on events. Various constituents, called R-modifiers, operate on these two intervals compositionally, such that each verb is evaluated relative to values which yield correct temporal restrictions. This dissertation develops ERI Theory to present an analysis of independent clauses as well as embedded clauses of various types. One of the positive aspects of ERI Theory is that it offers a purely semantic analysis of the sequence of tense phenomena which occur in the latter. Also, a pragmatic component is presented which accounts for a number of intuitions regarding the usage of tense, while simultaneously providing a solution to some problems related to tense and quantification over times. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563215
An Event Restriction Interval Theory of Tense
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0858-5
160
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600643
2016
As Provided
JAN2020
No
State History
Historical Interpretation
American Indian History
Historic Sites
Land Settlement
American Indians
Role
Clergy
Catholics
Church Role
Lorimer, Michelle Marie
Dissertations/Theses - Doctoral Dissertations
California
California
English
Spanish missions that dot the landscape in California today exist as centers of historical interpretation. Visitors to California, residents of the state, and school children often turn to these sites to learn about the early history of the region. Unbeknownst to many visitors, the history presented at many contemporary California mission sites reflects an incomplete, skewed, and biased perspective of the past created in the early-twentieth century by local promoters such as Charles Fletcher Lummis and John Steven McGroarty. This "revisionist" history focused on a romantic and idyllic representation of the mission era--centered on the benevolent work of Spanish priests and celebration of mission ruins. Revisionists pushed Native Californians into the periphery of this manufactured narrative, despite the central role of indigenous people in building, populating, sustaining, and expanding the missions. Following in this tradition, contemporary mission museums continue to present an unhistorical version of the past. Interpreters at these sites frequently ignore such themes as Native labor, Indian resistance, contagious diseases, malnutrition, infant mortality, violence, death, and Spanish-inflicted punishments. They glorify the Spanish priests, deemphasize the role of Native people, and minimize the negative impact of Spanish colonization on California Indian populations. Scholars writing in the late twentieth century provide more accurate and detailed analyses of early California history and the Spanish mission system. However, popular representations of mission history do not reflect scholarly knowledge offered during the past fifty years about the role of Native Californians within the mission system. Interpreters at mission sites today continue to situate colonial California within idyllic depictions consistent with the mission myth. While some contemporary sites attempt to present more balanced and honest representations of the past, sanitized and romanticized narratives remain the most prominent presentation of Spanish missions in California found in popular culture today. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563216
Reconstructing the Past: Historical Interpretations and Native Experiences at Contemporary California Missions
ProQuest LLC
Ph.D. Dissertation, University of California, Riverside
2013-00-00
978-1-3035-0720-5
322
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600585
2016
As Provided
JAN2020
No
Models
Natural Language Processing
Computational Linguistics
Bayesian Statistics
Language Research
Hypothesis Testing
Performance
Statistical Analysis
Sentence Structure
Robustness (Statistics)
Generalization
Heuristics
Grammar
Syntax
Internet
Yamangil, Elif
Dissertations/Theses - Doctoral Dissertations
English
The past two decades have shown an unexpected effectiveness of "Web-scale" data in natural language processing. Even the simplest models, when paired with unprecedented amounts of unstructured and unlabeled Web data, have been shown to outperform sophisticated ones. It has been argued that the effectiveness of Web-scale data has undermined the necessity of sophisticated modeling or laborious data set curation. In this thesis, we argue for and illustrate an alternative view, that Web-scale data not only serves to improve the performance of simple models, but also can allow the use of qualitatively more sophisticated models that would not be deployable otherwise, leading to even further performance gains. We investigate this hypothesis through the use of both "parametric" and "Bayesian non-parametric" modeling techniques. First, by comparing rich parametric models against simpler models, we show that richer modeling of Web data brings about qualitative and quantitative performance gains. Experimental results in the application domain of "sentence compression" show that richer models lead to systems with improved robustness and generalization power. In the domain of "lexical correction" we augment a coarse "generative model" with a "discriminative reranking" component that incorporates richer contextual information and achieve improvements in performance. Second, by using the Bayesian nonparametric modeling framework, we show how to induce rich models in fully automatic, data-driven ways as opposed to heuristically. We propose principled and unified solutions to not only the estimation but also the "model selection" problem of the linguistically sophisticated grammar formalisms of "tree-insertion grammars" and "tree-adjoining grammars." When evaluated in the domain of "syntactic parsing," our induced grammars do not only lead to improved performance but are also "compact," allowing for efficient computational processing and linguistic analysis. Further we show that these compact grammars can achieve the same performance gains as the parametric rich models in Web-scale sentence compression experiments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563217
Rich Linguistic Structure from Large-Scale Web Data
ProQuest LLC
Ph.D. Dissertation, Harvard University
2013-00-00
978-1-3035-0337-5
170
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600271
2016
As Provided
JAN2020
No
African American Students
Males
Enrollment
School Holding Power
Graduation
Academic Persistence
College Graduates
Dropouts
Qualitative Research
Case Studies
Interviews
Influences
Student Characteristics
Attitudes
Values
Grade Point Average
College Readiness
Learner Engagement
Student Financial Aid
Stereotypes
Student Behavior
Self Concept
Social Support Groups
Financial Support
Wilborn, Willie J.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
During the past decade, Black male students have been enrolling in college in growing numbers. They have also been dropping out of college, prior to graduation, in high numbers. These trends have generated concern among educators and policymakers about the economic future of the Black community. Despite these concerns, most of the research on this topic has addressed topics tangential to the issues that have an impact on Black male college persistence. The purpose of this study was to talk to Black male college graduates and Black male college dropouts to ascertain their feelings and values about certain college expectations, criteria, and possible obstacles that may exist. A qualitative case study design was employed within a purposeful sample of 16 interview respondents. Six topical areas were examined, based on themes derived from the literature including: academic behavior, self-belief, support networks, and financial resources. Emergent themes regarding grade point average, college preparedness, classroom engagement, financial aid, stereotyping, and support were extracted from the interview data and validated via continuous member checking. A key finding was the ability to differentiate between what helped some Black male students persist and graduate and what caused some Black male students to drop out of college. Results can be used by educational policymakers, academicians, and parents to encourage college completion of Black males. Results also may be used to influence the development of programs that will facilitate education progress. More Black males graduating from college will have a profound positive impact on society and the economy of the Black community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563218
Factors and Characteristics Influencing the College Enrollment, Retention, and Graduation of Black Males
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-0331-3
204
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600265
2016
As Provided
JAN2020
No
Food
Justice
Agricultural Education
Urban Areas
Social Networks
Capacity Building
Activism
Organizational Development
Sustainable Development
Advocacy
Private Sector
Ethnography
Nonprofit Organizations
Agricultural Occupations
Citizen Participation
Local Issues
Nongovernmental Organizations
Hutchinson, Carole L.
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
This dissertation is an ethnographic study of a New York City-based third-sector organization focused on what it calls "food justice." This study concentrates on how this organization, that I call Food Rights, has built a broad multi-sector network made up of a varied set of constituents and collaborators aiming to develop and promote an alternative food system for New York City (NYC). This network model has allowed Food Rights to leverage capacity in order to reach thousands of New Yorkers who participate in many different aspects of the local food system (LFS) that correspond to its programming. These include Community Supported Agriculture (CSA), urban agriculture, emergency food, policy and advocacy efforts, and community food education. This dissertation explores the ways that Food Rights navigates the contested space of civil society and the third-sector realm through its LFS efforts--a geography where Food Rights constituents feel they have a say in how local food is grown, distributed, purchased, and prepared. It also considers the complex challenges presented by the burgeoning LFS movement in NYC. This study reveals weak contact points in Food Rights network design as well as organizational strengths that could assist it and other LFS-focused NGOs in addressing the many challenges associated with the social changes that have lead to the spatial, ideological, and material shifts that are transforming the NYC landscape into "a new ontology of food." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563219
Growing toward the Sun: How the Good-Food Movement Catapulted a Small New York City Third-Sector Organization into Rapid Growth, Success, and Many Challenges
ProQuest LLC
Ph.D. Dissertation, Columbia University
2013-00-00
978-1-3035-0238-5
198
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600184
2016
As Provided
JAN2020
No
Community Colleges
Economics
Transfer Programs
Enrollment Trends
Efficiency
Two Year College Students
Student Behavior
Outcomes of Education
Comparative Analysis
Attendance Patterns
College Transfer Students
Models
Longitudinal Studies
Computation
Educational Change
Costs
Educational Attainment
Crosta, Peter Michael
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Two Year Colleges
Higher Education
Postsecondary Education
In the United States, community colleges serve nearly half of the 18 million students enrolled in postsecondary education. However, it has only been the last decade or so where these public, two-year institutions have claimed substantial attention from the research community. This dissertation consists of three essays that focus on aspects of the community college student pathway and feature analyses relevant to research, college, and state stakeholders. The first essay evaluates the effectiveness of structured transfer pathways for Associate in Arts and Associate in Science degrees in North Carolina (called pre-major programs). It asks how these programs impact student behavior and the postsecondary outcomes of earning a community college credential, transferring to a four-year institution, and earning a baccalaureate degree compared to students enrolled in conventional, less structured associate degree programs. The paper employs an instrumental variables technique that exploits exogenous variation in student exposure to the pre-major program opportunity. Among first-time in college students, reduced-form estimates suggest that pre-major programs have a negative intent-to-treat effect on earning the intended community college credential among students enrolled in institutions that offer pre-majors. However, the program offer does not appear to have an effect on four-year credential outcomes. A plausible explanation for the findings is not that structured programs are ineffective, but rather, there likely is a failure in the policies between two-year and four-year colleges that govern the transfer of credits. Alternatively, the programs may simply be too "light touch" to result in detectable impacts. The second essay examines the relationship between community college enrollment patterns and two successful student outcomes--credential completion and transfer to a four-year institution. It also introduces a new way to visualize the various attendance patterns of community college students. Patterns of enrollment intensity (full- or part-time status) and continuity (enrolling in consecutive terms or skipping one or more terms) are graphed and then clustered according to their salient features. Using data on cohorts of first-time community college students at five colleges in a single state, the study finds that over an 18-semester period, ten patterns of attendance account for nearly half the students, with the two most common patterns characterized by enrolling in one semester full time or one semester part time. Among the remaining students who persisted, there is astounding variation in their patterns of enrollment. Clustering reveals two relationships: the first is a positive association between enrollment continuity and earning a community college credential and the second is a positive association between enrollment intensity and the likelihood of transfer. The third essay discusses an economic model for community college pathways. In a departure from cost models that use cross-sectional data to relate college expenditures to student outcomes, this paper takes a longitudinal cohort approach to estimate pathway costs. It suggests a model for estimating costs, revenues, and efficiency metrics for cohorts of students progressing through a community college. The framework is then used to simulate how economic metrics change as intermediate student and institutional goals are accomplished, with a special emphasis on informing colleges engaging in reform processes. It is argued that goals with the greatest efficiency (such as increasing completion rates for students who have earned 30 credits but have not earned a credential) should be preferred when budget consciousness is prioritized. Efficiency is a central theme running through the essays. In the first essay, structured transfer pathways are not found to be more efficient (in terms of student progression) than unstructured pathways, likely due to policy weaknesses. The second essay highlights the scattered enrollment patterns generated by community college students, many of which are not efficient pathways for completing college. The third essay explicitly measures the expenditures and outputs to understand efficiency quantitatively and to see how college reforms may improve efficiency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563220
Essays on the Economics of Education: Structured Transfer Programs, Enrollment Patterns, and Efficiency at Community Colleges
ProQuest LLC
Ph.D. Dissertation, Columbia University
2013-00-00
978-1-3035-0177-7
168
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600151
2016
As Provided
JAN2020
No
Computer Science
Scheduling
Mathematics
Universities
Case Studies
Statistical Analysis
Regression (Statistics)
Data Analysis
Models
Predictor Variables
Computer Networks
Perez, Jerry F.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Higher Education
Postsecondary Education
The goal of the dissertation study was to evaluate the existing DG scheduling algorithm. The evaluation was developed through previously explored simulated analyses of DGs performed by researchers in the field of DG scheduling optimization and to improve the current RT framework of the DG at TTU. The author analyzed the RT of an actual DG, thereby enabling other investigators to compare theoretical results with the results of this dissertation case study. Two statistical methods were used to formulate and validate predictive models: multiple linear regression and graphical exploratory data analysis techniques. Using both statistical methods, the author was able to determine that the theoretical model was able to predict the significance of four independent variables of resource fragmentation, computational volatility, resource management, and grid job scheduling on the dependent variables quality of service and job performance affecting RT. After an experimental case study analysis of the DG variables, the author identified the best DG resources to perform optimization of run-time performance of DG at TTU. The projected outcome of this investigation is the improved job scheduling techniques of the DG at TTU. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563221
An Investigation of Run-Time Operations in a Heterogeneous Desktop Grid Environment: The Texas Tech University Desktop Grid Case Study
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2013-00-00
978-1-3035-0078-7
246
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600127
2016
As Provided
JAN2020
No
Computation
Correlation
Computers
Data Processing
Data Analysis
Computer Security
Information Security
Tyagi, Himanshu
Dissertations/Theses - Doctoral Dissertations
English
This dissertation concerns the secure processing of distributed data by multiple terminals, using interactive public communication among themselves, in order to accomplish a given computational task. In the setting of a probabilistic multiterminal source model in which several terminals observe correlated random signals, we analyze secure distributed data processing protocols that harness the correlation in the data. The specific tasks considered are: computing functions of the data under secrecy requirements; generating secretly shared bits with minimal rate of public communication; and securely sharing bits in presence of a querying eavesdropper. In studying these various secure distributed processing tasks, we adopt a unified approach that entails examining the form of underlying common randomness (CR) that is generated at the terminals during distributed processing. We make the case that the exact form of established CR is linked inherently to the data processing task at hand, and its characterization can lead to a structural understanding of the associated algorithms. An identification of the underlying CR and its decomposition into independent components, each with a different operational significance, is a recurring fundamental theme at the heart of all the proofs in this dissertation. In addition to leading to new theoretical insights, it brings out equivalences between seemingly unrelated problems. Another distinguishing feature of this work is that it considers interactive communication protocols. In fact, understanding the structure of such interactive communication is a key step in proving our results. We make the following contributions. First, we propose a new information theoretic formulation to study secure distributed computing using public communication. The parties observing distributed data are trusted but an eavesdropper has access to the public communication network. We examine distributed communication protocols that allow the trusted parties to accomplish their required computation tasks while giving away negligible information about a specified portion of the data to an eavesdropper with access to the communication. Our theoretical results provide necessary and sufficient conditions that characterize the feasibility of various secure computing tasks; in many cases of practical importance, these conditions take a simple form and can be verified easily. When secure computing is feasible, we propose new algorithms in special cases. Next, we revisit the problem of generating shared secret keys (SKs). We investigate minimum communication requirements for generating information theoretically secure SKs of maximum rates from correlated observations using interactive public communication. In particular, our approach allows us to examine the role of interaction in such communication. On the one hand, we find that interaction is not needed when the observed correlated bits are symmetrically correlated and therefore, in this case, simple noninteractive protocols are the most efficient means of generating optimum rate SKs. On the other hand, we illustrate that interactive protocols can require a strictly lower rate of overall communication than noninteractive protocols. Finally, we consider the task of ensuring security against an eavesdropper who makes queries about a portion of the distributed data that the terminals share by communicating over a public network. We introduce an alternative notion of secrecy which requires rendering the task of a querying eavesdropper as onerous as possible. Our main contribution in this part is the development of a new technique for proving converse results for secrecy problems involving CR with interactive communication, which is employed then to obtain an upper bound for the maximum number of queries that can be inflicted on the eavesdropper for any CR and corresponding communication. Surprisingly, there is an equivalence between this notion of secrecy and that of information theoretic security, which leads to new theoretical results for SK generation; for instance, we prove a strong converse for the SK capacity. We conclude by hypothesizing the basic principles of secrecy generation that emerge from the results developed in this dissertation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563222
Common Randomness Principles of Secrecy
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3035-0064-0
212
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600116
2016
As Provided
JAN2020
No
STEM Education
Magnet Schools
Work Experience Programs
Vocational Maturity
Professional Identity
Minority Group Students
Low Income Students
African American Students
Hispanic American Students
Program Effectiveness
Mixed Methods Research
Student Surveys
Interviews
High School Students
Socioeconomic Status
Reyes, Urlette
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
The purpose of this study was to determine the effects of an experiential program on the occupational identity, access, and career maturity of Black and Latino students from low socioeconomic backgrounds. Data shows these students to be underrepresented in STEM fields. Student interest and access are noted in the literature to be amongst the reasons minorities do not pursue a career in STEM related fields. Jobs within the STEM industry pay considerably more than non-STEM related jobs, access to these jobs can help individuals transform their socioeconomic status. Lack of access and exposure to these fields for low socioeconomic minorities then becomes a social justice issue. A mixed methods approach was applied which included surveys and interviews of junior students currently in an experiential careers program with a STEM emphasis. Composites and subscales were created and checked for internal reliability and consistency. Interview responses were recorded and coded based on theories of occupational identity and emergent themes. Findings suggest that most students within the experiential careers program exhibited high levels of occupational identity. The experiential learning model works well to support continuous learning and the identity development of students from low socioeconomic backgrounds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563223
A Close Look at a STEM-Themed Magnet and Its Experiential Program on the Occupational Identities, Career Maturity, and Access Provided to Low Socioeconomic Minority Students
ProQuest LLC
Ed.D. Dissertation, Loyola Marymount University
2013-00-00
978-1-3035-0053-4
156
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600110
2016
As Provided
JAN2020
No
Preschool Children
Social Development
Emotional Development
Resilience (Psychology)
Test Construction
Test Validity
Behavior Rating Scales
Content Validity
Preschool Teachers
Factor Analysis
Factor Structure
Test Reliability
Ravitch, Nancy Kathryn
Dissertations/Theses - Doctoral Dissertations
Oregon
Oregon
English
Preschool Education
Early Childhood Education
Assessment of social and emotional learning (SEL) in young children is critical to understanding developmental progress and informing care and instruction. The current study investigated the development of a behavior rating scale designed to measure SEL skills in preschool-age children. The primary objective of this study was to investigate the development of a new strength-based assessment prototype, the Social-Emotional Assets and Resiliency Scale for Preschool (SEARS-Pre). Items for the SEARS-Pre were developed based on a review of literature and existing measures and evaluated by a content validation panel of ten experts in the field. Following the content validation and revision process, local preschools were recruited to pilot the final SEARS-Pre measure. Eighteen instructors from three preschool programs in Oregon participated and completed a total of 94 SEARS-Pre rating forms for students in their classrooms. Results from an exploratory factor analysis suggested three factors: Self-regulation/Social competence; 2) Emotion knowledge/Expression; and 3) Empathy/Responsibility. The scale demonstrated strong internal consistency, with alpha values of 0.95 for Factor 1 (Self-Regulation/Social Competence), 0.92 for Factor 2 (Emotion Knowledge/Expression), 0.90 for Factor 3 (Empathy/Responsibility), and 0.97 for the total score (all three factors). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563224
Development and Preliminary Validation of the Social-Emotional Assets and Resiliency Scale for Preschool
ProQuest LLC
Ph.D. Dissertation, University of Oregon
2013-00-00
978-1-3035-0051-0
116
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600108
2016
As Provided
JAN2020
No
Teamwork
Computer Mediated Communication
Business
Path Analysis
Multiple Regression Analysis
Cooperation
Geographic Location
Social Theories
Holistic Approach
Strategic Planning
Information Dissemination
Ngoma, Ngoma Sylvestre
Dissertations/Theses - Doctoral Dissertations
English
Virtual teams are increasingly viewed as a powerful determinant of competitive advantage in geographically distributed organizations. This study was designed to provide insights into the interdependencies between virtual collaboration, collaboration technologies, knowledge transfer, and virtual team performance in an effort to understand whether this interplay strengthens the effectiveness of virtual teams. The results of path analysis and multiple regression of data gathered from a sample of 219 key informants revealed that the four constructs were interlaced. The study provided evidence to support the thesis that virtual collaboration and collaboration technologies support lead to successful knowledge transfer, which in turn leads to effective team performance in geographically distributed organizations. The study findings substantiated the interrelationships and confirmed the predicted alternative hypotheses. Based on social impact theory, the study shed light on the importance of a holistic approach encompassing the four constructs to maximize the beneficial effects of virtual teams. The researcher concluded that the significance of the relationships between the variables implies a strategic planning framework for aligning virtual collaborative systems with organizational goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563225
The Impact of Virtual Collaboration and Collaboration Technologies on Knowledge Transfer and Team Performance in Distributed Organizations
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-0041-1
136
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600101
2016
As Provided
JAN2020
No
Reliability
Models
Utilities
Energy
Methods
Ability
Weather
Operations Research
Adoption (Ideas)
Questionnaires
Risk Management
Houston, Clemith J., Jr.
Dissertations/Theses - Doctoral Dissertations
English
This study investigated the relationship between organizational processes that have been identified as promoting resiliency and their impact on service reliability within the scope of critical infrastructure providers. The importance of critical infrastructure to the nation is evident from the body of research and is supported by instances where critical infrastructure has been negatively impacted and this has created significant implications for those that rely upon it. The CERT-RMM framework is one of a number of models that has been created to assist organizations with improving their ability to respond to threats to critical infrastructure. This study utilized a subset of the CERT-RMM framework processes and representatives from the electric utility industry to determine the level of adoption of these processes in their organizations and obtain metrics regarding their level of process capability and looked at their relationship to historical levels of service reliability. The results of a process capability questionnaire were used to establish the relationship between process capability and service reliability, including moderating factors and their impact to service reliability. The questionnaire evaluated eleven process areas, including risk management to determine levels of process capability. The findings of the study established support for the overall model, in addition to relationships between service reliability and two levels of process capability as defined by the CERT-RMM model. The moderating impact of weather events upon service reliability was also established. The study supported the usefulness of process capability and other emerging maturity models in measuring how well organizations are establishing and preparing their operations to withstand impacts to service reliability and that trends of improved service reliability in the United States can be attributed to these models. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563226
The Impact of Process Capability on Service Reliability for Critical Infrastructure Providers
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-0022-0
233
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600087
2016
As Provided
JAN2020
No
Public School Teachers
Burnout
Job Satisfaction
Stress Variables
Mental Health
Anxiety
Depression (Psychology)
Coping
Psychometrics
Self Efficacy
Teacher Effectiveness
Student Behavior
Behavior Problems
Symptoms (Individual Disorders)
Statistical Significance
Well Being
Hinds, Erika D.
Dissertations/Theses - Doctoral Dissertations
Oregon
Oregon
English
Job dissatisfaction in American public school teachers is at its lowest in 20 years. Workplace stress is a primary factor associated with job dissatisfaction, and teachers are exposed to a range of potential stressors including student problem behavior, difficult interpersonal interactions, and job insecurity. Research has shown significant and strong correlations between low job satisfaction and burnout, depression, anxiety, and decreased efficacy. Although negative outcomes associated with stress impact many teachers, others successfully cope. Experiential avoidance, a relatively new psychological construct, may play a role in why some teachers experience negative outcomes related to stressful work conditions while others do not. To further our understanding of the role of experiential avoidance in teacher functioning, the present study investigated the psychometric properties of a new measure of teacher experiential avoidance and examined the relationships between aspects of teacher stress (i.e., student problem behavior, job dissatisfaction, and low social support), experiential avoidance, and mental health symptoms. Oregon teachers (n = 523) completed measures assessing social support, job satisfaction, the impact of student problem behavior on their teaching, experiential avoidance, depression, burnout, and teaching efficacy. Results showed 1) good reliability and validity for a teacher experiential avoidance measure; 2) that experiential avoidance was significantly associated with all mental health measures in the expected directions; 3) that there were no statistically significant differences between men and women in the relationships between experiential avoidance and teacher mental health measures; 4) a significant interaction effect between job satisfaction, experiential avoidance, and depression; and 5) full mediation of the association between student problem behavior and depression when controlling for experiential avoidance and partial mediation of the relationship between student problem behavior and emotional exhaustion. Findings suggest that experiential avoidance may be an important factor in teachers' psychological well-being. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563227
The Role of Experiential Avoidance in Teacher Stress and Mental Health
ProQuest LLC
Ph.D. Dissertation, University of Oregon
2013-00-00
978-1-3035-0021-3
107
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600086
2016
As Provided
JAN2020
No
Head Injuries
Neurological Impairments
Postsecondary Education
Reading Difficulties
Adults
Athletics
War
Reading Comprehension
Intervention
College Students
Nontraditional Students
Program Effectiveness
Reading Strategies
Rehabilitation
Cognitive Ability
Metacognition
Textbooks
Recall (Psychology)
Griffiths, Gina G.
Dissertations/Theses - Doctoral Dissertations
English
Postsecondary Education
Higher Education
Adults with mild to moderate acquired brain injury (ABI) often pursue post-secondary or professional education after their injuries in order to enter or re-enter the job market. An increasing number of these adults report problems with reading-to-learn. The problem is particularly concerning given the growing population of adult survivors of ABI. Combat-related brain trauma and sports concussions are two factors contributing to increases in traumatic brain injuries, while higher incidences of stroke in young adults and better rates of survival after brain tumors are contributing to increases in non-traumatic brain injuries. Despite the rising need, empirical evaluation of reading comprehension interventions for adults with ABI is scarce. This study used a within-subject design to evaluate whether adult college students with ABI with no more than moderate cognitive impairments benefited from using a multi-component reading comprehension strategy package to improve comprehension of expository text. The strategy package was based on empirical support from the cognitive rehabilitation literature that shows individuals with ABI benefit from metacognitive strategy training to improve function in other academic activities. Further empirical support was drawn from the special education literature that demonstrates other populations of struggling readers benefit from reading comprehension strategy use. In this study, participants read chapters from an introductory-level college Anthropology textbook in two different conditions: strategy and no-strategy. The results indicated that providing these readers with reading comprehension strategies was associated with better recall of correct information units in two free recall tasks: one elicited immediately after reading the chapter, and one elicited the following day. The strategy condition was also associated with better efficiency of recall in the delayed task and a more accurate ability to recognize statements from a sentence verification task designed to reflect the local and global coherence of the text. The findings support further research into using reading comprehension strategies as an intervention approach for the adult ABI population. Future research needs include identifying how to match particular reading comprehension strategies to individuals, examining whether reading comprehension performance improves further through the incorporation of systematic training, and evaluating texts from a range of disciplines and genres. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563228
Evaluation of a Reading Comprehension Strategy Package to Improve Reading Comprehension of Adult College Students with Acquired Brain Injuries
ProQuest LLC
Ph.D. Dissertation, University of Oregon
2013-00-00
978-1-3035-0018-3
135
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600083
2016
As Provided
JAN2020
No
Television
Programming (Broadcast)
Archives
Documentation
History
Case Studies
Museums
Institutional Environment
Bratslavsky, Lauren Michelle
Dissertations/Theses - Doctoral Dissertations
English
The dissertation offers a historical inquiry about how television's material traces entered archival spaces. Material traces refer to both the moving image products and the assortment of documentation about the processes of television as industrial and creative endeavors. By identifying the development of television-specific archives and collecting areas in the 1950s to the 1970s, the dissertation contributes to television studies, specifically pointing out how television materials were conceived as cultural and historical materials "worthy" of preservation and academic study. Institutions, particularly academic and cultural institutions with archival spaces, conferred television with a status of legitimacy alongside the ascent of television studies in the 1960s and 1970s. Institutions were sites of legitimation, however, television's entrance into these archival spaces depended on the work of various individuals within academic, archival, and industrial structures who grappled with defining television's intangible archival values and dealt with material obstacles. In examining several major institutions and the factors at play in archiving television, we can trace how television was valued as worthy of academic study and conceptualized as historical evidence. The following research questions structured this historical inquiry: How did different institutions approach television as archivable in the 1950s to the 1970s? Who were the determinators within these institutions, who could conceptualize television as archivable? What were the factors that enabled television's material traces to enter archival spaces? How did television directly or indirectly enter these archival spaces? Drawing on historical methods, the research primarily examined the "archives of the archives," meaning institutional documents that illuminated the archival process and perceptions about television and media. The dissertation focused on five case studies: the Museum of Modern Art, the Mass Communications History Center at the State Historical Society of Wisconsin, the Wisconsin Center for Film and Theater Research, the UCLA Film and Television Archives, and the Museum of Broadcasting. These case studies represent the various institutional contexts that applied an archival logic to television. Cultural institutions, academic archives, and industry-initiated archives worked as sites to legitimate television, transforming ephemeral broadcast moments into lasting historical and cultural material. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563229
From Ephemeral to Legitimate: An Inquiry into Television's Material Traces in Archival Spaces, 1950s-1970s
ProQuest LLC
Ph.D. Dissertation, University of Oregon
2013-00-00
978-1-3034-9996-8
471
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600068
2016
As Provided
JAN2020
No
Adults
Foster Care
Case Studies
Disabilities
Alumni
Personality Traits
Psychological Patterns
Antisocial Behavior
Individual Development
Taglianetti, Victor J.
Dissertations/Theses - Doctoral Dissertations
English
Devastating life experiences continually plague many foster care youth throughout their entire lives on social, emotional, educational, psychological, and physical levels. Oftentimes, the cumulative effect of these events results in large numbers of individuals dropping out of school and becoming increasingly disconnected from people and many social situations (Wagner, Newman, Cameto, Garza, & Levine, 2005). In their work, Wagner et al. (2005) define or view social disconnection as foster youth who have dropped out of school, run away from their homes, foster care placements, rehabilitations, detention centers, or who do not seek employment, join clubs, or spend time with friends. Although thousands of foster youth endure such incredible obstacles from infancy and later become entangled in a morass of events, which inexorably lead to their social disconnection and ultimately to their life-failures, many others manage to defy the odds and achieve a measure of success in adulthood. This proposed study investigated why some individuals do not succumb to social disconnection and its disastrous consequences while trying to determine what events make a difference or provide the turning points in the lives of individuals who were formerly in foster care. The intended research utilized a case study, interview approach to identify what Espinoza (2011) refers to as the critical, pivotal moments in the lives of these individuals. Two case studies were developed: one focused on a person who had been identified with a disability and the other focused on a person without disabilities. The overall goal of this research is that if individuals in foster care can define the turning points or pivotal moments in their lives and clearly articulate what makes the difference for them, then this study might influence institutional policies in education and other aspects of their lives to implement specific practices and programs that could increase educational and career outcomes for youths in foster care. The hope is that such knowledge sets individuals on a course that results in more positive adult outcomes and avoids paths that typically lead to a continuing downward spiral and an unsuccessful transition into adulthood. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563230
Overcoming Social Disconnection and Its Consequences for Transition into Adulthood: Case Studies of Adults Who Exited Foster Care
ProQuest LLC
Ph.D. Dissertation, The Claremont Graduate University
2013-00-00
978-1-3034-9977-7
202
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600059
2016
As Provided
JAN2020
No
Computer Software
Institutional Characteristics
Entrepreneurship
Participant Observation
Semi Structured Interviews
Governance
Content Analysis
Organizational Theories
Information Technology
Qiu, Yixin
Dissertations/Theses - Doctoral Dissertations
English
This two-essay dissertation aims to study institutional logics in the context of Apple's independent third-party software developers. In essay 1, I investigate the embedded agency aspect of the institutional logics theory. It builds on the premise that logics constrain preferences, interests and behaviors of individuals and organizations, thereby determining the appropriate and legitimate decisions and actions of actors. In the meantime, most social actors operate in fields characterized by multiple institutional logics where contradictions exist, allowing individuals and organizations with opportunities for negotiation and change through exploitation or management of these contradictions. I specifically study two competing institutional logics: professional and market logics when they are experienced simultaneously by independent iOS app entrepreneurs. Using participant observation and semi-structured interviews, I delineate the ways in which logic tension is reconciled through mechanisms of "logic synthesis" in three entrepreneurial areas--app ideation, app execution and app marketing, and conditions which facilitate or inhibit logic synthesis. In essay 2, I study the emergence and evolution of field-level logics in the context of Apple's desktop developers--Mac indies. Following the cultural emergence model of field-level logics in Thornton et al. (2012), and the argument that "field-level logics are both embedded in societal-level logics and subject to field-level processes that generate distinct forms of instantiation, variation, and combination of societal logics" (p148), I particularly examine the relationship between resource environment and the emergence and evolution of field-level logics. Taking advantage of a critical change in developers' resource environment--Apple's opening of the iOS App Store and subsequently the Mac App Store, and hence its governance model shifting from mainly a technological platform to a platform that includes a market exchange place, I identify developers' logics before and after the change, namely, the software ecosystem logic and platform ecosystem logic. Two ideal types are constructed for the logics along elemental categories, and a content analysis demonstrates the logic shift pattern as resource environments change. A further analysis of the two logics suggests that the software ecosystem logic and platform ecosystem logic are in contestation at this early stage of institutional change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563231
Institutional Logics, Indie Software Developers and Platform Governance
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9955-5
153
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600045
2016
As Provided
JAN2020
No
Special Education
Phenomenology
Teacher Competencies
Special Education Teachers
Behavior Disorders
Emotional Disturbances
Special Schools
Private Schools
Day Schools
Journal Writing
Questionnaires
Interviews
Teaching Experience
Beginning Teachers
Self Efficacy
Social Influences
Coping
Coding
Teacher Effectiveness
Faculty Development
Teaching Conditions
Pressley, Denise Marie
Dissertations/Theses - Doctoral Dissertations
English
In an attempt to provide educational services to students eligible to receive special education, school systems are using beginning out-of-field teachers. The purpose of this phenomenological study was to determine which skills, knowledge, training methods, and support beginning out-of-field special education teachers identified as necessary to teach students with emotional/behavioral disorders (EBD) in a private separate day school. Journal responses, questionnaires, and one-on-one interviews were used to understand the lived experiences of 9 beginning out-of-field special education teachers. Guided by Bandura's social learning/cognitive theory, which indicates that a great deal of learning happens within the social environment, and theory of self-efficacy, which holds that a teacher's self-efficacy is about what he or she brings to a student learning, the research questions focused on the type of teaching and coping methods beginning out-of-field special education teachers need to feel supportive and effective. Coded data were analyzed for themes. The findings indicated that beginning out-of-field special education teachers believe that in order to be effective teachers of students with EBD, they need time, experience, and continual professional development. The results also showed that being a teacher of students with EBD is a very detailed and complex task. This is a socially significant issue to educators and administrators who are concerned about the quality and training of teachers for students with EBD. The study will help teachers of students with EBD and other special education teachers to understand and develop the knowledge and skills necessary for students growth and achievement and educators overall professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563232
Beginning Special Education Teachers of Students with Emotional/Behavioral Disorders
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3034-9954-8
147
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600044
2016
As Provided
JAN2020
No
Adults
Second Language Learning
Phonology
Auditory Perception
Predictor Variables
Measurement
Native Language
Spanish
English
Vowels
Grammar
Computation
Models
Bilingualism
Monolingualism
Listening
Phonemes
Interlanguage
Barrios, Shannon L.
Dissertations/Theses - Doctoral Dissertations
English
Adult second language (L2) learners often experience difficulty producing and perceiving non-native phonological contrasts. Even highly proficient bilinguals, who have been exposed to an L2 for long periods of time, struggle with difficult contrasts, such as /r/-/l/ for Japanese learners of English. To account for the relative ease or difficulty with which L2 learners perceive and acquire non-native contrasts, theories of (L2) speech perception often appeal to notions of similarity. But how is similarity best determined? In this dissertation I explored the predictions of two theoretical approaches to similarity comparison in the second language, and asked: (1) How should L2 sound similarity be measured? (2) What is the nature of the representations that guide sound similarity? (3) To what extent can the influence of the native language be overcome? In Chapter 2, I tested a "legos" (featural) approach to sound similarity. Given a distinctive feature analysis of Spanish and English vowels, I investigated the hypothesis that feature availability in the L1 grammar constrains which target language segments will be accurately perceived and acquired by L2 learners (Brown [1998], Brown [2000]). Our results suggest that second language acquisition of phonology is not limited by the phonological features used by the native language grammar, nor is the presence/use of a particular phonological feature in the native language grammar sufficient to trigger redeployment. I take these findings to imply that feature availability is neither a necessary, nor a sufficient condition to predict learning outcomes. In Chapter 3, I extended a computational model proposed by Feldman et al. (2009) to nonnative speech perception, in order to investigate whether a sophisticated "rulers" (spatial) approach to sound similarity can better explain existing interlingual identification and discrimination data from Spanish monolinguals and advanced L1 Spanish late-learners of English, respectively. The model assumes that acoustic distributions of sounds control listeners' ability to discriminate a given contrast. I found that, while the model succeeded in emulating certain aspects of human behavior, the model at present is incomplete and would have to be extended in various ways to capture several aspects of nonnative and L2 speech perception. In Chapter 4 I explored whether the phonological relatedness among sounds in the listeners native language impacts the perceived similarity of those sounds in the target language. Listeners were expected to be more sensitive to the contrast between sound pairs which are allophones of different phonemes than to sound pairs which are allophones of the same phoneme in their native language. Moreover, I hypothesized that L2 learners would experience difficulty perceiving and acquiring target language contrasts between sound pairs which are allophones of the same phoneme in their native language. Our results suggest that phonological relatedness may influence perceived similarity on some tasks, but does not seem to cause long-lasting perceptual difficulty in advanced L2 learners. On the basis of those findings, I argue that existing models have not been adequately explicit about the nature of the representations and processes involved in similarity-based comparisons of L1 and L2 sounds. More generally, I describe what I see as a desirable target for an explanatorily adequate theory of cross-language influence in L2 phonology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563233
Similarity in L2 Phonology
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9909-8
165
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600018
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Predictive Validity
Test Validity
Scores
Grades (Scholastic)
Grade Point Average
Correlation
Institutional Characteristics
Student Characteristics
Public Colleges
Private Colleges
High School Students
College Freshmen
Tables (Data)
Patterson, Brian F.
Mattern, Krista D.
Kobrin, Jennifer L.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board, Office of Research and Development
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
This report presents the findings from a replication of the Kobrin et al. (2008) and Mattern et al. (2008) reports. Students who were missing at least one of the following were excluded from the analyses: SAT scores, a self-reported high school grade point average (HSGPA), and a valid first-year GPA (FYGPA); this resulted in a final sample size of 159,286. Based on Powers (2004), the analytical procedure for computing multiple correlations was modified slightly from what was done in the two original reports. This document presents the updated tables for the 2007 sample, and the findings are largely the same. A list of participating institutions is appended.
ED563234
Validity of the SAT for Predicting FYGPA: 2007 SAT Validity Sample. Statistical Report No. 2009-1
College Board
2009-12-30
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
4
As Provided
JAN2020
Yes
College Entrance Examinations
Predictive Validity
Test Validity
Scores
Grades (Scholastic)
Grade Point Average
Correlation
Institutional Characteristics
Student Characteristics
Public Colleges
Private Colleges
High School Students
College Freshmen
Tables (Data)
Patterson, Brian F.
Mattern, Krista D.
Reports - Research
Numerical/Quantitative Data
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The continued accumulation of validity evidence for the core uses of educational assessments is critical to ensure that proper inferences will be made for those core purposes. To that end, the College Board has continued to follow previous cohorts of college students and this report provides updated validity evidence for using the SAT to predict first-year college grade point average (FYGPA) for the 2010 cohort. Colleges and universities (henceforth, "institutions") provided data on the cohort of first-time, first-year students enrolling in the fall of 2010. The College Board combined those college outcomes data with official SAT scores and SAT Questionnaire response data. In particular, 160 institutions provided data on 287,881 students with 211,403 having complete data on high school grade point average (HSGPA), SAT critical reading (SAT-CR), mathematics (SAT-M), and writing (SAT-W), and FYGPA. As has been shown in previous work (Kobrin, Patterson, Shaw, Mattern, & Barbuti, 2008; Patterson, Mattern, & Kobrin, 2009; Patterson & Mattern, 2011; Patterson & Mattern, 2012), the correlation of SAT section scores and HSGPA with FYGPA was strong (r = 0.63). When compared with the correlation of HSGPA alone with FYGPA (r = 0.54), the addition of the SAT section scores to HSGPA represented a substantial increase (?r = 0.09) in the correlation with FYGPA. The patterns of differential validity by institutional and student characteristics and differential prediction by student characteristics also follow the same general patterns, as has been shown in previous work (Mattern, Patterson, Shaw, Kobrin, & Barbuti, 2008; Patterson, et al., 2009; Patterson & Mattern, 2011; Patterson & Mattern, 2012). The following are appended: (1) Institutions Providing First-Year Outcomes Data for the 2010 Cohort; (2) Raw Correlations of SAT and HSGPA with FYGPA by Institutional Characteristics; and (3) Raw Correlation of SAT Scores and HSGPA with FYGPA by Subgroups.
ED563235
Validity of the SAT® for Predicting First-Year Grades: 2010 SAT Validity Sample. Statistical Report 2013-2
College Board
2013-00-00
16
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
7
As Provided
JAN2020
No
Models
Language Processing
Language Research
Computational Linguistics
English
Language Styles
Task Analysis
Turkish
Morphology (Languages)
Dictionaries
Vocabulary
Acoustics
Second Languages
Computer Science
Hutchinson, Brian
Dissertations/Theses - Doctoral Dissertations
English
Language modeling is one of many problems in language processing that have to grapple with naturally high ambient dimensions. Even in large datasets, the number of unseen sequences is overwhelmingly larger than the number of observed ones, posing clear challenges for estimation. Although existing methods for building smooth language models tend to work well in general, they make assumptions that are not well suited to training with limited data. This thesis introduces a new approach to language modeling that makes different assumptions about how best to smooth the distributions, aimed at better handling the limited data scenario. Among these, it assumes that some words and word sequences behave similarly to others and that similarities can be learned by parameterizing a model with matrices or tensors and controlling the matrix or tensor rank. This thesis also demonstrates that sparsity acts as a complement to the low rank parameters: a low rank component learns the regularities that exist in language, while a sparse one captures the exceptional sequence phenomena. The sparse component not only improves the quality of the model, but the exceptions identified prove to be meaningful for other language processing tasks, making the models useful not only for computing probabilities but as tools for the analysis of language. Three new language models are introduced in this thesis. The first uses a factored low rank tensor to encode joint probabilities. It can be interpreted as a "mixture of unigrams" model and is evaluated on an English genre-adaptation task. The second is an exponential model parameterized by two matrices: one sparse and one low rank. This "Sparse Plus Low Rank Language Model" (SLR-LM) is evaluated with data from six languages, finding consistent gains over the standard baseline. Its ability to exploit features of words is used to incorporate morphological information in a Turkish language modeling experiment, with some improvements over a word-only model. Lastly, its use to discover words in an unsupervised fashion from sub-word segmented data is presented, showing good performance in finding dictionary words. The third model extends the SLR-LM in order to capture diverse and overlapping influences on text (e.g. topic, genre, speaker) using additive sparse matrices. The "Multi-Factor SLR-LM" is evaluated on three corpora with different factoring structures, showing improvements in perplexity and the ability to find high quality factor-dependent keywords. Finally, models and training algorithms are presented that extend the low rank ideas of the thesis to sequence tagging and acoustic modeling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563236
Rank and Sparsity in Language Processing
ProQuest LLC
Ph.D. Dissertation, University of Washington
2013-00-00
978-1-3034-9435-2
135
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599731
2016
As Provided
JAN2020
No
Emotional Disturbances
Behavior Disorders
Student Behavior
Writing Instruction
Teaching Methods
Faculty Development
Coaching (Performance)
Special Education Teachers
Teacher Attitudes
Writing Achievement
Essays
Persuasive Discourse
Program Effectiveness
Liberty, Lisa M.
Dissertations/Theses - Doctoral Dissertations
English
Students with emotional behavioral disorders (EBD) are well known for their challenging, demanding, unpredictable, and difficult behaviors. Many students with EBD exhibit significant academic deficits, especially in writing. Writing instruction is challenging for teachers because they lack knowledge of the writing process, strategies, and resources to teach writing. Professional development (PD) and coaching provides teachers with opportunities for sustained learning of content and pedagogy, which can result in improved student outcomes. In this study, a multiple baseline across participant design was used to examine the effects of PD and coaching on special education teachers' dispositions, instructional practice, and students' writing performance. Special education teachers were able to learn an effective strategy to teach students with EBD how to write persuasive essays. Results indicate that PD and coaching was effective in increasing the percentage of writing instructional behaviors teachers used to teach writing. Students showed improved outcomes in the number of persuasive elements they included in their essays. The results of this study suggest PD and coaching is a promising way to provide teachers with opportunities to learn how to teach an evidence-based writing instructional method. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563237
The Influence of Professional Development for Special Education Teachers: Self-Regulated Strategy Development in Writing for Students with Emotional Behavioral Disorders
ProQuest LLC
Ph.D. Dissertation, University of Washington
2013-00-00
978-1-3034-9468-0
203
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599752
2016
As Provided
JAN2020
No
Urban Schools
High Achievement
Coding
Qualitative Research
Success
School Effectiveness
Educational Improvement
Best Practices
Communities of Practice
Trust (Psychology)
Program Effectiveness
Principals
Administrator Role
Institutional Characteristics
Gyenfie, Karen D.
Dissertations/Theses - Doctoral Dissertations
English
This research project was organized in three phases. Phase I began with the selection of the high performing urban school site to be studied. Phase II of the study centered on the researcher's study of the school's policies, curriculum, instructional practices, personnel, and related artifacts. The researcher processed, analyzed, and coded all data in accordance to qualitaive standards in order to identify those indigenous practices that impact the success of the school. The findings of the study including the following: 1) School improvement is a multifaceted endeavor that requires the commitment of the entire school community; 2) Schools seeking to improve must strengthen multiple areas such as those identified in the NECA Best Practice Framework (curriculum and academic goals; staff selection, leadership and capacity building; instructional programs, practices, and arrangements; monitoring, compilation, analysis and use of data; recognition, intervention and adjustment); 3) Schools must develop relational trust, maintain instructional program coherence, and establish a professional learning community; and 4) Finally, none of these laudable precepts identified by best practices, relational trust, and instructional program coherence would have any chance without a highly competent principal who embodies respect for the school's students, teachers, and parents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563238
The Ethos of Excellence in an Effective School: A Study of an Exemplary Urban School
ProQuest LLC
Ed.D. Dissertation, Illinois State University
2009-00-00
978-1-3034-9623-3
157
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599846
2016
As Provided
JAN2020
No
Video Games
Profiles
Social Sciences
Industry
Validity
Educational Games
Instructional Design
Questionnaires
Surveys
Adults
Adolescents
Multivariate Analysis
Psychological Patterns
Educational Psychology
Frye, Jonathan M.
Dissertations/Theses - Doctoral Dissertations
English
For decades, game designers and game studies experts have largely sought to understand video game players through a lens of experience and observation. Meanwhile, social science research has focused on the empirical understanding of video game players using a variety of psychological constructs. This study focuses on the creation and evaluation of Player Profiles, a theoretical framework which builds upon both the experience and knowledge of game designers and game studies academics with the empirical research of social scientists. This bridge establishes seven different Player Profiles: Competitor, Explorer, Socializer, Challenger/Achiever, Escaper, and Stimulation Seeker. Two studies are presented, investigating the validity of the Player Profile Framework and examining its potential use in game design to increase learning and engagement in educational games for adolescents. A large scale survey of adults and small scale survey of adolescents were conducted. Participants completed validated measures of goal orientation, personality aspects, and video game uses and gratification. Additional questionnaires included the Player Profile Questionnaire (PPQ) and a measure of preferred video game features. A model-based cluster analysis of the adult sample revealed implications for cultural differences in player profiles as well as indications that players exhibit multiple player profiles. Analysis of the PPQ establishes the first significant empirical link between game design experience and the psychological constructs examined, also revealing a consistency between adolescents and adults. A second study asked adolescents from study 1 to play two learning games, each featuring prominent game design features intended for a specific profile, Competitor or Fantasizer. Although results were mixed, players who met the criteria for the Fantasizer profile scored significantly higher on the posttest of the Force Fantasy game than those who did not. Results establish the potential of the Player Profile Framework and create a foundation for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563239
Video Game Player Profiles: Bridging Industry, Game Studies and Social Science Perspectives
ProQuest LLC
Ph.D. Dissertation, New York University
2013-00-00
978-1-3034-9664-6
190
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599871
2016
As Provided
JAN2020
No
Youth Programs
Student Development
Adolescent Development
Technology Uses in Education
Case Studies
Media Literacy
Citizen Participation
Self Expression
Interviews
Observation
Males
Program Effectiveness
Access to Computers
Educational Policy
Accountability
High Stakes Tests
After School Programs
Student Needs
James, Coran
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this interpretive study was to understand how students made sense of their experiences in a technology-based youth development program. This study was framed by James P. Connell and Michelle A. Gambone's, Community Action Framework for Youth Development, conceptual model for understanding youth development that identifies the processes that promote a successful transition from adolescence to adulthood and what it will take to transform communities into places where all young people, particularly those young people currently least likely to succeed, can achieve their fullest potential. The study was guided by three primary research questions: How does this program seek to expand participants' access to and growth in media literacy, civic engagement and self-expression? How do students make sense of their experiences in this technology-based youth development program and How does the program influence their understanding of and involvement in media literacy, civic engagement and self-expression? Norman Denzin's (2001), methodology, interpretive interactionism, guided this in-depth case study of the program at the JFK Center and the lives of four boys who participated in it. Through interviews and observations of four boys, we see the challenges that the boys faced in school, at home and in their communities and how the JFK Center provided a physically and socio-emotional safe place for them to engage with technology during non school hours and summers. This study captures the processes at the JFK Center that created greater supports and opportunities for the boys, specially around their experiences with technology. The findings of this study offers educators, community organizations and policymakers greater insight into the obstacles facing youth who struggle to gain access to and use of technology. The findings of this study suggest that current educational policies, accountability and high-stakes testing, focusing only on the cognitive academic needs of youth are problematic, as are afterschool experiences that merely extend the school day. Through the findings of this case study, we see that students benefit greatly by technology-based educational/recreational programs that address the broader spectrum of human needs-social, emotional, academic and for today's youth-technological. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563240
Net Generation of Youth: A Case Study of Students in a Technology-Based Youth Development Program
ProQuest LLC
Ed.D. Dissertation, New York University
2013-00-00
978-1-3034-9671-4
162
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599878
2016
As Provided
JAN2020
No
American Indian Students
Student Attitudes
American Indian Reservations
Student Surveys
Likert Scales
Poverty
Social Isolation
Student Motivation
College Attendance
Academic Aspiration
Barriers
Statistical Analysis
High School Seniors
Employment Opportunities
Salary Wage Differentials
Gender Differences
College Preparation
School Location
High Schools
Educational Attitudes
Krogman, Calvin
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
For many Native American students, particularly those from reservations, the pursuit of higher education is a formidable concept to grasp. Poverty, rural isolation, and a myriad of social ills all take a role as demotivational factors that act as barriers between Native American students and a college education. On the other hand, family, community, and hope for a better future motivate many students to overcome these barriers and to pursue a college degree. This quantitative study explored Native American high school seniors' perceptions of both motivating and demotivating factors for the pursuit of higher education. This study utilized a researcher-developed survey based on literature. It reviewed factors that might be perceived as motivational or demotivational by Native American high school senior students. There were 370 survey responses that were utilized in the survey. Participant responses came from ten different high schools, five located on Native American reservations, five located off of, but in close proximity to, reservations. The survey used a five-point Likert scale to assess students' perceptions of motivational and demotivational factors toward higher education. The survey also collected responses on demographic data for selected criteria for further statistical analysis to observe any differences based on demographics. The data were analyzed using means, standard deviations, and t tests. The findings from this study indicate that better job opportunities and earning potential were the highest perceived motivating factors, wheras cost, distance, and difficulty of college coursework were the highest perceived demotivational factors for Native American students. Furthermore, this survey found that statistically significant differences existed in perceptions of motivating factors for students based on the demographic characteristics observed; gender, high school location, first generation status, college preparation program participation, likelihood of attending college. Finally, this study found that Native American high school seniors' perceptions of motivational and demotivational factors toward higher education were mostly similar to their non-Native American peers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563241
Native American High School Seniors' Perceptions of Higher Education: Motivating and Demotivating Factors
ProQuest LLC
Ed.D. Dissertation, University of South Dakota
2013-00-00
978-1-3034-9673-8
106
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599880
2016
As Provided
JAN2020
No
Parent Participation
Advocacy
Activism
Mixed Methods Research
Public Schools
Community Organizations
Social Capital
Educational Change
Change Strategies
Multiple Regression Analysis
Mediratta, Kavitha
Dissertations/Theses - Doctoral Dissertations
English
This dissertation examines the effects of participation in grassroots organizing on the capacity and commitment of public school parents and community members to engage in future activism. The study used a mixed-methods research design, drawing on qualitative and quantitative data collected from individuals involved in seven exemplar organizations. A growing literature has examined the impacts of grassroots community organizing on public schools, but to date, there has not been a systematic examination of how participation in such efforts influences the personal trajectory of members involved to determine if they develop greater propensity to engage in activism, in school reform or other social issues, over the long term. Drawing on social capital, resource and learning theories, I develop a conceptual model explaining how and why involvement in grassroots organizing increases the propensity for future activism among participants. Hierarchical multiple regression analysis was used to test this model. Results indicate that participation in organizing is significantly and positively related to: (1) beliefs in collective action; (2) sense of self-efficacy; and (3) feelings of community attachment and engagement. The relationship between participation and the propensity for activism was influenced by organizational learning practices, specifically, the extent to which members were helped to develop democratic leadership skills, understanding of systems and advocacy knowledge, and awareness of their capacity to generate change. Organizational strategies that supported this development include: (a) apprenticeship and mentoring; (b) a focus on engaging members through participatory deliberation and action; and (c) the cultivation of members' understanding of power dynamics and their critical consciousness. Learning strategies appeared most influential on newer members, suggesting a need to develop higher-order learning opportunities for more experienced members. This study is relevant to policymakers, researchers and practitioners who aim to improve urban public schooling. Successful reform requires creating a normative and political context that will be supportive of change both inside schools and within the surrounding community. Therefore, forms of parental engagement that enhance community members' awareness of the structural contributors to schooling inequalities, and build their leadership and base of power to address them, are critically important to generating long-term improvements in public schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563242
Parent Power and Public Education Reform: The Experience of Participation in Grassroots Organizing
ProQuest LLC
Ph.D. Dissertation, New York University
2013-00-00
978-1-3034-9680-6
240
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599885
2016
As Provided
JAN2020
No
Reading Comprehension
Language Processing
Prediction
Eye Movements
Cognitive Processes
Brain
Mandarin Chinese
English
Verbs
Intervals
Evidence
Computation
Linguistic Input
Sentences
Chow, Wing Yee
Dissertations/Theses - Doctoral Dissertations
English
This thesis explores how predictions about upcoming language inputs are computed during real-time language comprehension. Previous research has demonstrated humans' ability to use rich contextual information to compute linguistic prediction during real-time language comprehension, and it has been widely assumed that contextual information can impact linguistic prediction as soon as it arises in the input. This thesis questions this key assumption and explores how linguistic predictions develop in real-time. I provide event-related potential (ERP) and reading eye-movement (EM) evidence from studies in Mandarin Chinese and English that even prominent and unambiguous information about preverbal arguments' structural roles cannot immediately impact comprehenders' verb prediction. I demonstrate that the N400, an ERP response that is modulated by a word's predictability, becomes sensitive to argument role-reversals only when the time interval for prediction is widened. Further, I provide initial evidence that different sources of contextual information, namely, information about preverbal arguments' lexical identity vs. their structural roles, may impact linguistic prediction on different time scales. I put forth a research framework that aims to characterize the mental computations underlying linguistic prediction along a temporal dimension. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563243
The Temporal Dimension of Linguistic Prediction
ProQuest LLC
Ph.D. Dissertation, University of Maryland, College Park
2013-00-00
978-1-3034-9766-7
269
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3599944
2016
As Provided
JAN2020
Yes
Longitudinal Studies
Postsecondary Education
Academic Persistence
Educational Attainment
Undergraduate Students
College Freshmen
Time to Degree
Enrollment Trends
Student Characteristics
Public Colleges
Two Year Colleges
College Transfer Students
Graduation Rate
Student Attrition
Interviews
Student Records
Gender Differences
Racial Differences
Ethnic Groups
Age Differences
Institutional Characteristics
Ifill, Nicole
Radford, Alexandria Walton
Wu, Joanna
Cataldi, Emily Forrest
Wilson, David
Hill, Jason
Numerical/Quantitative Data
Reports - Research
Beginning Postsecondary Students Long Study
Beginning Postsecondary Students Longitudinal Study
National Center for Education Statistics (ED)
RTI International
English
Postsecondary Education
Higher Education
Two Year Colleges
This report provides a "first look" at selected findings from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14). It is based on final data describing a nationally representative sample of undergraduates who entered postsecondary education for the first time during the 2011-12 academic year. BPS:12/14 covers the experiences of these first-time beginning students over 3 academic years, 2011-12, 2012-13, and 2013-14, and provides information about the rates at which students completed degrees or certificates as well as the rates at which they persisted at the same institution, transferred to other institutions, or left postsecondary education without completing degrees or certificates. The findings presented in this report have been chosen to demonstrate the range of information available when using BPS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. The first-time postsecondary students in the BPS:12/14 study were identified in the 2011-12 National Postsecondary Student Aid Study (NPSAS:12). NPSAS:12 is a nationally representative sample of about 95,000 undergraduate and 16,000 graduate students attending about 1,500 Title IV eligible postsecondary institutions in the 50 states and the District of Columbia. First-time beginners in the BPS:12/14 study participated in two interviews: in 2012, at the end of their first year in postsecondary education, and 3 years after they had started postsecondary education in 2014. The following are appended: (1) Glossary; and (2) Technical Notes and Methodology.
ED563244
Persistence and Attainment of 2011-12 First-Time Postsecondary Students after 3 Years. First Look. NCES 2016-401
National Center for Education Statistics
2016-01-00
78
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
T
2016
7
ERIC
JAN2020
Yes
EDIES09C0039
http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=2016401
Yes
Foreign Countries
Astronomy
Science Instruction
Scientific Concepts
Interviews
Statistical Significance
Misconceptions
Mixed Methods Research
Student Surveys
Middle School Students
High School Students
College Students
Grade 4
Grade 5
Grade 7
Student Characteristics
Statistical Analysis
Bostan Sarioglan, Ayberk
Küçüközer, Hüseyin
Journal Articles
Reports - Research
Turkey
Tukeys Test
Turkey
English
Middle Schools
Secondary Education
Junior High Schools
High Schools
Higher Education
Postsecondary Education
Grade 4
Intermediate Grades
Elementary Education
Grade 5
Grade 7
This research was a cross-age study that sought to determine and compare students' ideas about the causes of the seasons. Toward this aim, the research was carried out with 974 students at different educational levels and across the various age groups. First, the data obtained from the responses to the open-ended question was categorized according to a rubric formulated in line with the goal of the study.The methodology used in analyzing the data derived from the interviews was a grouped categorization of those responses that were construed as having similar intended meanings. Statistically, a significant difference was found between the groups of university students aged 20-22 and the other groups of students who were between the ages of 10-19. In addition, whereas the frequency of encountering some misconceptions decreased with age, on the other hand, the frequency of other misconceptions showed an increase in older students. At the same time, there were some misconceptions which did not vary significantly in frequency across the age groups and still others that did show changes.
ED563245
From Elementary to University Students' Ideas about Causes of the Seasons
Online Submission
Journal of Turkish Science Education v12 n2 p3-20 Jun 2015
2015-06-00
18
N/A
2016
39
As Provided
JAN2020
Yes
Foreign Countries
Questionnaires
Self Efficacy
Rating Scales
Statistical Analysis
Correlation
Gender Differences
Preservice Teachers
Identification (Psychology)
Self Concept
Reliability
English Teachers
English (Second Language)
Second Language Instruction
Second Language Learning
McLeod, Linda P.
Reports - Research
Ontario
Mann Whitney U Test
Canada
English
Higher Education
Postsecondary Education
The fact that some learners learn language more successfully than others who are at the same level of aptitude and capabilities is inevitable. To understand why, the researcher has focused her attention on individual differences among learners. The ones that have been taken into account in this study are namely called self-efficacy and identity processing styles and the relationship between them in EFL learners. In addition, the difference between the identity processing styles among male and female participants is investigated. A group of 20 MA students from the Ontario College of Teachers, Canada participated in the study. Quantitative data were collected through two questionnaires namely the Revised Identity Style Inventory (ISI-4) which was developed by Berzonsky et al. (2011) and a general self-efficacy scale. Getting benefit of SPSS, the researcher first coded and then analyzed the data were coded. In order to determine the relationship between Canadian EFL learners' identity style and self-efficacy, the Spearman's rank order correlation formula was used. Secondly, to show the existence of a significant difference between the identity processing styles of male and female participants of the study, the Mann-Whitney U test was run. Statistical analyses indicated that there was a meaningful relationship between self-efficacy and identity processing styles among Canadian EFL learners and no difference was seen between the identity processing styles of both groups of male and female participants of the study.
ED563246
Self-Efficacy and IPS: An Empirical Study
Online Submission
2015-00-00
11
N/A
2016
63
As Provided
JAN2020
Yes
Best Practices
Elementary School Students
Second Language Learning
Second Language Instruction
Cultural Education
Teaching Methods
Comparative Analysis
Costs
Scheduling
Outcomes of Education
Second Language Programs
Cultural Pluralism
Age Differences
Creative Thinking
Thinking Skills
Cultural Awareness
Program Implementation
Kindergarten
Core Curriculum
Program Design
Time on Task
Cost Effectiveness
Language Teachers
Teacher Effectiveness
Surveys
Likert Scales
Sklarz, David P.
Reports - Research
Tests/Questionnaires
Connecticut
Connecticut
English
Elementary Education
Kindergarten
Primary Education
Early Childhood Education
The purpose of the study was to conduct a comprehensive review of the research and best practices of exemplary elementary school World Language and Culture Programs. Specifically, (1) to assess the degree to which various program designs had most closely met the measurable goals of the American Council of Teachers of a Foreign Language, commonly referred to as the 5C's guide to program development, and the Brown University study of the eight characteristics of highly successful elementary World Language and Culture Programs which compares a program that meets two days a week for 20 minutes in grades 4-6 with models that are cited in the research as exemplars of research-based best practices and (2) to compare and contrast the measurable outcomes of different program designs, associated costs and community support for different programs. The results of the study clearly reflected that an elementary world language program that meets daily allows for greater continuity of practice in a second language and enriches opportunities to reinforce the understanding of our multicultural world in which students will live. Cognitive research of language acquisition demonstrated that beginning a second language as early as kindergarten showed the greatest gain in the study of a new language over time. Other research showed demonstrable benefits in other academic subjects, increased higher order and creative thinking skills, a greater multicultural awareness and an increased sense of achievement. The results of this study of research and best practices and findings leads to several conclusions and recommendations for the implementation of a world class World Language and Culture Program for elementary school age children. In summary, the program should begin as early as kindergarten and be built upon throughout the elementary school years. A world language program should be part of the core curriculum and an integral part of a student's daily instruction for a minimum of 15-20 minutes. The study of the language should have a strong multicultural component and be taught by highly qualified teachers skilled in research-based instructional practices strategies and methodologies. Included in the study is a comprehensive bibliography of best practices and research, a cost-benefit analysis, alternative program designs and a community survey. A bibliography, supplemental tables, and the Marlborough Community Survey: World Languages & Cultures and Full-Day Kindergarten are included.
ED563247
World Languages and Cultures Feasibility Study
Online Submission
2013-10-24
21
N/A
2016
As Provided
JAN2020
Yes
Preschool Children
Urban Youth
Foreign Countries
Developmental Delays
Screening Tests
Feasibility Studies
Reliability
Neurological Impairments
Intelligence Tests
Children
Risk
Mobility
Questionnaires
Interviews
Eratay, Emine
Bayoglu, Birgül
Anlar, Banu
Journal Articles
Reports - Research
Denver Developmental Screening Test
Turkey
Wechsler Intelligence Scale for Children (Revised)
Turkey
Denver Developmental Screening Test
Wechsler Intelligence Scale for Children
ISSN-2380-0534
English
Purpose: To assess the feasibility and reliability of screening semi-urban preschool children with Denver II, developmental and neurological status was examined in relation with one-year outcome. Methodology: Denver II developmental screening test was applied to 583 children who visited family physicians or other health centers in a province of Turkey. Children with abnormal and suspect results were evaluated by neurological examination, Development Profile-3 (DP-3), repeat Denver II or Wechsler Intelligence Scales for Children-Revised (WISC-R) depending on the age of the child, and teacher's perception of school performance and behavior within one year of the first screening. Relationships were investigated between the initial Denver II screening test results and neurological examination findings, neurological risk factors, DP-3, repeat Denver II test results for children < 6 years old, WISC-R results for children > 6 years old; domains of failure in the first and second Denver II tests; and data obtained from families and teachers regarding school performance, behavior and attention. No intervention but routine schooling was given. Results: DP-3 results were average or above (4/6) or low average (2/6) in the abnormal Denver II group and average (9/12) or below average (3/12) in the suspect Denver II group (p: n.s.), both different from the "normal Denver II" sample who rated average or above. Children with abnormal and suspect Denver II results had similar rates of abnormality or neurological risk factor in their histories. They were more likely to score "under average classroom level" compared to a children attending the same schools who had normal initial Denver II. WISC-R results were average or below average in children with abnormal initial screening with Denver II, and average or above in those with suspect Denver II. Conclusions: In this population with high mobility, more than half (56%) of the target population could be reached for follow-up. Suspect or abnormal initial screening results persisted after 1 year but a small group (2/12 and 2/6 respectively) improved to normal, possibly due to "catching-up", adverse factors being corrected in the interim period, or just a false-positive initial result. Recommendations: Early screening followed by further evaluation within one year is feasible even in a region with high population mobility. Preschool screening with Denver II and re-evaluation of children with abnormal and suspect test results for global development and school performance appears useful. The administration of the test is practical for workers in health care and education, and various degrees of school problems can be detected early.
ED563248
Preschool Developmental Screening with Denver II Test in Semi-Urban Areas
Online Submission
Journal of Pediatrics & Child Care v1 n2 2015
2015-00-00
4
N/A
2016
35
As Provided
JAN2020
Yes
Foreign Countries
Mothers
Parent Attitudes
Preschool Education
Expectation
Comparative Education
Middle Class
Caring
Discipline
Parent Surveys
Ramazan, M. Oya
Journal Articles
Reports - Research
Turkey (Istanbul)
South Korea (Seoul)
South Korea (Seoul)
Turkey (Istanbul)
English
Preschool Education
Early Childhood Education
The preschool period which comprises the years from birth to age of six, is one of the most critic periods of life because of its future effect on the formation and shaping of the personality, moulding the social and emotional life, and the acquisition of basic knowledge, skills, and habits. Most of the behaviors which are acquired in the childhood shape one's personality, attitudes, habits, beliefs, and values in the adulthood. Although Turkey and South Korea are geographically distant countries, there is a close relationship between them in terms of their late history. The paths of historical development of preschool education in these countries are similar, but their current schooling rates are different. Their development levels, cultures, and systems of education are also different. This study aims to compare the views of mothers' with children in preschools about preschool education and expectations from preschools in both of these countries. This study includes mothers in the neighborhoods where families with middle socio-economic levels live in Istanbul (Turkey) and Seul (South Korea), whose children are between three and six years old and go to the preschools registered under the Ministry of Education. A survey with closed-ended questions was administered to 279 mothers (139 Turkish mothers and 140 South Korean mothers) who were included in the study according to the principle of voluntariness. The research results indicated that Turkish and South Korean mothers have some similar views as well as some different views. Their answers to six questions which seek their views about preschool education show that mothers from both countries consider preschool education as an important issue; they do not consider preschools as a caring institution; they think rather than themselves, preschools affect their children, and they try to learn about preschool education and children in this period. According to the mothers' answers to seven questions about their expectations from preschools, both Turkish mothers and South Korean mothers sent their children to preschools and were against strict discipline. While most South Korean mothers supported that their children go out and play in summer and winter, and learn how to read and write in preschools, few Turkish mothers agreed with this view. Both Turkish mothers and South Korean mothers supported teaching simple add-subtract operations, foreign languages, and computer, but this rate was higher in the latter.
ED563249
A Comparison of Turkish and South Korean Mothers' Views about Preschool Education and Their Expectations from Preschools
Online Submission
US-China Education Review B v5 n9 p565-578 Sep 2015
2015-09-00
14
N/A
2016
32
As Provided
JAN2020
Yes
Foreign Countries
Preservice Teachers
Student Attitudes
Educational Theories
Teaching Methods
Qualitative Research
Science Education
Secondary Education
Interviews
Reliability
Content Analysis
Constructivism (Learning)
Behaviorism
Student Characteristics
Gürbüz, Fatih
Töman, Ufuk
Aksoy, Gökhan
Çimer, Sabiha Odabasi
Journal Articles
Reports - Research
Turkey
Turkey
ISSN-1309-6249
English
Higher Education
Postsecondary Education
Secondary Education
The purpose of this study is to explore the secondary school pre-service science teachers' views about teaching theories and methods. Qualitative research method and purposeful sampling were used in the study. The participants of the study were the five students in the final year of their studies in Science Teaching Department of Bayburt Education Faculty at Bayburt University. The interviews were carried out face to face with the participants by one of the researchers and they were recorded with a recorder after they gave their consent. After the interviews, the data recorded was transcribed. Then the texts were given to the participants so that they could verify the accuracy and completeness of the data. Therefore, the reliability of the data was obtained. Content analysis was used for data analysis. When the data obtained as a result of data analysis was examined, it was found that pre-service science teachers attributed conceptually similar meanings to teaching theories and methods. Moreover, it was discovered that pre-service teachers expressed opinions mainly about behaviourism and constructivism as teaching theories and recitation and discussion as teaching methods.
ED563250
Pre-Service Science Teachers' Views about Teaching Theories and Methods
Online Submission
International Journal on New Trends in Education and Their Implications v4 n4 Article 18 p197-207 Oct 2013
2013-10-00
11
N/A
2016
20
As Provided
JAN2020
Yes
Foreign Countries
Vocational Education
Informal Education
Comparative Education
Adult Education
Training
Participation
Stakeholders
Multivariate Analysis
Corporate Education
Regression (Statistics)
Educational Finance
Financial Support
Kaufmann, Katrin
Reports - Research
Journal Articles
Europe
Norway
Sweden
Germany
Lithuania
Latvia
Spain
France
United Kingdom
France
Germany
Latvia
Lithuania
Norway
Spain
Sweden
United Kingdom
English
Adult Education
This investigation focuses on participation and related investment patterns in job related non-formal education (NFE) in selected European countries. Broadening previous research formats of NFE are distinguished by investment including financial and time investments by employers, employees and public authorities. By this, company-sponsored and individual-financed NFE are distinguished sharply and cases with shared investment between employers and employees (co-financed NFE) and between employers, employees and public funding (co-financed pooled NFE) are accounted for, additionally. For explaining participation in NFE supply and demand models are referred to. Hypotheses on cross-country differences for investment in NFE refer to the Varieties-of-Capitalism approach and countries are selected representing different varieties of capitalism (Norway, Sweden, Germany, Lithuania, Latvia, Spain, France, UK). Analyses are based on data of the Adult Education Survey (AES) 2011/12.
ED563251
Non-Formal Education in International Comparison: Patterns of Participation and Investment in Selected European Countries
Online Submission
International Journal for Research in Vocational Education and Training (IJRVET) v2 n4 p239-267 2015
2015-00-00
29
N/A
2016
58
As Provided
JAN2020
Yes
Science Teachers
Science Instruction
Physics
Preservice Teachers
Student Attitudes
Qualitative Research
Case Studies
Scientific Concepts
Theories
Foreign Countries
Turgut, Umit
Gurbuz, Fatih
Salar, Riza
Toman, Ufuk
Journal Articles
Reports - Research
Turkey
Turkey
English
Higher Education
Postsecondary Education
In this study, the viewpoints of physics teacher candidates at undergraduate level towards the concepts in special theory of relativity and the interpretations they made about these concepts were investigated. The viewpoints of the teacher candidates towards the concepts in the subject of special theory of relativity were revealed with six open ended questions prepared by the writers who are physics teachers as well. The research is a qualitative study and the study was conducted with eighteen teacher candidates. In this study, case study, one of the methods of qualitative research, was used. The study group of the research was chosen by convenience sampling. The data collected via open ended questions was analysed by descriptive analysis method. According to the results of the study, it was revealed that most of the students have not been introduced to the special theory of relativity and the concepts related to them. It could be stated that the candidates had difficulty with the relativity of time and its reference frame. Most of the teacher candidates could not make the interpretation that the speed of light was the limit speed and no other object could reach that speed.
ED563252
The Viewpoints of Physics Teacher Candidates towards the Concepts in Special Theory of Relativity and Their Evaluation Designs
Online Submission
International Journal of Academic Research v5 n4 p481-489 Jul 2013
2013-07-00
9
N/A
2016
13
As Provided
JAN2020
Yes
Foreign Countries
Preservice Teachers
Student Attitudes
Computer Attitudes
Educational Technology
Teacher Surveys
Predictor Variables
Gender Differences
Multiple Regression Analysis
Computer Use
Internet
Ownership
Access to Computers
Demography
Student Characteristics
Akturk, Ahmet Oguz
Izci, Kemal
Caliskan, Gurbuz
Sahin, Ismail
Journal Articles
Reports - Research
Turkey
Turkey
English
Higher Education
Postsecondary Education
Rapid developments in technology in the present age have made it necessary for communities to follow technological developments and adapt themselves to these developments. One of the fields that are most rapidly affected by these developments is undoubtedly education. Determination of the attitudes of preservice teachers, who live in an age of technology and get ready to raise future individuals, is of paramount importance both educationally and professionally. The purpose of this study was to analyze attitudes of preservice teachers towards technology and some variables that predict these attitudes (gender, daily duration of internet use, and the number of technical devices owned). 329 preservice teachers attending the education faculty of a large university in central Turkey participated, on a volunteer basis, in this study, where relational survey model was used as the research method. Research findings reveal that preservice teachers' attitudes towards technology are positive and at the same time, the attitudes of male preservice teachers towards technology are more positive than their female counterparts. As a result of the stepwise multiple regression analysis where factors predicting preservice teachers' attitudes towards technology, it was found that duration of daily internet use was the strongest predictor of attitudes towards technology.
ED563253
Analyzing Preservice Teachers' Attitudes towards Technology
Online Submission
International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering v9 n12 p3960-3966 2015
2015-00-00
7
N/A
2016
56
As Provided
JAN2020
Yes
Foreign Countries
Internet
Computer Uses in Education
Academic Achievement
Middle School Students
Demography
Predictor Variables
Scientific Attitudes
Student Surveys
Student Attitudes
Statistical Analysis
Statistical Distributions
Anxiety
Computer Attitudes
Parent Background
Parents
Educational Attainment
Comparative Analysis
Computer Use
Likert Scales
Attitude Measures
Bekmezci, Mehmet
Celik, Ismail
Sahin, Ismail
Kiray, Ahmet
Akturk, Ahmet Oguz
Journal Articles
Reports - Research
Turkey
Computer Anxiety Scale
Scientific Attitude Inventory
Turkey
Computer Anxiety Scale
English
Middle Schools
Secondary Education
Junior High Schools
In this research, students' scientific attitude, computer anxiety, educational use of the Internet, academic achievement, and problematic use of the Internet are analyzed based on different variables (gender, parents' educational level and daily access to the Internet). The research group involves 361 students from two middle schools which are located in the center of Konya. The "general survey method" is adopted in the research. In accordance with the purpose of the study, percentage, mean, standard deviation, independent samples t-test, ANOVA (variance) are employed in the study. A total of four scales are implemented. These four scales include a total of 13 sub-dimensions. The scores from these scales and their subscales are studied in terms of various variables. In the research, students' scientific attitude, computer anxiety, educational use of the Internet, the problematic Internet use and academic achievement (gender, parent educational level, and daily access to the Internet) are investigated based on various variables and some significant relations are found.
ED563254
Analysis of Scientific Attitude, Computer Anxiety, Educational Internet Use, Problematic Internet Use, and Academic Achievement of Middle School Students According to Demographic Variables
Online Submission
International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering v9 n12 p4006-4014 2015
2015-12-00
9
N/A
2016
41
As Provided
JAN2020
Yes
Elementary School Science
Primary Education
Grade 6
Science Education
Cooperative Learning
Research Methodology
Geology
Teaching Methods
Comparative Analysis
Reading Instruction
Writing Instruction
Academic Achievement
Retention (Psychology)
Achievement Tests
Pretests Posttests
Statistical Analysis
Effect Size
Scores
Aksoy, Gokhan
Gurbuz, Fatih
Journal Articles
Reports - Research
English
Elementary Education
Primary Education
Early Childhood Education
Grade 6
Intermediate Grades
Middle Schools
The aim of this study is to determine the effect of the group research technique and cooperative reading-writing application technique in the science and technology course in the unit of "what is the Earth's crust made of" on the academic achievement of the students and whether the change observed in the student achievement is permanent or not. The study group is formed of total 62 students in two classes studying in the 6th grade of a primary school in 2010-2011 education year. One of the classes is determined to be Group Research Group (GRG) where group research technique is used and the other one is Reading-Writing-Application Group (RWAG) where cooperative reading-writing-application technique is used. The main instruments for obtaining data were the Academic Achievement Test (AAT). The data obtained on instruments were evaluated by using descriptive statistic, independent sample t test, paired sample t test and effect sizes. As a result, it was determined that the academic achievements of the students who were taught with cooperative reading-writing-application technique were at a higher level than the academic achievements of the students who were taught with group research. In addition teaching with group technique did not have a permanent effect on the student achievement.
ED563255
The Effect of Group Research and Cooperative Reading-Writing-Application Techniques in the Unit of "What Is the Earth's Crust Made Of?" on The Academic Achievements of the Students and the Permanent
Online Submission
Balkan Physics Letters v21 p133-139 May 2013
2013-05-00
7
N/A
2016
30
As Provided
JAN2020
Yes
Foreign Countries
Preservice Teachers
Beliefs
Elementary Education
Science Education
College Freshmen
Semi Structured Interviews
Student Attitudes
Experience
Writing Processes
Writing Across the Curriculum
Writing Strategies
Qualitative Research
Demirbag, Mehmet
Kingir, Sevgi
Çepni, Salih
Journal Articles
Reports - Research
Turkey
Turkey
English
Higher Education
Postsecondary Education
Elementary Education
The purpose of this study is to investigate the relationship between prospective teachers' belief systems and writing-to-learn. The participants comprised eight freshmen from the Department of Elementary Science Education at a public university in Turkey. The data were collected using semi-structured interviews.The results indicated that epistemological and pedagogical beliefs, attitudes and pre-experience were the main factors that affected the participants' writing processes. These prospective teachers also used a set of cognitive, meta-cognitive and affective strategies in their writing such as self-assessment, awareness, revising and empathising. Overall, writing provided the participants with benefits that helped them perform research, construct knowledge, understand conceptual change and acquire permanent learning. Therefore, this study concludes that the development of prospective teachers' belief systems can increase the quality of writing-to-learn and the strategies used for such activities.
ED563256
The Relationship between Prospective Teachers' Belief Systems and Writing-to-Learn
Online Submission
Journal of Kirsehir Education Faculty v16 n2 p423-442 Aug 2015
2015-08-00
20
N/A
2016
62
As Provided
JAN2020
No
Reading Attitudes
Hispanic American Students
Reading Comprehension
Correlation
Control Groups
Vocabulary Development
Literacy
English (Second Language)
Second Language Learning
Student Attitudes
Incidental Learning
Reading Strategies
Prediction
Grade 9
High School Students
Attitude Measures
Surveys
Elementary School Students
Low Income
Spanish Speaking
Language Fluency
Word Recognition
Decoding (Reading)
Crosby, Robert Glenn, III.
Dissertations/Theses - Doctoral Dissertations
Elementary Reading Attitude Survey
Elementary Reading Attitude Survey
English
Grade 9
Junior High Schools
Middle Schools
Secondary Education
High Schools
Elementary Education
Although literacy skills have been associated with critical academic, social, and economic outcomes, most adolescents in the United States lack basic proficiency in reading comprehension. Experts in the field of adolescent literacy have identified affective components of reading (e.g., reading attitudes) as a critical topic in need of further research. Prior research has found a significant correlation between affective components of reading and reading comprehension, even after controlling for cognitive covariates (e.g., vocabulary). However, the bulk of this research has been limited to first language learners and children in the early grades. Therefore, this study extends the reading attitudes literature by examining these relationships among Latino adolescents, including those who speak English as a second language. Furthermore, reading attitudes has predicted reading comprehension growth among certain populations, although the mechanisms behind this relationship are unclear. This study theorizes that reading attitudes promotes reading development by facilitating incidental vocabulary acquisition through increased reader engagement and implicit strategy use. Therefore, this study also extends the literature by determining whether reading attitudes predicts vocabulary growth from September to June of ninth grade. Participants were 128 ninth grade students in a low-income, predominantly Latino high school. 24% spoke English only (EO), 26% were from Spanish-speaking homes but had been determined to be initially fluent-English-proficient (I-FEP) at enrollment, 21% were classified as "true" English learners (ELs) who had not yet attained proficiency in English, and 29% were former English learners who had been redesignated fluent-English-proficient (R-FEP). Reading attitudes were assessed using an adapted form of the Elementary Reading Attitudes Survey (ERAS), which contains both recreational (ERAS-R) and academic (ERAS-A) reading subscales. In a hierarchical regression analysis (HRA), the ERAS-R independently predicted reading comprehension after controlling for language group, vocabulary, and word reading ability (i.e., decoding, word recognition, and fluency). No language group interactions were detected. In a second HRA, the ERAS-R predicted students' vocabulary at the end of ninth grade after controlling for language group, prior vocabulary achievement, and word reading ability. However, reading attitudes only predicted vocabulary development for EO and R-FEP students, while no effect was present for I-FEP children and "true" ELs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563257
Reading Attitudes as a Predictor of Latino Adolescents' Reading Comprehension
ProQuest LLC
Ph.D. Dissertation, University of California, Riverside
2013-00-00
978-1-3035-0684-0
167
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600555
2016
As Provided
JAN2020
No
Computer Networks
Mathematics
Computation
Information Transfer
Kamal, Ahmed Tashrif
Dissertations/Theses - Doctoral Dissertations
English
Due to their high fault-tolerance, ease of installation and scalability to large networks, distributed algorithms have recently gained immense popularity in the sensor networks community, especially in computer vision. Multi-target tracking in a camera network is one of the fundamental problems in this domain. Distributed estimation algorithms work by exchanging information between sensors that are communication neighbors. Since most cameras are directional sensors, it is often the case that neighboring sensors may not be sensing the same target. Such sensors that do not have information about a target are termed as ''naive'' with respect to that target. State-of-the-art distributed state estimation algorithms (e.g., the Kalman Consensus Filter (KCF)) in the sensor networks community are not directly applicable to tracking applications in camera networks mainly due to this naivety issue. In our work, we propose generalized distributed algorithms for state estimation in a sensor network taking the naivety issue into account. For multi-target tracking, along with the tracking framework, a data association step is necessary where the measurements in each camera's view are associated with the appropriate targets' tracks. At first, under the assumption that the data association is given, we develop distributed state estimation algorithms addressing the naivety issue. In this process, first, we propose the Generalized Kalman Consensus Filter (GKCF) where an information-weighting scheme is utilized to account for the naivety issue. Next, we propose the Information-weighted Consensus Filter (ICF) which can achieve optimal centralized performance while also accounting for naivety. This is the core contribution of this thesis. Next, we introduce the aspect of multi-target tracking where a probabilistic data association scheme is incorporated in the distributed tracking scheme resulting the Multi-Target Information Consensus (MTIC) algorithm. The incorporation of the probabilistic data association mechanism makes the MTIC algorithm very robust to false measurements/clutter. The aforementioned algorithms are derived under the assumption that the measurements are related to the state variables using a linear relationship. However, in general, this is not true for many sensors including camera sensors. Thus, to account for the non-linearity in the observation model, we propose non-linear extensions of the previous algorithms which we denote as the Extended ICF (EICF) and the Extended MTIC (EMTIC) algorithms. In-depth theoretical and experimental analysis are provided to compare these algorithms with existing ones. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563258
Information Weighted Consensus for Distributed Estimation in Vision Networks
ProQuest LLC
Ph.D. Dissertation, University of California, Riverside
2013-00-00
978-1-3035-0709-0
131
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600575
2016
As Provided
JAN2020
Yes
Teacher Student Relationship
Power Structure
Graduate Students
College Faculty
Qualitative Research
Masters Programs
Alumni
Student Experience
Language Usage
Personal Narratives
Adult Students
Adult Learning
Semi Structured Interviews
Content Analysis
Bailie, John W., III
Dissertations/Theses - Doctoral Dissertations
Tests/Questionnaires
Pennsylvania
Pennsylvania
English
Higher Education
Postsecondary Education
Adult Education
This study examined power and authority in the student-instructor relationship in a restorative practices-based graduate program. This qualitative investigation utilized a narrative approach. Ten alumni of the International Institute for Restorative Practices master's degree programs were engaged in a one-time face-to-face interview and document review of their final master's degree capstone papers. A listening guide voice-centered method was used as the primary data analysis method. This study found that participants used highly consistent language when describing the teachers and professors who were most meaningful to them, regardless of life stage. The second finding was that participants had meaningful personal experiences in this program, which they described using therapeutic language. The participants' narratives often centered on reconciling past conflict, hardship, or trauma. The third finding was that relationships with the classroom group as a whole were more important to participants than relationships with professors alone. Finally, this study discovered that many of these participants were drawn to this program out of a desire to make change in the world and that this desire was driven by conflicts and other elements of their personal life stories. This study has implications for adult learning institutions implementing participatory and collaborative models of instruction. Five appendices are included: (1) Informed Consent; (2) Semistructured Interview Guide; (3) Confidentiality Agreement; (4) E-mail Invitation to Participate; and (5) Cumulative Analysis Examples.
ED563259
Power and Authority in the Student-Instructor Relationship in a Restorative Practices-Based Graduate Program
Online Submission
Ph.D. Dissertation, Lesley University
2012-00-00
145
N/A
2016
99
As Provided
JAN2020
Yes
Educational Psychology
Psychoeducational Methods
Elementary School Students
Student Attitudes
School Attitudes
Psychological Patterns
Communication Skills
Program Effectiveness
Police Education
Adolescents
Shyness
Daily Living Skills
Group Instruction
Mentors
Peer Relationship
Personality
Ethics
Pilot Projects
Writing Improvement
Opinions
Reports
Writing Strategies
Early Intervention
Genetic Disorders
Psychological Evaluation
Time Management
Academic Achievement
Parent Child Relationship
Socialization
Emotional Development
Social Support Groups
Family Environment
Family Programs
Drug Addiction
Mental Health
Parent Participation
Inclusion
Group Counseling
Counseling Effectiveness
Counselor Training
Leadership Qualities
Technology Uses in Education
Cognitive Style
Success
Learning
Antisocial Behavior
Behavior Problems
Depression (Psychology)
Student Problems
Socioeconomic Influences
Teacher Motivation
Teacher Attitudes
Autism
Pervasive Developmental Disorders
Gifted
Job Satisfaction
Well Being
Personality Traits
Teacher Administrator Relationship
Satisfaction
Family Attitudes
Interpersonal Competence
Youth
Test Construction
Communication (Thought Transfer)
Reading Comprehension
Reading Difficulties
Neuropsychology
Games
Cognitive Development
Piagetian Theory
College Students
Early Adolescents
Foreign Countries
Pracana, Clara, Ed.
Silva, Liliana, Ed.
Collected Works - Proceedings
Peru
Portugal
Algeria
Brazil
Slovakia
Turkey (Ankara)
Australia
Romania (Bucharest)
France
United States (Southeast)
Turkey
Russia (Saint Petersburg)
Algeria
Australia
Brazil
France
Peru
Portugal
Romania
Russia
Slovakia
Turkey
Turkey (Ankara)
World Institute for Advanced Research and Science (WIARS) (Portugal)
English
Elementary Education
Higher Education
Postsecondary Education
We are delighted to welcome you to the International Psychological Applications Conference and Trends 2013, taking place in Madrid, Spain, from 26 to 28 of April. Our efforts and active engagement can now be rewarded with these three days of exciting new developments about what we are passionate about: Psychology and its connections. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2013 received over more 338 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference also includes a keynote presentation from an internationally distinguished researcher Prof. Howard S. Schwartz, from Oakland University, U.S.A.. There will be also two Special Talks, one by Michael Wang, Professor of Clinical Psychology in the School of Psychology, College of Medicine, University of Leicester and also Director of the Doctoral Clinical Psychology Training Course at Leicester, UK, and the other by Clara Pracana, founding member of Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal, to whom we express our most gratitude. This volume is composed by the proceedings of the International Psychological Applications Conference and Trends (InPACT 2013), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed important topics in four main fields taken from Applied Psychology: Clinical, Educational, Social, Legal and Cognitive and Experimental Psychology. The areas can, of course, be object of discussion, but extended abstracts were presented in 56 topics within these fields of research: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; vi Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: Psychology and its multi-disciplinary connections. It includes an extensive variety of contributors and presenters, who will extend our view of the human psyche and behavior, by sharing with us their different personal, academic and cultural experiences. This is certainly one of the reasons we have so many nationalities and cultures represented, inspiring collaborative links and fostering intellectual encounters. Educational Psychology oral presentations include: (1) Investigation of Primary School Students' Optimism Level and their School Perception (Esra Çalik Var and Selahiddin Ögülmüs); (2) The Effect of Communication Skills-Psychoeducation Program on the Communication Skills of the Police Academy Students (Sevgi Sezer); (3) Working with Shy Adolescents: Effectiveness of Life Skills Group Training (Lancy D'Souza); (4) Transition In Transition Out (TITO): Using Peer Mentoring to Assist Graduating Students Transition Beyond University (Sophia Xenos, Andrea Chester and Lorelle Burton); (5) Personality and Academic Dishonesty: Evidentes from an Exploratory Pilot Study (Dan Florin Stanescu and Elena Madalina Iorga); (6) How to Improve the Writing of Opinion Essays? - The Role of Self-Regulated Strategies Development (Catarina Araújo, Ana Paula Martins and António Osório); (7) Early Intervention and Fragile X Syndrome (Ana Apolónio and Vítor Franco); (8) Chronopsychology Assessment of the Type of Time Organization Applied in Algerian Schools (Louisa Marouf, Rachid Khelfane and François Testu); (9) Perfectionism and School Performance in Children (Lauriane Drolet, Philippe Valois and Jacques Forget); (10) A General Overview on Parental Emotional Socialization Behaviors (Sukran Kilic); (11) Family Unpredictability and Social Support Reported by Families in Early Intervention Programs versus Community Families (Teresa Sousa Machado and Iolanda Correia); (12) Toxic Environment: Outcomes of Parental Methamphetamine Addiction on Child Psychological Health (Comfort B. Asanbe, Charlene Hall and Charles Bolden); (13) Parental Involvement and Inclusive Contexts (Sara Alexandre Felizardo and Esperança Jales Ribeiro); (14) The Effect of Group Counseling Experiences to Counselor Trainees' Group Leadership Characteristics (Bahar Mete Otlu); (15) The Role of Big Ideas in Technology-Mediated Curricula (Theodore R. Prawat and Richard S. Prawat); (16) Cognitive Features of Students with Different Level of Research Potential and Success in Learning (Nina Bordovskaia); (17) Associations of Unhealthy Behaviors and Depressive Symptoms with School Difficulties and Role of Socioeconomic Factors in Early Adolescence (Kénora Chau, Michèle Baumann, Jean-Charles Vauthier, Bernard Kabuth and Nearkasen Chau); and (18) Expanding Borders: Teachers Motivation (Claus Dieter Stobäus, Juan Mosquera and Bettina Steren dos Santos). Educational Psychology poster presentations include: (1) Peruvian Teachers' Perceptions about Autism and Implications for Educational Practice (Joyce Echegaray-Bengoa and Manuel Soriano-Ferrer); (2) Giftedness: Peruvian Teachers' Perception (Joyce Echegaray-Bengoa and Manuel Soriano-Ferrer); (3) Work Satisfaction and Social Well-Being of Teachers according to Headmasters' Support and Teachers' Personality Traits (Anna Janovská, Olga Orosová and Beata Gajdošová); (4) Early Intervention in Childhood: Study on the Evaluation of the Satisfaction of Families (Esperança Jales Ribeiro, Sandra Gonçalves and Sara Alexandre Felizardo); (5) Socio-Emotional Competences in Portuguese Youngsters: Developing of Assessment Tools for Parents (Heldemerina Pires, Adelinda Candeias, Nicole Rebelo, Diana Varelas and António M. Diniz); (6) The SET GAME® and its Cognitive Aspects (Sandreilane Cano da Silva and Lino de Macedo); (7) Teachers' Notions about Types of Communicative Behavior and Levels of Communicative Culture (Galina Glotova and Angelika Wilhelm); and (8) Reading Comprehension Difficulties - Comparison of Poor and Good Comprehenders using Neuropsychological Tasks (Helena Vellinho Corso, Tânia Mara Sperb and Jerusa Fumagalli de Salles). Author index is included. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
ED563260
International Psychological Applications Conference and Trends (InPACT) Book of Proceedings (Madrid, Spain, April 26-28, 2013)
Online Submission
2013-04-00
978-989-97866-0-8
479
N/A
2016
1000
As Provided
JAN2020
Yes
Creativity
Teacher Behavior
Comparative Analysis
Turkish
English
Translation
Data Collection
Factor Structure
Correlation
Test Validity
Test Reliability
Factor Analysis
Test Length
Measures (Individuals)
Replication (Evaluation)
Elementary School Teachers
Secondary School Teachers
Foreign Countries
Dikici, Ayhan
Soh, Kaycheng
Journal Articles
Reports - Research
Singapore
Turkey
Singapore
Turkey
ISSN-1927-0232
English
Elementary Education
Secondary Education
Elementary Secondary Education
Many measurement tools on creativity are available in the literature. One of these scales is Creativity Fostering Teacher Behaviour Index (CFTIndex) developed for Singaporean teacher originally. It was then translated into Turkish and trialled on teachers in Nigde province with acceptable reliability and factorial validity. The main purpose of this study is to compare the original English and the translated Turkish versions and to explore more flexible use of CFTIndex to facilitate data collection for future research. Factor loadings of English and Turkish versions are found to be highly similar. The original version that consists of 45-item was shortened to 27-item and also grouped into five sets. Correlations with the full-length version show acceptable validity and reliability. All new versions were verified by confirmatory factor analysis. It is concluded that CFTIndex has flexible features and its shorter forms can be used with confidence. It is especially useful when a study entails collecting data for many variables.
ED563261
Indexing Creativity Fostering Teacher Behaviour: Replication and Modification
Online Submission
Higher Education of Social Science v9 n3 p1-10 2015
2015-00-00
10
N/A
2016
39
As Provided
JAN2020
Yes
Foreign Countries
Social Media
Turkish
Native Language
Influence of Technology
Language Variation
Bulut, Mesut
Journal Articles
Reports - Research
Turkey
Turkey
English
The way of communication has developed on social media, an environment where informal education occurs, and the social media language or social media Turkish which has emerged as a result of this communication is an important subject which needs to be discussed in terms of Turkish teaching. The reflections of the use of social media on Turkish in today's information age and in light of scientific and technological developments are an undeniable fact. Therefore, it has been revealed that social media tools such as Facebook, Twitter, Myspace, Skype, YouTube, blogs, search engines, electronic dictionaries and encyclopaedias, forums, dating sites and social communication and sharing platforms have an effect on the syntax and punctuation of Turkish and these effects damage the development of Turkish in terms of language and writing unity. Therefore, what should be done by both individuals and society in order to minimise the negative effects of social media has been determined and also use of language on social media and current problems of Turkish have been pointed out by making use of these remarks and some suggestions have been made. Finally, the aim of this study is to make contributions to Turkish and Turkish teaching.
ED563262
Study on the Use of Social Media and Its Reflections on Turkish Regarding
Online Submission
Journal of Foreign Languages, Cultures & Civilizations v1 n2 p18-27 Dec 2013
2013-12-00
10
N/A
2016
14
As Provided
JAN2020
Yes
Mental Health
Learning Disabilities
Children
Well Being
Adolescents
Symptoms (Individual Disorders)
Depression (Psychology)
Anxiety
Mental Disorders
Behavior Disorders
Moradi Sheykhjan, Tohid
Speeches/Meeting Papers
Reports - Research
English
We all have mental health. Mental health relates to how we think, feel, behave and interact with other people. At its simplest, good mental health is the absence of a mental disorder or mental health problem. Adults, children and young people with good mental health are likely to have high levels of mental wellbeing. The World Health Organisation has defined mental wellbeing as "a state of mind in which an individual is able to realise his or her own abilities, can cope with the normal stresses of life, can work productively, and is able to make a contribution to his or her community" (World Health Organisation, 2010).It can be helpful to understand wellbeing as being made up of two key elements: (1) Feeling good; and (2) Functioning well. Feeling good means experiencing positive emotions like happiness, contentment and enjoyment. It also includes feelings like curiosity, engagement and safety. Functioning well is about how a person is able to function in the world. This includes having positive relationships and social connections, as well as feeling in control of your life and having a sense of purpose. Mental well-being does not mean being happy all the time and it does not mean you won't experience negative or painful emotions such as grief, loss, or failure, which are a normal part of life. People with high levels of well-being will still experience these feelings, but are likely to be better able to cope with them without it having a significant impact on their mental health. [This paper was published in: "Proceedings of the National Seminar on 'Humanising Education of Children with Special Needs' [Kerala, India, February 5-6, 2015]," edited by Sankaranarayanan Paleeri. 152-155. Ottapalam: NSS Training College, 2015 (ISBN: 978-81-924412-1-4).]
ED563263
Mental Health Problems in Children and Young People with Learning Disabilities
Online Submission
Paper presented at the National Seminar on "Humanising Education of Children with Special Needs" (Ottappalam, Kerala, India, Feb 5-6, 2015)
2015-02-05
6
N/A
2016
6
As Provided
JAN2020
Yes
Alternative Teacher Certification
Academic Achievement
Program Effectiveness
Teacher Education Programs
Elementary School Teachers
Elementary School Students
Mathematics Achievement
Reading Achievement
Teacher Effectiveness
Penner, Emily K.
Reports - Research
Maryland
Illinois
California
Texas
Louisiana
Mississippi
California
Illinois
Louisiana
Maryland
Mississippi
Texas
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
This paper revisits existing experimental work on Teach For America (TFA) and extends it by examining treatment effects across the distribution of student achievement. TFA is a rapidly expanding teacher preparation program that currently serves over half a million students in low-income districts across the country. Previous research results did not have notable variation by subgroup. Estimates were inaccurate due to the treatment of a non-response code as a valid response value. Revised estimates confirm positive effects for math and not reading, but show that TFA teachers were especially effective for African American students, but not Hispanics, and for females, but not males. In addition to examining differences across subgroup, others have argued that a distributional approach is important for thoroughly investigating policy interventions because examinations focused solely on mean impacts might obscure large countervailing differences in program impacts that offset one another. To deepen the understanding of the effect of TFA on student achievement, this study investigates distributional as well as mean impacts. New distributional results reveal TFA teachers are especially beneficial for the upper-middle of the distribution of math achievement, but not the upper and lower tails. Tables and figures are appended.
ED563264
Missing Data and Mixed Results: The Effects of Teach For America on Student Achievement Revisited
Society for Research on Educational Effectiveness
2013-00-00
13
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
No
Student Participation
Hearing Impairments
Music Education
Musical Instruments
Student Motivation
Student Needs
Accessibility (for Disabled)
Inclusion
Secondary School Students
Academic Accommodations (Disabilities)
Content Analysis
Documentation
Interviews
Parent Attitudes
Teacher Attitudes
Observation
Intonation
Barriers
Burdett, John Paul
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
The purpose of this study was to explore the experiences of two students with hearing loss participating in instrumental music. Four orienting questions guided the inquiry: (a) What factors contribute to these students' motivation to continue participating in instrumental music?; (b) How is hearing loss affecting each student's music participation and what strategies are accommodating for their hearing loss?; (c) How are students with hearing loss experiencing inclusion in the secondary instrumental classroom?; and (d) What can school music teachers learn from the experiences of these students? Two participants were identified through email solicitation of a large instrumental music teacher organization and snowball sampling with audiologists in the medical community. Data was gleaned in the two cases through analysis of documents, interviews with the two principal informants, their parents and music teachers, and observations of the two students with hearing loss in large ensemble settings, as well as, private lessons or sectionals. Analysis and interpretation of the data revealed (a) multiple factors affected motivation for continued participation, many similar to typically hearing students; (b) intonation is the most challenging aspect of music performance and that is being accommodated for in a number of ways, primarily through peer modeling and attention to visual and vibrotactile input; and (c) the two students have gone beyond simple inclusion to being authentic members of their school instrumental ensemble. The study concludes with implications for music teachers, parents, and researchers of students with hearing loss. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563265
Authentic Membership: The Experiences of Two Students with Hearing Loss in Instrumental Music
ProQuest LLC
Ed.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0867-7
262
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600652
2016
As Provided
JAN2020
No
Language Arts
Teacher Attitudes
English (Second Language)
Second Language Learning
Language Minorities
Bilingualism
Teaching Methods
English Instruction
Sociocultural Patterns
Learning Theories
Learning Processes
Cultural Background
Guidelines
Teacher Surveys
Multilingualism
Institutional Characteristics
Interviews
Intervention
Hispanic American Students
Second Language Instruction
German
Dialects
Race
Ethnicity
Student Characteristics
Religious Cultural Groups
Byfield, Lavern Georgia McLeary
Dissertations/Theses - Doctoral Dissertations
English
Few studies on English language learners (ELLs) focus on teachers' perceptions of bilingualism and bidialectalism and describe the impact of those perceptions on language arts pedagogy. While numerous studies have explored the teaching of diverse students and the negative effects of standardized tests on the quality instruction these students receive (Bielenberg & Wong Fillmore, 2005; Evans & Hornberger, 2005; Garcia & Bauer, 2009; Jimenez & Teague, 2009; McCarthey, 2008; Valenzuela, 2005), none of these studies have examined teachers' perceptions of bilinguals and bidialectals and the effects of teaching them English. This research was designed to understand how teachers' perceptions are influenced by sociocultural contexts and shape their language teaching. I draw on sociocultural theories that support the use of students' lived experiences in the teaching/learning process (Lee, 2006; Moll, Amanti, Neff, & Gonzalez, 2005). The funds of knowledge phenomenon (Moll, Amanti, Neff, & Gonzalez) and cultural modeling framework (Lee) both subscribe to the notion that language minority students have knowledge that should be validated in classrooms. A three-phased approach was used to understand how perceptions influenced teachers' language pedagogy. For the first phase, I completed a survey with nine teachers and the principal in a multilingual school. In the second and third phases, I interviewed and observed four teachers over three months to analyze as case studies. The data showed that the teachers focused on the Hispanic students as needing language intervention and mostly overlooked the Amish students who spoke a German dialect. The study suggests that although ELLs include several language minority groups, teachers associated language minority students with being Hispanic. Essentially, teachers conflated race/ethnicity with language in the discourse about language minority students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563266
Teachers' Perceptions of Bilingualism and Bidialectalism: The Effect on Language Arts Pedagogy
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0869-1
177
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600654
2016
As Provided
JAN2020
No
School Libraries
Junior High School Students
Information Literacy
Student Experience
Ethnography
Case Studies
Information Seeking
Critical Theory
Inquiry
Discourse Analysis
Librarians
Informal Education
Comstock, Sharon L.
Dissertations/Theses - Doctoral Dissertations
English
Junior High Schools
Secondary Education
Middle Schools
This dissertation is a dual-site ethnographic case study of the lived information literacy experiences of students in their junior year of high school relative to their school library and librarians. What began as an investigation of an apparent gap in understanding between the views of teens and school librarians regarding "information literacy" ended up being a discovery of young adult information cultures--or "small worlds," as described by Elfreda Chatman (1999). Information literacy, as it is defined within the school environment, often neglects the information experience of teens outside of the school. Therefore, emphasis in schools is placed on everyday life information seeking ("ELIS"; Savolainen, 1995) of teens operating within the dominant discourse of information literacy as defined by the school librarians and within the epistemology of schooling, where there are explicit limits on legitimate uses, definitions, technologies, and even inquiries of and about "information". The irony, however, is that while the core objectives of teaching information literacy include critical thinking and evaluation, the discourse of information literacy relates little to the empowered decision-making of teens in their everyday information behaviors at home, work, and in schoolwork tasks outside of the school library. This thesis delineates the small worlds of teens relative to their librarians, with an emphasis on the teen experience. However, the evidence suggests that both student and librarian are limited within the context of the school library by dominant information literacy discourses, and that both communities may benefit from including their own lived information behaviors within the schooling environment and its attendant tasks. Essentially, the study takes critical-theory (Foucault, 1980) and Pragmatic, inquiry-based (Dewey, 1938) approaches to information literacy as defined within formal learning environments and calls for a practical, ELIS-based approach in our school libraries. The alternative embraced by a continued defense of information literacy as currently defined is professional irrelevance. Using discourse analysis (Gee, 1999) as a methodological lens makes explicit the knowledge domains of high school students and school librarians. Findings include: (1) information behaviors of high school students and school librarians appear to be concordant in informal information seeking, mirroring one another's knowledge domains and consistent with ELIS theories; (2) however, in formal information tasks such as those for a school assignment, school librarians' understandings--or at least their practices--regarding what makes students information "literate" are restrictive, focusing on issues of legitimacy rather than effectiveness; (3) "small world" knowledge domains of high school students are neglected in school information tasks, and this has implications for student access, agency, and identity; and (4) there appears to be an opportunity to draw on the lived information behaviors of both communities to make the term "information literate" more inclusive, flexible, and adaptable; ultimately having pedagogical implications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563267
A Case Study of Legitimate Literacies: Teens' "Small World" and the School Library
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0875-2
233
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600661
2016
As Provided
JAN2020
No
Undergraduate Students
Low Achievement
Academic Achievement
Student Motivation
Self Efficacy
Predictor Variables
Competency Based Education
Online Surveys
Personality Measures
Psychological Patterns
Time Management
Conceptual Tempo
Study Skills
Melton, Rebecca Mindigo
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Research indicates that students underachieve in college settings, in spite of intellect and other abilities. This research tested the likelihood of self-efficacy for learning, conscientiousness, impulsivity, procrastination and temporal discounting to predict academic achievement in an online competency-based university. Undergraduate students (N = 100) who had successfully completed at least one term in school self-selected to participate in a multiple-assessment online survey. Valid and reliable measures of self-efficacy, personality, temporal discounting and procrastination were analyzed against the students' achievement status at a point in time. Neither procrastination nor temporal discounting predicted academic achievement, but the two constructs were positively related to each other. Further, procrastination was negatively related to conscientiousness, low impulsivity, and self-efficacy. Conscientiousness was positively related to self-efficacy and negatively related to impulsivity. Significant difference was found between the two student groups (performers, non-performers) as predicted by conscientiousness. Limitations of the present research are discussed and suggestions for future research provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563268
Academic Underachievement: The Relationship between Motivation and Study Skills
ProQuest LLC
Psy.D. Dissertation, The Chicago School of Professional Psychology
2013-00-00
978-1-3035-2187-4
100
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601314
2016
As Provided
JAN2020
No
Community Colleges
College Faculty
Teacher Attitudes
Teacher Surveys
Online Surveys
Outcomes of Education
Student Evaluation
College Outcomes Assessment
Multivariate Analysis
Teacher Participation
Intellectual Disciplines
Educational Assessment
Compliance (Legal)
Demography
Models
Adoption (Ideas)
Fontenot, Janet Smith
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
Two Year Colleges
Higher Education
Postsecondary Education
The purpose of this study was to identify the attitudes and concerns community college faculty have about student learning outcomes assessment and to further explore the relationship between these factors and faculty levels of involvement in assessment activities. Combining the conceptual frameworks of the concerns-based adoption Model (CBAM) and the framework developed by the National Center for Postsecondary Improvement project, an online survey was developed to measure the attitudes, concerns, and levels of involvement in student learning outcomes assessment of full-time Illinois community college faculty. The sample for the study was full-time faculty employed at four Illinois community colleges participating in the Higher Learning Commission's Academy for Assessment of Student Learning. A Principal Component Extraction with Varimax Rotation was conducted on the constructs of faculty attitudes and levels of involvement. These PCs were used as variables for the multivariate analysis. Principal components associated with the faculty attitudes construct were Benefits and Reluctance. The principal components identified for the involvement construct were Classroom or Instruction, Institutional, and External Involvement. Demographic variables of tenure status, academic discipline, and number of years employed at the institution were examined to identify any differences that may occur between faculty in these groups. Results indicated faculty were moderately involved in student learning outcomes assessment at the classroom or instructional level but their involvement declined at the institutional level and with external assessment activities. Moderate to weak relationships were identified in faculty attitudes toward the benefits of assessment based on the academic discipline in which faculty members perform their primary teaching responsibilities. This result suggests there are differences between the hard-pure (e.g., biology, chemistry, math) and both the soft-pure (e.g., communications, English, psychology, social sciences) and soft-applied disciplines (e.g., accounting, business, allied health, education) on the subscales of Classroom or Instructional and Institutional involvement. Faculty teaching in the hard-pure discipline reported lower levels of involvement in student learning outcomes assessment at the classroom or instructional and institutional levels than faculty teaching in the soft-pure or soft-applied disciplines. The hard-pure discipline also reported lower levels of involvement for the Institutional subscale. Faculty concerns about assessment were categorized using the CBAM protocol suggested by Hall et al. (1973) and the responses were categorized primarily as Stage 2, personal concerns; Stage 3, management concerns; and Stage 4, consequence concerns. Findings showed faculty are concerned about the amount of time it takes to conduct assessment, the perception that assessment is being conducted primarily to meet compliance mandates, and a distrust of how assessment results are used within the institution. These concerns were not related to demographics of tenure status, academic discipline, and number of years employed at the institution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563269
Community College Faculty Attitudes and Concerns about Student Learning Outcomes Assessment
ProQuest LLC
Ed.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0882-0
200
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600668
2016
As Provided
JAN2020
No
Assistive Technology
Visual Impairments
Blindness
Handheld Devices
Telecommunications
Surveys
Interviews
Experience
Individual Needs
Phenomenology
Scott, Shari
Dissertations/Theses - Doctoral Dissertations
English
This qualitative study sought to explore the shared essence of the lived experiences of early adopters of iOS devices as assistive technology by persons with visual impairments. The capstone question addressed the idea of whether any one device could fully meet the assistive technology needs of this population. Purposeful sampling methods were used to find nine participants with legal blindness that had been using iPhones, iPads, and/or iPods soon after Apple added VoiceOver to its mobile operating systems. These participants were surveyed and interviewed about all of their experiences of assistive technology, both vision-specific and adapted mass marketed devices. This document contains extensive verbatim statements regarding assistive technology as presented to the researcher. After horizontalization of the data, thematic groupings of structural and textual descriptions, and creative integration, the distilled essence of the group's experiences appeared to be the very ubiquitous and personal nature of assistive technology. Assistive technology becomes so personal that its presence is often forgotten. Participants agreed that for assistive technology to be effective, the choice of system and implementation must be made by the individual; it cannot be mandated by an outside agency, provider, or evaluator. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563270
iOS--Worthy of the Hype as Assistive Technology for Visual Impairments? A Phenomenological Study of iOS Device Use by Individuals with Visual Impairments
ProQuest LLC
Ed.D. Dissertation, Tennessee State University
2013-00-00
978-1-3035-2321-2
219
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601339
2016
As Provided
JAN2020
No
Music
German
Computational Linguistics
Ethnography
Interviews
Computer Mediated Communication
Foreign Countries
English
Linguistic Borrowing
Sociolinguistics
Musicians
Web Sites
Language Usage
Discourse Analysis
Form Classes (Languages)
Morphology (Languages)
Correlation
Word Frequency
Spelling
Diachronic Linguistics
Language Styles
Language Attitudes
Language Research
Metalinguistics
Ideology
Standard Spoken Usage
Subcultures
Language Skill Attrition
Garley, Matthew E.
Dissertations/Theses - Doctoral Dissertations
Germany
Germany
English
The influence of English on German has been an ongoing subject of intense popular and academic interest in the German sphere. In order to better understand this language contact situation, this research project investigates anglicisms--instances of English language material in a German language context--in the German hip hop community, where the use of novel anglicisms is especially frequent. This investigation takes a methodologically diverse approach, including complementary corpus, sociolinguistic, and ethnographic analyses. In this dissertation, I focus primarily on an original 12.5-million-word German-language corpus of hip hop discussions from the Internet forums at MZEE.com which includes 11 years of computer-mediated discourse. I supplement these data with an English-language hip hop discussion corpus and a set of ethnographic interviews conducted with hip hop fans and artists in Hamburg in the summer of 2010. I first detail the development of a computational classifier which identifies novel anglicisms in the MZEE.com corpus with high accuracy, yielding a list of 850 frequent anglicisms which is in turn used to identify unexpected wordforms--those which have a non-canonical morphological or orthographic nativization. Through an exploration of the linguistic properties, frequency, and distribution of these forms, I demonstrate the close link between orthographic, morphological, and phonological expressions of these anglicisms and argue that these forms are the result of extraordinary interaction of German and English linguistic-orthographic rules. The next analysis investigates the diachronic fate of anglicisms in the MZEE corpus, finding that frequency in an initial time window is significantly, and negatively, correlated with change in frequency for the set of 850 anglicisms--and this correlation is much stronger for anglicisms than for native German words, indicating the limited shelf life of anglicisms' stylistic utility, a situation corroborated by the subsequent analysis of ethnographic interviews with linguistic actors in the German hip hop community. That analysis reveals systematic and enduring constellations of attitudes toward German, English, and the use of anglicisms which interact with what I term the standard language ideology complex for German (including the related ideologies of the standard language, language purism, and Herderian ideology)--finding a surprising basis of linguistic conservatism which, even when opposed by individual actors, seems to reliably frame metalinguistic discourses. In combination, these findings, 1) that the nativization of anglicism wordforms is rule-governed, even when it appears haphazard or disruptive; 2) that many novel anglicisms seem to have a limited timeframe of popularity; and 3) that the standard language ideology complex and other related ideological stances toward anglicisms are dominant, even in a subcultural community where English material is ubiquitous and linguistic "resistance" is hypothesized; suggest that concerns about the imminent decline or loss of the German language are (to borrow from Mark Twain, an infamous student of the language) "an exaggeration". [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563271
Crossing the Lexicon: Anglicisms in the German Hip Hop Community
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0887-5
216
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600673
2016
As Provided
JAN2020
No
Educational Experiments
Discourse Analysis
Recall (Psychology)
Memory
Suprasegmentals
Layout (Publications)
Reading Comprehension
Recognition (Psychology)
Time Factors (Learning)
Language Processing
Contrastive Linguistics
Scores
Age Differences
Indonesian Languages
Portuguese
Fraundorf, Scott
Dissertations/Theses - Doctoral Dissertations
English
In five experiments, I investigated how readers and listeners generate relevant contrasts in comprehending and remembering discourse. Past work has suggested that prominent words promote encoding of salient alternatives and that this benefits later memory, but it is unclear exactly which alternatives are considered or how consistent these benefits are across modalities and across individuals. Participants read or listened to discourses containing salient alternatives (e.g., Malaysia when the discourse also mentioned "Indonesia"). In Experiments 1 and 2, font emphasis in the initial presentation facilitated participants' ability to later reject the salient alternatives but not unmentioned items (e.g., "Portuguese scientists"), generalizing past effects of contrastive pitch accents. In Experiment 3, font emphasis facilitated rejections of salient alternatives but not less plausible alternatives that were nevertheless mentioned in the discourse. Online reading time measures in Experiment 2 indicated that emphasized words did not improve performance on all trials and only benefited memory to the extent that participants devoted extra time to them, although no such relation was observed in Experiment 3. The relationship of online reading time to later memory is consistent with views of language processing in which some aspects of linguistic representations may be left underspecified because they are time- or resource-consuming to generate. Further, the effortful processing of an alternative impaired memory for the rest of the discourse in populations with more restricted online processing abilities: older adults (Experiment 4) and younger adults who have lower scores on complex span scores (Experiment 5). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563272
What Happened (and What Didn't): Prominence Promotes Representation of Salient Alternatives in Discourse
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0883-7
140
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600669
2016
As Provided
JAN2020
No
Lunch Programs
National Programs
Administrators
Poverty
Student Needs
Obesity
Low Income Students
Qualitative Research
Elementary Schools
Suburban Schools
Program Implementation
Nutrition
Expenditures
Geddis, Alicia M.
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
Elementary Education
According to a 2007 U.S. Census report, 43% of children in America younger than six are classified as low income (U.S. Census Bureau, 2007). The USDA (2008a, 2009a) indicated 17.1% of school-aged children are classified as overweight; an additional 15% are at risk of becoming overweight; and approximately 17.2 million children are living in food-insecure households. Nationwide, poverty, obesity, and food insecurity are harsh realities for school-aged children. The state of Illinois is not exempt from these problems. With poverty, obesity, and food insecurity challenging the daily lives of children, schools should be empowered to meet some of these challenges. The purpose of this qualitative inquiry was to investigate how elementary school district administrators in south suburban Chicago school districts implement the National School Lunch Program and examine how they maximize the nutrition provided to children who live with poverty. This research sought to describe the lived experiences of the administrators who are given charge over the National School Lunch Program and develop meaning from these experiences. Consistent with research, this study found that school administrators who work in high poverty schools tend to prefer such settings, and conveyed a sense of purpose in their work. This study found that while they minimized their efforts, these school administrators were shining examples of transformative leaders who were taking steps to address the issues of food insecurity and obesity for children. Researchers estimate that it costs about one to three times as much to educate students from disadvantaged communities compared to more advantaged communities (Wall, 2006). It appears that the same is true for feeding children in disadvantaged communities. This study revealed that the overall food service expenses for these high poverty districts greatly exceeded the expenditures made in districts serving Illinois' most affluent neighborhoods. The School Nutrition Dietary Assessment Study III (USDA, 2007) indicated that over two-thirds of the public school lunches did not meet the USDA requirements for total fat or saturated fats. As the meals analyzed in this study consistently failed to meet the calorie and other nutrient benchmarks, it is evident that we must educate and provide solutions for those most responsible for the school menu. As the administrators in this study expressed their hopes and desires to serve their students more nutritious meals, I believe these transformative leaders have stumbled upon a solution that can address issues of obesity, food insecurity, and some of the economic conditions for the communities in which they serve. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563273
School Administrators' Use of the National School Lunch Program to Address the Needs of Students Living in Poverty
ProQuest LLC
Ed.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0888-2
130
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600674
2016
As Provided
JAN2020
No
Secondary School Teachers
Secondary School Mathematics
Mathematics Teachers
Urban Schools
Equal Education
Educational Practices
Public Education
Community Attitudes
Transformative Learning
Mathematics Curriculum
Student Evaluation
Student Experience
Professional Identity
Social Justice
Educational Sociology
Case Studies
Gregson, Susan A.
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
This case study investigates the equity practice of secondary mathematics teachers in an urban secondary school specifically structured to support students becoming critical citizens; able to analyze the world; and empowered to act, individually and collectively, for the good of their communities and the larger society. The study is framed by two central research questions: (a) What are the tensions and dilemmas mathematics teachers face as they work toward equitable mathematics practice within a community that views the goals of public education as transformative? and (b) How do mathematics teachers negotiate these tensions and dilemmas? In addressing these questions, both the history within which this school community came into existence, and its current nature are discussed. Information is provided about mathematics curriculum, instruction, assessment, social relations, and the ways students' lived experiences are taken up in teachers' practice. The study identifies four categories of tensions that cut across its cases and the literature. These include: (1) Tensions of identity. (2) Tensions between teaching dominant and social justice mathematics. (3) Tensions between the individual and the social. (4) Tensions related to mathematics as a tool for social justice. Description of how teachers negotiated these tensions is provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563274
The Equity Practice of Secondary Mathematics Teachers in a School Committed to College Preparation, Community Connection, and Social Justice
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0890-5
287
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600676
2016
As Provided
JAN2020
No
College Faculty
Measures (Individuals)
Test Validity
School Culture
College Environment
Psychometrics
Test Reliability
Correlation
Construct Validity
Departments
Knorek, John Kenneth
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The concept "academic culture" has been used as a framework to understand faculty work in higher education. Academic culture research builds on organizational psychology concepts of culture and climate to better understand employee practices and work phenomenon. Ample research has investigated faculty teaching at the disciplinary and institutional level; however, a relatively small body of literature exists on "departmental culture." Cultural analysis has consistently identified a number of teaching culture categories in higher education. However, culture is commonly cited as a difficult construct to study, challenging scholars to clarify how it is defined, assessed, and relates to faculty teaching practice. Scholars have suggested that academic culture be analyzed at the department level, which is the immediate environment in which faculty operate on a daily basis. However, researchers have yet to develop a measure that assesses teaching culture at the department level. The present study constructed a measure to assess "teaching climate" at the department level. Items were generated from categories derived from an extensive literature review and consultations with experts in the field; faculty familiar with scale construction revised initial items. A pilot study provided initial data to help revise the Department Teaching Climate (DTC) scale, provided preliminary psychometrics, and determined scale structure. A main study provided further psychometric evidence for the scale across an array of disciplines and institutions in higher education. Internal reliability estimates were determined by correlation analyses. Construct validity was established by correlating the DTC scale to conceptually meaningful constructs: student teaching evaluations, faculty teaching behaviors, and administrative interviews. There is little theoretical support available to posit a hypothesis about the structure of the scale. However, based on this study's inductive and deductive item generation process, the DTC scale was expected to be multidimensional. Due to methodological changes in the main study and to more accurately reflect the nature of the measure, the name of the scale was changed to Faculty Teaching Climate (FTC). Results indicated that the FTC scale has three distinct subscales and has moderate psychometric support. The FTC scale can inform administration and faculty development expert's efforts to improve teaching climate and faculty teaching related work. The FTC scale can also be used in other areas of research, such as institutional assessment, student learning and success, and the Scholarship of Teaching and Learning (SoTL). Ultimately, the FTC scale is a valuable tool that addresses the need to clarify academic cultures and the role they play in faculty work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563275
Faculty Teaching Climate: Scale Construction and Initial Validation
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0906-3
219
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600693
2016
As Provided
JAN2020
No
Language Processing
Expressive Language
Interpersonal Communication
Lexicology
Experiments
Prediction
Repetition
Oral Language
Psycholinguistics
Lam, Tuan Q.
Dissertations/Theses - Doctoral Dissertations
English
In conversation, speakers produce some words with greater intensity, longer duration, and higher fundamental frequency (F0) than other words. By making different words in a sentence more prominent than other words, a speaker can change the meaning implied by a sentence. This thesis explores the relationship between processing in the language production system and the prominence of referring expressions. In particular, this thesis focuses on the effect of processing at the message and lexical levels of language production. Across seven experiments, I examine three factors that affect prominence: predictability, repetition, and partner identity. Based upon these the results, I argue that these factors can be separated into factors that operate at the level of the message and factors that operate at the level of lexical access. Furthermore, the results suggest that message level factors and lexical level factors affect prominence in different ways: lexical level factors lead to differences in spoken duration cross-linguistically whereas message level factors manifest differently across different languages. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563276
The Prominence of Referring Expressions: Message and Lexical Level Effects
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0907-0
117
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600694
2016
As Provided
JAN2020
No
Second Language Learning
Adults
Children
Learning Processes
Second Language Instruction
Age Differences
Comparative Analysis
Elementary School Students
High School Students
Spanish
Teaching Methods
Task Analysis
Verbs
Grammar
Knowledge Level
Accuracy
Linguistic Theory
Lichtman, Karen Melissa
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
High Schools
Secondary Education
Mainstream linguistics has long held that there is a fundamental difference between adult and child language learning (Bley-Vroman, 1990; Johnson & Newport, 1989; DeKeyser, 2000; Paradis, 2004). This difference is often framed as a change from implicit language learning in childhood to explicit language learning in adulthood, which is presumably caused by maturation. However, the position that children learn implicitly and adults learn explicitly relies on studies done only with adults (e.g. R. Ellis, 2005; Norris & Ortega, 2001; Spada & Tomita, 2010). No research to date has compared child second language (L2) learners on tasks tapping implicit vs. explicit knowledge separately. Moreover, the position that this change is caused by cognitive maturation ignores the fact that adult language learners typically receive more explicit instruction than child language learners (Nikolov, 2009). Based on literature to date, we do not know whether child L2 learners do, in fact, learn implicitly, and if so, whether they do so because they are children, or because they typically receive no explicit instruction. This dissertation comprises two empirical studies that tease apart the effects of age from the effects of instruction on implicit vs. explicit second language learning. The first study compares the performance of elementary and high school classroom learners of Spanish, who receive different types of instruction, on a story listening-and-rewriting task, which taps implicit knowledge, and a verb conjugation task, which taps explicit knowledge. The second study manipulates instruction, teaching child and adult participants an artificial mini-language under controlled implicit or explicit training conditions. Major findings of Study 1 are that (1) child learners who also receive implicit instruction do favor implicit knowledge, (2) adolescent learners favor implicit knowledge if they receive implicit instruction, but explicit knowledge if they receive explicit instruction, and (3) a small amount of explicit instruction quickly changes patterns of performance. Study 2 finds that (1) both children and adults develop greater awareness of grammatical rules under explicit training conditions than implicit training conditions, (2) both children and adults produce an artificial mini-language more accurately when their attention is directed to form, and (3) adults, but not children, may "spontaneously" develop explicit knowledge even under implicit training conditions, but this may be related to their prior foreign language instruction. Based on these findings, I argue that the change from implicit language learning in childhood to explicit language learning in adulthood is not caused by age alone. Instead, instruction has a significant influence on implicit vs. explicit learning, at any age. This contradicts the strong version of the critical period hypothesis for implicit learning (DeKeyser & Larson-Hall, 2005). Theoretically, these results support views of child and adult second language learning as qualitatively similar. Pedagogically, results suggest that child and adult L2 learners can take advantage of both implicit and explicit learning capacities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563277
Child-Adult Differences in Implicit and Explicit Second Language Learning
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0910-0
222
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600697
2016
As Provided
JAN2020
No
Study Abroad
Asians
Foreign Students
College Students
Student Attitudes
Foreign Countries
Secondary Education
Campuses
Educational Environment
Alienation
Personal Narratives
International Education
Social Isolation
Psychological Patterns
Power Structure
Family Environment
Place of Residence
Race
Student Adjustment
Peer Relationship
Cultural Maintenance
Intergroup Relations
Social Life
Acculturation
Choi, Hee Young
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
Korea
South Korea
English
Higher Education
Postsecondary Education
Secondary Education
This study examines the unique experiences of international Korean college students in the Midwest who have gone through the early study abroad (ESA) period in the US during their formative secondary school education and the influence of the experiences into their college lives in the mega campus. Two overarching research questions are: 1) how do international Korean college students retrospect their ESA experiences? And 2) how do their ESA experiences place them in unique and critical ways in their transition period into the US higher education, particularly at Midwestern University (MU)? According to the narratives of the participants, there was a potentially hostile climate for international students who experienced discrimination and segregation for the first time. A "Chilly Climate" of campus environment is not new in the US. As Smith (1989) points out, many studies suggest "some campus environments are chillier than welcoming, more alienating than involving, more hostile than encouraging" (p. 20). Without the understanding of this newly emerging group of students, the slogan of internationalization will be "out of sync with the reality" as Ewell (1998) states, and the Korean ESA students would be easily lost within the system of US higher education. "Case Narrative" method was applied to acquire a thorough knowledge of the daily lives of the participants, their motivation and experiences of ESA, and the way they constructed, and continue to construct, their socio-cultural lives in a US university. Five Korean college students participated in this study. The results revealed that the Korean ESA students experienced not only a severe sense of isolation and loneliness, but a power structure from the host family they lived with and the mainstream students of US high schools or colleges. When the participants encountered the power of race and the English speaking people during their secondary school days in the US they kept silent to avoid problems, disregarding their right to speak and seeking a resolution. Later, on the US campus, the only adaptive strategy the students selected was proactive response to the outer context that was aloof toward international students. It was creating a strong bond with only other Korean international students to make secure their own culture, emotion, and the feeling of solidarity. In this sense, the solidarity of Korean ESA students was involuntary, but at the same time, self-segregation. The significant contribution of this study was that it enhanced the understanding of Korean ESA college students, documenting their detailed life experiences during their ESA period and college years in this global era. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563278
Korean Diaspora in the Age of Globalization: Early Study Abroad (ESA) College Students in the Midwest
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0931-5
192
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600708
2016
As Provided
JAN2020
No
Middle School Students
Grade 6
Language Arts
Intervention
Service Learning
Academic Achievement
Reading Tests
Scores
Experiential Learning
Statistical Analysis
Program Evaluation
Professional Development
Educational Legislation
Federal Legislation
Pepin, Gina M.
Dissertations/Theses - Doctoral Dissertations
Michigan
No Child Left Behind Act 2001
Michigan
No Child Left Behind Act 2001
English
Middle Schools
Secondary Education
Junior High Schools
Grade 6
Intermediate Grades
Elementary Education
Although the implementation of the No Child Left Behind Act in 2001 created new instructional intervention practices, reading and writing scores across K-12 and postsecondary levels continue to reflect stagnant achievement outcomes. The research questions in this study concerned the effect of a northern Michigan middle school language arts intervention, in the form of a service-learning project, on student academic achievement as indicated by Michigan Educational Assessment Program (MEAP) reading scores. The service-learning intervention provided an educational opportunity for students to learn through personal experiences based on David Kolb's experiential learning theory. An experimental research design was used for the study where 70 randomly selected 6th-grade language arts students participated in a 9-week service-learning project. After data collection, the students were grouped by their performance assessment scores into 4 categories. Descriptive statistics and a 1-way ANOVA were conducted to examine possible differences between group means. Nonsignificant results showed that the service-learning project had no effect on MEAP reading scores from 2011 [F(3,66) = 0.392, p = 1.00] and 2012 [F(3,66) = 0.426, p = 0.735] as measured by a performance assessment. An outcome-based program evaluation studied the effectiveness of the service-learning project on student academic achievement. Findings were presented to the targeted audience; a continuation of a program evaluation for 2013-2014 was recommended. The findings led to social change through community partnerships and the development of teacher professional development opportunities, which included training for classroom service-learning program implementation and classroom alternative performance-based tasks. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563279
Effects of a Language Arts Service-Learning Project on Sixth-Grade Academic Achievement
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-2240-6
178
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601330
2016
As Provided
JAN2020
No
English
Verbs
Computational Linguistics
Natural Language Processing
Sentence Structure
Models
Semantics
Accuracy
Error Patterns
Identification
Benchmarking
Inferences
Tu, Yuancheng
Dissertations/Theses - Doctoral Dissertations
English
The fundamental problem faced by automatic text understanding in Natural Language Processing (NLP) is to identify semantically related pieces of text and integrate them together to compute the meaning of the whole text. However, the principle of compositionality runs into trouble very quickly when real language is examined with its frequent appearance of Multiword Expressions (MWEs) whose meaning is not based on the meaning of their parts. MWEs occur in all text genres and are far more frequent and productive than are generally recognized, and pose serious difficulties for every kind of NLP applications. Given these diverse kinds of MWEs, this dissertation focuses on English verb related MWEs, constructs stochastic models to identify these complex verb predicates within the given context and discusses empirically the significance of this MWE recognition component in the context of Textual Entailment (TE), an intricate semantic inference task that involves various levels of linguistic knowledge and logic reasoning. This dissertation develops high quality computational models for three of the most frequent kinds of English complex verb constructions: Light Verb Construction (LVC), Phrasal Verb Construction (PVC) and Embedded Verb Construction (EVC), and demonstrates empirically their usage in textual entailment. The discriminative model for LVC identification achieves an 86.3% accuracy when trained with groups of either contextual and statistical features. For PVC identification, the learning model reaches 79.4% accuracy, a 41.1% error reduction compared to the baseline. In addition, adding the LVC classifier helps the simple but robust lexical TE system achieve a 39.5% error reduction in accuracy and a 21.6% absolute F1 value improvement. Similar improvements are achieved by adding the PVC and EVC classifiers into this entailment system with a 30.6% and 39.4% absolute accuracy improvement respectively. In this dissertation, two types of automation are achieved with respect to English complex verb predicates: learning to recognize these MWEs within a given context and discovering the significance of this identification within an empirical semantic NLP application, i.e., textual entailment. The lack of benchmark datasets with respect to these special linguistic phenomena is the main bottleneck to advance the computational research in them. The study presented in this dissertation provides two benchmark datasets related to the identification of LVCs and PVCs respectively and three linguistic phenomenon specified TE datasets to automate the investigation of the significance of these linguistic phenomena within a TE system. These datasets enable us to make a direct evaluation and comparison of lexically based models, reveal insightful differences between them, and create a simple but robust improved model combination. In the long run, we believe that the availability of these datasets will facilitate improved models that consider the various special multiword related phenomena within the complex semantic systems, as well as applying supervised machine learning models to optimize model combination and performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563280
English Complex Verb Constructions: Identification and Inference
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0962-9
132
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600741
2016
As Provided
JAN2020
No
Computer Assisted Instruction
Second Language Learning
Second Language Instruction
Computer Software Selection
Teaching Methods
Phenomenology
Language Laboratories
Interviews
Andragogy
Reputation
Selection Criteria
Educational Technology
Costs
Technical Support
Decision Making
Program Design
Samuels, Jeffrey D.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
Computer-Assisted Language Learning (CALL) is an established field of academic inquiry with distinct applications for second language teaching and learning. Many CALL professionals direct language labs or language resource centers (LRCs) in which CALL software applications and generic software applications support language learning programs and individual study. The central research question of this study is: What aspects define the lived experience of CALL professionals as they select CALL solutions for language resource centers or language labs? A subset of related research questions focuses on how CALL professionals consider pedagogical aspects of CALL solutions in making selections, the other aspects that CALL professionals consider in adoption or non-adoption decisions, and how CALL professionals experience satisfaction with the solutions available to them, taking into account these pedagogical and other aspects. This study explores the selection of applications from a phenomenological approach based upon Moustakas's modification of Van Kaam's method. Twenty-five language lab and language resource center directors, members of the International Association for Language Learning Technology (IALLT), were interviewed to ascertain aspects of their lived experience in the selection and use of CALL applications in their educational institutions. Areas of inquiry included the alignment of instructional technologies used for language learning to pedagogical and andragogical approaches; the importance of other factors such as cost, technical support, and provider reputation; and the extent of user satisfaction with each of these elements. The majority of the interviewees indicated that pedagogical alignment between CALL solutions and the pedagogical orientation of the programs they support is a critical factor in their decision-making process. Cost is a factor in the majority of cases, while provider reputation and technical support vary as criteria for adoption. Interviewees also identified varying levels of satisfaction with the CALL solutions available with regard to these factors. They proposed a number of additional user requirements and adoption criteria to be integrated into the development lifecycle of CALL software solutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563281
Pedagogy and Related Criteria: The Selection of Software for Computer Assisted Language Learning
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-0996-4
183
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600773
2016
As Provided
JAN2020
No
Beginning Teachers
Novices
Teacher Persistence
Urban Schools
School Districts
Faculty Mobility
Teaching Experience
Teacher Attitudes
Teacher Characteristics
Phenomenology
Semi Structured Interviews
Focus Groups
Data Analysis
Teaching Load
Mentors
Lepisto-Wood, Kimberly
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
In an urban Texas Independent School District (TXISD), novice teachers leave the field of education for different careers within the first 3 years of employment at a rate that is nearly twice the Texas average and near the top of the national novice teacher attrition rate range. This study examined the lived experiences of 23 TXISD novice teachers to better understand why some chose to leave and others chose to stay in their first 3 years of teaching. The research question addressed the experiences and perceptions of novice teachers during the first 3 years of teaching. The conceptual framework of this study was guided by the frameworks outlined by Guarino, Santibanez, and Daley that addressed several aspects of the problem, including understanding the characteristics of novice teachers who chose to leave or stay in the teaching profession, and the characteristics of schools that impacted novice teacher retention decisions. In this phenomenological study, semi structured interviews were conducted with 9 novice teachers who left the teaching profession and a focus group was conducted with 14 novice teachers who chose to remain in the district. In addition, a qualitative survey of 14 district leaders with extensive experience working with novice teachers provided a 3rd perspective. Inductive analysis of the collected data identified categories and themes from transcripts of the interviews and the focus group to identify key problem areas. These problems included excessive novice teacher workloads, ineffective mentoring, and lack of administration support. Recommendations included reducing novice teacher workloads; extracurricular responsibilities; building a more effective mentoring program; and providing teachers with positive, helpful critiquing rather than relying solely on negative comments that focus on problems and not solutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563282
Understanding the Lived Experiences of Novice Teachers in an Urban Texas School District
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-2413-4
276
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601353
2016
As Provided
JAN2020
No
Program Effectiveness
Distance Education
Small Schools
Rural Schools
High Schools
Phenomenology
Educational Benefits
College Preparation
Stakeholders
Educational Improvement
Online Courses
Asynchronous Communication
College Credits
Blended Learning
Dunnick, Roger Dale
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
The purpose of this phenomenological study was to identify the predominant format, benefits and challenges of distance education at the target school as perceived by multiple groups of stakeholders. Important in identifying the above categories were gaining an understanding of the reasons behind participant perceptions as well as the reasons for the current format of distance education at the target school. Additionally, the stakeholders were queried as to their beliefs as to what would improve distance education at the school. Results from this study included the participant's perception that college preparedness offered the greatest benefit, technology issues posed the greatest challenge and, courses offered were predominantly asynchronous in format and offered for college credit. Stakeholders believed that distance education at the target school should be expanded. Expansion of the program should include more high school level courses according to participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563283
The Effectiveness of Distance Education in a Small Rural High School: A Phenomenological Study
ProQuest LLC
Ed.D. Dissertation, Liberty University
2013-00-00
978-1-3035-2426-4
265
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601354
2016
As Provided
JAN2020
No
Statistical Analysis
Elementary Secondary Education
Learning Resources Centers
Private Schools
Intervention
Academic Achievement
Teaching Methods
Achievement Gains
Program Effectiveness
At Risk Students
Individualized Instruction
Alexander, Roy E.
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Elementary Secondary Education
The purpose of this quantitative study was to improve the academic success of students through the utilization of differentiated teaching within a specialized Learning Resource Center. The research study site is a private coeducational K-11 school located in Northern Georgia. The school provides motivated and disciplined students with a rigorous and balanced liberal arts college preparatory education while emphasizing every student's social, physical, and spiritual well-being. The school administration was concerned that students who struggled with the rigorous curriculum and academic demands of the school needed some type of intervention to improve their academic success. The results of this study will provide K-12 educational administrators with an understanding of the impact this teaching methodology has on student academic success when administered within a specialized learning center. Recommendations for further research on differentiated teaching methodologies within a specialized Learning Resource Center are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563284
Improving Student Academic Success through Differentiated Teaching within a Specialized Learning Resource Center
ProQuest LLC
D.Ed. Dissertation, Capella University
2013-00-00
978-1-3035-2476-9
109
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601358
2016
As Provided
JAN2020
No
Parent Influence
Literacy Education
Family Environment
Story Reading
Parents as Teachers
Regression (Statistics)
Emergent Literacy
Preschool Children
Parent Role
Carroll, Crystal
Dissertations/Theses - Doctoral Dissertations
English
Acquisition of literacy is best conceptualized as a developmental continuum, with its origins early in the life of a child, rather than an all-or-none phenomenon that begins when children start school. How parents expose their children to literacy even before they enter school is important for the later development of reading. The home environment is an important setting for the acquisition of literacy knowledge because children have unique literacy opportunities at home such as observing literacy activities of others, engaging in joint reading and writing activities with other people, and benefiting from teaching strategies used by family members. Researchers suggest that storybook exposure and parental teaching about literacy are distinct types of activities that differently promote language skills and the acquisition of early literacy skills. This study used hierarchical regression analyses to examine the role of storybook exposure and direct parental teaching of emergent literacy in addition to child interest of reading and literacy activities to predict emergent literacy outcomes using an ethnically diverse sample of preschool aged children from low socio-economic status (SES) backgrounds. The study found that young children's book exposure predicts oral language development. This has important implications for parental involvement in children's education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563285
The Effects of Parental Literacy Involvement and Child Reading Interest on the Development of Emergent Literacy Skills
ProQuest LLC
Ph.D. Dissertation, The University of Wisconsin - Milwaukee
2013-00-00
978-1-3035-2484-4
214
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601364
2016
As Provided
JAN2020
No
Intellectual Disability
Telecommunications
Technology Uses in Education
Handheld Devices
Educational Technology
Video Technology
Modeling (Psychology)
Student Adjustment
Peer Influence
Urban Schools
High School Students
Program Effectiveness
Intervention
Males
African American Students
Autism
Down Syndrome
Christman, Jennifer T.
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
The aim of this study was to examine the application of video modeling on mobile technology to increase efficiency in the classroom for students identified with intellectual disabilities. Specially, this study sought to identify if video modeling on mobile technology could decrease adult prompting for students with intellectual disabilities during an in school transitions. The use of video modeling on mobile technology to increase speed and to increase task completion for students with intellectual disabilities during an in school transition is examined. Using a single subject, ABAB design, a video model with a peer as the model, was recorded and viewed on an iPod touch to assess the effectiveness of the intervention in an urban high school. Participants included four high school, male, African American students. The intervention was intended for three students and the fourth student served as model in the video. One student had a primary diagnosis of autism and the other two had a primary diagnosis of Down syndrome. Data were analyzed using visual inspection with mean, range, split middle average, variability, immediacy of effect and percent of overlapping data. Outcomes varied but there was an overall positive conclusion from the intervention. Implications for practice and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563286
Using Mobile Technology in an Urban High School to Decrease Adult Prompting during in School Transitions for Students Identified with Intellectual Disabilities
ProQuest LLC
Ed.D. Dissertation, University of Cincinnati
2013-00-00
978-1-3035-2486-8
102
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601365
2016
As Provided
JAN2020
No
State Aid
Educational Finance
Higher Education
Scholarships
State Legislation
Policy Formation
Students
Low Income Groups
Retailing
Delivery Systems
Income
Interviews
Content Analysis
Journal Writing
Qualitative Research
Case Studies
Copeland, Kristopher
Dissertations/Theses - Doctoral Dissertations
Arkansas
Arkansas
English
Higher Education
Postsecondary Education
Lottery policies have been created by many states to generate additional funds to support public initiatives, such as higher education scholarships. In 2009, Arkansas adopted a lottery to generate higher education scholarships. The purpose of this qualitative case study was to examine the Arkansas state lottery policy design process to better understand how the social construction of higher education students and other citizens became embedded within the policy. The social construction of target populations theory (Ingram & Schneider, 1993), guided three research questions regarding how policy actors in Arkansas socially constructed citizens while designing lottery legislation, how these social constructions became embedded within the policy, and how the social constructions became communicated to the public. Through 18 participant interviews, document analysis, and journaling, this study examined how policy actors socially constructed target populations while forming lottery policy. The findings were presented as a descriptive analysis, which outlined the development of the lottery policy, and an interpretive analysis, which was guided by the three research questions. In the current study, I found that policy actors socially constructed three targeted populations when designing the lottery scholarship act: (a) students as beneficiaries, (b) lottery players supplying the extra revenue, identified as mostly composed of low-income citizens, and (c) retailers and vendors as beneficiaries. Policy actors embedded these constructions into the policy design through several ways: (a) the initiated act developed constructions of students, (b) the modification of the Academic Challenge scholarship, (c) competing goals for this policy were created since access did not necessarily guarantee degree completion, and (d) the retail and vendor community received favorable benefits in the form of commission and state contracts. These constructions were communicated to the public by the messages created in the Hope for Arkansas lottery campaign and the development of the policy, which was conveyed through the media and the Arkansas Department of Higher Education. The study concludes with recommendations for future research and implications for policy and practice, which focus on sustainability of scholarship award amounts, programs for the poor, and strategies to accomplish degree completion and access goals within the policy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563287
"There Were High Hopes and High Projections:" Examining the Social Construction of Target Populations in the Policy Design of the Arkansas Lottery Legislation
ProQuest LLC
Ph.D. Dissertation, University of Arkansas
2013-00-00
978-1-3035-1983-3
174
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601264
2016
As Provided
JAN2020
No
Nursing Students
Nursing Education
Student Attrition
Remedial Instruction
Remedial Programs
Program Effectiveness
Standardized Tests
Pretests Posttests
Scores
Statistical Significance
Experimental Groups
Control Groups
Associate Degrees
Comparative Analysis
Admission (School)
Cumberbatch-Sullivan, Karen J.
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
This quantitative, causal-comparative research study investigated the effectiveness of a strategy to address concerns in nursing education about the high attrition rates and poor retention rates of pre-licensure nursing students, particularly in the first semester of nursing school. Two research questions guided this study and focused on the influence of the remediation-review course on posttest Test of Essential Academic Skills (TEAS-V) scores. An independent sample t-test (at a = 0.05) was conducted to determine if statistically significant differences existed on posttest scores by group (treatment vs. control). The results of the independent sample t-test on posttest scores by group (treatment vs. control) were statistically significant, p < 0.001, indicating that posttest scores were significantly different by group: the treatment group had significantly higher posttest scores than the control group. A dependent sample t-test (at a = 0.05) was conducted to determine if statistically significant differences existed between the treatment group's pretest and posttest scores. The results of the dependent sample t-test were significant, p < 0.001, indicating that pretest and posttest scores were significantly different: posttest scores were significantly higher. Two groups were examined in the study: 106 associate degree nursing program applicants who scored below the recommended cut score and completed a required remediation-review course (treatment group) and 106 associate degree nursing program applicants who scored below the recommended cut score but did not participate in the remediation-review course (control group). The TEAS-V scores were examined at pretest and posttest for the treatment group, and at posttest for the control group. The purpose of this research study was to determine if the completion of a required remediation-review course would lead to significant differences in the posttest scores on a standardized nursing admission assessment, the TEAS-V. Implications for practice and recommendations for further research are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563288
Begin with the End in Mind: Measuring the Effectiveness of Remediation on Student Performance on the Test of Essential Academic Skills (TEAS-V)
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-2489-9
170
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601366
2016
As Provided
JAN2020
No
Autism
Pervasive Developmental Disorders
Asperger Syndrome
High School Students
Transitional Programs
Ethnography
Urban Schools
College Bound Students
Special Education
Transformative Learning
Interprofessional Relationship
Interpersonal Competence
Interpersonal Communication
Thinking Skills
Inquiry
Academic Achievement
Lifelong Learning
Self Concept
Student Empowerment
Self Actualization
Educational Change
Moore-Gumora, Courteny
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
The dissertation explores as ethnography the transformative process of ten student in a program for students with Asperger Syndrome transitioning from high school to college located in an urban high school to include the extracurricular extension referred to as Ethos. The dissertation considers the experience in the context of specialized education, and the broader even contexts of curricular development and instruction concerning school reform and design. Fundamentally, the study intends to examine and explain the extent to which these students experience transformation during their transition to higher education in this progressive program. Embedded in the AsIP design are in-depth inquiry driven discussions and experiences to enhance interpersonal relationships, effective communication and higher level cognition. The exploration examines if the in-depth inquiry driven design does contribute to academic and lifelong learning, fundamentally improving students over-all self-perception, empowerment and actualization of life goals, which is the underpinning purpose of an exceptional education. The dissertation brings together the theoretical and empirical practices of traditional informative education, radical transformative theory and sustainable education reform. An analysis of learning disability and constructivist learning are used to elucidate the socio-complexity of historic academic constructs concerning educational leadership and social justice. This study is the beginning of a larger future exploration of alternative academic practices as transformative learning in radical school reform. This ontological perspective considers where in the realm of education does the student with ASD (specifically with Asperger Syndrome) exist. The study provides access to student experiences that drives discussion to ponder equity and power in education and society by removing historic constraints. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563289
A Study of Students on the Autism Spectrum Transformation in a High School Transition Program
ProQuest LLC
Ed.D. Dissertation, California State University, East Bay
2013-00-00
978-1-3035-2000-6
198
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601277
2016
As Provided
JAN2020
Yes
Randomized Controlled Trials
Communities of Practice
Community Colleges
Progress Monitoring
Program Effectiveness
Two Year College Students
Teacher Collaboration
Peer Groups
Teaching Methods
Holistic Approach
Relevance (Education)
Academic Support Services
Student Surveys
Student Characteristics
Interviews
Observation
College Faculty
Administrators
Student Records
Mayer, Alexander K.
Weiss, Michael J.
Visher, Mary G.
Sommo, Colleen
Rudd, Timothy
Cullinan, Dan
Weissman, Evan
Wathington, Heather D.
Reports - Research
Maryland
Florida
New York
Texas
California
California
Florida
Maryland
New York
Texas
Society for Research on Educational Effectiveness (SREE)
English
Two Year Colleges
Higher Education
Postsecondary Education
This paper presents research that explores similarities and differences across six randomized controlled trials of learning communities in community colleges that were conducted by MDRC and the National Center for Postsecondary Research. Five of these studies track students' progress in the program semester and two follow-up semesters, and one study follows students for six years. These studies provide the most extensive evidence available on the promise and limitations of learning communities for improving the academic outcomes of students in community colleges. The present research examines several competing explanations for mixed findings and draws lessons to inform further research in the field. The following six community colleges were involved in the studies: (1) Community College of Baltimore County (CCBC) in suburban Maryland; (2) Hillsborough Community College in Tampa, Florida; (3) Houston Community College in Houston, Texas; (4) Kingsborough Community College in Brooklyn, New York; (5) Merced College in Merced, California; and (6) Queensborough Community College in Queens, New York. The learning communities each lasted for one semester, and consisted of four key components, although there was variation in their emphasis and implementation: (1) linked courses and student cohorts; (2) faculty collaboration; (3) instructional practices; and (4) student supports. More than 7,000 students were randomly assigned to either the program group or the control group. The researchers used several data sources: (1) the baseline information form; (2) operational site visits, field research, and instructor survey; and (3) student records. Results from the studies suggest the following: (1) One-semester learning communities can have a long-term impact and even boost graduation, as shown in the study of the Kingsborough program; and (2) The combined results of all six trials suggest that, on average, learning communities for developmental education students produce only a modest impact on credits earned in the targeted subject of English or mathematics. The research provides good tests of learning communities as they appear to be typically enacted, but not a test of the "ideal" or "advanced" learning communities described in the literature. Tables and figures are appended. [This report was written with Kelley Fong, Hannah Fresques, and Jedediah Teres.]
ED563290
Mixed Results from Six Large Randomized Controlled Trials of Learning Communities in Community Colleges
Society for Research on Educational Effectiveness
2013-00-00
16
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
9
ERIC
JAN2020
Yes
Protocol Analysis
Metacognition
Problem Solving
Educational Assessment
Screening Tests
Algebra
Readiness
Mathematics Instruction
Grade 2
Grade 3
Grade 4
Elementary School Teachers
Cognitive Processes
Multiple Choice Tests
Prediction
Planning
Revision (Written Composition)
Writing Processes
Basaraba, Deni
Zannou, Yetunde
Woods, Dawn
Ketterlin-Geller, Leanne
Tests/Questionnaires
Reports - Research
United States (Southwest)
Society for Research on Educational Effectiveness (SREE)
English
Grade 2
Primary Education
Elementary Education
Early Childhood Education
Grade 3
Grade 4
Intermediate Grades
Within the current test-centered educational reform movement, considerable emphasis is placed on using assessment results to make instructional decisions for individual students. Test scores are used to estimate a student's current level of skill, monitor his or her progress during instruction, and identify whether the student has gained the expected skills and knowledge at the end of an instructional period. Informed and appropriate instructional decision-making, however, is predicated on several assumptions: (1) assessments can provide information about students' understanding, strategic competence, and reasoning skills within a domain; and (2) that this information can be obtained accurately and efficiently to help educators determine whether students will benefit from additional instructional supports to be successful (Ikeda, Neessen, & Witt, 2008). Meeting these assumptions, however, requires taking steps during the assessment development process to ensure valid inferences can be made about students' knowledge, skills, and abilities based on their performance on the assessment. The purpose of this study is to describe the development of a universal screening assessment of algebra readiness for Grades 2-4 with a particular focus on the collection of student think-aloud data to: (1) provide insights into students' cognitive and problem-solving processes; (2) investigate the relationships between students' predictive, planning, and procedural metacognition and their performance on multiple-choice mathematics items that were similar in structure and content to those that would be used in the universal screening assessment; and (3) inform the item writing and revision process. Specifically, this study focuses on the following research questions: (1) To what extent can multiple-choice mathematics items be written that require students' to demonstrate varying levels of cognitive engagement; and (2) What is the relation between students' predictive, planning, and procedural metacognition and their performance on multiple-choice mathematics items. Three tables and one figure (Directions for Concurrent and Retrospective Think-Alouds) are appended.
ED563291
Exploring the Utility of Student-Think Alouds for Providing Insights into Students' Metacognitive and Problem-Solving Processes during Assessment Development
Society for Research on Educational Effectiveness
2013-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
13
ERIC
JAN2020
Yes
Educational Attainment
Equal Education
Economically Disadvantaged
Socioeconomic Influences
Low Income Groups
Achievement Gap
School Policy
Grade 8
Academic Achievement
Poverty
Statistical Analysis
Regression (Statistics)
Student Records
Papay, John P.
Murnane, Richard J.
Willett, John B.
Reports - Research
Massachusetts
Massachusetts
Society for Research on Educational Effectiveness (SREE)
English
Grade 8
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
In the past thirty years educational attainments in the United States have stagnated, particularly for low-income Americans. As a result, income-related gaps in educational attainments have grown. These gaps are important because education has historically been the key mechanism for intergenerational socio-economic mobility in the U.S. While the research and policy community has spent a great deal of energy documenting and exploring the important issue of racial gaps in education, less attention has been paid to income-related gaps. Recent evidence suggests that while racial achievement gaps have narrowed over the past few decades, income-related achievement gaps have grown substantially (Reardon, 2011). In this analysis, the researchers use dataset from Massachusetts to document income-based gaps in educational attainments and marshal evidence to examine the role of schooling and school-related policies in accounting for them. In most of the analyses the focus is on students who were first-time 8th graders in 2002-03 and 2003-04 school years. The results suggest several important lessons for educators and policymakers: (1) income-related gaps are large and important. They reflect differences in skills and behaviors that emerge early in students' educational careers, often even before they enter the public school system. Early intervention to remediate these gaps is critical; (2) income-related gaps in both academic achievement and educational attainments are smaller for students who have been in school in the state longer suggesting that the system is having some success in closing these gaps; and (3) while early gaps exist, they do not tell the whole story and even high school does not appear to be too late for intervention. Something appears to be happening to low-income students in high school that makes them fall out of the educational pipeline. Even among demographically similar students who persist to 10th grade, have similar test scores, and say that they plan to attend college, low-income students drop out of the pipeline at much greater rates than their higher-income peers. Five figures and three tables are appended.
ED563292
Inequality and Educational Attainment: Evidence from Massachusetts
Society for Research on Educational Effectiveness
2013-00-00
15
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
11
ERIC
JAN2020
Yes
Preschool Children
Brain
Cognitive Development
Cognitive Processes
Child Behavior
Socioeconomic Status
Low Income Groups
School Readiness
Training
Family Programs
Attention
Federal Programs
Preschool Education
Parents
Control Groups
Experimental Groups
Comparative Analysis
Intervention
Pakulak, Eric
Stevens, Courtney
Bell, Theodore A.
Fanning, Jessica
Klein, Scott
Isbell, Elif
Neville, Helen
Reports - Research
Oregon
Oregon
Society for Research on Educational Effectiveness (SREE)
English
Preschool Education
Early Childhood Education
Over the course of several years of research, the authors have employed psychophysics, electrophysiological (ERP) and magnetic resonance imaging (MRI) techniques to study the development and neuroplasticity of the human brain. During this time, they observed that different brain systems and related functions display markedly different degrees or "profiles" of neuroplasticity. Most relevant for the application of research in cognitive neuroscience to the design of education interventions are results showing that some systems are highly modifiable by experience and are dependent on experience but only during particular time periods ("sensitive periods"). In such systems they also observed Systems that are most modifiable (i.e., display more neuroplasticity) display both enhancements in the deaf and blind, and greater vulnerability in those with or at risk for developmental disorders. One system that displays this profile is sustained selective attention. Considerable evidence documents the central role of selective attention in all aspects of learning and memory, and school readiness in particular (for review, see Stevens & Bavelier, 2012). Selective attention is a highly malleable system that is both enhanced in remaining modalities following sensory deprivation, shows deficits in developmental disorders and in typically developing children from lower socioeconomic status (SES) backgrounds and that can be increased in both typically and non-typically developing children following computerized training (Stevens & Neville, 2009; Stevens, Lauinger, & Neville, 2009; Stevens, et al., 2008). Guided in part by these findings, the authors developed and assessed an eight-week, family-based training program designed to improve lower SES preschool children's academic readiness and, centrally, selective attention. 141 3-5 year-old children enrolled in Head Start (HS) and their parents participated in the current study which took place at the Brain Development Laboratory at the University of Oregon and Head Start sites in Lane County, Oregon. The training program, Parents and Children Making Connections: Highlighting Attention (PCMC-A), included both a child-directed component, as well as a family-based, parent directed component. Parents attended eight weekly, two-hour small-group classes that occurred in the evenings or on weekends at HS sites, and their children participated in concurrent small group training activities. Results show that a program that targets child attention using a family-based model involving children and their parents is highly effective in changing children's neurocognitive function as well as their parents' caregiving behaviors in the relatively short timeframe of eight weeks. The evidence presented here suggests that programs that target multiple pathways, including parents and the home environment, have the potential to narrow the large and growing gap in school readiness and academic achievement between higher and lower SES children. Two figures are appended.
ED563293
Family-Based Training Program Improves Brain Function, Cognition, and Behavior in Lower Socioeconomic Status Preschoolers
Society for Research on Educational Effectiveness
2013-00-00
7
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
7
ERIC
JAN2020
Meets Evidence Standards without Reservations
http://ies.ed.gov/ncee/wwc/study/80698
No
High School Students
Disabilities
Student Attitudes
Social Support Groups
Special Education
Inclusion
Organizational Theories
Critical Theory
Race
Case Studies
Disability Discrimination
Age Discrimination
Instructional Design
General Education
Student Adjustment
Culturally Relevant Education
Personal Narratives
Villalobos, Anna Marie
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
The purpose of this dissertation was to examine students with disabilities self-perceptions of their academic and social supports in the general and special education classroom and the impact of the students' counterstories to inform the design of classroom supports. This study was anchored in organizational theory, critical race theory, and the special education inclusion literature that supports the positive achievement and positive social effects for students with disabilities in the general education program. I make a case for the use of Critical Race Theory as a means to address ableism and argue for the use of more qualitative and transformative research to address the research to practice gap in the special education literature. The dissertation was a case study of eight high school students and six of their teachers. The experimental design was an explanatory mixed methods approach collecting five cycles of quantitative and qualitative data. The cycles collected data related to the students' preferred classroom supports, their academic identity, teachers classroom supports, and the impact of the students counterstories on their teachers instructional design. Findings suggest students prefer individual supports, feel more successful in their general education classes that are challenging than in special education classes, and possess many of the positive non-cognitive factors associated with student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563294
Students' Self-Perceptions of Support
ProQuest LLC
Ed.D. Dissertation, California State University, East Bay
2013-00-00
978-1-3035-2007-5
218
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601283
2016
As Provided
JAN2020
Yes
Early Intervention
Disadvantaged Youth
School Readiness
Parent Role
Child Development
Program Effectiveness
Preschool Children
Randomized Controlled Trials
Comparative Analysis
Cognitive Development
Social Development
Emotional Development
Child Health
Child Rearing
Age Differences
Kindergarten
Grade 1
Program Evaluation
Elementary Education
Preschool Education
Grade 3
Statistical Analysis
Mashburn, Andrew J.
Downer, Jason T.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Kindergarten
Primary Education
Early Childhood Education
Grade 1
Elementary Education
Preschool Education
Grade 3
The goals of the Head Start Impact Study (HSIS) are to: (1) determine the impacts of Head Start on children's school readiness and parental practices that support children's development; and (2) to determine under what circumstances Head Start achieves its greatest impacts and for which children (US Department of Health and Human Services, 2010). The HSIS includes a nationally-representative sample of newly entering 3- and 4-year old children from 84 grantee/delegate agencies who were randomly assigned to either have access to Head Start or to a control group who did not have access to Head Start but could enroll in other early childhood programs. Results of prior analyses that address the first goal of the HSIS found benefits for children at the end of Head Start that were concentrated on language and literacy skills for the 4-year-old group and benefits at the end of Head Start on cognitive, social-emotional, health, and parenting outcomes for the 3-year old group. However, the early advantages found at the end of Head Start on most of these outcomes were non-significant by the end of kindergarten and first grade. The second goal of the HSIS is to identify the circumstances under which Head Start achieves its greatest impacts, and one possible explanation for the largely non-significant effects at the end of kindergarten and first grade has to do with the quality of children's experiences in elementary school. The purpose of this presentation is to describe the methods used to examine the extent to which the impacts of Head Start on children's cognitive and social-emotional outcomes at kindergarten, first grade, and third grade may be moderated by the quality of children's experiences during elementary school.
ED563295
Methods That Examine the Extent to Which the Quality of Children's Experiences in Elementary School Moderate the Long-Term Impacts of Head Start
Society for Research on Educational Effectiveness
2013-00-00
6
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
1
ERIC
JAN2020
No
Christianity
Religious Education
Higher Education
Educational Innovation
Models
Influences
Alumni
Outcomes of Education
Case Studies
Group Unity
Religious Factors
Career Choice
Empathy
Poverty
Church Related Colleges
Mixed Methods Research
Surveys
Yonkers-Talz, Kevin
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Casa de la Solidaridad has been recognized as an innovative and effective educational model within Jesuit higher education yet, until now, there have only been verbal presentations of the unique attributes of the Casa de la Solidaridad model. In addition, there has been a lack of information regarding the influence of the Casa experience on the lives of alumni. The purpose of this study was twofold: 1) to thoroughly describe and document the unique attributes of the Casa de la Solidaridad model, and 2) to provide some insight into how the Casa program has influenced the lives of Casa alumni. This mixed method study gathered both qualitative and quantitative data in order to answer the research questions. A qualitative case study was conducted in order to document and describe the unique attributes of the Casa de la Solidaridad educational model. Survey research investigated qualitatively and quantitatively how the Casa experience has influenced the lives of Casa alumni. This research demonstrated that the Casa de la Solidaridad educational model fosters well-educated solidarity. This was evidenced not only by the students' written responses but also by how they are living their lives. In addition, the findings demonstrated that the Casa model successfully supported students' exploration of their spirituality, something that is vital to Jesuit higher education, and influenced their vocational decisions in ways that kept students connected to people suffering from the effects of poverty. It is recommended, therefore, that leaders in Jesuit higher education explore ways they can leverage the large and robust international network of Jesuit colleges and universities and create a sustainable network of Casa programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563296
Casa De La Solidaridad: A Pedagogy of Solidarity
ProQuest LLC
Ed.D. Dissertation, University of San Francisco
2013-00-00
978-1-3035-2009-9
133
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601284
2016
As Provided
JAN2020
Yes
Faculty Development
Educational Quality
Teacher Effectiveness
Educational Research
Research Methodology
Causal Models
Inferences
Program Effectiveness
Reading Achievement
Mathematics Achievement
Research Design
Randomized Controlled Trials
Kelcey, Ben
Phelps, Geoffrey
Jones, Nathan
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Teacher professional development (PD) is seen as critical to improving the quality of US schools (National Commission on Teaching and America's Future, 1997). PD is increasingly viewed as one of the primary levers for improving teaching quality and ultimately student achievement (Correnti, 2007). One factor that is driving interest in PD is rapidly mounting evidence that teachers vary greatly in their effectiveness (Nye et al., 2004). Another is a growing recognition that there is much for teachers to learn if they are to realize ambitious new content standards for students (Ball & Cohen, 1999; Borko, 2004). To this end, policymakers and funding agencies have directed considerable resources toward PD studies focused on improving teacher effectiveness (Birman et al. 2007). Despite recent shifts in research emphasizing the value of carefully designed experiments, the number of studies of teacher PD with rigorous designs and outcomes has lagged behind its student outcome counterparts. The purpose of the work reported in this proposal is to provide guidance to the research and policy community on the design of rigorous studies that have the power to draw strong causal inferences to establish the effectiveness of PD programs on valued outcomes. The authors' work considered a new generation of mathematics and reading knowledge outcomes designed to assess the types of content problems that teachers encounter in practice. Using these outcomes, they developed empirical estimates of design parameters such as the intraclass correlation coefficient (ICC) for teacher PD studies. Within this framework they first investigated the extent to which teachers' knowledge levels were clustered in schools and the extent to which this clustering varies by outcome domain and school context. Second, they investigated the extent to which uses of general design parameter estimates (e.g., ICCs irrespective of outcome) leads to indeterminacies in design. Third, they examined the extent to which the appropriateness of design parameters in mounting a well powered study were sensitive to the knowledge domain and the contextual features of studies. They then provide empirical estimates of domain- and context-specific design parameters to help researchers navigate methodological choices that lead to more effective PD study design. Four tables and one figure are appended.
ED563297
Parameters for the Design of Group Randomized Studies for Teacher Professional Development
Society for Research on Educational Effectiveness
2013-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
8
ERIC
JAN2020
No
Mathematics Achievement
Foreign Countries
Quasiexperimental Design
Statistical Analysis
Technology Uses in Education
Algebra
Teaching Methods
Grade 9
Control Groups
Experimental Groups
Calculators
Handheld Devices
Audience Response Systems
Questionnaires
Learning Strategies
Camara, Phyllis
Dissertations/Theses - Doctoral Dissertations
Program for International Student Assessment
United States
Motivated Strategies for Learning Questionnaire
United States
Motivated Strategies for Learning Questionnaire
Program for International Student Assessment
English
Grade 9
Junior High Schools
Middle Schools
Secondary Education
High Schools
The Program for International Assessment tested students in mathematics from 41 countries and found that students in the United States ranked in the lowest percentile. This struggle with math among youth in the United States prompted this quasi-experimental quantitative study about using interactive technology to engage and motivate 9th grade students in an Algebra classroom. The theoretical basis of this study was a constructivist perspective, using the Piagetian concept of action as an intellect builder. A convenience sample of 76 students was divided into 4 groups: Group 1, the control group, used no technology and consisted of 21 students; Group 2 used the TI Nspires calculators and consisted of 17 students; Group 3 used the TI Nspire calculators with the TI Navigator and consisted of 20 students; and Group 4 used the TI Nspire calculators, the TI Navigator, and the clickers. The participants were given 45 instructional classes that covered a 9-week period. All groups took the Motivated Strategy for Learning Questionnaire (MSLQ) and the State of Texas Assessment of Academic Readiness test (STAAR) before and after the treatment of interactive technologies. A paired t test and a factorial repeated ANOVA were conducted, revealing no significant effect for the MSLQ based on the use of technology. However, the use of technology with the STAAR did show a significant difference in test scores for 2 treatment groups: Group 3, which used the calculator and the TI navigator; and Group 4, which used the calculator, the TI navigator, and the clickers. These results support the use of additional technology that is needed in the mathematics classroom to support the use of the calculators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563298
Interactive Technology and Engaging Learners in the Mathematics Classroom
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-3035-2042-6
266
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601289
2016
As Provided
JAN2020
No
College Students
Student Attitudes
Technology Uses in Education
School Holding Power
Academic Persistence
Program Effectiveness
Case Studies
At Risk Students
Correlation
Handheld Devices
Social Networks
Web 2.0 Technologies
An, Jin S.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Student retention is a major concern of many higher education administrators and educators in the United States. The American College Testing Program (ACT) studies conducted between 1983 and 2010 indicated that one out of three students who started college did not return as sophomores and one out of two college students were unable to graduate. Student integration theory, theory of connectivism, and high popularity and wide availability of technologies among many college students suggests technologies could be the solutions for this retention problem by helping to improve connection, communication, integration, and support among students and faculty. However, there are not enough studies available to confirm the effectiveness of the use of technologies on student retention and to have a full understanding of the correlation between technologies and student retention. Many researchers also suggested that focusing on high-risk groups of college students (low-income, first-year, first-generation and ethnic minority college students) is one of the best strategies to solve the retention problem. This case study served to explore the perceptions of high-risk groups of college students on the use of new and emerging technologies on student retention in order to have a better understanding of the correlation between technologies and student retention from college students' perspectives. This study suggests that high-risk groups of college students perceived mobile technologies and social networking services as technologies with high potential to help improve student retention; while they perceived texting and Web 2.0 as technologies with low potential. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563299
A Study of College Students' Perceptions on the Use of New and Emerging Technologies on Student Retention in a Higher Education Setting
ProQuest LLC
Ph.D. Dissertation, Keiser University
2013-00-00
978-1-3035-2073-0
201
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601293
2016
As Provided
JAN2020
Yes
Child Behavior
Student Behavior
Behavior Modification
Educational Games
Classroom Techniques
Aggression
Behavior Problems
Social Development
Grade 1
Grade 2
Elementary School Students
Program Effectiveness
Intervention
Faculty Development
Program Implementation
Randomized Controlled Trials
Teacher Competencies
Kurki, Anja
Wang, Wei
Li, Yibing
Poduska, Jeanne
Reports - Research
Texas
Texas
Society for Research on Educational Effectiveness (SREE)
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
Grade 2
The Good Behavior Game (GBG) is a classroom-based behavior management strategy aimed at reducing aggressive/disruptive behavior and socializing children into the role of student. GBG, delivered in first and second grades, has been shown to reduce rates of substance abuse and other deleterious outcomes into young adulthood (Brown, C.H. et al 2007, Ialongo, et al. 2001, Kellam, S.G. et al, 2008 and Poduska, J.M. et al. 2008, Kellam, S.G. et al 1998, Ialongo, N.S. et al. 1999), especially for students that were rated as aggressive, disruptive at entry into first grade/baseline by their teachers. Despite GBG being recognized as an evidence-based prevention program (National Registry of Evidence-based programs and Practices, NREPP, http://nrepp.samhsa.gov/), published data to date is mostly limited to African American and Anglo populations that are native English speakers. This study is a four-year IES Goal 3 project (R305A090446, PI Poduska) that was designed to understand the level of professional development (PD) required for teachers to implement and sustain the Good Behavior Game (GBG), a universal preventive intervention. Two models of PD are being compared with each other and with a control condition, in a randomized field trial. "GBG Basic," which provides group-based pre-implementation training to teachers supplemented by a group-based booster session, and "GBG w Coach," which has the same activities under "GBG Basic" plus a coach who works directly in the classroom with the teacher. This trial takes place in multilingual context of Houston Independent School district. Five tables are appended.
ED563300
Measurement of Child Behavior via Classroom Observations in the Good Behavior Game Professional Development Models Randomized Control Trial
Society for Research on Educational Effectiveness
2013-00-00
Institute of Education Sciences (ED)
National Institute on Drug Abuse (DHHS/PHS)
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
R305A090446
R01DA030452
No
Teacher Education Programs
Pedagogical Content Knowledge
Preservice Teacher Education
Preservice Teachers
Mathematics Teachers
Knowledge Level
Methods Courses
Comparative Education
Foreign Countries
Test Items
Reaction Time
Prior Learning
Item Response Theory
Models
Measurement
Efficiency
Cutting Scores
Decision Making
Test Length
Accuracy
Licensing Examinations (Professions)
Computer Assisted Testing
Adaptive Testing
Qian, Hong
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This dissertation includes three essays: one essay focuses on the effect of teacher preparation programs on teacher knowledge while the other two focus on test-takers' response times on test items. Essay One addresses the problem of how opportunities to learn in teacher preparation programs influence future elementary mathematics teachers' knowledge. This essay used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of future teachers in their final year in teacher preparation programs. The purpose of this essay is to explore whether elementary teaching candidates' MCK and MPCK are associated with their opportunities to learn in mathematics courses, mathematics methods courses, general pedagogy courses, and student teaching in five countries. The results showed that opportunities to learn in some teacher preparation components are more important than in other components and that there are more associations in high-performance countries than in low-performance countries. Essay Two addresses the problem of how to detect item pre-knowledge using item responses and response time data. Item-knowledge is indicated by an unexpected short response time and unexpected correct response. This essay used a hierarchical framework proposed by other researchers for predicting expected response and response times. Large residuals between the expected responses and the observed responses indicate aberrance. Two samples are used for detecting item pre-knowledge. The first sample is from the early stage of the operational test and is used for item calibration. The second sample is from the late stage of the operational test, which may feature item pre-knowledge. The purpose of this essay is to explore whether there are item pre-knowledge and compromised items in the second sample using the parameters estimated from the first sample. The results showed two items (out of 111) potentially exposed, and two candidates (out of 1,172) showing some indication of pre-knowledge on multiple items. Essay Three addresses the problem of how to improve ability estimation or shorten a test using response times as collateral information. Response times can provide useful information about ability based on the correlation between person ability and person speed. The purpose of this essay is to explore whether incorporating a response time model into a CAT procedure will improve the correlation between true ability and estimated ability and classification accuracy by simulation studies. At the same time, the test length for the examinees whose ability is near the cut score is usually very long in variable length adaptive tests that have stopping rules related to decision making. Another purpose of this essay is to investigate whether using response times as collateral information can shorten the test length for these examinees while maintaining the same level of accuracy. The results from this study showed that using response times as collateral information does not improve ability estimation for this large-scale licensure examination using the specified estimation procedure which was designed to support a CAT procedure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563301
Three Essays on Teacher Education Programs and Test-Takers' Response Times on Test Items
ProQuest LLC
Ph.D. Dissertation, Michigan State University
2013-00-00
978-1-3035-2196-6
122
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601321
2016
As Provided
JAN2020
Yes
Teacher Selection
Labor Market
Academic Achievement
Teacher Characteristics
Faculty Mobility
Gender Differences
Racial Differences
Ethnicity
Age Differences
Teacher Education
Teaching Experience
Research Design
Papay, John P.
Kraft, Matthew A.
Bloom, Julia
Buckley, Kate
Liebowitz, David
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
While there are many reasons why late hiring may affect student achievement, no empirical studies have documented this effect in practice. This paper presents the first estimates of the direct impact of late hiring on students' academic achievement, sheds light on two competing explanations for the struggles of late-hire teachers advanced in the literature (labor market effects and disruption effects), and examines broader consequences of late hiring on student achievement, including spillover effects that occur from increased teacher turnover. Researchers address the following questions: (1) Do the observable characteristics of teachers who are hired late and the schools that hire them differ from on-time hires?; (2) Does late hiring reduce student achievement? If so, are labor market effects or disruption effects to blame?; and (3) Are teachers who are hired late more likely to switch schools or leave the school district? The study reveals the following findings: (1) Late-hired teachers differ from their peers in the district in several ways--gender, ethnicity, age, professional route to teaching, and a tendency to work in different types of schools; (2) A classroom with a teacher hired after school starts in the fall reduces student achievement; and (3) Late-hired teachers are much less likely to stay in the district than standard-hired teachers, and those who remain are more likely to transfer schools. Tables and figures are appended.
ED563302
Missed Opportunities in the Labor Market or Temporary Disruptions? How Late Teacher Hiring Affects Student Achievement
Society for Research on Educational Effectiveness
2013-00-00
12
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
6
ERIC
JAN2020
No
Moral Development
Moral Values
Social Work
Ethics
Decision Making
Self Concept
Measures (Individuals)
Justice
Counselor Training
Identification (Psychology)
Professional Associations
Scores
Online Surveys
Models
Groessl, Joan
Dissertations/Theses - Doctoral Dissertations
Defining Issues Test
Wisconsin
Wisconsin
Defining Issues Test
English
This study examined both the moral development levels using the Defining Issues Test-2 (DIT--2) and ethical decision-making using the Professional Opinion Scale (POS) of social workers who provide field supervision to students within accredited social work programs in Wisconsin. Using the moral development theory of Kohlberg (1981) which defined moral development in terms of stages that increased an individual's ability to incorporate justice reasoning, Rest (1979) developed a four component model consisting of moral identity, judgment, sensitivity and motivation; the Defining Issues Test-2 (DIT-2) is a means of measuring moral judgment. Abbott (1988) developed the Professional Opinion Scale (POS) as a means of measuring social workers' identification with the established values of the profession. Applying Rest's model, moral identity in social workers was connected to identity as a social worker. The POS was postulated as a measure of social work identity and motivation since higher POS scores are reflective of adherence to the social work values identified in the "National Association of Social Work Code of Ethics" (r2008). A web-based survey was distributed to 1356 social workers through the e-mail lists of field coordinators in accredited social work programs in Wisconsin resulting in 163 usable surveys for analysis. Results of this study demonstrate that participants who score higher on the DIT-2 also score higher on the POS supporting the postulation that higher levels of moral development relate positively to ethical decision-making. Study participants with Masters of Social Work degrees scored higher on the DIT-2 but not higher on the POS than those holding Bachelor of Social Work degrees. There were no relationships found between either DIT-2 scores or POS scores with years in service, and employer type or practice area. This study implies that the capacity to make ethical decisions can be demonstrated by higher levels of moral development and congruence with the social work values. The outcomes of this study can serve as a foundation for further research examining the fourth component of Rest's model, moral action, applied to social worker's ethical choices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563303
Moral Development and Social Worker Ethical Decision-Making
ProQuest LLC
Ph.D. Dissertation, Marian University
2013-00-00
978-1-3035-2198-0
166
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601323
2016
As Provided
JAN2020
No
Team Teaching
Educational Strategies
Mathematics Tests
Scores
General Education
Constructivism (Learning)
Secondary School Mathematics
Grade 9
Statistical Analysis
Mathematics Achievement
High School Students
Gender Differences
Johnson, Beverly N.
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
Secondary Education
High Schools
Coteaching is an instructional strategy that improves the achievement of students with disabilities, but few researchers examined the impact of coteaching on general-education students. Vygotsky's social-constructivist perspective of learning, the zone of proximal development, was the theoretical framework used in this research study. The influence of coteaching on general education students' mathematics End-of-Course Test (EOCT) scores is not known. The purpose of this retrospective and predictive, non-experimental, quantitative study was to determine if participation in coteaching classrooms makes a difference in the academic achievement of general-education students' 9th-grade mathematics EOCT scores. The study examined achievements of 9th-grade general-education students from a Georgia high school. The achievements of general-education students in traditional and in coteaching classes, moderated by gender, were analyzed using individual scaled scores from the 9th-grade mathematics EOCT. The study was designed to determine if coteaching and gender have an effect on the academic performance of general-education mathematics students. Data for this study were analyzed using an independent t-test and ANOVA. Results revealed that general-education students performed at higher levels in traditional mathematics classes than in coteaching mathematics classes. In addition, in traditional mathematics classes, girls performed slightly better than boys while in coteaching mathematics classes, boys performed better than girls. On average, cotaught girls failed to meet the average passing proficiency level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563304
The Impact of Coteaching on End-of-Course Test Scores
ProQuest LLC
Ed.D. Dissertation, Grand Canyon University
2013-00-00
978-1-3035-2237-6
131
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601328
2016
As Provided
JAN2020
Yes
Algebra
Repetition
Required Courses
Secondary School Mathematics
Grade 9
Academic Failure
Mathematics Instruction
High School Students
Summer Programs
Program Effectiveness
Urban Schools
Intervention
Grades (Scholastic)
Low Income Groups
At Risk Students
Minority Group Students
Allensworth, Elaine
Nomi, Takako
Heppen, Jessica
Reports - Research
Illinois
Illinois
Society for Research on Educational Effectiveness (SREE)
English
Secondary Education
Grade 9
Junior High Schools
Middle Schools
High Schools
The consequences of failing core academic courses during the first year are dire. In Chicago, over a quarter of students fail at least one semester of algebra in their ninth grade year, and only 13% of students who fail both semesters of Algebra I in ninth grade graduate in 4 years. Offering credit recovery options is one strategy to deal with high failure rates. The primary goal of credit recovery programs is to give students an opportunity to retake classes that they failed in an effort to get them back on track and keep them in school (Watson & Gemin, 2008). It makes theoretical sense to try to get students to recover their algebra credits early, in the summer after ninth grade--before they take geometry or Algebra II and chemistry, and to put them back on track towards graduation. But there is little evidence about the extent to which expanding credit recovery leads to substantive improvements in student progression and outcomes. Using a population of all first-time ninth grade students who entered regular neighborhood high schools in Chicago between 2008-2012, this study examines the benefits of offering expanded credit recovery options for ninth grade algebra, relative to business as usual (i.e., the summer programming schools would offer in the absence of efforts to expand credit recovery). Some CPS high schools in the study received funding to implement at least two Algebra I credit recovery courses during the summer sessions of 2011 and 2012--at least one online and one face-to-face section. Fifteen schools participated in 2011; in total they offered 18 pairs of sections (36 total). Thirteen schools participated in 2012; in total they offered 20 pairs of sections (40 total). Preliminary findings suggest that participation in this study did significantly expand access to credit recovery options. It sets the stage for the analyses of the effects of expanding credit recovery on school- and student-level outcomes that will be reported in full in this paper along with additional forthcoming results of the study. All analyses will be completed by January 2013. Three figures and two tables are appended.
ED563305
Pay-Offs from Expanding Summer Credit Recovery in Algebra
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
20
ERIC
JAN2020
No
Achievement Tests
State Standards
Standardized Tests
Correlation
Grades (Scholastic)
Scores
High Stakes Tests
Mathematics Achievement
Racial Differences
Ethnic Groups
Gender Differences
Disabilities
Limited English Speaking
Student Characteristics
Grade 10
Secondary School Students
Statistical Analysis
Denson, Bettina Coley
Dissertations/Theses - Doctoral Dissertations
Florida
Florida Comprehensive Assessment Test
Florida
Florida Comprehensive Assessment Test
English
Grade 10
Secondary Education
High Schools
This study sought to determine whether a relationship existed between teacher-assigned classroom grades and high-stakes test scores. The study examined teacher-assigned math grades in correlation to the student scores on the Florida Comprehensive Assessment test (FCAT) in a selected Florida high school. It also sought to determine the relationship between teacher-assigned classroom grades and high-stakes testing scores independent of the variables of gender, ethnicity, disability status, and Limited English Proficiency Status. Hence, there were two main research questions that drove this study: (a) Do tenth-grade classroom math grades relate to the student's performance on the math portion of the FCAT, and (b) After controlling for student characteristics (gender, ethnicity, disability status, and Limited English proficiency), is there a significant relationship between tenth-grade classroom math grades and students' performance on the math portion of the FCAT? The raw scores were taken from the available sample of tenth grade students whose test scores and classroom grade scores were reported from their tenth-grade year during the 2009-2010 and 2010-2011 school years. A quantitative, non-experimental correlational approach was used to determine if there is a correlation between the students' classroom grades and their FCAT scores. Correlational coefficients were produced to reflect the strength of the relationship between the independent variable, teacher-assigned grades, and the dependent variable, the FCAT. A Pearson correlation was used as the statistical technique to determine the relationship between the independent variable and the dependent variable. A multiple regression was used to determine the strength or existence of a relationship of the independent variable and the dependent variable independent of gender, ethnicity, disability status, and Limited English Proficiency status. This information will assist in developing high school grading models that can be used to produce grades that are strongly indicative of student achievement towards classroom preparation of mastering standards for state assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563307
Examining Teacher-Assigned Math Grades as Predictors for High-Stakes Testing
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-1583-5
109
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601062
2016
As Provided
JAN2020
No
Grade 3
Elementary School Students
Statistical Analysis
Disabilities
Ethnicity
Attribution Theory
Reading Achievement
Standardized Tests
Reading Tests
State Standards
Scores
Web Sites
State Departments of Education
School Districts
Suburban Schools
Reading Programs
Program Implementation
Curriculum
Educational Policy
McDonald, Wendy E.
Dissertations/Theses - Doctoral Dissertations
South Carolina
South Carolina
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
This quantitative, causal-comparative study examined the reading achievement of third grade students to ascertain the reading health of elementary students as measured through South Carolina's standardized assessment, the Palmetto Assessment of State Standards (PASS). The purpose of this study was to determine if there was a significant difference in reading achievement in 2012 when compared to 2009 with subgroups portrayed based on economic status, gender, ethnicity, and disability status. The study used ex-post facto, archival standardized reading assessment scores retrieved from the South Carolina Department of Education's website. The sample included third grade reading scores from students in 2009 and 2012 within a suburban school district. The results from the study revealed descriptive differences among various subgroups yet inferential statistics displayed statistically significant differences only within the demographic subgroups of students with disabilities and within one subgroup for ethnicity. The findings from the study may assist district leaders in making appropriate reading curricular decisions for students who have experienced minimal or negative standardized test scores and the implementation of the commercial reading program, both descriptively and inferentially. Researchers and educational leaders should continue to explore reading curriculum policy and practice based on campus and student needs as opposed to the use of generic commercial programs for all students without consideration of authenticity or circumstance to assist with reading achievement for the individual. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563308
A Causal-Comparative Study of Third Grade Reading Achievement and the Use of Commercial Reading Programs to Promote Literacy
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-1590-3
158
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601068
2016
As Provided
JAN2020
No
Nurses
Influences
Participation
Health Services
Continuing Education
Educational Attitudes
Correlation
Statistical Analysis
Multivariate Analysis
Online Surveys
Murray, Rhoda R.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
As the American population ages, the need for more long-term care services will increase. The elderly who are afflicted with a number of chronic illnesses predominantly use long-term care services. By 2020, 12 million older Americans will need long-term care services, and those 65 and older have a 40% chance of entering some type of long-term care facility as cited by Medicare, What is Long-Term Care. Challenged to care for this complex group of patients, nurses in long-term care need continuing education to provide appropriate evidence based care. In order to provide competent care, long-term care nurses need to participate in continuing education activities. Due to the growing need for long-term care services, it is important to understand the attitudes and deterrents that may prevent long-term care nurses from participating in continuing educational activities. Therefore, the purpose of this study was to determine the relationship between attitudes of long-term care nurses toward continuing education and deterrents to participate in these activities. A quantitative correlation design using a survey methodology was employed in this study. Bivariate and multivariate analysis tested for the existence of primary relationships between attitudes toward continuing education and deterrents to participate in continuing education. Analysis also tested for the effects of the moderating variables on the primary relationships. A demographic survey and two quantitative set of surveys, the Adults Attitudes Toward Continuing Education Scale (AATCES) and the Deterrents to Participation Scale (DPS), were administered to gerontological nurses who are members of a national nursing organization. The online surveys were completed by (n = 81) nurses. Overall, there were high positive attitudes toward continuing education. In addition, there was a negative statistically significant correlation between attitudes toward continuing education and deterrents to participate, (r = -0.283; p = 0.010). There were also several statically significant correlations between specific attitudes toward continuing education and specific deterring factors. This study provides a detailed view of the relationship between attitudes toward continuing education and deterring factors that influence participation. Educators can use these findings to better address barriers that prevent participation in continuing education activities among long-term care nurses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563309
A Quantitative Analysis of Factors That Influence Participation in Continuing Education among Nurses Employed in Long-Term Care Facilities
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-1591-0
176
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601069
2016
As Provided
JAN2020
No
Hispanic American Students
Males
Nursing Education
Educational Attainment
Institutional Characteristics
Two Year College Students
Community Colleges
Qualitative Research
Case Studies
Interviews
Associate Degrees
Graduation Rate
Rios, Deidre M.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
Two Year Colleges
Higher Education
Postsecondary Education
President Obama's 2009 graduation initiative has emphasized the shift in the national academic focus from access to higher education to graduation, making degree attainment one of the most important factors of measurement and accountability for institutions of higher education. Students of color, in particular, Hispanic males, have not fared well in higher education, and their graduation rates fare among the lowest. Because community colleges have received federal financial support for workforce programs, such as nursing, a community college with a successful associate degree nursing program (ADN) was selected for this qualitative case study. The research question that guided this study was, what institutional factors contributed to ADN degree completion by Hispanic male students at one community college in Texas? The researcher interviewed six participants, and the data gathered was triangulated through review of field notes, internal documents shared, and various online reports. Three themes emerged from the data collected: (a) The community college invested in the development of faculty and staff and shared best practices; (b) The faculty and staff were united in their mission, personally desired to help students succeed, and believed in the value of shared governance and collaboration; and (c) The campus environment was student-centered, inclusive, diverse, and espoused a "graduation and beyond" outlook. Findings suggest that the institutional factors that contributed to the increase in graduation rate of Hispanic males from the associate degree nursing program include recruitment and admissions, curriculum and instruction, and to a lesser degree academic services and student services. Financial aid was the only institutional factor that could not be confirmed as having contributed to the graduation rates of the Hispanic male nursing students who attended one community college in Texas during the first decade of this century. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563310
Institutional Factors Contributing to Hispanic Male Nursing Degree Attainment
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-1595-8
126
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601071
2016
As Provided
JAN2020
No
Distance Education
Leadership Styles
Competence
Phenomenology
Qualitative Research
Participative Decision Making
Higher Education
Skill Development
Best Practices
Recruitment
Curriculum Design
Tantchou, Pierre Orly M., Jr.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This phenomenological qualitative study identified the leadership competencies that distance education (DE) leaders regard as essential to the successful administration of DE programs and courses in contemporary education. The following competencies were discussed in the study: flexibility, collaboration, active listening, communication, empathy, trust, shared vision, persuasion, and delegation of authority. Further, all participants recognized change management as the most significant competency for DE leaders to possess in contemporary education. The results also displayed participative leadership style as the emerging leadership theory in contemporary distance education. Indeed, a participative leadership style would ensure collaboration among team members and the pursuit of common goals for the betterment of the DE program. The emerging and multitasking role of DE leaders requires a leadership style that is inclusive of all the stakeholders' interests as well as participation in the decision-making process. Recommendations include further studies pertaining to participative leadership style in relation to DE leadership in times of constant change in higher education, for conclusive evidence. The results of the study benefit the field of DE leadership on multiple levels, including current DE leaders in need of skills upgrade and best practices, administrators and human resources personnel looking for recruitment guidelines, and leadership training programs seeking new data for curriculum design pertaining to effective DE leadership practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563311
Contemporary Distance Education Leadership: Distance Education Leaders' Perceptions of Leadership Competencies
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-1598-9
172
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601074
2016
As Provided
JAN2020
No
Nursing Education
College Faculty
Decision Making
Integrity
Online Courses
Electronic Learning
Ethics
Prevention
Technology Uses in Education
Qualitative Research
Surveys
Focus Groups
Questionnaires
Wilson, Cecilia E.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Insufficient information exists regarding the process influencing faculty decisions, specifically in the area of maintaining academic integrity in an online environment. The purpose of the study was to explore the experiences and decision-making process of nursing faculty related to maintaining academic integrity in an online environment. The decisions involving the acceptance and use of dishonesty prevention strategies and technological tools were of specific interest. A basic qualitative design was selected to explore and describe a process from nursing faculty teaching in an online educational environment. The concepts from Everett M. Rogers's Diffusion of Innovations Theory (1995) were utilized in the conceptual framework for the study. Twelve open-ended survey questionnaires and seven focus group interviews were utilized to collect data. The use of two types of data collection methods, along with the process of member checking, ensured reliability of the interpretation of data. The commonalities in participants' responses revealed in the study provided a description of the decision-making process of nursing faculty related to maintaining academic integrity and presented a clearer understanding of how nursing faculty members maintain academic integrity in an online environment. Findings revealed the types of strategies and technological tools being used, issues associated with their use, and channels of communication influencing the decision-making process of nursing faculty members. Limitations of the study were identified. Implications for practice included a deficit in knowledge and training regarding technological tools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563312
Nursing Faculty and Academic Integrity
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-1599-6
172
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601075
2016
As Provided
JAN2020
No
Hermeneutics
Phenomenology
College Students
Autism
Pervasive Developmental Disorders
Questionnaires
Documentation
Focus Groups
Interviews
Coding
Success
Barriers
Educational Environment
Cognitive Style
Individual Characteristics
Reading Strategies
Study Habits
Social Support Groups
Communities of Practice
Peer Influence
Family Influence
Experiential Learning
Student Needs
Student Attitudes
Time Management
Teaching Methods
Self Determination
Johnston, Vickie
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Higher Education
Postsecondary Education
This hermeneutic phenomenological study inquired about the challenges and successes of eight university students diagnosed with Attention Deficit Hyperactivity Disorder at a university in the southeastern United States. The data collection methods involved documentation, questionnaires, focus groups, and individual interviews. The analysis of data involved open coding and in vivo coding; conversational interview methods through member checks were employed at the end of each interview. Several themes emerged from the data regarding the factors in academic success and challenges, the environments and learning styles most conducive to learning, individual factors that contributed to academic success, and the reading and study strategies that were most beneficial to participants. Participants found social supports, such as family, friends, study groups, or organizations, and university resources to be key factors in their academic success. The university schedule was seen as support, as participants shared their ability to adapt their schedule to their needs. Participants mentioned their social struggles, and struggles with focus and attention and shared strategies for controlling the distractions. Participants preferred a hands-on learning environment; and although they were confident in their reading and study strategies, almost all of the participants expressed their frustration with math. Participants cited time management and organizational strategies, reading and study strategies, as well as their individual self-determination factors that contributed to their academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563313
University Students Diagnosed with Attention Deficit Hyperactivity Disorder: A Hermeneutical Phenomenological Study of Challenges and Successes
ProQuest LLC
Ed.D. Dissertation, Liberty University
2013-00-00
978-1-3035-1633-7
152
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601099
2016
As Provided
JAN2020
Yes
Beginning Teacher Induction
Mentors
Beginning Teachers
Classroom Techniques
Teaching Methods
Workshops
Seminars
State Policy
Teacher Certification
Teacher Effectiveness
Teacher Persistence
Instructional Improvement
Correlation
Educational Practices
Comparative Analysis
School Districts
Control Groups
Program Content
Program Effectiveness
Elementary School Teachers
Classroom Observation Techniques
Multivariate Analysis
Hong, Yihua
Hong, Guanglei
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Teachers new to the profession may face various challenges and struggle with pedagogy and classroom management. They tend to be less effective in boosting student learning than their more experienced colleagues (Murnane & Phillips, 1981; Raymond, Fletcher, & Luque, 2001; Rivkin, Hanusheck, & Kain, 2001). Since the early 1980s, there has been an increasing recognition of the importance of providing induction support in forms of mentoring programs, workshops, orientation seminars, collaboration opportunities, and other support systems to new teachers in their initial years of teaching (Furtwengler, 1995). At the present time, 27 states require some forms of induction or mentoring support for new teachers, 22 states mandate completion of or participation in an induction program for advanced teaching certification, and 17 states provide dedicated funding for teacher induction. While the general goal of teacher induction is to transform a student of teaching into a competent teacher of students, many evaluations in the past have focused on program impacts on novice teacher retention and professional well-being. Only a few studies have attended to instructional improvement as outcomes (see reviews by Ingersoll & Strong, 2011; Strong, 2009; Wang, Odell, & Schwille, 2008). Most studies (Davis & Higdon, 2008; Evertson & Smithey, 2000; Stanulis & Floden, 2009; Thompson, Paek, Goe, & Ponte, 2004) have suggested that more intensive mentoring and support from university-trained mentors might be associated with a higher rate of using effective instructional practices among new teachers. Yet one study (Roehrig, Bohn, Turner, & Pressley, 2008) reported that new teachers regardless of induction intensity declined in their use of effective teaching practices over the first year. These evaluations have been mostly non-experimental or quasi-experimental with a relatively small sample size. In contrast, a large-scale randomized study funded by the U.S. Department of Education and conducted by a research team from Mathematica Policy Research (Glazerman et. al, 2010) compared two prominent Comprehensive Teacher Induction (CTI) programs with standard district or school support for more than one thousand new teachers. Although teachers in the treatment group experienced more intensive, structured, and sequenced mentoring activities from trained external mentors, they exhibited surprisingly similar teaching practices as those in the control group in the spring of the first year such that a zero effect of the CTI programs was concluded. Reanalyzing data from the comprehensive teacher induction study, the authors aimed to unpack the zero effect of the CTI programs on teaching practices by closely examining the content and activities of mentoring as potential mediators of the induction program effects on teaching practices. The content of mentoring includes teaching planning and preparation, management of classroom environment, instructional content and pedagogy, and professional responsibilities. Key activities for mentees include keeping record and analysis of teaching and student learning, working with a study group of teachers, observing other teachers' teaching, and meeting with local instructional leaders. The following questions were asked: (1) Did treatment teachers and control teachers have different experiences with mentoring content and activities? (2) Did the differences in mentoring experiences mediate the program effect on teaching practices? (3) Was receiving mentoring from external mentors in the CTI programs as effective as receiving mentoring from home-based mentors under the control condition? Preliminary analysis indicated that treatment teachers and control teachers had different experiences with mentoring content and activities. Clearly, beginning teachers assigned to the CTI programs tend to receive a higher dosage of induction content and a higher intensity of mentoring activities. Therefore, we can rule out the second explanation for the zero effect of the CTI programs given that the treatment teachers displayed an equal or higher rate of participation than did the control teachers. The authors did note that a higher level of participation rate in the treatment group apparently did not lead to superiority in teaching practices in comparison with the control group. One would wonder, had the treatment teachers participated in the CTI programs at a lower rate that becomes equal to the control teachers' participation rate in their local induction programs, whether the teaching practices of the treatment group would become inferior to that of the control group. Tables are appended.
ED563315
Making Sense of the "Zero Effect" of Comprehensive Teacher Induction Programs: A Mediational Analysis
Society for Research on Educational Effectiveness
2013-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
15
ERIC
JAN2020
No
School Libraries
Librarians
Administrator Attitudes
Likert Scales
Administrator Surveys
Statistical Analysis
Responsibility
Role
Administrator Education
Experience
Page, Kayla
Dissertations/Theses - Doctoral Dissertations
English
Despite the efforts of local school library media specialists to promote their programming, many administrators do not understand the roles and responsibilities of the school library media specialist. Using a constructivist theoretical framework, this study was designed to examine the local school administrators' perceptions of the role of the school library media specialist. The research design was a cross-sectional survey. A convenience sample of 82 local school administrators was asked to complete a Likert scale survey that addressed the services offered through the media center, the of those services, and the awareness of services offered that are relative to learning standards. Data were analyzed through a chi-square test to understand the administrative base knowledge for their perceptions or attitudes on the roles, responsibilities, and impact of the school library media center program. A significant difference was found between a knowledge base obtained from administrative training compared to a knowledge base that was gained through personal experiences. These findings suggest that school library media specialists need to provide administrators with more collegial reinforcement such as an instructional support plan that can inform administrators on the intervention resources that school library media specialists can implement. Implications for social change include enhanced educational relationships, improved communication and collaboration amongst educators, and an increased leadership presence within the school library media specialist community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563316
Administrative Perceptions on the Role of the School Library Media Specialist
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-1717-4
160
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601152
2016
As Provided
JAN2020
No
Educational Needs
Student Needs
Adult Students
Higher Education
Needs Assessment
Nontraditional Students
College Students
Learning Theories
Educational Planning
Daily Living Skills
Career Development
Correlation
Statistical Significance
Parents
Income
Females
Ethnicity
Gender Differences
Age Differences
Statistical Analysis
Student Surveys
Student Attitudes
Moison, Lisa M.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
Higher Education
Postsecondary Education
In recent years, there has been an increasing interest in determining the personal and educational needs of adult learners in higher education. This may be due to the rise in the number of students age 25 and over who have been returning to college (NCES, 2012). The purpose of this study was to survey adult learners on their personal and educational needs so university and college services could be improved to serve them. Another goal was to determine if self-reported needs of adult learners validated or refuted theories of adult learning. Data were collected from the Adult Learner Needs Assessment Survey (ALNAS) by American College Testing and the findings indicate that adult learners need help in five distinct categories: having associations with others, educational planning, life skills, career development, and managing family issues. The research suggested that some demographic factors were associated with particular needs. There was a statistically significant difference in the needs of several groups: widowers, students who had children, students who were continuing their education, students with an income level below $14,999, and women who expressed a need for help with associations with others. The findings did not show a difference in the needs of adult learners based on their ethnicity nor was there a difference in the needs of the learners between the ages of 23 and 61. The three main conclusions are that (a) adult learners have definable educational and personal needs as they return to college; (b) marital, job, income, and gender variables can be factors in identifying those needs, but ethnicity and age were not; and (c) the findings support theories of adult learning by Knowles, Cross, and Mezirow. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563317
The Educational and Personal Needs of Adult Learners in Higher Education: A Quantitative Exploratory Study
ProQuest LLC
Ed.D. Dissertation, Fielding Graduate University
2013-00-00
978-1-3035-1793-8
123
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601166
2016
As Provided
JAN2020
No
School Safety
Motivation
Crisis Management
Statistical Analysis
Self Concept
Goal Orientation
Private Colleges
Likert Scales
Surveys
Compensation (Remuneration)
Experience
Training
Communication (Thought Transfer)
Employees
Burt, Ernest, III
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Higher Education
Postsecondary Education
This study examined components that have an effect on crisis response team members' personal motivation to perform campus safety protocols. The research method for this study was a quantitative design. The variables measured were compensation, experience, training, and communication. The motivation sources for this study included instrumental motivation, external self-concept based motivation, internal self-concept based motivation, and goal internalization motivation. Study participants were crisis response team members from a private non-for profit institution in the Southeast region of the United States. The participants responded to a Likert scale survey. Data analysis was conducted using a "t" test to compare the variable means against the selected test value to determine if a difference existed among the means. The results indicated that compensation does not have an effect on crisis response team members personal motivation to perform campus safety protocols. However, the results were inclusive on whether crisis response team members are motivated to choose positions that offer the most compensation. Crisis response team members favored experience, training, and communication as the three variables that motivated them the most to implement campus safety protocols. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563318
Components That Affect the Personal Motivation to Implement Campus Safety Protocols
ProQuest LLC
Ph.D. Dissertation, Keiser University
2013-00-00
978-1-3035-1803-4
120
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601176
2016
As Provided
JAN2020
No
Goal Orientation
Self Management
Conferences (Gatherings)
Teacher Student Relationship
Educational Environment
Academic Achievement
Sense of Community
Elementary School Students
Suburban Schools
Worksheets
Elementary School Teachers
Grade 3
Grade 4
Grade 5
Student Surveys
Standardized Tests
Scores
Attendance
Godwin, Paul Thomas
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Programs and reforms have come and gone in the educational arena with little impact on student performance. The problem at the school of study was the students' perception of their sense of belonging and the sense of the school as a community and the students' academic performance did not show adequate growth. The study took place in a mid-western suburban elementary school serving 440 students kindergarten through fifth grade. The significance of the study was to examine the impact of a Goal-Setting Worksheet, along with regular teacher-student conferences, as a strategy to improve the overall school climate and academic achievement as measured by climate survey results, standardized test scores, attendance rates, and office referrals. The process allowed teachers and students in 3rd, 4th, and 5th grade the opportunity to work together to complete the Goal-Setting Worksheet by setting goals, establishing a plan of action, and providing feedback through conferences throughout the goal-setting period. Students assessed their progress and worked with the teachers to determine if the student needed to revisit their goal or establish a new goal. The purpose of this process was to increase the students' perception of their sense of belonging and academic achievement. To determine if there was a change in the students' perception of school climate, students took the Caring School Community climate spring survey and the pre and post School Climate survey. Academic performance was measured by comparing scores on the Missouri Assessment Program Communication Arts and Math test and the Gates-MacGinitie Reading Test. Survey results and academic scores were compared over a four year period. The results were that the implementation of the goal-setting worksheet and teacher-student conferences to school climate did not yield the desired change at the school of study in the areas of overall school climate or academic achievement. However, the understanding of the value of the two has influenced the staff to continue the desire, process, and pursuit to improve the students' perception of the school climate and increase academic performance. Because of the limited timeframe of the study, further investigation of this process is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563319
Goal-Setting, Self-Monitoring, and Teacher-Student Conferences and the Relationship with Overall School Climate and Student Academic Achievement
ProQuest LLC
Ed.D. Dissertation, Lindenwood University
2013-00-00
978-1-3035-1813-3
153
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601186
2016
As Provided
JAN2020
No
Literacy Education
Secondary School Students
Reading Comprehension
Communications
Grade 10
Control Groups
Experimental Groups
Comparative Analysis
Hypothesis Testing
Cooperative Learning
Instructional Effectiveness
Reading Instruction
Group Activities
Hamilton, Tina
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
Grade 10
High Schools
Literacy is a national concern in the United States. Many students are graduating from high school across the U.S. lacking the skills needed to be a proficient reader. The lack of college readiness skills in reading causes these students to be placed in remedial classes on the collegiate level. School systems that recognize the high percentage of students entering high school who cannot read at their grade level can implement early interventions and provide professional development opportunities for teachers in order to increase reading achievement. Due to the culture created at the secondary level that held teachers responsible for teaching content, covering the mandated curriculum, and making adequate yearly progress, instructing students while utilizing best practices in reading instruction often was not a practical consideration. The traditional approach to literacy is not enough. It is time for teachers to acknowledge that literacy in middle and high school must be taught across all contents to lay the groundwork for literacy skills that students need to thrive in college. This study explored the effect of implementing Literature Circles in a secondary Communication Arts classroom on reading comprehension. While extensive research on Literature Circles exists, most of it focuses on their use at the elementary and middle school levels, with few studies investigating their implementation at the secondary level. However, the research establishes Literature Circles as a proven practice to assist students in making gains in reading skills. The sample population consisted of five 10th grade classes participating in Literature Circles and one 10th grade class as a control group. By implementing Literature Circles at the secondary level, the results of the data did not support the hypothesis that secondary students reading comprehension increased through participation in Literature Circles. While this study did not prove statistically any significant gains from participation in Literature Circles, observable gains occurred through the higher level of student questioning and students responding with evidence cited from the text. By implementing a classroom infrastructure that supported Literature Circles, students collaborated effectively about a text and used textual support to justify their responses to questions and to derive meaning from the text. The research from this study will add to the current body of knowledge regarding the use of Literature Circles at the secondary level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563320
An Exploration of the Influences of Literature Circles on Secondary Student Reading Level
ProQuest LLC
Ed.D. Dissertation, Lindenwood University
2013-00-00
978-1-3035-1816-4
136
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601189
2016
As Provided
JAN2020
No
Suicide
Gifted
Questionnaires
Males
Homosexuality
Sampling
Interviews
Resilience (Psychology)
Coding
Vignettes
Young Adults
Grounded Theory
Qualitative Research
Sexual Orientation
Risk
Role
Sedillo, Paul James
Dissertations/Theses - Doctoral Dissertations
English
This qualitative, retrospective study investigated suicidal ideation among 32 young adult men. Participants were asked to report their experiences as adolescents. The primary focus of the study was to discover how gay gifted adolescents dealt with issues of suicide and suicidal ideation. Participants were selected using a purposive sampling technique. Four groups of participants were chosen with eight males in each group. The groups were: gay (i.e., homosexual) gifted, gay nongifted, straight (i.e., heterosexual) gifted and straight nongifted. Forty-one percent of participants were Hispanic/Latino, 31% were Caucasian, 22% were biracial, and 6% were African American. Data were collected using an initial questionnaire followed by in-depth individual interviews with all participants. Grounded Theory methodology was employed during the analysis phase of the study. The voices of participants were conveyed within a series of narrative vignettes. Specific categories of risk and resiliency were revealed using coding and constant comparative analysis. Results indicated that resiliency played a predominant role in how the participants dealt with suicidal issues. All of the eight gay gifted males had considered attempting suicide at least once. This group did not the lowest rate of overall suicidal ideation across the groups. Also, the gay gifted group had one of the highest number of resiliency factors. Additionally, the gifted adolescents appeared to rely on their giftedness as a safeguard that protected them from suicide. Based on the study's outcome, a theory of suicidal ideation was proposed, and an assessment was designed for future studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563321
A Retrospective Study of Gay Gifted, Young Adult Males' Perceptions of Giftedness and Suicide
ProQuest LLC
Ph.D. Dissertation, The University of New Mexico
2013-00-00
978-1-3035-1846-1
459
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601219
2016
As Provided
JAN2020
No
Child Abuse
Prevention
Violence
Hospitals
Surveys
Administrator Attitudes
Program Effectiveness
Slaton, Scott Larue
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
English
The History and Examination of the Shaken Baby Project looks at the use of a Child Abuse prevention program at a Southwestern Community Hospital. The origination of the program is researched that uncovers the inception of the curriculum used in the medical facility. The Administrative and Hospital Staff are surveyed to determine their viewpoint to the program's effectiveness to participating parents. The data from the surveys was extracted to determine the Administrative and Hospital staff currant relationship to the implementation of curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563322
The History and Examination of the Shaken Baby Project
ProQuest LLC
Ph.D. Dissertation, The University of New Mexico
2013-00-00
978-1-3035-1851-5
125
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601223
2016
As Provided
JAN2020
No
Academic Libraries
Librarians
Library Role
Higher Education
Educational History
Educational Trends
Technological Advancement
College Libraries
Virgil, Candance L.
Dissertations/Theses - Doctoral Dissertations
Ohio
Ohio
English
Higher Education
Postsecondary Education
This document analysis examined the academic library and the changing role of the academic librarian in higher education. A comparison of the trends and issues reported by prominent librarians in the 20th century was made to those reported in the 21st century. Emphasis was placed on the following decades: 1970s, 1980s, and 1990s in the 20th century and 2000s (through 2013) in the 21st century. Initial topics from the 20th century were selected from the cornerstone article, "College Libraries and the Teaching/Learning Process: A 25-Year Reflection" by Farber (1999). Farber, who was well known for research regarding bibliographic instruction at Earlham College, observed, reported, and predicted for the future many changes in the field of librarianship. His cornerstone article presented an historical view of bibliographic instruction, the development and oversight of the Ohio College Library Century, the rise of the use of microfilm and microfiche, the drastic change in processes for establishing and maintaining the card catalog, and an overview of technological changes as they relate to the academic library located in institutions of higher learning. The issues Farber discussed were compared to discussion by prominent librarians from the 21st century. An overview of the similarities, differences, and topics which have almost disappeared, as discussed by Farber, were reviewed. Also examined were current academic library topics Farber discussed which have changed immensely in the early years of the 21st century. The changing role of the academic librarian, motivated by changing media and technology availability was reviewed by decade. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563323
An Analysis of the Academic Library and the Changing Role of the Academic Librarian in Higher Education: 1975-2012
ProQuest LLC
Ed.D. Dissertation, Lindenwood University
2013-00-00
978-1-3035-1863-8
192
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601227
2016
As Provided
JAN2020
No
Student Satisfaction
Virtual Universities
Mentors
Predictor Variables
Academic Persistence
College Students
Progress Monitoring
Regression (Statistics)
Least Squares Statistics
Academic Achievement
Outcomes of Education
Statistical Analysis
Flores, Alberto M.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
In an increasingly competitive world, many universities have tried to improve academic performance, retention and graduation rates by introducing online education or mentoring. Although researchers have explored university mentoring using qualitative methods, few have addressed the quantitative connection between student mentoring and academic performance. The analyses of this study consisted of the census population of graduate and undergraduate students and the relationship between the predictor variables (a) satisfaction with mentoring and (b) satisfaction with the university, and the outcome variables (a) satisfactory academic performance (SAP) and (b) on-time progress (OTP). Four separate regression analyses using ordinary least squares (OLS) methodology for the continuous outcome variable SAP and binary logistic methodology for the binary outcome variable OTP, were performed on 19,869 responses to a survey designed and administered by the university over a three-year period. Each regression included demographic and school variables as controls. Positive linear relationships were found between both predictor variables and SAP. A positive relationship was found between the satisfaction with the university and OTP; however, satisfaction with mentoring was not a predictor of OTP. The strengths of the significant relationships were low, which indicated that other variables, some among the controls and others unaccounted for here, had stronger influences on academic performance than either of the predictor variables. The results of this study provided information based on quantitative analysis about the relationship between student satisfaction and student academic performance outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563324
Student Satisfaction with an Online University and Its Mentoring Program as Predictors of Student Academic Performance
ProQuest LLC
Ed.D. Dissertation, Grand Canyon University
2013-00-00
978-1-3035-1885-0
260
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601235
2016
As Provided
JAN2020
No
Educational Technology
Technology Uses in Education
Elementary Secondary Education
Technology Integration
Teacher Attitudes
Teaching Methods
Electronic Publishing
Diaries
Web Sites
Interviews
Coding
Lesson Plans
Surveys
Scores
Peer Teaching
Knowledge Level
Teacher Collaboration
Learner Controlled Instruction
Resistance to Change
Transformative Learning
Mixed Methods Research
Cubillos, Jo Ann
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
The integration of technology into classroom instruction in K-12 schools remains problematic. The problems associated with this integration are troubling, as technology integration may change a teacher's pedagogy toward more innovative approaches that increase student achievement. The purpose of this study was to document teachers' experiences as technology was adopted on a private school campus. Mezirow's transformative learning theory provided a framework that focused on the role of dialogue, reflection, and modeling in the resistance to change. The impact of technology integration on teachers' beliefs, attitudes, and pedagogy was documented using a sequential mixed method design. The beliefs and attitudes about technology of 18 teachers were explored through a campus blog, debriefing logs, and interviews and were analyzed using thematic coding. The number of technology-infused lessons found in lesson plans, scores on the Levels of Teaching Innovation survey, and ITBS scores provided pedagogy data and were analyzed with descriptive statistics. According to study results, peer support relieved gaps in knowledge concerning technology integration. The community increased its personal computer use and moved to more student-centered pedagogy, although only modest increases were found in survey data and ITBS scores. Study findings were used to create a professional development program for teachers on lesson planning, real-world connections, and campus vision for technology integration. The developed training will increase the overall integration of technology at the local site, improving the quality of education for students. Technology integration through this transformative method may be a catalyst for social change by moving the campus to a community of practice and teachers to more student-centered pedagogy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563325
The Impact of Technology Integration through a Transformative Approach
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-2076-1
173
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601296
2016
As Provided
JAN2020
No
American Indians
Business
American Indian Reservations
Success
Economic Development
Statistical Analysis
Correlation
Surveys
Sustainability
Skills
Attitudes
Environmental Influences
Planning
Schmitt, Barbara Elise
Dissertations/Theses - Doctoral Dissertations
North Dakota
North Dakota
English
Successful economic development is essential in building and sustaining a healthy community. The purpose of this study was to identify indicators of successful economic development as it pertained to Native American owned businesses located on/or adjacent to North Dakota reservations. More specifically this study sought to explore specific relationships between the perceived level of importance of knowledge, skills, and attitudes and sustainable Native American owned business ventures. Using a quantitative correlation research design, 194 Native American owned businesses located on/or adjacent to the four reservations in North Dakota: Spirit Lake, Standing Rock, Fort Berthold, and Turtle Mountain responded to a self-administered 69 item survey instrument. The instrument was designed to gain an understanding of how important each factor was to the business owner and to what extent the business owner used each factor. The compiled research data was analyzed in addressing the following questions: (a) How important are knowledge, skills, and attitudes to the sustainability of Native American owned businesses? and (b) To what extent are Native American environmental factors, knowledge, skills, and attitudes significant for emerging verses mature Native American owned businesses? Native American owned businesses play a significant role in their communities. This research indicated Native American owned businesses need planning and organization skills to be successful. Strategic planning, operational planning, communication, managing change, innovation, and human resources are all essential planning and organization skills that both emerging and mature businesses need. Emerging Native American business owners also need to be technically proficient in their field. Therefore, they should be encouraged to participate in training which focuses on technical skills. They also need to solicit critical suggestions from a business network to be successful. Receiving constant feedback on the performance of the business will assist emerging business owners in identifying and correcting issues which would otherwise hold a business back or cause it to go out of business. Tribal administrations and tribal economic development offices may benefit from this study by providing foundational knowledge to advance their economic development efforts. The results from this study may also benefit higher education business departments who offer economic development courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563326
Defining Economic Success as It Pertains to Native American Owned Businesses Located on/or Adjacent to North Dakota Reservations
ProQuest LLC
Ph.D. Dissertation, North Dakota State University
2013-00-00
978-1-3035-2084-6
188
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601302
2016
As Provided
JAN2020
No
Nurses
Novices
Competence
Job Skills
Expectation
Performance Based Assessment
Skill Development
Nursing
Drug Therapy
Safety
Competency Based Education
College Graduates
Knowledge Level
Questionnaires
Mixed Methods Research
Statistical Analysis
Wise, Vanessa
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
As newly graduated associate degree nurses (ADN) and baccalaureate degree nurses (BSN) enter into the workforce, they must be equipped to care for a complex patient population; therefore, the purpose of this study was to address the practice expectations and clinical competency of new nurses as perceived by nurse preceptors and nurse managers. Theoretical frameworks guiding this study were the competency outcomes performance assessment theory and the constructivist learning theory. The research questions sought to identify the skill levels and practice expectations of new graduate nurses that nurse preceptors and nurse managers perceive as the most important, and to determine how the identified competency-based assessments can be incorporated in academia to improve new graduate nurses' cognitive and technical skill sets. Purposeful sampling for this mixed methods design was used with 30 nurse managers and 8 nurse preceptors completing the Hospital Nurse Educator Questionnaire (HNEQ). Cronbach's alpha determined the HNEQ's internal consistency. Descriptive analysis and the Wilcoxon alpha test were used on the quantitative data; results revealed that safe nursing practices with knowledge and safe administration of medications were the highest nursing care expectations. Four areas ranked below the p = 0.05 level of significance, revealing a higher expectation of nursing abilities among BSN graduates vs. ADN graduates. Qualitative data were analyzed categorically to identify common themes and patterns, revealing that safe nursing practice ranked highest among the participants. The challenge is for academia and industry to use these research findings to develop competency-based curriculum and orientation programs that address safe nursing practice issues regarding the care given by new graduate nurses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563327
Competency of Graduate Nurses as Perceived by Nurse Preceptors and Nurse Managers
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-2089-1
200
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601306
2016
As Provided
JAN2020
No
Homosexuality
Sexual Orientation
Sexual Identity
Educational Environment
Minority Group Students
Hispanic American Students
College Students
Readiness
Interviews
Cultural Relevance
Rivera-Ramos, Zully A.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
Research on the campus climate for lesbian, gay, and bisexual (LGB) individuals evidences that heterosexism at institutions of higher education is still prevalent. Although campus climate research is increasing, studies have been primarily conducted with European American samples. Sexual orientation issues within ethnic minority campus communities have remained largely unexplored. The current study is the first to examine the readiness of a Latina/o community at a major Midwestern State University to address LGB concerns. Using the Community Readiness Model (CRM), data were collected through individual interviews with 16 key informants from programs and organizations serving the Latina/o campus community. The Community Readiness Assessment scoring procedure was used to analyze the interview data. Findings suggest that the community is at a vague awareness readiness stage to address LGB issues. Culturally sensitive recommendations for stage-appropriate strategies to improve the Latina/o campus community's readiness are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563328
Assessing the Community Readiness of a Latina/o Campus Community to Address Lesbian, Gay, and Bisexual Concerns
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-1058-8
89
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600805
2016
As Provided
JAN2020
No
Middle School Teachers
Mathematics Teachers
Teaching Experience
Coaching (Performance)
Professional Development
Qualitative Research
Case Studies
Learning Theories
Instructional Improvement
Semi Structured Interviews
Frost, Bernard Emmanuel
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
Many school districts have provided support to middle school mathematics teachers who face challenges involving delivery of instruction by hiring instructional mathematics coaches. The purpose of this qualitative case study was to explore the experiences between classroom mathematics middle school teachers and their instructional coach, and to understand how those interactions assisted in improving teachers' instructional practices. Vygotsky's adult learning theory formed the theoretical foundation of this study. The research question sought to understand the ways a mathematics coach helps teachers improve instruction. The convenience sample consisted of 6 middle school mathematics teachers and their instructional coach. Qualitative data were collected using semi-structured interviews to capture teachers' experiences with improving mathematics learning and classroom practice. Traditional qualitative analysis techniques were used to identify themes and understandings about the phenomenon of instructional coaching and the relationship between coach and teacher. Teachers reported improvement in their instructional practice as a result of (a) collaborative relationships, (b) embedded professional development, and (c) support within coaching. These data resulted in a staff development project intended to support teachers, administrators, and coaches as they develop local instructional coaching programs. This project study may create positive social change by improving interaction between classroom teachers and their instructional coaches. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563329
Teachers' Experiences with Middle-Level Mathematics Coaches
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-1234-6
169
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600895
2016
As Provided
JAN2020
No
Grade 3
Elementary School Students
Phonological Awareness
Reading Fluency
Oral Reading
Poverty
Rural Schools
Phonemes
Kindergarten
Predictor Variables
Regression (Statistics)
Predictive Validity
Accuracy
Correlation
Early Intervention
Reading Achievement
At Risk Persons
Reading Difficulties
Social Change
Short Term Memory
Robinson, Stephanie J.
Dissertations/Theses - Doctoral Dissertations
South Carolina
South Carolina
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Kindergarten
Although phonological awareness (PA) is an essential preliteracy skill with well-established predictive validity for elementary school reading success, previous research indicates that PA intervention does not demonstrate long term effects on reading. The theory of automaticity was the underlying foundation used to understand the importance of mastering beginning reading skills to ensure efficient use of working memory. This mastery allows the excess capacity of working memory to be available for higher level reading skills. The purpose of this non-experimental, correlational study was to examine the literature gap regarding the predictive validity of 2 kindergarten predictor variables for 3rd grade reading success: PA acquisition rates and kindergarten phoneme segmentation accuracy. Archival data were collected from a 2009 kindergarten class in a rural, high poverty elementary school in South Carolina. Linear regression was used to determine the predictive validity of PA acquisition rates and accuracy of responses on the criterion variable of 3rd grade oral reading fluency. The results of this study indicated that only PA acquisition rates significantly predicted 3rd grade oral reading fluency. Kindergarten phoneme segmentation accuracy rate was not a significant predictor of 3rd grade oral reading fluency. The results from this study contribute to positive social change by identifying a significant predictor variable for educators to consider when implementing a more refined, meaningful early intervention strategy for enhancing future reading success of children known to be at high risk for reading difficulties. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563330
Predicting Third Grade Reading Success from Kindergarten Phonological Awareness
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-3035-1237-7
123
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600898
2016
As Provided
JAN2020
No
French
Second Language Learning
Translation
Computational Linguistics
Writing (Composition)
Statistical Analysis
Qualitative Research
College Students
Second Language Instruction
Comparative Analysis
Control Groups
Internet
Writing Assignments
Teaching Methods
Scores
Writing Evaluation
Evaluators
Content Analysis
Spelling
Syntax
Grammar
Vocabulary
O'Neill, Errol Marinus
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Online translation (OT) sites such as Free Translation and Babel Fish are freely available to the general public and purport to convert inputted text, from single words to entire paragraphs, instantly from one language to another. Discussion in the literature about OT for second-language (L2) acquisition has generally focused either on the pedagogical and ethical issues surrounding online translators or on anecdotal discussions of errors researchers have encountered on such tools. This dissertation takes a different approach by investigating the quantative and qualitative effects of OT use on L2 composition writing. A study conducted among 32 third- and fourth-semester L2 French students compared the results of three conditions: participants who were allowed to use an online translator for writing tasks after attending a training session on OT (+translator, +training); participants who were permitted to use OT for their writing, but who had received no prior training (+translator, -training); and a control group whose participants had no training and were not allowed to use OT (-translator, -training). Each of the 128 compositions collected was scored by raters and evaluated on six features: overall comprehensibility, content, spelling, syntax, remaining grammar, and vocabulary. Additionally, raters were asked to judge whether or not, in their estimation, each composition's writer had used an online translator. The results showed that not only did OT use not have a negative effect on the mean scores of those who used a translator during the study, but the online translator groups performed as well as, if not better than, the control group on the experimental writing tasks both overall and on specific linguistic features. Specifically, the global scores of the translation group that had received training (+translator +training) were in fact statistically significantly higher (p < 0.05) on the second of two experimental writing tasks as compared to the control group (-translator -training). Additionally, on Tasks One and Two, one or both translator groups significantly outperformed the control group on four of the six components evaluated (overall comprehensibility, content, spelling, and remaining grammar). Raters were able to identify correctly, to a statistically-significant level, whether or not online translation was used for compositions; there were however cases where one or both raters scoring a given composition mistakenly suspected OT use, as well as some OT-aided compositions that escaped detection by raters. This dissertation analyzes global and component scores of compositions written with the use of an online translator and those written without such aid; presents and discusses samples of student writing in light of rater comments and participant self-reports; and explores the implications of the study's results for L2 learning and instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563331
The Effect of Online Translators on L2 Writing in French
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-1240-7
267
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600901
2016
As Provided
JAN2020
No
Language Variation
Second Language Learning
English (Second Language)
Language Attitudes
Language Usage
Second Language Instruction
Language Teachers
Mixed Methods Research
Standards
Grammar
Sociolinguistics
Teacher Education Programs
Role
Focus Groups
Interviews
Official Languages
Online Surveys
Native Speakers
Speech
Student Attitudes
Applied Linguistics
Litzenberg, Jason
Dissertations/Theses - Doctoral Dissertations
English
English has become the default language of global communication, and users around the world are adapting the traditional standards of grammar and interaction. It is imperative that teachers of English keep pace with these changing conceptualizations of the language as well as the changing expectations of its users so that they can best prepare language learners for the sociolinguistic realities they will encounter. Teacher training programs have a critical role to play in that they must keep pace with both the changing global linguistic landscape and how these changes influence pre-service teachers. It is therefore imperative to understand the attitudes of pre-service teachers towards the varieties of English that their students will encounter. This study considers the attitudes of pre-service TESOL teachers towards varieties of native and non-native English as used in naturalistic communicative situations. It considers personal factors that may play a role in how participants evaluate the interactive speech samples and whether TESOL training programs influence the development of attitudes towards language-in-use. To this end, a mixed methods design involving three primary components was used: an online survey of 70 respondents from 26 institutions, four focus group interviews, and a curriculum analysis of five teacher training programs. This study is unique in that participants evaluate speech-in-action that is representative of the types of language found in many English as a lingua franca (ELF) settings. Among other things, primary results suggest that (a) standard language ideology influences many participant assessments of both native and non-native speech, (b) teacher training programs exert at least some influence on the attitudes of pre-service teachers towards varieties of spoken English in discourse, and (c) engagement with non-native speech in teacher preparation courses and language learning as a component of a curriculum can benefit pre-service teachers. Implications for applied linguistics, teacher training, and ELF are considered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563332
An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction
ProQuest LLC
Ph.D. Dissertation, Georgia State University
2013-00-00
978-1-3035-1276-6
257
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600909
2016
As Provided
JAN2020
No
Information Technology
Critical Thinking
Internet
Safety
Social Media
Parent Attitudes
Attitude Measures
Youth
Bullying
Computer Mediated Communication
Parent Role
Bryant, Veneschia R.
Dissertations/Theses - Doctoral Dissertations
English
The 21st century has allowed for endless possibilities in the areas of technology and technological innovations. Access is unlimited and society as a whole is benefiting from the abundance and availability, from private sectors to public. This access is truly tremendous as it continues to make many advances in areas such as medicine and education, but to whom much is given, much is required. This technological access has also been provided to 21st century youth and they are often seen using some type of digital device: cell phone, tablets, computers and eReaders. As the beneficiaries of 21st century devices, youth should be required to be reliable, responsible, and to use critical thinking when it comes to their digital devices, activities, and decisions. Access to technology often times means access to the Internet. Youth are using devices for more than the initial purposes; for example, cell phones are not just for having audio conversations, but also for texting, accessing the Internet, posting on social media sites and even inappropriate acts like sexting. This research looked at the type of access 21st century youth are exposed to, analyzed the types of digital devices they have access to, and then explored the types of activities in which they engage. It looked at which devices they use to access the Internet, what they are doing when they are engaged on the Internet, and finally what types of digital decisions youth make with their digital devices. Having access is not always considered atrocious, but what youth do with this access is important to consider. In addition to analyzing the digital devices, activities, and decisions of youth, this research looked at parental perspectives to determine if parents, who are probably the key people who provide the access to the youth, have some awareness about their children's digital decisions. Youth and parents were given the same instruments and each participant was required to complete three surveys and one questionnaire. The results were first used to gain an understanding of and analyze the digital devices, activities, and decisions of youth who participated in the research and then to compare their responses with those of the parents to determine parental perspectives of the digital devices, activities, and decisions of their children to determine if parents know what is going on online. Sometimes the online or digital world can be the private playground of youth and they may engage in events that are inappropriate or illegal. Although this research is analyzing the digital decisions of youth who may not be using critical thinking skills online, it is important to note that there are several youth who are innocently using their digital devices for the right purposes, but it is important for parents to check in or understand what is available, what dangers are lurking, and what their children are possibly doing in online or digital environments. The results of this research will be used as baseline data to determine what efforts need to be done to educate youth and parents on this issue. A series of webinars, articles, and books will be generated from this research that will focus on digital and online issues that youth face, such as cyberbullying, sexting, social media, and communicating with strangers online. These resources will be used to educate parents on what to look for and how to talk to their children, as well as to teach youth how to be cyber safe and use critical thinking skills in a digital era. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563333
21st Century Youth Using Critical Thinking Skills and Practicing Cyber Safety When Making Digital Decisions: An Analysis of the Digital Devices and Decisions of Youth and Parental Perspectives of the Same
ProQuest LLC
Ed.D. Dissertation, Fielding Graduate University
2013-00-00
978-1-3035-1295-7
138
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600915
2016
As Provided
JAN2020
No
Community Colleges
Learner Engagement
Student Organizations
College Students
Surveys
Student Attitudes
Comparative Analysis
Peer Relationship
Campuses
Teacher Student Relationship
College Faculty
Institutional Mission
College Administration
Student Characteristics
Statistical Analysis
Student School Relationship
Carmody Roster, Ellen
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
This study uses data from the 2011 Community College Survey of Student Engagement [CCSSE] to compare students' engagement in academic pursuits and their relationships to fellow students, faculty, and administrators at community colleges that host highly-involved Phi Theta Kappa chapters, with students' perceptions of these attributes at community colleges that do not host Phi Theta Kappa chapters or have less involved chapters. The questions explored are: (a) Does having a highly-involved Phi Theta Kappa chapter on campus affect the level of engagement of all students on campus and (b) Does having a highly-involved Phi Theta Kappa chapter on campus influence students' views of their relationships with fellow students, faculty and administrative personnel? The findings indicate that students' enrollment status, age, gender, first-generation status, and race impact students' level of engagement and their relationships with others on campus. The presence and involvement level of Phi Theta Kappa chapters were not statistically significant in explaining students' engagement levels or perceptions of campus relationships. Community college officials should consider an evaluation of student groups on their campuses to determine how closely the groups' missions match and enhance the college's mission and goals, when budgets are allocated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563334
Student Organizations on Community College Campuses: An Examination of Engagement Levels of Community College Students
ProQuest LLC
D.Ed. Dissertation, University of Minnesota
2013-00-00
978-1-3035-1307-7
160
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600926
2016
As Provided
JAN2020
No
Brain
Head Injuries
Rehabilitation
Intervention
Program Effectiveness
Taxonomy
Standards
Research
Grove, Michael J.
Dissertations/Theses - Doctoral Dissertations
English
Traumatic Brain Injury (TBI) rehabilitation interventions are very heterogeneous due to injury characteristics and pathology, patient demographics, healthcare settings, caregiver variability, and individualized, multi-discipline treatment plans. Consequently, comparing and generalizing the effectiveness of interventions is limited largely due to non-interoperable domain data. Addressing domain data interoperability through standardization can help unpack the "black-box" of rehabilitation treatment research. This paper describes the development of a foundational non-surgical, non-pharmaceutical ontology for TBI rehabilitation to facilitate domain interoperability. A conceptualization of the clinical domain was developed through a triangulation of data sources in order to create context and to serve as the underlying source for an ontology. A set of classes with primitive ontological relations based on the conceptualization was assembled in the Protege Ontology Editor. The ontology is designed to facilitate further granularity of classes, properties, and instances as a collaborative hub for domain engagement. It is proposed that the ontology will aid in identification of effective rehabilitation components through the facilitation of comparative effectiveness research (CER). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563335
Development of an Ontology for Rehabilitation: Traumatic Brain Injury
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2013-00-00
978-1-3035-1316-9
216
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600936
2016
As Provided
JAN2020
No
Adults
Patients
Hospitals
Online Courses
Patient Education
Health Education
Web Sites
Surveys
Allied Health Personnel
Motivation
Knowledge Level
Behavior Change
Health Behavior
Urban Areas
Statistical Analysis
Lewis, Carol Ann
Dissertations/Theses - Doctoral Dissertations
English
Purpose: To evaluate the adult patient's understanding of the emergency department (ED) discharge instructions and motivation to use an online health education website. A survey of the ED staff was incorporated into the study to evaluate the ED staff members' motivation to include patient education on an online health education website prior to discharge. Background & Significance: There are six major knowledge gaps in the ED discharge process: (a) education, (b) care management, (c) follow-up and discharge, (d) communication, (e) health care provider accountability and (f) health literacy (Shepard, Donovan, & Lyons, 2010). Patient-centered transition and discharge management that focuses on these knowledge gaps will promote satisfactory health outcomes. The Health Belief Model theorizes that a sustained change in behavior is influenced by internal motivation and perception of the illness. Cognitive knowledge and ED staff motivation to educate the patients on the use of an online health education website will improve health literacy. Methods: This was a descriptive cross-sectional quantitative study, conducted from March-June, 2012, in a 52-bed ED facility in an urban setting. A simple unbiased random sample of adult patients (n = 100) was surveyed in the ED prior to discharge. Inclusion criteria included alert adult patients and confused patients with a family member at the bedside. Exclusion criteria included pediatric patients and confused patients without a family member at the bedside. Family members assisted the primary investigator with interpretation of the survey questions for non-English speaking patients. ED staff (n = 45) was surveyed in October, 2012. This was a single-center study, not all potentially eligible patients or staff could be surveyed, and the outcome assessment relied on the participants' answers to the surveys. Results: The majority of participants did not understand the discharge instructions. The Pearson chi-square was statistically significant and indicated a "reasonable difference" between the preferred method of learning and understanding of the discharge instructions. Cramer's V indicated a "reasonable association" between the preferred method of learning and understanding the discharge instructions. Motivation to use an online health education website indicated a central tendency mean of 3.02, (0 is not motivated and 5 is very motivated). There was a relationship between motivation and the use of the online website. A survey completed by 45 ED staff members indicated that 76.1% of the ED staff were motivated to provide information about the online health education website to the patient prior to discharge. Conclusions and Clinical Implications: The data suggest that the majority of patients are being discharged without a thorough understanding of the treatment plan. There is a statistically "reasonable difference" and "association" between the preferred method of learning and understanding. The data suggest more time and effort are needed for effective communication. Information available through a health education website, such as kp.org, "My Health Manager", that provides a visual or audio learning method may provide a better understanding of the medical condition, encourage critical decision making, and improve adherence to the treatment plan. The Health Belief Model theorized by Nola Pender (Pender, Murdaugh & Parsons, 2010) asserts that a sustained change in behavior is achieved more effectively when the motivation to do so is elicited internally by the patient rather than imposed by others. A patient-centered technique, such as collaborative goal setting, which aims to promote internal motivation, has been associated with improved health outcomes (Picker Institute, 2012). Ultimately, these efforts would address the major knowledge gaps in the ED process and may reduce ED revisits, [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563336
Evaluating Patient Motivation and the Use of Online Health Information: Keeping Patients and Families in the Loop
ProQuest LLC
D.N.P. Dissertation, Brandman University
2013-00-00
978-1-3035-1350-3
99
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600969
2016
As Provided
JAN2020
No
State Legislation
Compliance (Legal)
Teacher Education Programs
Public School Teachers
Educational Legislation
American Indian Culture
American Indian History
Tribal Sovereignty
Mixed Methods Research
State Universities
American Indian Studies
Content Analysis
Course Descriptions
Teacher Surveys
College Faculty
Education Courses
Teacher Certification
Moody, Heather Ann
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin
English
Higher Education
Postsecondary Education
Wisconsin Act 31 was established for the purpose of addressing American Indian history, culture, and sovereignty within K-12 schools as a response to treaty rights issues in the late 1970s and early 1980s. Yet, in the 21 st century there remain issues with compliance throughout not only K-12 schools but also institutions of higher education. The research addresses how public institutions of higher education factor into compliance with regard to teacher preparation programs. Through a mixed methods approach, instructors from nine University of Wisconsin System institutions were surveyed regarding their professional and personal background in relation to American Indian Studies as well as their understanding of Wisconsin Act 31. In addition, a document analysis was performed on the syllabi from teacher-licensing certified courses. The results provided an overall understanding of the issues within teacher preparation programs that affect future educators. A distinction became apparent between courses that are education-related and those that are discipline specific. Majority of the courses are education-related and provide an emphasis on the general human diversity elements of Wisconsin Act 31. Alternatively, discipline specific courses address the foundational topics of Wisconsin Act 31 including culture, history, sovereignty, and contemporary issues. The differences between the types of courses that fulfill the Wisconsin Act 31 teacher-licensing requirement signify a need for further investigation into bringing together University of Wisconsin institutions, the Department of Public Instruction, and American Indians to fully address Wisconsin Act 31 requirements. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563337
"Before We Teach It, We Have to Learn It": Wisconsin Act 31 Compliance within Public Teacher Preparation Programs
ProQuest LLC
D.Ed. Dissertation, University of Minnesota
2013-00-00
978-1-3035-1329-9
117
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600949
2016
As Provided
JAN2020
No
First Generation College Students
Research Universities
Paying for College
Student Costs
Educational Attainment
Parent Background
Student Behavior
Anxiety
Shultz, Judith J. Andrews
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study examines first-generation research-university students in relation to their financial considerations. It is driven by the question, What is the relationship between first-generation college-student status and financial considerations among research-university students? It explores the impact of such variables as first-generation student status, parents' educational levels, student demographics, student's financial status, and academic considerations on students' financial concerns including the level of student financial concerns associated with paying for college, the behaviors students might choose, the manageability of college costs, and the worry associated with those costs. The results indicate that first-generation research-university students have unique financial concerns and responses to these concerns which are tied to their educational and family related backgrounds that influence their financial decision-making. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563338
How Am I Going to Pay for That?!: First-Generation University Students and Their Financial Concerns
ProQuest LLC
D.Ed. Dissertation, University of Minnesota
2013-00-00
978-1-3035-1337-4
135
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600957
2016
As Provided
JAN2020
No
Child Development
Child Caregivers
Credentials
Case Studies
Interviews
Competence
Early Childhood Education
Job Performance
Professionalism
Professional Development
McBride, Vickie
Dissertations/Theses - Doctoral Dissertations
English
Early Childhood Education
The purpose of this case study was to investigate what impact the child development associate (CDA) credential has on the performance of childcare providers in the 6 CDA competency areas. Each participant was interviewed using 9 open-ended questions regarding their experience. Over the past few years, a number of studies have examined the effects of varying levels of quality on children's behavior and development. These outcomes also coincide with the 6 competency areas of the CDA, which are to (a) establish and maintain a safe, healthy, learning environment; (b) advance physical and intellectual competence; (c) support social and emotional development, and provide positive guidance; (d) establish positive and productive relationships with families; (e) ensure a well-run, purposeful program responsive to participants' needs; and (f) maintain a commitment to professionalism. The specific objective of the study was to contribute new knowledge to the field of early childhood by examining the impact of the CDA credential and how it impacts provider job performance. The findings of this study indicate infinite options for future research involving child care providers' need for professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563339
Case Study: Investigating the Impact of the Child Development Associate Credentialing Process on Child Care Provider Performance
ProQuest LLC
Ed.D. Dissertation, Capella University
2013-00-00
978-1-3035-1589-7
148
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601067
2016
As Provided
JAN2020
No
Information Sources
Accuracy
Engineering
Systems Development
Statistical Analysis
Information Theory
Simulation
Computation
Measurement Techniques
Grenn, Michael W.
Dissertations/Theses - Doctoral Dissertations
English
This dissertation introduces a theory of information quality to explain macroscopic behavior observed in the systems engineering process. The theory extends principles of Shannon's mathematical theory of communication [1948] and statistical mechanics to information development processes concerned with the flow, transformation, and meaning of information. The meaning of requirements information in the systems engineering context is estimated or measured in terms of the cumulative requirements quality Q which corresponds to the distribution of the requirements among the available quality levels. The requirements entropy framework (REF) implements the theory to address the requirements engineering problem. The REF defines the relationship between requirements changes, requirements volatility, requirements quality, requirements entropy and uncertainty, and engineering effort. The REF is evaluated via simulation experiments to assess its practical utility as a new method for measuring, monitoring and predicting requirements trends and engineering effort at any given time in the process. The REF treats the requirements engineering process as an open system in which the requirements are discrete information entities that transition from initial states of high entropy, disorder and uncertainty toward the desired state of minimum entropy as engineering effort is input and requirements increase in quality. The distribution of the total number of requirements R among the N discrete quality levels is determined by the number of defined quality attributes accumulated by R at any given time. Quantum statistics are used to estimate the number of possibilities P for arranging R among the available quality levels. The requirements entropy H[subscript R] is estimated using R, N and P by extending principles of information theory and statistical mechanics to the requirements engineering process. The information I increases as HR and uncertainty decrease, and the change in information ÄI needed to reach the desired state of quality is estimated from the perspective of the receiver. The HR may increase, decrease or remain steady depending on the degree to which additions, deletions and revisions impact the distribution of R among the quality levels. Current requirements trend metrics generally treat additions, deletions and revisions the same and simply measure the quantity of these changes over time. The REF evaluates the quantity of requirements changes over time, distinguishes between their positive and negative effects by calculating their impact on H[subscript R], Q, and ÄI, and forecasts when the desired state will be reached, enabling more accurate assessment of the status and progress of the requirements engineering effort. Results from random variable simulations suggest the REF is an improved leading indicator of requirements trends that can be readily combined with current methods. The increase in I, or decrease in H[subscript R] and uncertainty, is proportional to the engineering effort E input into the requirements engineering process. The REF estimates the ÄE needed to transition R from their current state of quality to the desired end state or some other interim state of interest. Simulation results are compared with measured engineering effort data for Department of Defense programs published in the SE literature, and the results suggest the REF is a promising new method for estimation of ÄE. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563340
A Theory of Information Quality and a Framework for Its Implementation in the Requirements Engineering Process
ProQuest LLC
D.Sc. Dissertation, The George Washington University
2013-00-00
978-1-3035-1419-7
159
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600973
2016
As Provided
JAN2020
No
Undergraduate Students
School Holding Power
Academic Persistence
Nontraditional Students
Nontraditional Education
Evening Programs
Student Attrition
Institutional Role
Likert Scales
Data Analysis
Correlation
Age
Graduation Rate
Adult Education
Statistical Analysis
Online Surveys
James, Christina M.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Adult Education
Adult students are enrolling in postsecondary educational programs in record numbers, but many are not completing their programs. The purpose of this quantitative study was to explore the perceptions of adult students enrolled in a nontraditional undergraduate evening program at a selected liberal arts college to gain insights into the factors that students felt were most influential in supporting their degree completion. Using Bean and Metzner's conceptual model of nontraditional student attrition as a framework, research questions concerned students' perceptions of the roles that institutional, situational, and dispositional factors play in adult student retention, and whether students' perceptions were related to their age and gender. A convenience sample of 38 participants completed a Likert survey online, and descriptive and correlational designs were used to answer the research questions. Data were analyzed using frequencies, means and standard deviations, and correlations. According to study findings, institutional factors were perceived as having a greater effect on retention when compared to both situational and dispositional factors. There was a direct, moderate relationship between perceptions regarding institutional factors and age, and an inverse relationship existed between perceptions regarding situational factors and age; no other significant relationships were found. Based upon the findings, an orientation program was developed for the college to increase student involvement. Implications for positive social change include providing a program to the local site that may increase retention rates of adults students enrolled in the evening program by aiding student involvement within the institution, thus resulting in increased graduation rates for the institution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563341
The Perceived Contributing Factors for Nontraditional Undergraduate Student Retention
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-1421-0
165
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600975
2016
As Provided
JAN2020
No
Information Technology
Professional Personnel
Decision Making
Corporations
Information Management
Information Security
Systems Analysis
Semi Structured Interviews
Business
Sustainability
Teamwork
McKee, Shari Turner
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Between 2002 and 2012, information technology (IT) procedural decisions related to technology, fraud, bias, greed, and misleading information increased cost by more than $44 billion. The purpose of this phenomenological study was to explore IT professionals' experiences of IT procedural decisions. The research questions were intended to learn from the professional experiences of a Midwestern Fortune 500 company about the informational, situational, or behavioral characteristics that influence IT procedural decisions. Systems theory served as the conceptual framework. A purposive sample of 20 IT professionals completed semistructured interviews and described their personal experiences. All data were analyzed using coded keywords, phrases, and concepts. The procedural decision themes identified were as follows: (a) decision entropy, (b) information quality, (c) exponential growth of data, and (d) team experience. The findings indicated that procedural decisions improve when situational, informational, and behavioral considerations are applied equally. These findings suggest that a monitoring mechanism should be established that would include inspection, continuing education, communication, corrective action, and audit independence. The recommendations of this study may benefit both researchers and organizational leaders as evidence indicated the importance of mitigating situations that can lead to poor decisions. The implications for positive social change include decision improvements for business practices, financial sustainability, and consumer satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563342
Procedural Decision-Making Experiences among Informational Technology Professionals at a Midwestern Fortune 500 Company
ProQuest LLC
D.B.A. Dissertation, Walden University
2013-00-00
978-1-3035-1427-2
132
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600980
2016
As Provided
JAN2020
No
Engineering
Systems Development
Program Development
Probability
Networks
Information Systems
Models
Federal Government
Bayesian Statistics
Industry
Doskey, Steven Craig
Dissertations/Theses - Doctoral Dissertations
English
This research presents an innovative means of gauging Systems Engineering effectiveness through a Systems Engineering Relative Effectiveness Index (SE REI) model. The SE REI model uses a Bayesian Belief Network to map causal relationships in government acquisitions of Complex Information Systems (CIS), enabling practitioners to identify and analyze Systems Engineering (SE) patterns and predict areas of potential SE performance risk. Although developed in the context of federal government acquisition of CIS, the SE REI model can be adapted to a broad spectrum of systems engineering domains through future research. Progress in Systems Engineering, in particular Systems-of-Systems Engineering, are driving the advance of Complex Information Systems with increasingly complicated constituent systems, components and integration points. As one of the world's largest purchasers of CIS, the federal government is at the forefront of addressing the challenges of acquiring and managing these CIS. Government, along with industry and academia, have invested enormous resources into evolving Systems Engineering (SE) practices to address these challenges and, over time, have integrated new and refined approaches and heuristics (Doskey, Mazzuchi, & Sarkani, 2013a). Although the measurement of SE effectiveness has its own rich history of research in terms of methods, process, and tools, it has not kept pace with the velocity of SE change. Current SE effectiveness measures provide guidance throughout the acquisition lifecycle, but tend to be descriptive instead of inferential in nature and therefore useful for retrospective reviews of programs, or as stage gates through SE processes. In response to the need for more prescriptive options, this research proposes a Systems Engineering Relative Effectiveness Index (SE REI) model. The SE REI model offers acquisition organizations--both government and industry--insights to address the challenges of integrating and evaluating complex programs. It provides predictive analysis of a project's SE challenges early in the acquisition lifecycle, enabling practitioners to assess and mitigate risks before investing significant resources and time in a program. To model a program or project's SE performance, the SE REI applies conditional probability through the use of a Bayesian Belief Network. While the SE REI model focuses on CIS projects with the high level of system integration commonly found in Systems-of-Systems Engineering projects, it is sufficiently extensible to adapt it to other project domains through recalculation of prior probabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563343
A Measure of Systems Engineering Effectiveness in Government Acquisition of Complex Information Systems: A Bayesian Belief Network-Based Approach
ProQuest LLC
Ph.D. Dissertation, George Washington University
2014-00-00
978-1-3035-1192-9
199
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600858
2016
As Provided
JAN2020
No
Writing Skills
Metalinguistics
Correlation
Self Efficacy
Syntax
Semantics
Factor Analysis
Essays
Writing Evaluation
Scoring Rubrics
Grades (Scholastic)
Writing Processes
Phonology
Pragmatics
College Students
Regression (Statistics)
Dempsey, Michael S.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Currently influential models of writing processes, such as Flower and Hayes (1980) and Hayes (1996) do not attend explicitly to metalinguistics--writers' ability to monitor and control linguistic skills. Dimensions of metalinguistic ability--metaphonology, metasyntax, metasemantics, metapragmatics, and metatext--arguably are central to the writing process and to writers' success as they compose. The purpose of this study was to discover if a relationship existed between metalinguistic self-efficacy and (1) ratings on essays written by participants and (2) participants' self-reported average grade on college papers. Essays were rated using two rubrics, one analytic and the other holistic, which were developed from metalinguistic constructs. The data were analyzed to answer three questions related to metalinguistic self-efficacy and writing quality: (1) exploratory factor analysis was used to determine if five metalinguistic factors would be observed; (2) correlational analysis was used to identify relationships between the metalinguistic self-efficacy measure and the quality of participants' essays as well as their self-reported college paper grades; and (3) regression analysis was used to determine if the metalinguistic dimensions revealed were equally related to writers' essay quality and to self-reported college paper grades. The study yielded multiple factors through factor analysis. The correlational analysis revealed an overall relationship between metalinguistic self-efficacy and participant writing quality as well as with self-reported paper grades. Finally, the regression analysis showed that some metalinguistic factors revealed stronger relationships to writing quality than others. Metalinguistic ability, then, was observed to influence writing quality, though not as strongly as anticipated at the start of the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563344
Self-Efficacy for Metalinguistic Control and Its Relationship to Writing Quality
ProQuest LLC
Ph.D. Dissertation, The University of Nebraska - Lincoln
2013-00-00
978-1-3035-1448-7
115
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601000
2016
As Provided
JAN2020
No
Teacher Attitudes
Leadership Styles
School Administration
School Districts
Educational Change
Interviews
Interpersonal Communication
Teacher Administrator Relationship
Organizational Communication
Teacher Participation
Self Concept
Job Satisfaction
Gardner, Theresa Burr
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this study was to identify teachers' perceptions of how leadership styles and practices of administration can improve the process of broad-based change in an educational organization. The study focused on the lived experiences of 12 teachers and school administrators (coresearchers) during a major change in their school district. Guided interviews were utilized in order to understand the essence of their experiences. Results indicated the importance of communication during the process of change as it relates to perceptions of involvement, buy-in, self-worth, job satisfaction, and support and impact on instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563345
A Qualitative Inquiry into Teachers' Perceptions of Change
ProQuest LLC
Ed.D. Dissertation, Liberty University
2013-00-00
978-1-3035-2427-1
233
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601355
2016
As Provided
JAN2020
No
Vocabulary
Reading Comprehension
Reading Instruction
Grade 3
Grade 4
Grade 5
Scores
Elementary School Students
Elementary School Teachers
Reading Teachers
Teacher Attitudes
Formative Evaluation
Summative Evaluation
Regression (Statistics)
Reading Achievement
Program Implementation
Program Effectiveness
Correlation
Reading Tests
Stivers-Blaebaum, Janet E.
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Research has shown that there is a strong link between reading comprehension and vocabulary, yet many children lack the required vocabulary needed to perform adequately on reading comprehension assessments. The purpose of this study was to evaluate the teaching of Larry Bell's 12 Powerful Words vocabulary program in order to raise third, fourth and fifth grade test scores on the North Carolina Reading Comprehension End-of-Grade Assessments. This study surveyed third, fourth and fifth grade teachers concerning their beliefs of the efficacy of this vocabulary program, surveyed third, fourth and fifth grade students to determine their knowledge of these 12 words, and tallied the occurrence of these 12 words on formative and summative assessments administered within the district. A regression analysis was performed to determine if there was a relationship between teachers' perceptions and student performance on the North Carolina Reading Comprehension End-of-Grade Assessments. Results of the regression analysis showed no significant relationship between teachers' beliefs of the value of teaching these 12 words and students' mean scores across 12 years of third, fourth and fifth grade North Carolina Reading Comprehension End-of-Grade Assessments in the district of study. Results of the word searches indicate that only five of these 12 words occurred frequently enough to impact reading assessments. An implication of this study is that teaching and learning a short list of vocabulary words may not result in higher scores on reading comprehension assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563346
A Study of a District-Wide Vocabulary Program Implemented to Improve Reading Comprehension on the North Carolina End-of-Grade Assessment
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-1597-2
143
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601073
2016
As Provided
JAN2020
No
Nursing
Teacher Attitudes
Nursing Education
Nursing Students
Clinical Experience
Clinical Teaching (Health Professions)
Nurses
Teacher Role
Qualitative Research
Undergraduate Students
Interviews
Teacher Effectiveness
Credibility
Teacher Student Relationship
Berndt, Jodi L.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Clinical experiences are an integral component of nursing education. Because the amount of time that a student spends in clinical experiences can be as many as twelve to sixteen hours per week, the clinical instructor plays a significant role in the nursing student's development of nursing knowledge. Many nurse educators attempt to balance dual roles of clinician and teacher even though there is no literature that describes the influence of engagement in clinical practice on clinical teaching. The purpose of this qualitative study was to explore how clinical nursing instructors perceive the influence of their engagement in bedside nursing practice on the clinical teaching of undergraduate nursing students. An exploratory design was used for the study, in which qualitative data was collected through open-ended questions used in interviews. Eleven nursing faculty who maintain engagement in clinical practice and have clinical teaching responsibilities were interviewed. Findings indicated that engagement in clinical practice had a positive influence on clinical teaching in regards to the identified areas of: instructor credibility, instructor competence, student relationships, and staff relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563347
Clinical Nursing Instructor Perception of the Influence of Engagement in Bedside Nursing Practice on Clinical Teaching
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-2481-3
143
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601361
2016
As Provided
JAN2020
No
College Students
Theological Education
Blended Learning
Writing (Composition)
Integrated Learning Systems
Management Systems
Writing Evaluation
Use Studies
Computer Software
Word Frequency
Form Classes (Languages)
Audience Response Systems
Correlation
Writing Assignments
Learning Modules
Prediction
Models
Decision Making
Kokensparger, Brian Jay
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study explored relationships between writing sample features and LMS usage patterns for 366 college students who enrolled in Theology courses, junior-level courses cross-listed with theology courses, or Senior Perspective Program courses in the fall semester of 2012. These hybrid courses were managed inside the Canvas(TM) learning management system. LMS usage log data, containing the URLs visited as well as date/time stamps, were processed to generate session metrics and URL token categories, which were further reduced to eight prominent features (Assignments, Conversations, Files, Grades, Modules, Topics, View, and Wiki). Writing samples were processed using the LIWC software, producing word counts and linguistic particle analysis data. These data were further reduced to writing sample metrics and rollup categories labeled as Pronouns, Articles, Verbs, Social, Cognitive, and Relativity. After students were ranked into quartiles in each category by course frequencies, with outliers receiving boundary rankings, they were pre-classified by their rankings in specific categories as students with Fast Clicker and High Times Out LMS usage patterns. Correlation mining was then performed among and across all writing sample and page views categories. Additional correlation mining was performed among courses classified as Files/Assignments, Assignments/Files, Modules/Assignments, and Files/Modules, and among writing samples classified into four groups based upon average word counts. These correlation tests revealed a clear relationship between writing sample features and LMS usage patterns, suggesting a possibility for building predictive models. This possibility is tempered, however, by the course design and writing sample requirements. The study further explored generating decision trees and applying them to new data from a similar course in the following semester. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563348
Using Compositional Writing Samples to Explore Student Usage Patterns in a Learning Management System
ProQuest LLC
Ph.D. Dissertation, The University of Nebraska - Lincoln
2013-00-00
978-1-3035-1459-3
229
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601009
2016
As Provided
JAN2020
No
Community Colleges
College Faculty
Adjunct Faculty
Females
Teaching Experience
Phenomenology
Teacher Attitudes
Sampling
Interviews
Teacher Persistence
Occupational Aspiration
Career Development
Family Work Relationship
Cross, Emily L.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Two Year Colleges
Higher Education
Postsecondary Education
This qualitative phenomenological study was designed to give an in-depth understanding of the lived experiences of women adjunct faculty working at a mid-sized community college in California. A review of literature surrounding adjunct faculty, community colleges, and women in higher education found a gap in the exploration and discussion of several subpopulations of faculty--that of adjunct faculty and that of the experiences of women adjunct faculty. This study was designed a preliminary investigation toward creating greater understanding of women in the adjunct faculty position at community colleges. Convenience sampling methodology was applied to target women adjunct faculty at a California community college. Potential subjects were invited to participate based on their willingness to participate, gender, and tenure working as an adjunct faculty instructor. The use of a phenomenological tradition allowed participants to share their experiences in narrative form, leading to a better understanding of their lived experiences as women adjunct faculty within the community college context. The central research question was: How do women describe their lived experiences as adjunct faculty within a California community college? Participant interviews demonstrated that women describe their lived experiences as adjunct faculty within the community college as an opportunity to engage in higher education, while also balancing personal responsibilities and obligations. Interviews also suggested that women came into adjunct teaching unintentionally, yet remain because it offers additional income, is flexible, allows them independence and is enjoyable. Interviews also noted that women did not think that adjunct teaching was their ideal career, or sustainable as an independent career path. These findings have several implications for potential faculty members, administrators and institutional decision-makers. First, participants appreciate the opportunity to engage with students while balancing life responsibilities. Second, lack of institutional integration was a commonly reported detriment of the position and women did not view their adjunct positions as a career path, yet remained in the position as a response to achieve work-life balance. Administrative implications include development of recruiting and faculty retention policy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563349
Exploring the Experiences of Women Adjunct Faculty: A Phenomenology
ProQuest LLC
Ph.D. Dissertation, University of Nebraska, Lincoln
2013-00-00
978-1-3035-1447-0
228
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600999
2016
As Provided
JAN2020
No
First Generation College Students
At Risk Students
Disadvantaged Youth
Minority Group Students
Qualitative Research
Academic Persistence
College Graduates
Semi Structured Interviews
Church Related Colleges
Parent Influence
Barriers
Motivation
Institutional Characteristics
College Readiness
Cultural Differences
Racial Bias
Social Bias
Moore, Angelica
Dissertations/Theses - Doctoral Dissertations
California
California
English
Higher Education
Postsecondary Education
First generation college students are accessing colleges and universities at an increased rate. However, first generation college students, which include a disproportionate number of minorities and low income populations, continue to lag behind their counterparts in graduating from college. More prevalent in the research are factors that cause first generation college students to drop-out. On the contrary, the researcher utilized a qualitative descriptive methodology to explore factors that enable first generation college students to persist and complete college, rather than drop out. Engaging in a series of in-depth semi-structured interviews, the researcher examined the lived experiences of twelve first generation college students who have persisted at Saint Lucia University (SLU), a faith-based, four year liberal arts college located in California. Four central themes emerged: Support (especially from parents), Challenges Endured, Impetus to Stick it Out, and Institutional Factors. Aside from challenges that included unclear expectations about college life and a lack of confidence in their academic readiness, (though SLU has a population of students who are 55% ethnic minority) many participants encountered a dose of culture shock, as they "perceived" SLU to be "mostly White and mostly rich." Others professed having encountered racial discrimination. Indeed, it was daunting experiences like these that were most taxing on the participants and their ability to persist to degree. Nevertheless, for many of these students, their dire impetus to succeed was for the prospect of making a better life for themselves and their families. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563350
First Generation College Students: Indicators of College Persistence and Graduation
ProQuest LLC
Ed.D. Dissertation, Saint Mary's College of California
2013-00-00
978-1-3035-2318-2
137
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601336
2016
As Provided
JAN2020
No
Information Technology
Program Evaluation
Evaluation Methods
Portfolio Assessment
Monte Carlo Methods
Correlation
Multivariate Analysis
Management Information Systems
Burke, John C.
Dissertations/Theses - Doctoral Dissertations
English
The objective of my dissertation is to create a general approach to evaluating IS/IT projects using Real Option Analysis (ROA). This is an important problem because an IT Project Portfolio (ITPP) can represent hundreds of projects, millions of dollars of investment and hundreds of thousands of employee hours. Therefore, any advance in the techniques used to manage an ITPP will save a significant amount of limited resources. A primary obstacle in using traditional methods to evaluate IS/IT projects is that they are notoriously risky. Cost overruns of 100%, or even outright failure are commonplace (Standish Group, 2009). When project volatility is high metrics such as NPV and ROI are of limited value. The weakness of these measures is that they are point estimates of static business environments and do not account for managerial flexibility. ROA has been a primary stream of MIS research for the last decade and is a suggested approach for evaluating projects in IS management frameworks such as COBIT and Val IT. There are several known issues that need to be addressed before project portfolios can be evaluated using ROA. Unlike investments in financial portfolios, projects in MIS are clearly not independent of each other. That is, companies invest in particular technologies that actively interact and often depend on each other, e.g. Java, Oracle, SAP etc. A second issue is that IS/IT projects and their driving variables can be non-normally distributed, non-linearly related, and asymmetrically correlated. These characteristics, especially inter and intra-project interactions between non-normally distributed variables, violate the assumptions of the basic Black-Scholes, Binomial, and Margrabe ROA models used in the current MIS research. This work suggests using a Monte Carlo approach to calculating option value using mathematical copulas. Copulas allow each variable that make up a multivariate distribution to be considered separately from the dependence structure between the variables. This work can be seen as a logical next step in the MIS literature, which has thus far focused on evaluating individual projects without interactions, and will enable practitioners to manage their ITPP as a whole, instead of as individual projects. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563351
Incorporating Asymmetric Dependency Patterns in the Evaluation of IS/IT projects Using Real Option Analysis
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0868-4
120
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600653
2016
As Provided
JAN2020
No
Coaching (Performance)
Literacy
Teacher Attitudes
Formative Evaluation
Reading Teachers
Reading Fluency
Urban Schools
Elementary School Teachers
Emergent Literacy
Elementary School Students
Reading Tests
Reading Ability
Phenomenology
Program Effectiveness
Interviews
Coding
Figurative Language
Reading Difficulties
Teacher Role
Reading Programs
Ellison, Marclette
Dissertations/Theses - Doctoral Dissertations
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
English
Elementary Education
In "Reading First" schools throughout the United States, literacy coaches administer the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) as the sole measure of fluency and then offer instructional recommendations for students with reading difficulties based on those results. However, critics of DIBELS question its accuracy for determinations about students' reading abilities and its applicability to groups, such as diverse urban students, who are not well represented in the research. Drawing on reasoned action theory, the purpose of this phenomenological study was to gauge the perceived effectiveness of DIBELS through an examination of individual and shared experiences of DIBELS literacy coaches serving diverse students in urban elementary schools. The research questions focused on understanding the experiences and perceptions most influential to the behaviors and attitudes of literacy coaches using DIBELS. Six active literacy coaches were identified via purposeful sampling. Data were collected using interviews and analyzed using highlighting and coding to identify emergent themes. Themes were interpreted using metaphors to capture the essence of participants' lived experiences in their work. Findings indicated that participants viewed DIBELS as a source of rational and systematic data and an effective tool for identifying and addressing reading problems in diverse urban students. The overarching metaphor likened literacy coaches to kindlers of a flame. Results support the view that DIBELS can benefit a diverse urban school population and yield recommendations for leaders to promote understanding and support for the efforts of literacy coaches. Implications for social change include improved assessment of fluency and reading interventions, especially for students served by literacy coaches in "Reading First" urban schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563352
Literacy Coaches' Perceptions of a Formative Fluency Assessment in Urban Elementary Schools
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-1015-1
139
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600782
2016
As Provided
JAN2020
No
Self Evaluation (Individuals)
Formative Evaluation
Learning Strategies
Questionnaires
Courses
Two Year College Students
Community Colleges
Goal Orientation
Pretests Posttests
Student Motivation
General Education
Remedial Instruction
School Holding Power
Mahlberg, Jamie Lynn
Dissertations/Theses - Doctoral Dissertations
Motivated Strategies for Learning Questionnaire
Motivated Strategies for Learning Questionnaire
English
Higher Education
Postsecondary Education
Two Year Colleges
This study examined the hypothesis that mastery orientation would increase for college students enrolled in courses that incorporated self-assessment. Early in the spring 2013 semester, 216 community college students enrolled in 16 different general education and developmental courses volunteered to participate and completed a demographic/goal orientation questionnaire. During the semester, 10 of the courses implemented self-assessment and 6 did not. At the conclusion of the semester, 143 of the original sample completed the Motivated Strategies for Learning Questionnaire (MSLQ) which provided post-test goal orientation scores along with measures of additional motivational and self-regulatory variables. Results indicated a trend in the direction hypothesized only for students enrolled in general education, not developmental courses. Further, retention was significantly higher for students enrolled in self-assessment courses. Additional motivational and self-regulatory variables were correlated with achievement outcomes such as final grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563353
An Examination of the Influence of Formative Self-Assessment on College Student Mastery Orientation in College Courses
ProQuest LLC
Ed.D. Dissertation, Minnesota State University, Mankato
2013-00-00
978-1-3035-1466-1
96
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601016
2016
As Provided
JAN2020
No
Delphi Technique
Online Courses
Instructional Design
Secondary School Teachers
Best Practices
Virtual Classrooms
Electronic Learning
Cartagena, Michelle M.
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
Creation of high quality online courses, required for successful learning outcomes, can be a challenge to non-traditional online course designers, such as secondary school teachers. Increasing interest in online classes prompted secondary school teachers to design their course. A poorly designed online course can cause students to lose interest and affect whether or not they graduate from secondary school. This Delphi study investigated a number of best practices that help secondary school teachers to become proficient in designing online courses. In this Delphi study, Round 1 consisted of 19 statements which were divided over three sections, namely critical issues, barriers/challenges, and components. This was sent to 32 panelists. Twenty-five of them completed this round. Twenty-four panelists completed Round 2 and 20 completed the final and third round. The final instrument had 34 statements. The expert panel focused on issues specifically to deal with the challenges of moving a course from the face-to-face course room to the online environment. Consensus from the panel provided best practices for secondary school teachers as they designed their online course. These were divided into required and recommended best practices. They will help to keep the learner engaged in the lesson content. Engagement will lead to a pleasant and successful online experience. Having expertise in the process of designing an online course can also help secondary school teachers to fill the demand for online courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563354
A Delphi Study of Online Course Development by Secondary School Teachers
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-1576-7
145
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601055
2016
As Provided
JAN2020
No
Science Teachers
Scientists
Partnerships in Education
Secondary School Science
Middle School Students
Science Education
Lesson Plans
Scientific Research
Inquiry
Astronomy
Educational Benefits
Visual Aids
Mayeur, Paul Anthony
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
Middle Schools
Junior High Schools
This dissertation looks at the effects of an educator-scientist partnership on the creation of an inquiry based science lesson for the middle school classroom. The lesson was initially created by a scientist following their science research, but changed as the scientist began working with teachers. The changes in the lesson show that scientists and educators may not agree on what is considered appropriate for a science lesson because of time commitment and grade level. However, by working together the partnership is able to reach a compromise of the lesson that allows for the students to get the best possible outcome. This dissertation also shows that science research is a method of inquiry, which can be brought to the classroom through inquiry education. The science research the lesson followed looks at the interstellar dust cloud DC 314.8-5.1, which is unique because of the cloud's proximity to a B-type star with no known association. This thesis did a survey of the area looking for background sources that can be used for future spectroscopical studies. Further, the survey led to the discovery of two possible young stellar objects. In order to fuel educator-scientist interaction and to bring inquiry education into the middle school classroom a scientist created a web-based science lesson that incorporated real NASA data into the middle-school classroom. This lesson was based on the scientist's research in infrared astronomy within the broader context of astrobiology. The lesson includes students plotting real data; in the process the students learn about infrared radiation, star color, and the wavelength/temperature relationship. These are all topics that were studied in the scientist's research, which led the scientist to the idea of creating a lesson for the middle-school classroom. This lesson is based on the principles of inquiry-based learning. Inquiry lessons can bring together these ideas into one place and hopefully inspire new generations to explore the world and universe through science. The scientist then worked with five teachers to edit the lesson for each teacher's classroom. For four of five teachers the lesson changed from an online based lesson that used Excel to a PowerPoint presentation and paper graphing. It is shown here that partnerships between scientists and educators are beneficial for both parties as it allows scientists to understand how to communicate their scientific findings to the general public, while allowing teachers to stay updated with the most advanced science research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563355
Infrared Astronomy in Science and Education
ProQuest LLC
Ph.D. Dissertation, Rensselaer Polytechnic Institute
2013-00-00
978-1-3035-1468-5
282
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601018
2016
As Provided
JAN2020
No
Special Education
Special Education Teachers
Stakeholders
Instructional Effectiveness
Mixed Methods Research
Data Analysis
Interviews
Educational Benefits
Self Esteem
Student Satisfaction
Scores
Academic Achievement
Outcomes of Education
Team Teaching
Berger, Marcia G.
Dissertations/Theses - Doctoral Dissertations
Florida
Florida
English
School districts are required to provide special education students with the same education benefits available to other students at their grade level, but meeting the needs of special education students continues to be challenging as most programs provide only one teacher rather than seeking the expertise of content area specialists. Co-teaching classrooms are designed to assist special education students to effectively transition between high school and adult life. The theoretical foundation for the study included social learning theory and constructivist learning theory. Research questions focused on the stakeholders' perceptions of the effectiveness of the co-teaching environment relating to benefits in curriculum and learning, social and emotional behavior, communication, and independent functioning. Using a mixed-method research design with a sequential explanatory strategy, data were analyzed to determine the effectiveness of the co-teaching classroom experience through the eyes of the stakeholders. Key findings from both the quantitative survey and qualitative interviews indicated that stakeholders' views were positive regarding the benefits of the co-teaching classroom overall, reflecting gains in self-confidence, self-esteem, and school satisfaction. Florida Alternate Assessment test score results support these findings, with students in co-teaching classrooms performing better academically. One recommendation for practice is that parents, as stakeholders, need to be better informed as partners in their child's education. A significant implication from this study is that the co-teaching classroom may be a more-than-acceptable alternative to the self-contained classroom for students with special needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563356
A Study of the Perceptions of Stakeholders on the Effectiveness of Co-Teaching in a Special Education Classroom
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-1565-1
165
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601050
2016
As Provided
JAN2020
No
Parent Teacher Cooperation
Interpersonal Communication
Communication Strategies
Action Research
Faculty Development
Attitude Change
Program Effectiveness
Qualitative Research
Statistical Analysis
Skill Development
Communication Skills
Whichard-Bond, LaTisha Tawanda
Dissertations/Theses - Doctoral Dissertations
English
The commitment to improve the education of all students has become a national priority. Preparing students for the challenges of the future, however, is not the responsibility of schools alone (N. Carey, L. Lewis, & E. Farris, "Parent Involvement in Children's Education: Efforts by Public Elementary School," 1998). Schools communicate with parents by means of newsletters, notes, and report cards as a way of informing parents about their child's behavior, classroom placement, and progress. This form of communication is 1-way communication. Because communication is the core of education, communication should be 2-way. In 2-way communication, parents and teachers share responsibility for the success of the student. Creating 2-way communication is not easy because many individuals operate in Model I defensive behaviors. Operating in Model II behaviors allows for collaboration and sharing. Because communication is the foundation of effective teacher-to-parent relationships, stakeholders must begin to talk, listen, and acknowledge each other's voice. The purpose of this action research project was to provide a 1-hour training with a 5-week follow-up for teachers to determine if there was a change in teachers' comfort level and their communication techniques. Success for the project was based upon teachers' improving their comfort level of communication with parents, and teachers' improving their communication techniques with parents. A quantitative and qualitative analysis focused on improving teachers' ability to relate and communicate with parents at a comfortable level. The study resulted in increased communication between home and school, improved relationships with teachers and parents, and a culture based on mutual trust and respect. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563357
Teacher-to-Parent Communication Techniques after a One-Hour Training Session: An Action Science Project
ProQuest LLC
D.Ed. Dissertation, Capella University
2013-00-00
978-1-3035-1569-9
98
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601051
2016
As Provided
JAN2020
Yes
Mathematics Instruction
Mathematical Concepts
Elementary School Students
Concept Formation
At Risk Students
Technology Uses in Education
Educational Technology
Grade 5
Grade 6
Comparative Analysis
Test Items
Diagnostic Tests
Statistical Analysis
Williams, Laura K.
Mendiburo, Maria
Hasselbring, Ted
Reports - Research
Tennessee
Tennessee
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Grade 6
A strong understanding of fractions is vital to later success in mathematics. However, research has consistently shown that fractions are one of the most difficult mathematical concepts for elementary school students to master. To attempt to remedy this deficit, the authors began a project called Helping At-risk students Learn Fractions (HALF) in June of 2010. The purpose of the HALF project was to develop a technology-based learning environment that uses interactive visual representation to help students' gain conceptual understanding of fractions. The school sites whose students participated in the diagnostic assessment item pilot testing include nine different schools that represent a broad range of possible school settings in order to allow for more generalizable results. As in the selection of school sites, the authors attempted to collect data from as broad of a range of fifth- and sixth-grade students as possible; no students were systematically excluded. Of the six t tests performed, four showed a significant difference between the groups. The most striking result was the comparison between items that presented a fraction that was greater than one as an improper fraction and those presented as mixed numbers (t(27) = 7.902, p < 0.001). These findings are useful in multiple ways, for example: (1) in working to improve fractions pedagogy, they allow for making general recommendations to teachers regarding the order in which to present material; and (2) knowing that items using triangles are more challenging for students, a teacher could introduce a new topic using circle and square models and move on to triangles when the students are ready to challenge their understanding. Since instruction does not take place in a vacuum; regardless of how and in what order the theory states students should learn fractions, it is valuable to both good pedagogy and good research to understand how they actually do learn fractions. Tables and figures are appended.
ED563358
Half of One, 6/12 of Another: Understanding Relative Item Difficulties in a Fractions Assessment under Development
Society for Research on Educational Effectiveness
2013-00-00
Institute of Education Sciences (ED)
13
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
16
ERIC
JAN2020
Yes
Yes
Experiments
Research Methodology
Middle Schools
Secondary School Mathematics
Computer Assisted Instruction
Randomized Controlled Trials
Test Construction
Generalization
Sampling
Inferences
Indexes
Grade 7
Tipton, Elizabeth
Reports - Research
Texas
Texas
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Grade 7
Elementary Education
Recent research on the design of social experiments has highlighted the effects of different design choices on research findings. Since experiments rarely collect their samples using random selection, in order to address these external validity problems and design choices, recent research has focused on two areas. The first area is on methods for adjusting experimental treatment effect estimates for known population characteristics. A second research area has been on how to select a sample (non-randomly) to improve generalizations to a well-defined inference population. The goal of this paper is to develop a measure that summarizes differences in the propensity score distributions in the experimental sample and population. The author includes an example, a middle school mathematics program SimCalc. SimCalc is a computer based program that teaches linearity, proportionality, and rates of change. The cluster randomized trial of this program was conducted on 73 schools in Texas. The primary purpose of this paper was to develop an index that can be used to evaluate how generalizable an experimental sample is for a particular inference population. This index is based entirely on pre-treatment variables, enabling the index both to be calculated and recalculated throughout recruitment but before an experiment has commenced (as a sampling tool) and to be calculated after an experiment has been completed for many different inference populations and outcomes. Figures are appended.
ED563359
How Generalizable Is Your Experiment? An Index for Comparing Samples and Populations
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
Evaluation Methods
Data Analysis
Randomized Controlled Trials
Sampling
Early Childhood Education
Preschool Children
School Readiness
Program Effectiveness
Program Evaluation
Grade 3
Research Design
Disadvantaged Youth
Statistical Analysis
Psychometrics
Robustness (Statistics)
Bell, Stephen H.
Puma, Michael J.
Cook, Ronna J.
Heid, Camilla A.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Early Childhood Education
Grade 3
Primary Education
Elementary Education
Access to Head Start has been shown to improve children's preschool experiences and school readiness on selected factors through the end of 1st grade. Two more years of follow-up, through the end of 3rd grade, can now be examined to determine whether these effects continue into the middle elementary grades. The statistical design and impact analysis methodology for the Head Start Impact Study (HSIS) has been lauded as exemplary for a large scale social experiment, and analytic strategies continue to evolve through three rounds of analysis covering six years of sample follow-up. Based on a randomized admission lottery in hundreds of local sites, the HSIS provides a platform for measuring Head Start's impacts--both short term and long term--on a nationally representative sample of participants without selection bias, providing internally and externally valid impact estimates for the overall Head Start participant population and for subsets of participants of particular policy interest. The HSIS includes a nationally representative sample of 4,667 three- and four-year-old children in 383 centers nationwide. The evaluation has followed sample children through the end of 3rd grade, with rich data available across many outcomes over multiple years. The foundation of random assignment both empowers and challenges methodological development when seeking to measure program effectiveness without bias and with balanced interpretation as to the strength of the statistical data and measurement tools used. Throughout its 12-year course, the HSIS has sought to capitalize on its experimental design, larger representative sample, and vast rich data elements.
ED563360
Methods for Analyzing Data from a Randomized Control Trial with a Nationally Representative Sample
Society for Research on Educational Effectiveness
2013-00-00
5
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
3
ERIC
JAN2020
Yes
Teacher Competencies
Coaching (Performance)
Faculty Development
Teacher Improvement
Classroom Techniques
Teaching Methods
Program Implementation
Fidelity
Electronic Mail
Diaries
Content Analysis
Teacher Effectiveness
Principals
Administrator Surveys
Student Surveys
Regression (Statistics)
Kraft, Matthew A.
Blazar, David L.
Reports - Research
Louisiana
Louisiana
Society for Research on Educational Effectiveness (SREE)
English
For over a century, school systems in the U.S. have attempted to improve instructional quality by investing in the education and training of their teachers. Today, over 90% of teachers report participating in some form of professional development (PD). Practitioners have responded to critiques of PD by re-envisioning it in the form of individualized and sustained teacher coaching programs that provide tailored feedback to teachers about their classroom practices. In this paper, the authors evaluate the effect of a time-intensive, individualized coaching program MATCH Teacher Coaching (MTC) that focuses on improving teachers' classroom management and instructional practices, both of which are cited as important mechanisms behind improvements in student outcomes. In May of 2011, the authors recruited 59 teachers, working in Recovery School District charter schools across New Orleans, to participate in a randomized trial of the year-long coaching program. Study findings reported that that MTC was implemented with a high degree of fidelity and had a profound effect on teachers' instructional practices compared to control teachers who had access to standard professional development opportunities. Teachers' emails and coaches' logs were analyzed to assess the content and methods used during coaching sessions. Results indicate that teachers who received coaching are more effective than those who participated in the standard PD activities provided by their schools. Building the necessary evidentiary base and shifting longstanding norms about PD practices will take time, but the evidence-to-date suggests doing so will be a valuable investment. Tables and figures are appended.
ED563361
Improving Teacher Practice: Experimental Evidence on Individualized Teacher Coaching
Society for Research on Educational Effectiveness
2013-00-00
11
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
15
ERIC
JAN2020
Yes
Teacher Effectiveness
Measures (Individuals)
Observation
Teacher Evaluation
Academic Achievement
Correlation
Item Response Theory
Generalizability Theory
Test Theory
Mathematics Instruction
Instructional Effectiveness
Statistical Analysis
Regression (Statistics)
Reliability
Scores
Kelcey, Ben
McGinn, Daniel
Hill, Heather
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Recent policy has charged schools and districts with maintaining highly qualified teachers and differentiating among teachers in terms of their effectiveness (U.S. Department of Education, 2009). This emphasis has driven the development and implementation of teacher quality measures which are increasingly being used to evaluate teachers with important consequences. One increasingly common component of these evaluations is the direct observation of teachers in their classrooms. Classroom observations have been long viewed as a promising way to evaluate and develop teachers because they anchor assessments in specific and observable criteria. In this proposal, the authors investigated the robustness of classroom observation scores to three measurement approaches: classical test theory (CTT), generalizability theory (GT), and item response theory (IRT). They investigated the extent to which choices among these approaches lead to indeterminacies in conclusions regarding teaching quality, the precision with which the authors can index this quality, and the relation of this quality to student achievement. They then provide insights delineating the reasons for the discrepancies among methods and explore the extent to which the observed differences are indicative of true differences among teachers in their teaching quality. This study takes place within the larger Developing Measures of Effective Mathematics Teaching study which focused on developing identifying practices and characteristics that distinguish between more and less effective teachers. The sample includes 250 teachers from 40 schools and 4 districts. Overall the results suggest that construct-irrelevant variance is sizeable in classroom observations and that treatment of this variance had significant implications for the resulting scores. Tables and figures are appended.
ED563362
Measurement of Classroom Teaching Quality with Item Response Theory
Society for Research on Educational Effectiveness
2013-00-00
13
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
7
ERIC
JAN2020
Yes
Middle School Students
Misconceptions
Mathematical Concepts
Secondary School Mathematics
School Districts
Evaluation Methods
Mathematics Tests
Diagnostic Tests
Grade 5
Clements, Peggy
Buffington, Pamela
Tobey, Cheryl
Tests/Questionnaires
Reports - Research
New England
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Grade 5
Intermediate Grades
Elementary Education
Rational number concepts underpin many topics in advanced mathematics and understanding these concepts is a prerequisite for students' success in high-school level courses. Students with rational number misconceptions that are not diagnosed and remediated in the middle grades are likely to encounter difficulty in high-school mathematics courses. The goal of the Eliciting Mathematical Concepts (EM[superscript 2]) project is to develop diagnostic assessments that target rational number misconceptions that research indicates are common among middle-grades students. EM[superscript 2] is working with multiple school districts in New England to administer the assessments in classroom settings. There are two representing "fractions assessments." This abstract provides a brief overview of the (EM[superscript 2]) project. Tables and figures are appended.
ED563363
Middle-Grade Students' Misconceptions about the Graphical Representation of Simple Fractions: An Assessment from the Eliciting Mathematical Misconceptions Project (EM[superscript 2])
Society for Research on Educational Effectiveness
2013-00-00
13
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
Case Studies
Behavior Change
Meta Analysis
Observation
Intervention
Special Education
School Psychology
Models
Effect Size
Incidence
Behavior Patterns
Statistical Analysis
Measurement Techniques
Social Work
Outcomes of Treatment
Pustejovsky, James E.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Single-case designs (SCDs) are a class of research methods for evaluating intervention effects by taking repeated measurements of an outcome over time on a single case, both before and after the deliberate introduction of a treatment. SCDs are used heavily in fields such as special education, school psychology, social work, and applied behavior analysis. Several different operational procedures are commonly used to record direct observations of human behavior, ranging from continuous duration recording to interval recording methods. This methodological research will describe a model for behavioral observation data that allows definition of an intuitively interpretable, operationally comparable effect size, the prevalence odds ratio (POR). After defining the POR, the author describes basic estimators based on data from several different recording methods. The model described in this abstract provides a basis for defining an operationally comparable effect size, the prevalence odds ratio, that allows comparisons and meta-analytic summaries of treatment effects measured using different behavioral observation recording procedures. Tables and figures are appended.
ED563364
Operationally Comparable Effect Sizes for Quantifying Changes in Behavior, with Application to Meta-Analysis of Single-Case Studies
Society for Research on Educational Effectiveness
2013-00-00
16
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
40
ERIC
JAN2020
Yes
Foreign Countries
Drama
Elementary Education
Preservice Teacher Education
Evaluation Methods
Preservice Teachers
Pretests Posttests
Letters (Correspondence)
Content Analysis
Correlation
Teaching Methods
Qualitative Research
Statistical Analysis
Coding
Dikici, Ayhan
Yavuzer, Yasemin
Gundogdu, Rezzan
Journal Articles
Reports - Research
Turkey
Turkey
English
Elementary Education
Higher Education
Postsecondary Education
Drama at primary teaching course is given as a compulsory course to students enrolling department of the primary teaching in college of education in Turkey. In drama, assessment is problematic as the content of the lesson often deviates from the plan because of spontaneous input from the students and on-the-spot changes in direction by the instructors. This paper presents an assessment model for the creative drama at education. The research was carried out with 213 teacher candidates enrolling drama at primary teaching course. One group pre-test and post-test models were formed in the research. The candidates were required to write letters to one of their friends on the creative drama in the first week of the program. The program lasted 14 weeks and at the end of it candidates were required to write letters as the post-tests. By analyzing the letters with content analysis method, main themes and sub-themes were formed. The increase between pre-test and post-test frequencies in the way of using themes in the letters were found. The correlation among main themes was investigated. It was seen that the students using concepts correctly in written letters as the post-tests.
ED563365
Creative Drama Course in College of Education: A Study of Content Analysis
Online Submission
Essays in Education v23 p36-48 Spr 2008
2008-00-00
13
N/A
2016
26
As Provided
JAN2020
No
Case Studies
Nonprofit Organizations
Ethics
Decision Making
Moral Values
Correlation
Human Services
Philosophy
Labor Force Development
Business
Organizational Culture
Craft, Jana L.
Dissertations/Theses - Doctoral Dissertations
English
Using an exploratory case study approach, this research examined the consistency between espoused and enacted values within a large nonprofit organization known as an ethical leader in the human services industry. This research explored ethical business culture, ethical decision making, deontological and utilitarian moral paradigms and learning organization theory. The process of values-based decision making was dissected and analyzed in order to understand why and how it was used. Findings revealed a gap between hierarchical levels and corporate and satellite locations in several areas. Yet, strong ethical culture and ethical decision making practices were evident. Further, differing philosophical viewpoints were found to exist between higher and lower organizational levels. The study concluded with recommendations for Human Resource Development-related practices that help address the gap between espoused and enacted values and more fully operate as a learning organization to strengthen the ethical business culture and better understand the benefits of ethical decision making. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563366
Mind the Gap: A Case Study of Values-Based Decision Making in a Nonprofit Organization
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2013-00-00
978-1-3035-1310-7
270
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600929
2016
As Provided
JAN2020
No
Bullying
Computer Mediated Communication
Case Studies
Aggression
Student Experience
Technology Uses in Education
Computer Use
College Students
Elementary Secondary Education
Age Differences
Family Influence
Resilience (Psychology)
Teacher Role
Parent Role
Social Change
Thompson, Kent W.
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
English
Higher Education
Postsecondary Education
Elementary Secondary Education
This multiple case study focused on whether and how cyberbullying had an impact on students' use of technology. Analysis of the lived experiences of the participants in this study added depth to the quantitative research previously conducted by others in this area. The conceptual framework was based on social learning theory, which suggested that unless safety needs were met, adoption of technology would be hindered. How cyberbullying impacted participants' use of digital communication and learning during their adolescent years was explored, including their use of texting, Internet use, e-mail, cell phones, blogging, wikis, and social networking sites. Participants consisted of 5 college-age students from a university in a Southwestern state who were recruited based on their involvement with educational and communication technologies and their experiences with cyberbullying in primary and secondary school. Data were collected through interviews and observations of the participants' current technology use; these data were analyzed for themes, patterns, and discrepant cases. Results indicated diminished occurrences of cyberbullying toward the middle of high school, strong support from female family members that helped build resilience among cyberbullying recipients, and continued use of technology and social media without any denial of use or change in contact information. Educators and parents can use this information to support positive social change by increasing awareness, promoting greater understanding in the community of the need to support targets/victims, and helping the public at large to change its values regarding cyberbullying. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563367
Multiple Case Study on Cyberbullying's Impacts on Adolescent Technology Use
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-3035-2045-7
161
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2016
As Provided
JAN2020
No
Nurses
Attitudes
Documentation
Nursing
Records (Forms)
Electronic Publishing
Statistical Analysis
Satisfaction
Influences
Models
Jensen, Tracey A.
Dissertations/Theses - Doctoral Dissertations
English
Electronic health records (EHRs) will soon become the standard for documenting nursing care. The EHR holds the promise of rapid access to complete records of a patient's encounter with the healthcare system. It is the expectation that healthcare providers input essential data that communicates important patient information to support quality decision making that is customized and precise for each person. Nurses comprise the largest portion of the healthcare team in U.S. hospitals and deliver more hours of patient care and perform more coordination of care than other healthcare disciplines during a typical hospital stay. This primary provider role makes nursing a primary contributor to the documentation of the total care of hospitalized patients and an important user of the EHR. This study uses the Unified Theory of Acceptance and Use of Technology (UTAUT) model as a framework for the quantitative evaluation of how RNs view documentation in the EHR as relevant to their work. In addition, this study examines RNs satisfaction with the EHR as a representation of their work. Finally, the study explores influences of demographic factors on the RNs' belief in the relevancy of and satisfaction with the EHR. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563368
Nurses' Perceptions of Nursing Care Documentation in the Electronic Health Record
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-0986-5
128
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2016
As Provided
JAN2020
No
Early Intervention
Parent Attitudes
Satisfaction
Children
Deafness
Partial Hearing
Hearing Impairments
School Readiness
Interviews
Qualitative Research
Case Studies
Content Analysis
Observation
Kindergarten
Comparative Analysis
Ealy, Barbara Smith
Dissertations/Theses - Doctoral Dissertations
English
Kindergarten
Primary Education
Early Childhood Education
This qualitative study explores the level of satisfaction of parents regarding early identification/intervention services for children who are deaf or hard of hearing (D/HH). The purpose of this study is to compare the progress of children who are D/HH with their hearing peers on elements used to measure the readiness of students to enter the first grade as measured by teacher and parental perception/satisfaction. This study will include a qualitative exploration of assistive strategies and parental choices regarding early-intervention services, amplification, and modes of communication. Furthermore, it will provide and analyze data concerning teacher and parent perception of the relative success of the various pre-school interventions for children with hearing losses. The study employs a qualitative case-study methodology using an in-depth guided-interview format to collect data. Participants include four families of children who are deaf or hard of hearing. Triangulation of data sources is achieved through guided in-depth interviews with parents, document review, verbatim transcripts of all interviews, and personal observations. The findings reveal levels of functioning for children who are D/HH upon entry into the school system through the end of their kindergarten year and levels of parental satisfaction concerning their choices made about early-intervention services prior to their children's entry into the school system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563369
Parental Level of Satisfaction Regarding Early Intervention Services for Children Who Are Deaf or Hard of Hearing
ProQuest LLC
Ed.D. Dissertation, Piedmont College
2013-00-00
978-1-3035-1433-3
131
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600986
2016
As Provided
JAN2020
No
Superintendents
College Faculty
Teacher Attitudes
Administrator Education
Administrator Effectiveness
Educational Change
Qualitative Research
Educational Administration
Interviews
Futures (of Society)
School Districts
Administrator Attitudes
Kaufman, Douglas R.
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
Higher Education
Postsecondary Education
The 1983 publication of "A Nation at Risk" was the start of the latest chapter in the long history and development of the public school superintendent. "A Nation at Risk" brought new pressure and awareness on university programs that train school administrators coupled with suggestions on how to improve their effectiveness. This study describes many of these suggested reforms and investigates their effectiveness and rate of implementation. This qualitative study describes the experiences and perceptions of pre-service learning from the perspective of individuals who have completed pre-service training, worked as public school superintendents and currently teach in a pre-service program for future superintendents. The opinions of these individuals on pre-service training are unique as they have seen the impact these programs can have from three unique perspectives. Through an interview format, these individuals describe how their pre-service training helped them succeed as a superintendent as well as their frustrations with the process. They also elaborate on how they attempt to prepare future educational leaders with the skills they feel their students need. This study adds to the knowledge base of pre-service training for the superintendent endorsement by describing the impact these programs have had from the perspective of individuals who have gone through pre-service training, served as superintendents and the program to the student and the professor. Prior research has focused on one or two of these aspects but has never brought all three together. The findings from this study may lead to future research on how to make pre-service experiences more applicable to the real world or help students see the connections between what is being learned and how it will help them in future administrative positions. Other findings suggest a need for better transitions to the superintendent through organized and continued support provided by the university, the school district and other administrators in the field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563370
Perceptions of Educational Administration Pre-Service Training by Former Illinois Superintendents Currently Serving as University Professors
ProQuest LLC
Ed.D. Dissertation, Illinois State University
2013-00-00
978-1-3035-1206-3
191
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600870
2016
As Provided
JAN2020
No
Poets
Poetry
Religion
Beliefs
Attitude Change
Teacher Attitudes
Student Attitudes
Interviews
Workshops
Transformative Learning
Imagery
Language Usage
Enteshari, Fariba
Dissertations/Theses - Doctoral Dissertations
English
This research examined how Rumi's poetry impacts the lives of individuals who study his teachings, written 800 years ago in his masterpiece, "Mathnawi." After teaching Rumi for the last 15 years, I was aware of positive changes in my students' lives but wanted a more in-depth understanding of what drew the students to Rumi's poetry and the impact of studying the poetry on the students' lives. Fourteen experienced students, and 14 students who were new to the study of Rumi participated. I used a grounded analytical approach to analyze the new students' reflections written during a study workshop as well as in-depth interviews with all students. The findings show that students drawn to study Rumi's poetry were searching for more meaning and understanding of themselves and their lives. As they engaged with the core concepts of Rumi's poetry, they felt validated and comforted by the affirmation they received. Students were able to reconcile their religious beliefs as they incorporated Rumi's teachings into their lives. They also felt moved and enriched by the beauty of the language and imagery of the poetry. Students were able to understand themselves and others better and find a deeper meaning in their lives. Students need continuity in practicing what they learned to stay in touch with the wisdom that they gained during the lectures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563371
Rumi's Poetry: The Journey toward Meaning and Transformation
ProQuest LLC
Ed.D. Dissertation, Fielding Graduate University
2013-00-00
978-1-3035-1434-0
140
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600987
2016
As Provided
JAN2020
No
School Effectiveness
Elementary Schools
Elementary School Students
Student Diversity
Mixed Methods Research
Interviews
Teacher Effectiveness
Administrators
Beliefs
Elementary School Teachers
Academic Achievement
Correlation
Socioeconomic Status
Bieneman, Paula Dorothy
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
Elementary Education
This study examined the collective teacher efficacy in selected elementary schools, specifically exploring the extent to which those schools demonstrate collective efficacy, the nature of collective efficacy in those schools, and the underlying belief systems and tacit assumptions that may inform that efficacy. The first phase of a mixed methods design was used to determine the level of collective efficacy present in eight diverse elementary schools. Through a series of interviews in the second and third phases of the study, I investigated the nature of collective efficacy in those schools and the possibility that underlying belief systems such as deficit thinking may inform beliefs at the school level. My respondents came from eight elementary schools in three northern Illinois school districts serving increasingly diverse student populations. Results from phase 1 of the study provided a range of collective teacher efficacy (CTE) scores for the participating sites and revealed no significant variance in the CTE scores of the eight schools. In phase 2 of the study, interviews were conducted with six building administrators in four selected schools to explore the nature of collective efficacy in their schools and to examine the underlying belief systems from the vantage point of school leaders. In phase 3 of the study, teachers from two schools facing different school-based challenges but with similar collective efficacy scores and similar demographic data were interviewed to provide a more comprehensive understanding of collective efficacy and underlying belief systems in those two schools. As supported in previous research, collective teacher efficacy did correlate with student achievement despite varying levels of socioeconomic status. The eight school sites participating in phase 1 of the study demonstrated levels of collective teacher efficacy that correlated with socioeconomic status. Despite slight differences in the CTE scores, with all schools scoring in the average range, no significant variance between the scores were found. Given the complexity of increasingly diverse school populations and the limitations of academic achievement data as an independent variable, quantitative analysis alone was not adequate to examine the construct of collective efficacy in these schools, given their common selection criteria. The qualitative findings of this study revealed that belief systems grounded in deficit thinking coexisted with average levels of collective teacher efficacy. That collective teacher efficacy can coexist with deficit thinking is problematic for school improvement efforts based on collective efficacy theory. The utility of collective efficacy as a framework for school improvement is questionable for school leaders working to realize a socially just education and to understand the issues confronting schools serving diverse populations. A deeper interrogation and a measurement of deficit thinking needs to be conducted to better articulate the relationship between collective efficacy and deficit thinking in elementary schools serving increasing diverse student populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563372
Study of Collective Efficacy in Award Winning Schools in Illinois Serving Racially Diverse Elementary Students
ProQuest LLC
Ed.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0862-2
184
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600647
2016
As Provided
JAN2020
No
Second Language Learning
Chinese
English (Second Language)
Morphemes
Grammar
Syntax
Longitudinal Studies
Chinese Americans
Children
Task Analysis
Researchers
Interpersonal Relationship
Audio Equipment
Form Classes (Languages)
Linguistic Theory
Morphology (Languages)
Language Research
Language Usage
Speech Communication
Discourse Analysis
Li, Ming-Ching
Dissertations/Theses - Doctoral Dissertations
English
This longitudinal study examines the acquisition of tense and agreement morphology by child L2 learners in an early stage of language acquisition. The objectives of this study are twofold. The first is to observe the development of verb inflections and syntactic competence over time from an early stage by Chinese child L2 learners of English. The second is to determine the similarities and differences in the acquisition of verb inflections by comparing child L2 learners of this study with child L1 and adult L2 learners from the literature in this field. Participants included six Chinese-L1 English-L2 children between the ages of 7 and 9, with a length of residence in the United States between four and six months. Data were collected regularly over a period of seven months. Tasks include a conversation with the investigator on general topics, and an elicitation task via picture description. Speech production samples were audio-recorded and later transcribed to analyze the use of verb inflections: the third-person singular - "s", regular past form - "ed", copula "be", and auxiliary "be", and the use of related syntactic properties: the use of overt subjects, and the case of subject pronouns. Based on previous research, the study adopts the Separation Hypothesis, claiming that abstract properties can be present in the syntactic representation in the absence of overt morphology, and the acquisition of syntax triggers the acquisition of morphology. Results demonstrated the early acquisition of syntactic properties, the use of overt subjects and the nominative case for the subject pronouns, while conversely, verb inflections were largely omitted. This suggests that the functional category [Infl] is already in place in the L2 initial state and that syntax acts as a trigger for the acquisition of overt morphology. The Separation Hypothesis is consequently supported. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563373
The Acquisition of Tense and Agreement by Early Child Second Language Learners
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0909-4
160
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600696
2016
As Provided
JAN2020
Yes
Models
Longitudinal Studies
Data
Research Design
Statistical Analysis
Correlation
Regression (Statistics)
Sullivan, Kristynn J.
Shadish, William R.
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Single case designs (SCDs) are short time series that assess intervention effects by measuring units repeatedly over time both in the presence and absence of treatment. For a variety of reasons, interest in the statistical analysis and meta-analysis of these designs has been growing in recent years. This paper proposes modeling SCD data with Generalized Additive Models (GAMs), a semi-parametric method from which it is possible to estimate the functional form of trend directly from the data, arguably capturing the true functional form better than ordinary least squares regression methods in which the researcher must decide which functional form to impose on the data. Generalized Additive Models provide a flexible way to model SCD data, allowing the data to inform the researcher both as to whether significant trend or trend treatment interaction exists, as well as which of those terms need nonlinear representations and which can remain linear. Tables and figures are appended.
ED563374
Modeling Longitudinal Data with Generalized Additive Models: Applications to Single-Case Designs
Society for Research on Educational Effectiveness
2013-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
11
ERIC
JAN2020
No
Foreign Countries
Higher Education
Access to Education
Barriers
Public Schools
Geographic Location
Rural Schools
Urban Schools
Equal Education
School Effectiveness
Least Squares Statistics
Academic Achievement
Comparative Analysis
Scores
Evidence
Educational Quality
College Students
Grade Point Average
Regression (Statistics)
Dropout Rate
College Entrance Examinations
Potential Dropouts
Sampaio, Gustavo Ramos
Dissertations/Theses - Doctoral Dissertations
Brazil
Brazil
English
Higher Education
Postsecondary Education
This dissertation encompasses three chapters that study the Brazilian higher educational system and determines the barriers to acquiring higher education in the country. Below are the individual abstracts for each chapter. Chapter 1: "Rural and urban schools' performance in Brazil and its impact on access to higher education". Recent research on academic achievement in Brazil shows that public school students face strong barriers in gaining access to higher education compared to private school students. However, little is known about differences between public schools located in urban and rural areas, another source of opportunity inequality. I estimate the effectiveness of rural and urban schools in Brazil using data from a major university entrance exam. To account for bias in Ordinary Least Square (OLS), I use a technique recently developed by Altonji, Elder, and Taber (2005b) that estimates the ratio of the influence of omitted variables relative to observed variables that would be required to completely explain the estimates one obtains via OLS. The results indicate that students from urban areas outperform their rural counterparts and provide suggestive evidence that the poor quality of rural public schools is the source of such score differences. Chapter 2: "Climbing the Educational Ladder: The Relative Performance of Rural and Urban Students in Brazilian Universities". Recent research on academic achievement in Brazil shows that rural school students face strong barriers in gaining access to higher education compared to urban school students. However, little is known about differences between rural and urban students when they are granted access to the university. We estimate the relative performance of rural and urban students in Brazil using data from a major university. Furthermore, to observe how performance varies along the different GPA quantiles, we use Koenker and Bassett (1978) quantile regression approach. The results indicate that students from rural areas outperform their urban counterparts providing suggestive evidence that using policed implementations that increase rural acceptance rates would decrease regional educational inequalities and help fight the high income inequality rates observed in the Brazilian society. Chapter 3: "College Dropouts and Entrance Test Scores: A Censored Quantile Regression Approach". The problem of university dropouts has generated increased interest among researchers, policymakers, and educators in recent years. This paper examines the many issues involved in trying to understand and solve this complex social and educational problem. Using a dataset from students enrolled in a Brazilian major university, we estimate the effect of student entrance exam performance on dropout rates using a censored quantile regression approach proposed by Portnoy (2003). We find that students with higher entrance exam scores are more likely to dropout of college in the beginning of their college journey while being less likely to dropout after some time. Such results are likely due to the perception that a high ability student has over his probabilities of entering a more difficult or better major the following year. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563375
Three Essays on the Economics of Education
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-0951-3
132
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600730
2016
As Provided
JAN2020
No
Foreign Countries
College Students
Activism
Case Studies
English (Second Language)
Second Language Learning
Second Language Instruction
Student Attitudes
Qualitative Research
Educational Philosophy
Educational Environment
Universities
Stafford, Casey
Dissertations/Theses - Doctoral Dissertations
Senegal (Dakar)
Senegal (Dakar)
English
Higher Education
Postsecondary Education
This study explores and interrogates dominant representations of African university students by examining how students conceptualize and act upon their own agency. Using a qualitative case-study approach, the author examines how students actively confront the ideological and material conditions presented by schooling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563376
University Student Agency, Representation, and Activism: A Case Study of Students Studying English at Universite Cheikh Anta Diop (Dakar, Senegal)
ProQuest LLC
Ph.D. Dissertation, University of Minnesota
2012-00-00
978-1-3035-1341-1
258
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600961
2016
As Provided
JAN2020
Yes
Educational Psychology
Foreign Countries
Intervention
Prevention
Reading Difficulties
Kindergarten
Young Children
Behavior Problems
Parents
Teachers
School Counseling
Attitudes
Measures (Individuals)
Test Construction
Test Validity
Education Work Relationship
Self Concept
Secondary School Students
Aging (Individuals)
Computer Use
Older Adults
Gerontology
Units of Study
Science Instruction
Constructivism (Learning)
Realism
Educational Games
Video Games
Mothers
Psychological Patterns
Rejection (Psychology)
Adolescents
Attachment Behavior
Learning Strategies
Special Education
Personality Traits
Interpersonal Relationship
Adult Students
Psychometrics
Intelligence Tests
Elementary School Students
Children
Coping
Developmental Disabilities
Family (Sociological Unit)
Intention
Early Adolescents
Asperger Syndrome
Peer Relationship
Self Efficacy
Role Playing
Teaching Methods
Driver Education
Adolescent Attitudes
Student Interests
Grade 6
Student Motivation
Attendance
Individual Differences
Learning Problems
Marital Satisfaction
Family Work Relationship
Conflict
Anxiety
Learner Engagement
School Psychologists
Cultural Awareness
Parent Child Relationship
Questionnaires
Teacher Burnout
College Faculty
Undergraduate Study
Graduate Study
Pracana, Clara, Ed.
Collected Works - Proceedings
Serbia
Chile
Brazil
Albania
Spain
Portugal
Oman
Saudi Arabia
Wechsler Intelligence Scale for Children
Greece (Crete)
Guatemala
Motivated Strategies for Learning Questionnaire
Slovenia
Sixteen Personality Factor Questionnaire
Fey Acceptance of Others Scale
Greece
Czech Republic
France
Italy
Albania
Brazil
Chile
Czech Republic
France
Greece
Guatemala
Italy
Oman
Portugal
Saudi Arabia
Serbia
Slovenia
Spain
Motivated Strategies for Learning Questionnaire
Sixteen Personality Factor Questionnaire
Wechsler Intelligence Scale for Children
World Institute for Advanced Research and Science (WIARS) (Portugal)
English
Kindergarten
Primary Education
Early Childhood Education
Secondary Education
Adult Education
Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Higher Education
Postsecondary Education
We are delighted to welcome you to the International Psychological Applications Conference and Trends 2014, taking place in Porto, Portugal, from 4 to 6 of April. Psychology, in our time, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. Our International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. Our goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2014 received 326 submissions, from 31 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It were accepted for presentation in the conference, 92 submissions (28% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished Emeritus Professor Carlos Amaral Dias, BSc(Hons), MD, PhD, C. Psychol., FBPsS, Full Professor in the University of Coimbra, Director of Institute Superior Miguel Torga and Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, to whom we express our most gratitude. This volume is composed by the proceedings of the International Psychological Applications Conference and Trends (InPACT 2014), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed different categories inside Applied Psychology area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen six main broad-ranging categories, which also cover different interest areas: (1) In Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In Psychoanalysis AND Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. Educational psychology oral papers include: (1) Effects of a multisensory/phonic intervention program on prevention of reading learning difficulties in kindergartners (Mariana dos Santos Moretto-Moresch and Sylvia Domingos Barrera); (2) Parents' and teachers' agreement on behavior problems in children with reading problems (Aikaterini Venianaki); (3) Differentiating cultural, social, and psychological attitudes towards school counselling in Saudi Arabia (Turki Aziz M. Alotaibi); (4) Construction and validity evidence of successful University-to-Work transition scale (Marina Cardoso de Oliveira, Lucy Leal Melo-Silva and Maria do Céu Taveira); (5) Body-esteem as perceived by Omani school students' grade 7 through 12 (Abdulqawi Alzubaidi, Ali Mahdi Kazem, Said Aldhafri, Muna Albahrani and Hussain Alkharusi); (6) Elderly answer about concepts of aging and computer use: Educational Psychology and gerontological perspective (Claus Dieter Stobäus, Anderson Jackle Ferreira, Caroline Prato Marques, Cláudia de Oliveira Tacques Wehemeyer, Denise Goulart and Juan José Mouriño Mosquera); (7) A realist constructivist approach to unit development in science (Theodore R. Prawat and Richard S. Prawat); (8) Designing, building and preliminary results of "Cerebrex", a serious educational videogame (Ali Lemus, Byron Ajin and Rigoberto Pinto); (9) Maternal acceptance-rejection and emotion regulation (assessed by Erica) in Portuguese adolescents (Teresa Sousa Machado and Isabel S. Reverendo); and (10) Attachment to parents (assessed by IPPA-R) and emotion regulation (REQ-2) in Portuguese adolescents (Teresa Sousa Machado and Mariana Duarte). Educational psychology posters include: (1) Self-regulation of learning in secondary school students with special educational needs (Karin Bakracevic Vukman and Majda Schmidt); (2) Personality traits and quality of relations to people in adult Psychology students (Galina Kozhukhar); (3) Psychometric analysis of the Cultural Intelligence Scale (CQS) in the Arab culture (Ali Mahdi Kazem and Abdulqawi Alzubaidi); (4) Short form of WISC-IV for Spanish primary school children: A pilot study (Carmen Dasí, María J. Soler, Vicente Bellver and Juan C. Ruiz); (5) Coping behaviors in families of children with developmental disabilities in Albania (Erjona Dervishaliaj); (6) Imagined contact: A method to improve young adolescents' behavioural intentions towards a peer presented as having Asperger Syndrome (Eleni Fleva); (7) Burnout Syndrome among Brazilian lecturers in undergraduate and postgraduate courses in Psychology and Education (Cristina Py de Pinto Gomes Mairesse and Ana Paula Melchiors Stahlschmidt); (8) School refusal and perceived academic self-efficacy in a sample of Chilean adolescents (José Manuel García-Fernández, Antonio Pérez-Sánchez, Maria Vicent Juan, Carolina Gonzalvez Macià, María Isabel González Núñes and Nelly Lagos San Martín); (9) New perspectives in traffic education life action role playing as a new method of teaching (Zuzana Strnadová, Leona Winklerová and Kamila Paráková); (10) Academic self-efficacy influence the attitude and interest in the school in a sample of Chilean adolescents (Antonio Pérez-Sánchez, José Manuel García-Fernández, Maria Vicent Juan, Carolina Gonzalvez Macià, Cándido J. Inglés and Nelly Lagos San Martín); (11) Applying the serious educational videogame: "Cerebrex" to 6th graders for an educational and motivational boost (Ali Lemus, Yetilu de Baessa and Jorge Mario Garcia); (12) Scientific literature review about school refusal through the SSCI (José M. García-Fernández, Antonio Miguel Pérez-Sánchez, Carolina Gonzálvez, Maria Vicent, María Soledad Torregrosa-Díez and Nieves Gomis); (13) Relationship between academic self-efficacy and selecting main ideas: Study with a sample of Chilean adolescents (Antonio Pérez-Sánchez, José M. García-Fernández, Maria Vicent Juan, Carolina Gonzalvez Macià, Patricia Poveda Serra, Cándido J. Inglés and Nelly Lagos San Martín); and (14) Individual differences in learning difficulty (Kénora Chau, Senad Karavdic, Michèle Baumann and Nearkasen Chau). Educational psychology virtual presentations include: (1) Marital quality: Work-family conflict as a vulnerability factor (Rosalba Raffagnino, Martina Fabrizi and Luisa Puddu); (2) A preliminary investigation of students' work engagement and anxiety (Hanan Asghar); and (3) Intercultural sensitivity of school psychologists in Serbia (Danijela S. Petrovic and Bojana M. Dimitrijevic). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
ED563377
International Psychological Applications Conference and Trends (InPACT) Proceedings (Porto, Portugal, April 4-6, 2014)
Online Submission
2014-04-00
978-9-8997-8666-0
398
N/A
2016
1000
As Provided
JAN2020
Yes
Fidelity
Program Implementation
Randomized Controlled Trials
Research Problems
Program Evaluation
Literacy
Program Effectiveness
Elementary School Curriculum
Kindergarten
Public Schools
Urban Schools
Young Children
Methods
Verbal Ability
Intelligence Tests
Vocabulary
Reading Tests
Mastery Tests
Unlu, Fatih
Bozzi, Laurie
Layzer, Carolyn
Smith, Arthur
Price, Cristofer
Hurtig, Richard
Reports - Research
Illinois
Peabody Picture Vocabulary Test
Woodcock Reading Mastery Test
Expressive One Word Picture Vocabulary Test
Illinois
Expressive One Word Picture Vocabulary Test
Peabody Picture Vocabulary Test
Woodcock Reading Mastery Test
Society for Research on Educational Effectiveness (SREE)
English
Elementary Education
Preschool Education
Early Childhood Education
Kindergarten
Primary Education
In experimental studies, researchers are often interested in secondary research questions that explore important aspects of main findings, such as whether or not program effects vary according to the level of fidelity in which the program has been implemented; or according to the dosage received by individuals participated in the program. In this evaluation, stakeholders questioned whether higher fidelity of implementation was related to greater impact of the intervention on student outcomes. This paper addresses this question and compares the methodology and results of three approaches for linking implementation fidelity to impacts. Exhibits are appended.
ED563378
Linking Implementation Fidelity to Impacts in an RCT
Society for Research on Educational Effectiveness
2013-00-00
Institute of Education Sciences (ED)
14
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
R305G04145
Yes
Program Evaluation
Evaluation Methods
Research
Evaluators
Research Methodology
Grants
Social Problems
Federal Aid
Intervention
Group Discussion
Hypothesis Testing
Boulay, Beth
Martin, Carlos
Zief, Susan
Granger, Robert
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Contradictory findings from "well-implemented" rigorous evaluations invite researchers to identify the differences that might explain the contradictions, helping to generate testable hypotheses for new research. This panel will examine efforts to ensure that the large number of local evaluations being conducted as part of four federally-funded grant programs generate rigorous findings that can inform understanding of contradictory findings. The panel will focus on the" Investing in Innovation Program" (i3) and "Striving Readers Program" (both funded by the Department of Education), the "Workforce Innovation Fund "(Department of Labor), and the "Teen Pregnancy Prevention Program" (Department of Health and Human Services). These programs have clearly made it a priority to protect the federal investment in rigorous, local evaluations; they have each put contracts in place with nationally recognized research firms to provide technical assistance to support the local evaluators as they conduct rigorous research. The populations, participants, and subjects also come from a range of contexts, given the breadth of the evaluations. The findings from the panel report include: (1) variety across the evaluations, giving rise to interesting contradictions that provide opportunities for learning; and (2) discussions that will generate conclusions about how the panel should think about grouping evaluations together to identify contradictions, the possible types of hypotheses generated to explain these contradictions, and what data the panel might want to be able to test those hypotheses down the road.
ED563379
Leveraging Rigorous Local Evaluations to Understand Contradictory Findings
Society for Research on Educational Effectiveness
2013-00-00
4
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
ERIC
JAN2020
Yes
Foreign Countries
Science Instruction
Grade 7
Elementary School Science
Experimental Groups
Control Groups
Light
Scientific Concepts
Achievement Tests
Pretests Posttests
Cooperative Learning
Multiple Choice Tests
Aksoy, Gokhan
Gurbuz, Fatih
Journal Articles
Reports - Research
Turkey
Turkey
English
Grade 7
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
This study examined the effectiveness of group investigation teaching technique in teaching "Light" unit 7th grade primary science education level. This study was carried out in two different classes in the Primary school during the 2011-2012 academic year in Erzurum, Turkey. One of the classes was the Experimental Group (group investigation teaching technique applied) and the other was the Control Group (traditional teaching methods applied). Students in the Experimental Group were divided into 6 groups and each group concluded 4 members since "Light" unit formed 4 subtopics. The subtopics names are a) absorption of light, b) refraction of light, c) lenses and d) prism of light. The main instrument for obtaining data was the Light Achievement Test (LAT), which was applied to groups both pre-test and post-test. The data obtained indicated that the students in the Experimental Group were more successful than students in the Control Group.
ED563380
Group Investigation Teaching Technique in Turkish Primary Science Courses
Online Submission
Balkan Physics Letters v21 n1 p99-106 May 2013
2013-05-00
8
N/A
2016
25
As Provided
JAN2020
Yes
Educational Psychology
Foreign Countries
College Students
Academic Achievement
English (Second Language)
Second Language Learning
Writing Instruction
Problem Based Learning
Bullying
Teacher Attitudes
Computer Uses in Education
Cooperative Learning
Peer Evaluation
Self Evaluation (Individuals)
Parent Child Relationship
Drug Use
Prevention
Drinking
Adolescents
Behavior Change
Program Effectiveness
High School Students
Autism
Pervasive Developmental Disorders
Volunteers
Elementary Schools
Play
Creativity
College Instruction
Preservice Teachers
Feedback (Response)
Teaching Skills
Administrator Attitudes
Principals
Inspection
One Parent Family
Secondary School Students
Personality
Middle School Students
Undergraduate Students
Pracana, Clara, Ed.
Collected Works - Proceedings
Russia
Slovakia
Japan
Philippines
Hong Kong
Brazil
Poland
Germany
Brazil
Germany
Hong Kong
Japan
Philippines
Poland
Russia
Slovakia
World Institute for Advanced Research and Science (WIARS) (Portugal)
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Elementary Education
Middle Schools
Junior High Schools
We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2015, taking place in Ljubljana, Slovenia, from 2 to 4 of May. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2015 received 368 submissions, from 31 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 112 submissions were accepted for presentation in the conference (30% acceptance rate). The conference also includes a keynote presentation from Miguel Angel Gonzalez Torres, MD, PhD, working at the Department of Neuroscience in The University of the Basque Country (Spain), the Psychiatry Department in Basurto University Hospital (Bilbao, Spain), and Centro Psicoanalítico de Madrid, Spain, to whom we express our most gratitude. This volume is composed by the proceedings of the International Psychological Applications Conference and Trends (InPACT 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Educational Psychology oral presentations include: (1) The academic performance of third and fourth year college students of World Citi Colleges with absentee parents (Elenita M. Tiamzon, Mª Cristina J. Estioco, Jaime R. Buniao, Mª Isidora B. Dayanghirang, Karren L. Fortes, and Mª Doris P. Puzon); (2) Developing creative and meaning potential in EFL writing through problem-based instruction (Tat Heung Choi); (3) School bullying from the Russian teachers' point of view (Alexandra Bochaver, Kirill Khlomov, and Alisa Zhilinskaya); and (4) CSCL in non-technological environments: Evaluation of a Wiki system with integrated self- and peer assessment (Gudrun Wesiak, Margit Höfler, Mohammad AL-Smadi, and Christian Gütl). Educational Psychology poster presentations include: (1) Can parental monitoring and the unplugged drug use prevention program contribute to a change in alcohol consumption among Slovak adolescents? (Olga Orosová, Marianna Berinsterová, Beáta Gajdošová, and Anna Janovská); (2) Transitioning to high school: The perception of students with ASD as opposed to their peers (Ariane Leroux-Boudreault, and Nathalie Poirier); (3) The change of volunteer students and the users: Evaluations of volunteering program in elementary school in Japan (Kie Sugimoto, Sachiko Kurosawa, Eriko Suwa, Kosuke Aoyagi, Kaoru Hirakue, and Junko Hidaka); (4) In defense of Homo Ludens and playful as a space for teaching-learning in higher education: The playful and creative possibility in teaching (Maria Vitoria Campos Mamede Maia, and Maria Isabel Luna Simões Hallak); and (5) The ludic as strategy for propitiate the learning in EJA: Infantilization or space for creation? (Maria Vitoria Campos Mamede Maia, and Priscilla Frazão). Educational Psychology virtual presentations include: (1) Constructive and apparent non-conformists in school (Ryszarda Ewa Bernacka); (2) How do future teachers handle feedback regarding their teaching skills? (Kristin Behnke); and (3) Before and after inspection: Attitudes of headmasters towards external evaluations (Kristin Behnke). An author index is included. (Individual papers contain references.) [Psiterra co-sponsored the 2015 InPACT conference. Abstract modified to meet ERIC guidelines.]
ED563381
International Psychological Applications Conference and Trends (InPACT) Proceedings (Ljubljana, Slovenia, May 2-4, 2015)
Online Submission
2015-05-00
978-989-99389-0-8
452
N/A
2016
1000
As Provided
JAN2020
No
Global Education
Audits (Verification)
Foreign Countries
Program Descriptions
Global Approach
Educational Research
Data Collection
Learning Activities
Guidelines
Educational Objectives
Statistical Analysis
Ethics
Geographic Regions
Institutional Characteristics
Data Analysis
Elementary Schools
Secondary Schools
Special Schools
Hunt, Frances
Cara, Olga
Reports - Research
England
United Kingdom (England)
University of London, Development Education Research Centre (DERC)
English
Elementary Education
Secondary Education
The Global Learning Programme in England is an initiative aimed at supporting the teaching and learning of global learning in schools in England at Key Stage 2 and Key Stage 3. It is a five-year national programme of support to schools to enhance their provision of global learning. Specifically, the GLP-E works with teachers to enhance their confidence and ability to provide whole school support to global learning across their institutions. The GLP-E has a strong emphasis on research and evaluation, in particular using research evidence to support the development of better practice in the programme. The Whole School Audit (WSA) is an online data-gathering tool that respondents in participating schools complete after registering onto the GLP-E. This paper presents findings from the baseline analysis of WSA submissions for schools joining the GLP-E between June 2013 and February 2014. Specifically, the paper responds to four key questions: (1) Which schools are signing up for the GLP-E?; (2) Why are schools signing up for the GLP-E?; (3) What global learning activities are schools signing up to the GLP-E already involved in?; and (4) What are levels of global learning in schools signing up to the GLP-E? The following are appended: (1) GLP Whole School Framework; and (2) GLP-E Whole School Audit Questions.
ED563382
Global Learning in England: Baseline Analysis of the Global Learning Programme Whole School Audit 2013-14. Research Paper No. 15 for the Global Learning Programme
Development Education Research Centre
2015-00-00
978-0-9574-5468-2
64
Development Education Research Centre. Available from: Institute of Education - London. 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; Fax: +44-20-7612-6126; e-mail: ioepublications@ioe.ac.uk; Web site: http://www.ioe.ac.uk/research/150.html
N/A
http://clients.squareeye.net/uploads/glp/GLP_pdfs/Research/DERCrp15huntcara_web.pdf
2016
22
As Provided
JAN2020
Yes
Classroom Observation Techniques
Reading Programs
Intervention
Reading Difficulties
Middle School Students
Educational Quality
Grade 7
Middle School Teachers
Teaching Methods
Modeling (Psychology)
Feedback (Response)
Time on Task
Teacher Student Relationship
Course Content
Student Participation
Classroom Techniques
Classroom Environment
Likert Scales
Scores
Standardized Tests
Reading Tests
Reading Skills
Statistical Analysis
Hypothesis Testing
Carlson, Sarah E.
Nelson-Walker, Nancy J.
Kennedy, Patrick C.
Biancarosa, Gina
Turtura, Jessica
Crone, Deanne A.
Baker, Scott K.
Fien, Hank
Cohen, Jason
Reports - Research
Pacific Northwest
Society for Research on Educational Effectiveness (SREE)
English
Middle Schools
Secondary Education
Junior High Schools
Grade 7
Elementary Education
As education policy in the U.S. focuses increasingly on the quality of classroom instruction, there is a growing need to identify valid constructs and develop reliable tools that measure student opportunities to learn academic knowledge and skills. The purpose of this study is to examine the relative contributions of two different classroom observation instruments in an evaluation of classroom instruction in a comprehensive reading intervention program designed to support struggling readers. This study was conducted in 25 middle schools in six school districts in the Pacific Northwest. The intervention includes three components: (a) Reading Intervention, (b) School Engagement Intervention, and (c) Data Based Decision Making. Initial findings from this study indicate that high quality instruction matters above and beyond the quantity of instruction students receive. Overall, these findings provide initial evidence for the types of observational tools that can be used to distinguish among the diversity of classroom inputs and how such inputs impact student learning. However, these measures may be limited in their ability to identify quality of instruction within a particular content area (e.g., reading comprehension). Future research is discussed in terms of developing new observational tools to identify specific instruction within the content area of reading comprehension and its impact on student learning. Tables are appended.
ED563383
Measuring the Quantity and Quality of Instructional Interactions for Middle School Literacy Improvement
Society for Research on Educational Effectiveness
2013-00-00
10
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
26
ERIC
JAN2020
Yes
Minimum Wage
Community Colleges
Enrollment
Employment Level
Adults
Wages
Outcomes of Education
Associate Degrees
Bachelors Degrees
Economic Factors
Williams, Betsy
Reports - Research
Society for Research on Educational Effectiveness (SREE)
English
Two Year Colleges
Higher Education
Postsecondary Education
How do changes in minimum wages affect community college enrollment and employment? In particular, among adults without associate's or bachelor's degrees who may earn near the minimum wage, do endowment effects of a higher minimum wage encourage school attendance? Among adults without associate's or bachelor's degrees who may earn near the minimum wage, does the higher opportunity cost for attending school created by the minimum wage reduce community college enrollment? As Neumark and Wascher (2008) ask, does a higher minimum wage reduce employment and through that channel encourage school enrollment? This analysis compares individual-level and aggregated data to examine why findings about the effects of minimum wages on school enrollment produce mixed results. The author highlights the role of heterogeneous results by group as a reason results in the aggregate may be mixed. Which groups are most likely to attend has implications for policy and practice. However, the sample may not adequately capture trends that have developed during the Great Recession, including both the expansion of and increased governmental scrutiny of online, for-profit higher educational offerings. Tables and figures are appended.
ED563384
Minimum Wage and Community College Attendance: How Economic Circumstances Affect Educational Choices
Society for Research on Educational Effectiveness
2013-00-00
9
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
10
ERIC
JAN2020
Yes
Longitudinal Studies
Mathematics Instruction
Instructional Effectiveness
Technology Uses in Education
Preschool Education
Urban Schools
Preschool Children
Preschool Curriculum
Randomized Controlled Trials
Mathematics Achievement
At Risk Students
African American Students
Intervention
Clements, Douglas H.
Sarama, Julie
Layzer, Carolyn
Unlu, Fatih
Wolfe, Christopher B.
Spitler, Mary Elaine
Reports - Research
New York
Massachusetts
Massachusetts
New York
Society for Research on Educational Effectiveness (SREE)
English
Preschool Education
Early Childhood Education
Education needs generalizable models to scale up evidence-based practices and programs and longitudinal research evaluating the persistence of the effect of their implementation. This is particularly important given the "deep, systemic incapacity of U.S. schools, and the practitioners who work in them, to develop, incorporate, and extend new ideas about teaching and learning in anything but a small fraction of schools and classrooms." The authors synthesized research to create a model called TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development) for the scale of successful interventions. The specific goal of the implementation of the TRIAD model was to increase math achievement in young children, especially those at risk, by means of centering aspects of the curriculum--mathematical content, pedagogy, technology, and assessments--on a common core of learning trajectories. Results indicate that TRIAD was effective during the treatment period. The TRIAD implementation included a complete intervention in pre-K, and the impact was strong at pre-K. The TRIAD follow-through component was important for persistence of effects. The fact that at least some effects last for African-American children 3 years after the end of all interventions support the need for continued follow through interventions in mathematics for at-risk children. Tables and figures are appended.
ED563385
Longitudinal Evaluation of a Scale-up Model for Teaching Mathematics with Trajectories and Technologies: Persistence of Effects Three Years after the Treatment
Society for Research on Educational Effectiveness
2013-00-00
8
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
T
2016
14
ERIC
JAN2020
No
Computer Assisted Instruction
Individualized Instruction
Writing Instruction
Remedial Instruction
Instructional Effectiveness
Case Studies
Community Colleges
College Students
Developmental Programs
Critical Theory
Equal Education
Educational Quality
Data Analysis
Interviews
Site Analysis
School Visitation
Personal Narratives
Harrington, Anna M.
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Two Year Colleges
Higher Education
Postsecondary Education
Developmental writers have long been viewed as marginalized, and one course delivery method which might disrupt this marginalization is computer-assisted personalized system of instruction (CAPSI), which has proven successful in many disciplines. However, research on CAPSI writing courses is minimal, and there have been no published articles about the success of CAPSI in developmental writing courses. Despite this gap, administrations across the U.S. have mandated the redesign of their developmental writing programs based upon the tenets of CAPSI course delivery. Situated within a critical theoretical framework, this dissertation seeks to determine the extent to which CAPSI developmental writing courses are successful by presenting case studies of CAPSI developmental writing programs at two Tennessee community colleges. Multiple data sources included interviews with program directors and instructors, artifacts documenting the programs' creation and outcomes, site visits, and personal narratives. Data was analyzed twice. A first analysis determined what four criteria are used to measure program success; a second analysis compared each program's results against these four criteria. The study concludes that CAPSI developmental writing courses are not successful and work to increase marginalization rather than lessening it. Calls for future research include studies on the effect of quality of teaching on program success, student access to and knowledge of computer technology, the effect of procrastination among developmental writers, the effect of reading and writing abilities, and others. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563387
Redesign and (Re)Marginalization in a Terrain of Struggle: Measuring the Success of Computer-Assisted Personalized System of Instruction (CAPSI) in Developmental Writing Courses
ProQuest LLC
Ph.D. Dissertation, Indiana University of Pennsylvania
2013-00-00
978-1-3035-1020-5
217
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600784
2016
As Provided
JAN2020
No
Educational Policy
Literacy
English Language Learners
Qualitative Research
Case Studies
Language Attitudes
Ideology
Expectation
Ricklefs, Mariana Alvayero
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
This dissertation was a qualitative case study of an educational program for English Language Learners (ELL) at an elementary school in a small city in the Midwest. This case study investigated how language ideologies influence the constraints and opportunities for the planning and execution of this educational program. The findings evidenced that multiple and contested language ideologies mediated the design and implementation of the program, which in turn ignited power struggles among school district leaders and the local school teachers. The findings also demonstrated that multiple and conflicting language ideologies affected the expectations of teachers, parents, and students themselves, regarding the school performance of ELL students. The findings of the study also manifested that multiple and contradictory language ideologies influenced the social interactions of ELL students with their native English speaking peers and teachers. Future research could focus on program evaluation, principalship and leadership role, and professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563388
Educational Policy and Literacy Learning in an ESL Classroom: Constraints and Opportunities
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-1056-4
285
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600803
2016
As Provided
JAN2020
No
Foreign Countries
Teaching Experience
Teacher Educators
Teacher Educator Education
Teacher Attitudes
Educational History
Land Settlement
Educational Practices
Qualitative Research
Research Design
Phenomenology
Data Collection
Interviews
Observation
Focus Groups
Critical Theory
Coding
Data Analysis
Educational Background
Professional Identity
Student Centered Curriculum
Teacher Characteristics
Instructional Innovation
Theory Practice Relationship
Microteaching
Language Skills
Mayne, Hope Antoinette
Dissertations/Theses - Doctoral Dissertations
Jamaica
Jamaica
English
Higher Education
Postsecondary Education
The study explored teaching and teacher education in the postcolonial context, Jamaica, based on arguments that Jamaica's education system and teacher training is constructed on its colonial past and the heavy reliance on knowledge from the West. It provided a rich description of the shared teaching experiences of teacher educators in Jamaica, answering the central research questions: (a) How do teacher educators see themselves in their practice? (b) What do teacher educators understand to be the impact of colonization on education and their teaching (teacher education), and how do they evaluate this? (c) How do teacher educators describe their education, and how does this impact their teacher education practice? (d) How do they describe their practice? (e) What does this practice look like? The study was framed on a qualitative research design and used theories of phenomenology to uncover lived experiences of teacher educators. Data collection methods were in-depth interviews, observations, and focus groups. Fourteen participants were included in the study from three teacher education sites in Jamaica. A postcolonial theoretical perspective was used to interpret the findings, but also drew on critical pedagogy and critical thinking to explain the emerging phenomenon. Data were coded and analyzed using the cross-case analysis thematic design. Based on the theoretical perspectives, I reported these findings: Teacher educators see the impact of colonialism as having an inherent value in the construction of knowledge; it is historically and socially embedded, reproduced, and a fostered dependency. Their educational background has impacted who they are as teacher educators in that it gave them the foundation needed to frame their own perceptions about teaching and learning. They find benefit in adopting new approaches, in particular, student-centered classrooms, but this is not without challenges. Teacher educators' teaching philosophy is reflective of these characteristics: developing teacher characteristics in a loving and structured way, fostering constructive classrooms, sharing experiences, and preparing students for life. Their classroom practice is innovative, facilitative, structured, and consultative. Some challenges they encounter in their practice are a disconnect with theory and practice, limited exposure of the real experience in microteaching sessions, challenges with using learner-centered approaches, and poor language skills in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563389
From Roots to Blossoms: A Description of the Shared Teaching Experiences of Jamaican Teacher Educators
ProQuest LLC
Ph.D. Dissertation, University of Illinois at Urbana-Champaign
2012-00-00
978-1-3035-1057-1
206
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600804
2016
As Provided
JAN2020
No
Student Motivation
College Students
Learning Disabilities
Measures (Individuals)
Test Validity
Factor Structure
Predictor Variables
Intelligence Quotient
Grade Point Average
Sex
Academic Ability
Mathematics Skills
Luna, Alberto D.
Dissertations/Theses - Doctoral Dissertations
Academic Motivation Scale
Academic Motivation Scale
English
Higher Education
Postsecondary Education
Given the paucity of research on factors associated with motivation in learning disabled college students, the present study investigated the motivation levels in college students with learning disabilities. The Academic Motivation Scale (AMS) has been validated cross-nationally and across all educational age groups of students having various academic majors; however, it has not been used with students who have a learning disability (LD). The purpose of this study, therefore, was to validate the AMS with students with LD and determine which of the 3-, 5-, or 7-factor model best fit the sample. In addition, this study sought to verify the predictors and related factors of motivation in these students. The variables that were examined were IQ, GPA, gender, type of disability, and academic skills as they relate to motivation. Lastly, the simplex structure, which endorsed motivation to be a continuum, was also statistically verified. Findings of this study concluded that the 7-factor model as proposed by Vallerand (i.e., Vallerand, Pelletier, Blais, Briere, Senecal, & Vallieres, 1992) was best suited for this sample. IQ significantly negatively predicted and was significantly inversely related to extrinsic motivation (EM), especially perceptual reasoning skills. Basic academic skills were significantly inversely related to EM, as well as a significant positive predictor of amotivation. Math skills were inversely correlated with several EM factors. There was no significant effect for gender, but students with a disability in math were significantly higher on measures of intrinsic motivation than other disability types. Finally, the simplex structure was only partially supported, since the opposite ends of the motivation continuum did not display the highest negative correlation as expected (Vallerand et al., 1992). These findings were discussed in relation to the current literature on motivation in students followed by a discussion of the limitations of the study and future directions for research in this area. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563390
Predicting the Motivation in College-Aged Learning Disabled Students Based on the Academic Motivation Scale
ProQuest LLC
Ph.D. Dissertation, The University of Arizona
2013-00-00
978-1-3035-1198-1
126
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600862
2016
As Provided
JAN2020
No
Middle Schools
High Achievement
Principals
Instructional Innovation
Risk
Scores
Standardized Tests
Reading Tests
Mathematics Tests
School Culture
Teacher Surveys
Interviews
Focus Groups
Addictive Behavior
Leadership Styles
Teacher Administrator Relationship
Role Models
Observation
Feedback (Response)
Teacher Evaluation
Expectation
Galster, Donald C.
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin
English
Middle Schools
Secondary Education
Junior High Schools
As expectations for improvements in public K-12 education continue, principals and teachers need to collaborate for continuous school improvement. Innovative change is needed to meet the needs of students. Michael Fullan's change theory (1993) identified many inhibitors to change, such as the human tendency to avoid change due to vulnerability and fear, high stakes accountability, parent pressure and, in contrast, maintenance of the status quo. In Wisconsin, the passage of Act 10 posed new threats to innovation. Both Robert Marzano (2004) and Kathleen Cotton (2003) explored principal practices and behaviors associated with student learning, but it is important to extend that research to understand the impact of principal behavior in high performing schools. The purpose of this study was to explore the impact of middle school principal practices and behaviors on innovative instructional practices of middle school teachers working in high performing, high pressure school environments where risk-taking and innovation can sometimes be challenged and inhibited by the pressures associated with failure and vulnerability. Seven high performing middle schools were identified using data where students scored 90% proficient or above on state standardized tests in reading and math. The staffs of all seven schools took a reliable survey measuring school culture and three were selected for study. Each staff identified faculty for interviews in addition to the principal. Finally, a confirmatory focus group was held in order to reinforce and deepen understanding of the findings. Six key principal leadership behaviors and practices were identified. Five main themes including relational practices, shared leadership, support of risk-taking, role modeling and observation, feedback and evaluation emerged from the interviews. During the confirmatory focus group, two additional themes emerged as "assumed high expectations," and "balancing focus on student learning and staff emotional support." One of the seven themes, teacher observation, feedback and evaluation, was not deemed as supportive or effective in supporting innovation given the perspective of teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563391
The Dissertation Story: Effective Behaviors and Practices of Principals That Encourage and Support Teacher Instructional Risk-Taking and Innovation in High Achieving Middle Schools
ProQuest LLC
Ph.D. Dissertation, Cardinal Stritch University
2013-00-00
978-1-3035-1205-6
366
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3600869
2016
As Provided
JAN2020
Yes
First Year Seminars
Remedial Instruction
Undergraduate Students
College Freshmen
Educational Research
Community Colleges
Technical Institutes
Academic Achievement
College Credits
Educational Attainment
Academic Persistence
Program Effectiveness
Randomized Controlled Trials
Intervention
Reports - Evaluative
United States (Southeast)
What Works Clearinghouse (ED)
Development Services Group, Inc.
English
Higher Education
Postsecondary Education
Two Year Colleges
"First year experience courses for students in developmental education" are designed to ease the transition to college by providing academic and social development supports. Although course content and focus may vary, most are designed to introduce students to campus resources, provide training in time management and study skills, and address student development issues. First year experience courses, also called success courses, study skills, student development, or new student orientation courses, are often linked with or taken concurrently with developmental courses. The WWC recently reviewed the research on the impacts of "first year experience courses for students in developmental education." One study met WWC group design standards and included 911 freshman college students in developmental education at one technical community college in the United States. Based on this study, the WWC found the practice to have no discernible effects on academic achievement, progress through developmental education, and credit accumulation and persistence for postsecondary students. The following are appended: (1) Research details for Rutschow et al. (2012); (2) Outcome measures for each domain; (3) Findings included in the rating for the academic achievement domain; (4) Findings included in the rating for the progress through developmental education domain; and (5) Findings included in the rating for the credit accumulation and persistence domain. [The Study that meets WWC group design standards without reservations was: Rutschow. E. Z., Cullinan, D., & Welbeck, R. (2012). "Keeping students on course: An impact study of a student success course at Guilford Technical Community College." New York: MDRC. http://files.eric.ed.gov/fulltext/ ED531183.pdf. See ED531183 to view the study.]
ED563392
First Year Experience Courses for Students in Developmental Education. What Works Clearinghouse Intervention Report
What Works Clearinghouse
2016-02-00
21
What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc
T
2016
49
As Provided
JAN2020
Yes
EDIES12C0084
http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=651
Yes
First Generation College Students
Advanced Placement Programs
Achievement Tests
College Bound Students
College Entrance Examinations
Student Characteristics
Academic Aspiration
College Readiness
Socioeconomic Background
High Schools
Institutional Characteristics
Course Selection (Students)
Majors (Students)
Preferences
College Choice
Balemian, Kara
Feng, Jing
Non-Print Media
Reference Materials - General
Advanced Placement Examinations (CEEB)
SAT (College Admission Test)
Advanced Placement Examinations (CEEB)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Secondary Education
High Schools
Presented at the AP Annual Conference (APAC) in Las Vegas, NV in July 2013. This analysis takes a close look at first-generation Advanced Placement® (AP®) test takers to better understand the needs and challenges they face on their path to college. The analysis focuses on college-bound AP test takers who also took the SAT and examines a variety of data elements including: student socio-economic background, high-school characteristics, course-taking patterns, college major preferences, and college institution type selections. The analysis includes five years of matched AP-SAT cohort data, provides insight into the particular needs of first-generation students, and offers suggestions on how to guide first-generation students through their high school career. A bibliography is included.
ED563393
First Generation Students: College Aspirations, Preparedness and Challenges
College Board
Slides presented at the Advanced Placement Annual Conference (APAC) (Las Vegas, NV, Jul 19, 2013)
2013-07-19
Administrators
Teachers
Researchers
Counselors
60
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Test Validity
Change
Scores
Trend Analysis
Student Characteristics
Gender Differences
Racial Differences
Language
Camara, Wayne
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
ACT Assessment
ACT Assessment
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Presented at the Summer Institute on College Admissions at Harvard in June 2008. The presentation explores whether the SAT validity has changed with the test changes and if those changes affect specific subgroups.
ED563394
Score Trends, SAT Validity and Subgroup Differences
College Board
Slides presented at the Summer Institute on College Admissions (Cambridge, MA, Jun 2008)
2008-06-00
33
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Advanced Placement Programs
Hispanic American Students
High School Graduates
Family Characteristics
Educational Attainment
Parent Background
Family Income
Language
Spanish
Achievement Tests
Race
Ethnicity
Data Collection
Trend Analysis
Edwards, Kelcey
Sawtell, Ellen
Non-Print Media
Reference Materials - General
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
College Board
English
High Schools
Secondary Education
Presented at the Advanced Placement Annual Conference (APAC) in Las Vegas, NV in July 2013. This presentation reviews new research examining the AP® experience of Hispanic graduates over the past decade. Topics include an in-depth look at the AP Spanish Language and Culture gateway hypothesis and trends in family characteristics such as parent education, income, and language background. In addition, this presentation reviews recent changes to race and ethnicity data collection and reporting and the implications for analyzing and interpreting AP data trends as schools, districts, and states work to close equity gaps in AP participation and performance.
ED563395
The Demographic Wave: Rethinking Hispanic AP Trends
College Board
Slides presented at the Advanced Placement Annual Conference (APAC) (Las Vegas, NV, Jul 19, 2013)
2013-07-19
62
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Readiness
College Admission
Elementary Secondary Education
Higher Education
Educational Research
Validity
Alignment (Education)
Academic Achievement
Measures (Individuals)
Camara, Wayne
Reference Materials - General
Non-Print Media
College Board
English
Higher Education
Postsecondary Education
Elementary Secondary Education
Presented at the conference for USC Center for Enrollment Research, Policy and Practice (CERRP). This provides an overview of the various studies currently underway to establish the validity of noncognitive measures of success as a supplement to current cognitive measures which are used. Comparisons between what is defined as college readiness and college success and how to bring the two closer.
ED563396
College Readiness vs College Admissions: Will We Resolve the Chasm between K-12 and Higher Education?
College Board
Slides presented at the Conference on Defining Enrollment in the 21st Century (Los Angeles, CA, Aug 2008)
2008-08-00
35
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
African American Students
Student Participation
Performance
Advanced Placement Programs
Data
Information Utilization
Academic Achievement
Success
College Entrance Examinations
Scores
High School Students
Lee, John
Sawtell, Ellen
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Presented at the Annual Dream Deferred Conference in Los Angeles, CA in April 2008. This presentation explores the participation and performance of African American students in the SAT and AP programs and use data to inform ways to better support and encourage achievement and college success.
ED563397
Realizing the Dream: Using Data to Increase Achievement
College Board
Slides presented at the Dream Deferred Conference (Los Angeles, CA, Apr 24, 2008)
2008-04-24
48
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Multiple Choice Tests
Test Format
Test Validity
Test Reliability
Scores
Test Construction
Weighted Scores
High Stakes Tests
Advanced Placement Programs
Psychometrics
Construct Validity
Test Items
Comparative Analysis
Macroeconomics
Environmental Education
Spanish
Second Language Learning
English
Spanish Literature
Language Tests
Science Tests
College Entrance Examinations
Grade Point Average
Correlation
Critical Reading
Mathematics Tests
Writing Tests
High School Students
Item Response Theory
College Freshmen
Hendrickson, Amy
Patterson, Brian
Melican, Gerald
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Presented at the Annual National Council on Measurement in Education (NCME) in New York in March 2008. This presentation explores how different item weighting can affect the effective weights, validity coefficents and test reliability of composite scores among test takers.
ED563398
The Effect of Using Different Weights for Multiple-Choice and Free-Response Item Sections
College Board
Slides presented at the Annual Meeting of the National Council on Measurement in Education (NCME) (New York City, NY, Mar 27, 2008)
2008-03-27
22
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Higher Education
Educational Trends
Human Capital
Enrollment Trends
Academic Persistence
College Transfer Students
Outcomes of Education
Education Work Relationship
College Entrance Examinations
Achievement Tests
Student Costs
Advanced Placement Programs
Edwards, Kelcey
Sawtell, Ellen
Perfetto, Greg
Shapiro, Douglas T.
Kelly, Patrick J.
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
In this session presented at the Middle States Regional Forum (February 2013), experts working with national data presented trends in higher education from a forward-looking perspective. Senior researchers from the College Board provided trends using SAT, AP, and Net Price Calculator data. The research director of the National Student Clearinghouse offered new insight into the trends in enrollment and persistence of transfer students. Finally, the director of the Center for Higher Education Management Systems Information Center provided information from national data systems to help higher education policymakers and analysts understand the return on investment in higher education and potential for gainful employment. [The following slide presentations are presented within this slide deck: (1) Landscape of Higher Education: Net Price (Greg Perfetto); (2) The Changing Landscape Postsecondary Pathways (Douglas T. Shapiro); and (3) The College Completion Agenda: From "Education for Education's Sake" to Return on Investment and Gainful Employment (Patrick J. Kelly).]
ED563399
Landscape of Higher Education: Human Capital
College Board
Slides presented at the Annual Middle States Regional Forum (Brooklyn, NY, Feb 15, 2013)
2013-02-15
81
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Student Evaluation
Mathematics Instruction
Correlation
Educational Assessment
Performance Based Assessment
Test Items
Scoring Rubrics
Responses
Common Core State Standards
Models
High School Students
Secondary School Mathematics
Non-Print Media
Reference Materials - General
College Board
English
High Schools
Secondary Education
Looking beyond the right or wrong answer is imperative to the development of effective educational environments conducive to Pre-AP work in math. This presentation explores a system of evaluation in math that provides a personalized, student-reflective model correlated to consortia-based assessment. Using examples of students' work that includes performance based tasks, the presentation will explore, evaluate and identify key factors relevant to successful student outcomes in assessments that include extended constructed response items, scored with rubrics.
ED563400
Looking at Students' Work: Assessment Strategies That Inform Instruction
College Board
Slides presented at the Advanced Placement Annual Conference (APAC) (Lake Buena Vista, FL, Jul, 18-22, 2012)
2012-07-00
39
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
First Generation College Students
Student Characteristics
College Preparation
Academic Aspiration
Occupational Aspiration
College Choice
Preferences
Lee, John
Wiley, Andrew
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Secondary Education
Presented at the College Board New England Regional Office (NERO) Forum in Boston in February 2008. This presentation explores first generation SAT test takers in various areas. Focusing on academic preparation, educational plans, work plans and college preferences differ between this group of students and the non-first generation students.
ED563401
First Generation Students in the 2007 SAT® Cohort
College Board
Slides presented at the College Board New England Regional Forum (Boston, MA, Feb 2, 2008)
2008-02-02
31
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Test Validity
Statistical Analysis
Conferences (Gatherings)
Evidence
Databases
Measurement
Scores
Guidelines
Teacher Effectiveness
Accountability
Growth Models
Test Use
Data Analysis
Patelis, Thanos
Non-Print Media
Reference Materials - General
College Board
English
This is a keynote presentation given at AERA on developing a validity agenda for growth models in a large scale (e.g., state) setting. The emphasis of this presentation was to indicate that growth models and the validity agenda designed to provide evidence in supporting the claims to be made need to be personalized to meet the local or state-specific goals, purposes and context. The takeaways from the presentation were (a) large scale assessments, national databases, validity work and technology are components that cannot be separated and must exist to implement growth models well; (b) there are a number of components that must be in place when introducing growth models in large scale settings (e.g., states); (c) it is our professional responsibility to make sure that there is evidence to support the claims being made; (d) a short- and long-term validity agenda are needed to permit the collection of evidence across all component of the growth model that represent fundamentally stating the claims to be made and evaluating whether the claims can be supported; (e) because there exist a variety of goals and diverse contexts, there is no one growth model and the design of the validity agenda will be personalized and end up being similarly varied; (f) start with the score report as the concrete expression of the claims being made and make sure that each component is validated; and (g) there a lot of work that needs to be done and it's hard work, so the targets of these results (children, teachers, and administrators) need your thinking and efforts.
ED563402
A Validity Agenda for Growth Models: One Size Doesn't Fit All!
College Board
Slides presented at the Joint Business Meeting of the American Educational Research Association (AERA) Special Interest Groups on Test Validity Research and Evaluation, Large Scale Assessment, Advanced Study of National Databases, and Computer and Internet Applications in Education (Vancouver, BC, Apr 14, 2012)
2012-04-14
29
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
15
As Provided
JAN2020
Yes
High School Students
College Entrance Examinations
Aptitude Tests
Standardized Tests
National Competency Tests
Evaluation Methods
Test Results
Research Reports
State Officials
Feedback (Response)
Test Construction
Focus Groups
Validity
Usability
Patelis, Thanos
Matos-Elefonte, Haifa
Reference Materials - General
Non-Print Media
Preliminary Scholastic Aptitude Test
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
Preliminary Scholastic Aptitude Test
College Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
Presented at the Annual National Council on Measurement in Education (NCME) in San Diego in April 2009. This presentation explores how the College Board strives to ensure the relevance and utility of score reporting practices and methods for the PSAT/NMSQT and SAT scores. The new reporting methods allow for greater interaction and intervention at various levels of achievement in order to improve future performance.
ED563403
Efforts to Produce Relevant Score Reports to School, District, and State Officials on National Tests
College Board
Slides presented at Annual Meeting of the National Council on Measurement in Education (NCME) (San Diego, CA, Apr 14, 2009)
2009-04-19
23
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Evaluation Methods
Summative Evaluation
Formative Evaluation
Student Evaluation
Middle Schools
High Schools
Secondary Education
Language Arts
English Instruction
Mathematics Instruction
Standards
Learning Theories
Teacher Responsibility
Student Responsibility
State Standards
Standardized Tests
School Districts
Board of Education Policy
Regression (Statistics)
Delgado, Jane
Reference Materials - General
Non-Print Media
College Board
English
Middle Schools
Secondary Education
Junior High Schools
High Schools
Presented at the National Conference on Student Assessment in Orlando, hosted by the CCSSO (Council of Chief State School Officers), June 2008. This presentation explores use of the assessments within the classroom and how those choices can affect performance and learning.
ED563404
The Classroom Assessment Environment: Teachers' Choice of Assessments and Use of Data
College Board
Slides presented at the National Conference on Student Assessment (Orlando, FL, Jun 2008)
2008-06-00
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Test Validity
Grade Point Average
High School Students
Academic Persistence
College Students
Predictive Validity
Prediction
Academic Achievement
Comparative Analysis
At Risk Students
Longitudinal Studies
Scores
College Freshmen
Student Characteristics
Racial Differences
Ethnic Groups
Gender Differences
Institutional Characteristics
Family Income
Regression (Statistics)
Shaw, Emily J.
Mattern, Krista D.
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The current study will explore the validity and potential of using the SAT, in conjunction with HSGPA, to arrive at a predicted FYGPA to improve student retention at four-year postsecondary institutions. Specifically, this study examined whether college students who did not perform as expected (observed FYGPA minus predicted FYGPA) were more likely to leave their institution. Results showed that both under- and over-performing students were more likely to leave college as compared to their academically similar peers who performed as expected. Recommendations for institutions to incorporate this information as part of a cost-effective and efficient detection tool to identify students that may be at risk for not completing their degrees and to help improve institutional retention rates are provided.
ED563405
Identifying Students at Risk for Leaving an Institution: SAT and HSGPA as Tools to Improve Retention
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (Vancouver, BC, Apr 15, 2012)
2012-04-15
16
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Writing Tests
Psychometrics
Predictive Validity
Scores
Test Reliability
Test Validity
Generalizability Theory
Item Response Theory
Test Use
Proctor, Thomas P.
Kim, YoungKoung Rachel
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Presented at the national conference for the American Educational Research Association (AERA) in April 2009. This study examined the utility of scores on the SAT writing test, specifically examining the reliability of scores using generalizability and item response theories. The study also provides an overview of current predictive validity studies.
ED563406
Select Psychometric Properties and Predictive Validity of Scores on the SAT Writing Section
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (San Diego, CA, Apr 14, 2009)
2009-04-14
19
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
American Indian Students
Student Participation
Performance
Access to Education
Postsecondary Education
Lee, John
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Presented at the Native American Student Advocacy Institute (NASAI) in Tsaile, AZ in May 2008. This presentation explores the participation and performance of Native American students in the SAT program and attempt to find a way to find how to better support and encourage students to ensure postsecondary access and excellence.
ED563407
Participation and Performance for Native American Students in the 2007 SAT® Cohort
College Board
Slides presented at the Native American Student Advocacy Institute (NASAI) (Tsaile, AZ, May 20-21, 2008)
2008-05-00
26
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Reading Tests
Growth Models
Scores
Achievement Gains
Reading Achievement
High School Students
Student Characteristics
Deng, Hui
Wiley, Andrew
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Presented at the Annual National Council on Measurement in Education (NCME) in New York in March 2008. This presentation explores the growth trajectory of the SAT Reading scores and examine what demographics and variation may cause changes and affect growth.
ED563408
Modeling Growth of SAT Reading Performance Using Repeated Measures Data
College Board
Slides presented at the Annual Meeting of the National Council on Measurement in Education (NCME) (New York, NY, Mar 27, 2008)
2008-03-27
16
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Advanced Placement Programs
Course Selection (Students)
Standardized Tests
High School Students
College Entrance Examinations
Questionnaires
Student Characteristics
Thinking Skills
Educational Attainment
Gender Differences
Racial Differences
Ethnic Groups
Language Usage
English
Parent Background
Calculus
Mathematics Education
Physics
Economics
Macroeconomics
Spanish
Second Language Instruction
Activities
Institutional Characteristics
School Size
Educational Environment
Colleges
Proximity
Geographic Location
Sawtell, Ellen A.
Handwerk, Philip
Gillie, Jacqueline M.
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
Florida
Florida
SAT (College Admission Test)
College Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
Presented at the Advanced Placement Annual Conference (APAC) in Las Vegas, July 2007. This presentation explores the demographic and course-taking patterns that have been identified behind what students take AP exams and how to best reach the population of students that are not currently taking AP exams.
ED563409
What We Know about AP® Students
College Board
Slides presented at the Advanced Placement Annual Conference (APAC) (Las
Vegas, NV, Jul 13, 2007)
2007-07-13
55
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Admission
Personality Theories
College Applicants
College Choice
College Entrance Examinations
Mattern, Krista D.
Woo, Sang Eun
Wyatt, Jeff N.
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Presented at the American Educational Research Association (AERA) Conference in New York in March 2008. This presentation explores if what a student believes is a good fit for them at an institution is supported by the evidence once they choose to attend an specific institution.
ED563410
Using Student-College Fit for Admissions: Do Applicants Really Know What Is Good for Them?
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (New York, NY, Mar 27, 2008)
2008-03-27
17
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Measurement
Evidence Based Practice
Test Construction
Advanced Placement Programs
Achievement Tests
Huff, Kristen
Steinberg, Linda
Matts, Tom
Reference Materials - General
Non-Print Media
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
College Board
English
Presented at the Annual Meeting of National Council on Measurement in Education (NCME) in San Diego, CA in April 2009. This presentation provides an overview of ECD. In addition, the presentation describes the benefits of, as well as the challenges that were faced, in implementing ECD in the Advanced Placement Program.
ED563411
The Promises and Challenges of Implementing Evidence-Centered Design in Large Scale Assessment
College Board
Slides presented at the Annual Meeting of the National Council on Measurement in Education (NCME) (San Diego, CA, Apr 2009)
2009-04-00
19
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Hierarchical Linear Modeling
Statistics
Computer Software
College Entrance Examinations
Achievement Tests
Advanced Placement Programs
Research Problems
Patterson, Brian F.
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Presented at the quarterly meeting of the New York Area SAS Users-Group in December 2008. In virtually any research context, there is likely to be opportunity to apply mixed-models--of which repeated-measures, multilevel, hierarchical and random- and fixed-effect models are specific types-- that improve upon their traditional linear or generalized linear model counterparts. This presentation focused primarily on multi-level modeling and on drawing parallels between the statistical specification of these models and their implementation in SAS. Some time was devoted to the discussion of problems of convergence, some diagnostics and other impediments to the modeling process.
ED563412
"Almost" 31 Flavors of Multi-Level Modeling in SAS
College Board
Slides presented at the New York Area SAS Users' Group Meeting (Dec 9, 2008)
2008-12-09
44
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
3
As Provided
JAN2020
Yes
College Preparation
Course Selection (Students)
Common Core State Standards
Educational Attainment
Success
Career Readiness
College Readiness
College Entrance Examinations
Educational Quality
Grade Point Average
Racial Differences
Ethnic Groups
Academic Standards
Alignment (Education)
Vasavada, Natasha
Wiley, Drew
Reference Materials - General
Non-Print Media
New York
SAT (College Admission Test)
New York
SAT (College Admission Test)
College Board
English
Secondary Education
Higher Education
Postsecondary Education
Presented at the College Board National Forum, October 2011. In this session on academic preparedness and the Common Core, presenters summarized research on academic rigor and current course taking patterns for students and discussed how the new common core state standards will impact curriculum and expectations for student coursework.
ED563413
The Cost of Unprepared Students
College Board
Slides presented at the College Board National Forum (Oct 25, 2011)
2011-10-25
15
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Advanced Placement Programs
Achievement Tests
Item Response Theory
Models
Standard Setting
Science Tests
Test Items
Difficulty Level
Standards
Validity
Kaliski, Pamela
Wind, Stefanie A.
Engelhard, George, Jr.
Morgan, Deanna
Plake, Barbara
Reshetar, Rosemary
Non-Print Media
Reference Materials - General
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
College Board
English
The Many-Facet Rasch (MFR) Model is traditionally used to evaluate the quality of ratings on constructed response assessments; however, it can also be used to evaluate the quality of judgments from panel-based standard setting procedures. The current study illustrates the use of the MFR Model by examining the quality of ratings obtained from a standard setting employing the Multiple Yes-No (MYN) modified Angoff standard setting procedure to set the cuts on the Advanced Placement® (AP®) Environmental Science exam. The locations of the panelists, judged item difficulties, rounds, and performance standards using the MFR Model were examined. Results revealed evidence of acceptable quality of the ratings obtained from the panelists. Thus, the current study provides an important contribution of validity evidence for the AP Environmental Science standard setting, as well as an illustration of the utility of the MFR Model to evaluate standard setting judgments.
ED563414
Using the Many-Facet Rasch Model to Evaluate Standard-Setting Judgments: Setting Performance Standards for Advanced Placement® Examinations
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (Vancouver, BC, Apr 15, 2012)
2012-04-15
22
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Advanced Placement
Biology
Science Tests
Science Education
Educational Strategies
Evidence Based Practice
Scientific Methodology
Student Educational Objectives
Review (Reexamination)
Science Process Skills
Knowledge Level
Test Items
Scoring
Measurement
Models
High School Students
Reshetar, Rosemary
Reference Materials - General
Non-Print Media
College Board
English
High Schools
Secondary Education
On 9/13/12, the Workshop on Developing Assessments to Meet the Goals of the 2012 Framework for K-12 Science Education was held at the National Academies of Science. The workshop was organized and led by the NRC Committee on Developing Assessments of Science Proficiency in K-12 (co-chaired by James Pellegrino and Mark Wilson) and targeted to state assessment leaders. Rosemary represented the College Board as one of three panelists in a large-scale assessment session focused on assessments that assess science practices in conjunction with core ideas and cross cutting concepts, similar to those depicted in the Framework. Focus was on how these strategies can be used to measure learning as envisioned in the Framework. The revised AP Biology Course and Exam which went into effect this fall were presented as an example of how College Board utilized the Evidence Centered Design process for the course and exam review. Of particular interest was the integration of content knowledge with science practices into the learning objectives of the course, and ultimately into the exam to be offered in May.
ED563415
AP® Biology Exam
College Board
Slides presented at the Large Scale Assessments Session of the Workshop on Developing Assessments to Meet the Goals of the 2012 Framework for K-12 Science Education (Washington, D.C., Sep 13, 2012)
2012-09-13
26
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Probability
Scores
Statistical Bias
High School Students
College Students
Intervention
Simulation
Program Evaluation
Advanced Placement
Advanced Placement Programs
Grades (Scholastic)
Multivariate Analysis
Predictor Variables
Academic Achievement
Patterson, Brian F.
Non-Print Media
Reference Materials - General
College Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
The main goal of this study was to illustrate and provide some direction for dealing with the complexities of propensity score matching within different multilevel contexts. Special attention is given to how procedures typically applied in a non-hierarchical setting may be modified to properly reduce the expected bias in the estimated treatment effect of a high school-level intervention on college-level outcomes. In particular, students self-selected into a high school level intervention and the outcome of interest was observed within the context of the college or university in which students subsequently enrolled. A simulation was prepared to delineate the relevant issues and to demonstrate the effects of ignoring a hierarchical nesting of subjects. An empirical example of an evaluation of a large-scale, national educational program is given.
ED563416
Multilevel Issues in the Application of Propensity Score Matching: Simulations and Results for Evaluation of the Advanced Placement Program
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (Vancouver, BC, Apr 17, 2012)
2012-04-17
28
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
7
As Provided
JAN2020
Yes
Conference Papers
Scores
Comparative Analysis
College Entrance Examinations
Identification
Item Response Theory
Models
Goodness of Fit
Statistical Analysis
Classification
Class Size
Educational Indicators
Institutional Characteristics
Kim, YoungKoung Rachel
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
ACT Assessment
ACT Assessment
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Presented at the national conference for AERA (American Educational Research Association) in April 2009. The large variability of SAT taker population across states makes state-by-state comparisons of the SAT scores challenging. Using a mixture modeling approach, therefore, the current study presents a method of identifying subpopulations in terms of SAT scores while taking into account the percentage of SAT takers so that state SAT scores within a subpopulation can be properly compared.
ED563417
Comparing State SAT Scores Using a Mixture Modeling Approach
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (San Diego, CA, Apr 15, 2009)
2009-04-15
18
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
African American Students
Student Participation
Performance
Advanced Placement Programs
Data
Information Utilization
Academic Achievement
Success
College Entrance Examinations
Scores
High School Students
Lee, John
Sawtell, Ellen
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Presented at the Knowledge Is Power Program (KIPP) School Summit in San Antonio, TX in July 2008. This presentation explores the participation and performance of African American students in the SAT and AP programs and use data to inform ways to better support and encourage achievment and college success.
ED563418
Realizing the Dream: Using Data to Increase Achievement
College Board
Slides presented at the Knowledge Is Power Program (KIPP) National Conference (San Antonio, TX, Jul, 30, 2008)
2008-07-30
39
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Grade Point Average
High School Students
Scores
Standardized Tests
College Admission
Student Characteristics
Racial Differences
Ethnic Groups
Predictive Validity
College Freshmen
Student Records
Questionnaires
Gender Differences
Family Income
Mattern, Krista D.
Shaw, Emily J.
Kobrin, Jennifer L.
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Presented at the national conference for the American Educational Research Association (AERA) in 2010. This presentation describes an alternative way of presenting the unique information provided by the SAT over HSGPA, namely examining students with discrepant SAT-HSGPA performance.
ED563419
A Case for Not Going SAT-Optional: Students with Discrepant SAT and HSGPA Performance
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (Denver, CO, May 3, 2010)
2010-05-03
17
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
5
As Provided
JAN2020
Yes
Bilingualism
English (Second Language)
Second Language Learning
Scores
Regression (Statistics)
Writing Tests
Prior Learning
College Entrance Examinations
Cultural Background
Language Proficiency
Role
Essays
Language Styles
Native Language
Language Dominance
Prompting
Writing Evaluation
Language Usage
Persuasive Discourse
Test Construction
Coding
Cultural Differences
Writing Instruction
High School Students
Kobrin, Jennifer L.
Shaw, Emily J.
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
It is well-documented that students' prior knowledge, cultural background, and language proficiency play a role in how they read, interpret, and respond to writing tasks (Barkaoui, 2007; Connor & Kramer, 1995; Hinkel, 2002). Essays written by students from different language backgrounds often differ in their linguistic, stylistic, and rhetorical characteristics and these features may affect the scores that students receive. This study explored the features of essays written on the SAT by students for whom English was not their best language (L2 students) and bilingual students who reported both English and another language as their best language, compared to students for whom English was solely their best language (L1 students). A sample of essay responses on 14 different prompts administered between October 2005 and January 2006 were coded on a variety of features including number of words, use of first-person voice, use of a five-paragraph structure, and types of examples offered (e.g., scholarly or personal experience). Multilevel logistic regression analyses indicated that L2 students had greater odds of using first-person and using personal experience in their essay responses; and had lesser odds of taking a mixed argument approach in responding to the essay prompt. There was substantial variability in the frequency of essay features by language group across prompt, suggesting that different prompts elicit responses with different features. The implications for test development and student instruction are discussed.
ED563420
An Exploration of L1, L2, and Bilingual Students' Writing Features on the SAT Essay
College Board
Slides presented at Annual Meeting of the National Council on Measurement in Education (NCME) n (Vancouver, BC, Apr 14, 2012)
2012-04-14
17
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Test Validity
Standardized Tests
Student Placement
College Bound Students
High School Students
College Admission
Academic Persistence
College Students
Grade Point Average
Correlation
Predictor Variables
Scores
Grades (Scholastic)
Mathematics Instruction
English Instruction
At Risk Students
Shaw, Emily J.
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Secondary Education
High Schools
Presented at the College Board Western Regional Office (WRO) Forum in San Diego in February 2009. This presentation explores SAT test validity and how it can be used to inform both advisement and placement at the national or institution level. Institutional validity can be measured using the Admitted Class Evaluation Service (ACES) which schools can request.
ED563421
Use of the SAT in Advisement and Placement: What the Research Tells Us
College Board
Slides presented at the College Board Western Regional Office (WRO) Forum (San Diego, CA, Feb 23, 2009)
2009-02-23
23
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Higher Education
Educational Trends
Human Capital
Enrollment Trends
Academic Persistence
College Transfer Students
Outcomes of Education
Education Work Relationship
College Entrance Examinations
Achievement Tests
Student Costs
Advanced Placement Programs
Edwards, Kelcey
Perfetto, Greg
Hossler, Don
Kelly, Patrick J.
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
There are many changes occurring in higher education, and often it is difficult to see trends nationally. In this presentation, experts working with national data present trends in higher education from a forward-looking perspective. Senior researchers from the College Board provide trends using College Board SAT and AP data, as well as new research around Net Price Calculators. The director of the National Center for Higher Education Management Systems Information Center provides information from national data systems that can help higher education policymakers and analysts. The research director of the National Student Clearinghouse offers trends in enrollment and persistence, with a special focus on transfer students. [The following slide presentations are presented within this slide deck: (1) Landscape of Higher Education: Net Price (Greg Perfetto); (2) The Changing Landscape of How We Understand Postsecondary Pathways--With a Focus on Transfer Students and Persistence Anywhere (Don Hossler); and (3) The College Completion Agenda: From "Education for Education's Sake" to Return on Investment and Gainful Employment (Patrick J. Kelly).
ED563422
Landscape of Higher Education: Human Capital
College Board
Slides presented at the College Board National Forum (Miami, FL, Oct 26, 2012)
2012-10-26
71
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Readiness
Definitions
Nonprofit Organizations
Educational Indicators
Research and Development
Validity
Predictor Variables
Academic Achievement
College Entrance Examinations
Aptitude Tests
Benchmarking
Regression (Statistics)
Patelis, Thanos
Camara, Wayne
Wiley, Andrew
Reference Materials - General
Non-Print Media
College Board
English
Higher Education
Postsecondary Education
Presented at the 11th International Conference on Education (ICE) in 2009. This presentation provides an overview of the College Board and its efforts to develop college readiness indicators. The information provided includes a conceptual overview of the indicators and the research and development components in the development and validation of the indicators.
ED563423
Efforts to Define College Readiness in the United States
College Board
Slides presented at the International Conference on Education (ICE) (11th, Athens, Greece, May 25-28, 2009)
2009-05-00
23
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
8
As Provided
JAN2020
Yes
Evidence Based Practice
Advanced Placement Programs
Achievement Tests
Test Construction
Measurement
Test Content
Skills
Course Content
Ewing, Maureen
Packman, Sheryl
Hamen, Cynthia
Clark, Allison
Reference Materials - General
Non-Print Media
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
College Board
English
Presented at the Annual Meeting of National Council on Measurement in Education (NCME) in San Diego, CA in April 2009. This presentation describes the methodology that was used with subject-matter experts (SMEs) to articulate the content and skills important in the domain, and then the iterative processes that were used to articulate the claims and evidence to represent the targets of instruction for AP courses, and by extension, the targets of measurement for the AP exams.
ED563424
Representing Targets of Measurement within ECD
College Board
Slides presented at the Annual Meeting of the National Council on Measurement in Education (NCME) (San Diego, CA, Apr 2009)
2009-04-00
15
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Advanced Placement Programs
Science Tests
Achievement Tests
Classification
Pilot Projects
Test Validity
Expertise
Statistical Analysis
Reshetar, Rosemary
Kaliski, Pamela
Chajewski, Michael
Lionberger, Karen
Non-Print Media
Reference Materials - General
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
College Board
English
This presentation summarizes a pilot study conducted after the May 2011 administration of the AP Environmental Science Exam. The study used analytical methods based on scaled anchoring as input to a Performance Level Descriptor validation process that solicited systematic input from subject matter experts.
ED563425
Validating Performance Level Descriptors (PLDs) for the AP® Environmental Science Exam
College Board
Slides presented at the International Test Commission (ICT) Conference (8th, Amsterdam, Netherlands, Jul 5, 2012)
2012-07-05
26
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Hispanic American Students
Student Participation
Performance
High School Students
Student Characteristics
Scores
Academic Aspiration
College Preparation
Geller, Martha
Lee, John
Matos, Haifa
Wiley, Andrew
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Presented at the Annual Prepárate Conference in Chicago, IL in May 2008. This presentation explores the participation and performance of Latino students in the SAT program and attempt to find a way to find how to better support and encourage students in striving for success.
ED563426
Pathways to Success: Participation and Performance for Latino Students in the 2007 SAT® Cohort
College Board
Slides presented at the Annual Prepárate Conference (Chicago, IL, May 22-23, 2008)
2008-05-00
35
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Data
Decision Making
Advanced Placement Programs
Equal Education
Student Participation
Performance
Racial Differences
Ethics
Data Interpretation
High School Students
High School Graduates
Edwards, Kelcey
Duggan, Odette
Non-Print Media
Reference Materials - General
College Board
English
High Schools
Secondary Education
Presented at the Advanced Placement Annual Conference (APAC) in Lake Buena Vista, FL in July 2012. This presentation reviews concepts central to achieving equitable AP access and success for all willing and academically prepared students. We analyze trends in participation and performance by race/ethnicity from the AP Report to the Nation and consider the ethics of data in order to understand challenges to interpretation as well as behavioral consequences of various metrics. The intended audience is AP Coordinators, school administrators, and those who recognize the importance of building equity from the ground up.
ED563427
Data-Based Decision Making: The Road to AP Equity
College Board
Slides presented at the Advanced Placement Annual Conference (APAC) (Lake Buena Vista, FL, Jul 20, 2012)
2012-07-20
64
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Advanced Placement Programs
STEM Education
Student Participation
Racial Differences
Ethnic Groups
Hispanic American Students
Trend Analysis
Equal Education
Student Needs
At Risk Students
Public Schools
School Districts
High School Students
High School Graduates
Scores
Minority Group Students
African American Students
American Indian Students
Alaska Natives
Low Income Groups
Spanish Speaking
Language Usage
Asian American Students
White Students
Multiracial Persons
English (Second Language)
Sawtell, Ellen A.
Gillie, Jacqueline M.
Smith, Patricia Z.
Non-Print Media
Reference Materials - General
United States
Florida
Florida
United States
College Board
English
High Schools
Secondary Education
In February 2012, the College Board published The 8th Annual AP Report to the Nation. This session provides a deeper dive into key information for the United States with an emphasis on Florida, and participants hear how one school in Florida utilizes AP Potential™ to help build their AP Program. Participants also learn about AP participation and performance in the STEM field. Analyses by race/ethnicity is provided. Participants also gain a clear understanding of common questions centered around the growing Hispanic/Latino population in AP. The goal of this session is to provide participants with the knowledge of how the AP population has changed over the last 10 years. At the end of this session, administrators, counselors and other school personnel are better able to help identify students not currently being served by AP and understand how the available data can assist in building their AP program.
ED563428
AP Report to the Nation: A Closer Look at the Nation and Florida
College Board
Slides presented at the Advanced Placement Annual Conference (APAC) (Lake Buena Vista, FL, Jul 20, 2012)
2012-07-20
80
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Test Items
Equated Scores
Test Construction
Simulation
College Administration
College Entrance Examinations
Data Analysis
Evaluation Criteria
Antal, Judit
Melican, Gerald
Proctor, Thomas
Wiley, Andrew
Reference Materials - General
Non-Print Media
College Board
English
Higher Education
Postsecondary Education
Presented at the Annual Meeting of National Council on Measurement in Education (NCME) in 2010. The focus of the research is to investigate the effect of applying the Sinharay & Holland (2007) midi-test idea for building anchor tests to an on-going testing program with a series of versions of the test and comparing these results to the more commonly applied miniature anchor test assembly method. Overall, the results of our study support the proposal by Sinharay and Holland under very strict item and simulee generation method as the amount and degree of equating error observed did not appear to be significantly impacted by the change in the anchor test characteristics.
ED563429
The Effect of Anchor Test Construction on Scale Drift
College Board
Slides presented at the Annual Meeting of the National Council on Measurement in Education (NCME) (Denver, CO, Apr 3, 2010)
2010-04-03
24
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Critical Reading
Reading Achievement
Writing Achievement
Scores
Demography
Grade Point Average
College Freshmen
Academic Persistence
School Holding Power
Performance Factors
Replication (Evaluation)
Student Characteristics
Reading Tests
Writing Tests
Aptitude Tests
Predictive Validity
Correlation
Predictor Variables
Outcomes of Education
College Entrance Examinations
Shaw, Emily
Mattern, Krista
Patterson, Brian
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Presented at the national conference for AERA (American Educational Research Association) . This study examined whether there are distinct differences in the demographic characteristics, HSGPA, first-year college performance, and second-year college retention rates among students who have discrepant CR-W performance.
ED563430
Understanding Students with Discrepant Critical Reading and Writing Scores
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (San Diego, CA, Apr 14, 2009)
2009-04-14
21
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Aptitude Tests
Writing Tests
Test Construction
Test Format
Test Items
Psychometrics
Essay Tests
Alignment (Education)
High School Graduates
Program Implementation
Predictive Validity
Wiley, Andrew
Non-Print Media
Reference Materials - General
College Board
English
High Schools
Secondary Education
Presented at the national conference for the American Educational Research Association (AERA) in 2009. This discussed the development and implementation of the new SAT writing section.
ED563431
The Politics, Psychometrics and Promise of the New SAT Writing Section
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (San Diego, CA, Apr 14, 2009)
2009-04-00
13
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
12
As Provided
JAN2020
Yes
Majors (Students)
Decision Making
High School Students
Intervention
Best Practices
STEM Education
Academic Persistence
Advanced Placement Programs
College Bound Students
Academic Advising
College Students
College Entrance Examinations
Questionnaires
Databases
Standardized Tests
Student Characteristics
Intention
Byers, Jenny
Mattern, Krista D.
Shaw, Emily J.
Springall, Robert
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
Presented at the College Board National Forum, October 26, 2011. Choosing a college major is challenging enough, without stopping to consider the impact it has on a student's college experience and career choice. To provide support during this major decision, participants in this session will develop strategies to facilitate students in making an appropriate major choice. Based on research and recommendations from high school and college educators, participants will discuss interventions and best practices. Participants will focus on factors related to major choice and retention (with an emphasis on STEM majors), and will investigate some noteworthy findings related to students with undeclared majors.
ED563432
It's Major! College Major Selection & Success
College Board
Slides presented at the College Board National Forum (Oct 26, 2011)
2011-10-26
53
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Predictive Validity
Grade Point Average
College Students
Majors (Students)
Student Characteristics
Grading
School Culture
Gender Differences
Racial Differences
Ethnic Groups
Parent Background
Educational Attainment
Scores
High School Students
Academic Persistence
Shaw, Emily J.
Kobrin, Jennifer L.
Patterson, Brian F.
Mattern, Krista D.
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Presented at the Annual Meeting of the American Educational Research Association (AERA) in New Orleans, LA in April 2011. The current study examined the differential validity of the SAT for predicting cumulative GPA through the second-year of college by college major, as well as the differential prediction of cumulative GPA by college major among student subgroups. The relationship between the SAT and cumulative GPA varied somewhat by major, as well as by major and subgroup, likely due to differences in the nature of the college coursework, grading practices, student self-selection, and differing academic cultures (e.g., male dominated or highly competitive) across majors.
ED563433
The Validity of the SAT for Predicting Cumulative Grade Point Average by College Major
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (New Orleans, LA, Apr 10, 2011)
2011-04-10
14
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
9
As Provided
JAN2020
Yes
Comparative Analysis
Statistical Analysis
Computation
Probability
Regression (Statistics)
Finkelstein, Doreen
Non-Print Media
Reference Materials - General
College Board
English
Presented at the Annual Meeting of the American Educational Research Association (AERA) in April 2009. Compares results of different approaches to propensity-score matching with hierarchical data.
ED563434
Exploring Approaches to Constructing Comparable Groups within Hierarchies
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (San Diego, CA, Apr 15, 2009)
2009-04-15
21
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Multiple Choice Tests
Test Format
Test Construction
Test Validity
Test Reliability
Test Items
Psychometrics
Culture Fair Tests
Test Content
Weighted Scores
Advanced Placement Programs
Statistical Analysis
Equated Scores
Hendrickson, Amy
Patterson, Brian
Ewing, Maureen
Speeches/Meeting Papers
Reports - Research
College Board
English
The psychometric considerations and challenges associated with including constructed response items on tests are discussed along with how these issues affect the form assembly specifications for mixed-format exams. Reliability and validity, security and fairness, pretesting, content and skills coverage, test length and timing, weights, statistical specifications, and equating concerns are all discussed. Practical suggestions for dealing with these concerns in the form assembly specifications are presented. Advanced Placement Program® (AP®) Exams are used as examples throughout, as most all of these large-scale standardized exams contain both multiple-choice and constructed response items.
ED563435
Developing Form Assembly Specifications for Exams with Multiple Choice and Constructed Response Items: Balancing Reliability and Validity Concerns
College Board
Paper presented at the Annual Conference of the National Council for Measurement in Education (NCME) (Denver, CO, May 1, 2010)
2010-05-01
24
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
25
As Provided
JAN2020
Yes
Longitudinal Studies
Secondary School Curriculum
Core Curriculum
College Bound Students
College Preparation
Course Selection (Students)
Educational Quality
Grades (Scholastic)
Academic Achievement
Common Core State Standards
Required Courses
High School Students
High School Seniors
College Attendance
State Colleges
Bachelors Degrees
Finkelstein, Doreen
Non-Print Media
Reference Materials - General
California
California
College Board
English
Secondary Education
High Schools
Higher Education
Postsecondary Education
Presented at the Annual Meeting of the American Educational Research Association (AERA) in April 2009. Using a comprehensive longitudinal data set as an example, poses questions and raises issues around defining a high school curriculum that is related to indicators of college success.
ED563436
Defining the College-Bound Core Curriculum in High Schools
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, Apr 16, 2009)
2009-04-16
14
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Governing Boards
Nonprofit Organizations
Educational History
Organizational Development
Consortia
Common Core State Standards
Aptitude Tests
College Entrance Examinations
Educational Assessment
Educational Trends
Patelis, Thanos
Non-Print Media
Reference Materials - General
College Board
English
Higher Education
Postsecondary Education
In an effort to ensure fair preparation and selection of high school applicants to college, a committee of university and secondary school leaders after significant discussion and dialogue organized in 1900 the College Entrance Examination Board, known today as simply the College Board. The presentation will highlight the topics of this discussion and dialogue that led to the formation of this organization highlighting the issues and context that facilitated its formation. The presentation will also attempt to show how education is faced with very similar issues with the Common Core Standards and the formation of the consortia to develop assessments. The intention of the presentation is not to offer a full history and evolution of the College Board, but to offer a perspective on how the context seen in history seems to repeat itself. The presenter will comment on what can be learned from the formation for the College Board in the context of today's issues.
ED563437
The Formation of the College Board and the Context of Today
College Board
Slides presented at at the Annual Meeting of the National Council on Measurement in Education (NCME) (New Orleans, LA, Apr 10, 2011)
2011-04-10
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
26
As Provided
JAN2020
Yes
College Bound Students
College Preparation
Occupational Aspiration
Engineering
Student Interests
High School Graduates
Career Development
Majors (Students)
Student Characteristics
Scores
Academic Achievement
Mathematics Achievement
Science Achievement
Self Efficacy
Gender Differences
Undergraduate Students
College Attendance
Educational Attainment
Bachelors Degrees
Course Selection (Students)
Racial Differences
Ethnic Groups
High School Seniors
Mathematics Instruction
Science Instruction
College Entrance Examinations
High School Students
Edwards, Kelcey
Sawtell, Ellen
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
National Merit Scholarship Qualifying Test
National Merit Scholarship Qualifying Test
SAT (College Admission Test)
College Board
English
Secondary Education
High Schools
Higher Education
Postsecondary Education
Presented at the Annual Meeting of the American Educational Research Association (AERA) in New Orleans, LA in April 2011. The first study evaluated the level of interest in engineering as students approached the end of high school and explored the degree to which the academic preparation of these students shaped the engineering pipeline over a tenyear period. The second analyzed a recent graduating class in order to understand various pathways that students took toward or away from engineering as they progressed through high school. Several paths emerged, including students who demonstrated stable interest across time, students who became interested in engineering, and students who turned toward other majors by the end of high school. Groups differed with regard to demographic characteristics, test scores, academic background, and math and science self-efficacy.
ED563438
College-Bound Students' Interest in Engineering: Pathways and Characteristics of the Pre-College Pipeline
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (New Orleans, LA, Apr 2011)
2011-04-00
25
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Academic Achievement
Academic Ability
Self Concept
Correlation
Outcomes of Education
Predictor Variables
Higher Education
Questionnaires
Student Attitudes
College Entrance Examinations
College Freshmen
Mathematics Achievement
Grade Point Average
Writing Ability
Mathematics Skills
High School Students
Academic Aspiration
Mattern, Krista D.
Shaw, Emily J.
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
Presented at the national conference for the American Educational Research Association (AERA) in 2010. This presentation examines the relationship between academic self-beliefs and outcomes.
ED563439
A Look beyond Cognitive Predictors of Academic Success: Understanding the Relationship between Academic Self-Beliefs and Outcomes
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (Denver, CO, May 2, 2010)
2010-05-02
19
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
3
As Provided
JAN2020
Yes
Predictive Validity
Evaluation Criteria
Regression (Statistics)
College Freshmen
Cohort Analysis
Admission Criteria
College Admission
Grade Point Average
Evaluation Problems
Least Squares Statistics
College Entrance Examinations
Patterson, Brian F.
Kobrin, Jennifer L.
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
This study presents a case for applying a transformation (Box and Cox, 1964) of the criterion used in predictive validity studies. The goals of the transformation were to better meet the assumptions of the linear regression model and to reduce the residual variance of fitted (i.e., predicted) values. Using data for the 2008 cohort of first-time, first-year students attending 129 different colleges and universities, this study demonstrated how the transformation may be incorporated into the process of validating an admission test for predicting students' first-year grade point average (FYGPA). In this setting, we regularly found substantial negative skewness in both the criterion and its residuals and the use of a Box-Cox transformation of the criterion yielded residuals that much better approximated the assumption of normally distributed residuals. The result is that with relatively little additional effort, researchers may perform predictive validity studies for college admission measures with one of the most meaningful criteria (i.e., FYGPA) and they can better meet the assumptions of the linear regression model.
ED563440
A Case for Transforming the Criterion of a Predictive Validity Study
College Board
Slides presented at the Annual Meeting of the American Educational Research Association (AERA) (New Orleans, LA, Apr 10th, 2011)
2011-04-10
26
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
5
As Provided
JAN2020
Yes
Response Rates (Questionnaires)
Computer Assisted Testing
Testing Problems
Questionnaires
College Entrance Examinations
Student Characteristics
Ethnicity
Multiracial Persons
Sawtell, Ellen A.
Sathy, Viji
Skrobela, David A.
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Presented at the Association for Institutional Research (AIR) in Kansas City in June 2007. This presentation explores what has been learned in the effort to maintain the ability to collect demographic information on SAT test takers when registration moved to the web. The information which is collected for research purposes include student's ethnicity information which is more varied than in the past due to an increase in multi-ethnic families and test takers.
ED563441
Overcoming Non-Response: Lessons Learned Migrating to a Web-Based Platform and Offering a Multi-Ethnic Response Option
College Board
Slides presented at the Association for Institutional Research Conference (Kansas City, MO, Jun 6, 2007)
2007-06-06
31
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Response Rates (Questionnaires)
Computer Assisted Testing
Testing Problems
College Entrance Examinations
Questionnaires
Intervention
Sawtell, Ellen A.
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Presented at the American Educational Research Association (AERA) Conference in San Diego in May 2005. This presentation explores the issues and problems with declining response rates to the questionnaire once test registration moved from paper format to a web platform. A decline would affect research over time so interventions were put in place to increase future response rates.
ED563442
Overcoming Non-Response: Lessons Learned Migrating to a Web-Based Platform
College Board
Slides presented at the Association for Institutional Research Conference (San Diego, CA, May 9, 2005)
2005-05-09
13
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Admission
Student Placement
Test Validity
Graphs
Prediction
Online Systems
Academic Achievement
Admission Criteria
Futures (of Society)
Evaluation Methods
Correlation
College Entrance Examinations
Web Sites
College Freshmen
Grade Point Average
At Risk Students
Statistical Analysis
Shaw, Emily J.
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Presented at the 23rd Annual Historically Black Colleges & Universities (HBCU) Conference in Atlanta, GA, in September 2011. Admitted Class Evaluation Service (ACES) is the College Board's free online service that predicts how admitted students will perform at a college or university generally, and how successful students will be in specific courses. ACES studies provide the information needed to confirm or improve current admission and placement policies and can identify the optimum combination of measures to predict a student's future performance at your institution. Each study presents an analysis of findings and gives you general background information to help you examine the study in greater detail. This session provided an overview of ACES, including how to design useful admission and placement validity studies for your institution, advice on submitting the corresponding data file(s), and how to interpret the text, graphs, and key findings from ACES admission and placement validity reports. The following are appended: (1) Prediction equations; (2) Statistical summaries of study variables; and (3) List of IDs for students possibly at risk for not completing their degrees at Sample One University
ED563443
Using the Admitted Class Evaluation Service (ACES) to Conduct Institution-Specific Admission or Placement Validity Studies
College Board
Slides presented at the Historically Black Colleges & Universities Annual Conference (23rd, Atlanta, GA, Sep 25, 2011)
2011-09-25
65
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Test Validity
College Entrance Examinations
Writing Achievement
Writing Tests
College Admission
English
Student Placement
Correlation
Scores
Prediction
Statistical Analysis
Critical Reading
Grades (Scholastic)
Evaluation Methods
College Applicants
Shaw, Emily
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
New Jersey
Massachusetts
Massachusetts
New Jersey
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Presented at the College Board National Forum in Washington, D.C., October 2010. This presentation examines the recent national validity evidence that supports the use of SAT Writing in college admissions and English placement. Additionally it includes information on the College Board's free online Admitted Class Evaluation Service (ACES) system, for institutions interested in conducting their own admission and placement validity research on SAT Writing.
ED563444
Incorporating SAT® Writing into Admission and Placement Decisions
College Board
Slides presented at the College Board Forum (Wash, D.C., Oct 28, 2010)
2010-10-28
32
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Growth Models
Teacher Evaluation
Scores
Teacher Effectiveness
School Districts
Reliability
Academic Achievement
Elementary School Teachers
Middle School Teachers
Criterion Referenced Tests
Mathematics Tests
Reading Tests
Lash, Andrea
Makkonen, Reino
Tran, Loan
Huang, Min
Reports - Research
Nevada
Nevada
Regional Educational Laboratory West (ED)
WestEd
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
This study, undertaken at the request of the Nevada Department of Education, examined the stability over years of teacher-level growth scores from the Student Growth Percentile (SGP) model, which many states and districts have selected as a measure of effectiveness in their teacher evaluation systems. The authors conducted a generalizability study using three years of data in mathematics and reading for nearly 370 elementary and middle school teachers from Washoe County School District in Reno, Nevada's second-largest district. The study found that in mathematics, half of the variation among teachers' annual growth score (median SGPs) was attributable to differences among teachers, while half was random or unstable. In reading, 0.41 of the variance in annual scores was attributable to differences among teachers, while 0.59 was due to random or unstable sources. More stable measures of effectiveness can be constructed by averaging multiple years of growth scores for a teacher, and the report provides stability estimates for averages of two, three, and four years of annual scores. The results from this study can also be used to examine the accuracy of judgments of teachers' effectiveness that are based on these scores. Study results suggest that as states examine properties of their estimates of teacher effectiveness and consider their use in teacher accountability, they may want to be cautious in using such scores for teacher evaluation. The following are appended: (1) Related literature; (2) Creating student achievement variables; (3) Design and methods; and (4) Calculating misclassifications of effectiveness.
ED563445
Analysis of the Stability of Teacher-Level Growth Scores from the Student Growth Percentile Model. REL 2016-104
Regional Educational Laboratory West
2016-01-00
30
Regional Educational Laboratory West. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
T
2016
39
As Provided
JAN2020
Yes
EDIES12C0002
https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=332
Yes
Leadership Effectiveness
Principals
Assistant Principals
Administrator Evaluation
Value Added Models
Measures (Individuals)
Statistical Analysis
Reliability
Validity
Correlation
Academic Achievement
Elementary Schools
Middle Schools
High Schools
McCullough, Moira
Lipscomb, Stephen
Chiang, Hanley
Gill, Brian
Cheban, Irina
Reports - Research
Numerical/Quantitative Data
Pennsylvania
Pennsylvania
Regional Educational Laboratory Mid-Atlantic (ED)
ICF International
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
High Schools
Elementary Secondary Education
This study examines the accuracy of performance ratings from the Framework for Leadership (FFL), Pennsylvania's tool for evaluating the leadership practices of principals and assistant principals. The study analyzed four key properties of the FFL: score variation, internal consistency, year-to-year stability, and concurrent validity. Score variation was characterized by the percentages of school leaders earning scores in different portions of the rating scale. To measure the internal consistency of the FFL, Cronbach's alpha was calculated for the full FFL and for each of its four categories of leadership practices. Analyses of score stability used data on FFL scores of school years across two years to calculate Pearson's correlation coefficient. Concurrent validity was assessed through a regression model for the relationship between school leaders' estimated contributions to student achievement growth and their FFL scores. This report is based primarily on the 2013/14 pilot in which 517 principals and 123 assistant principals were rated by their supervisors; an interim report examined data from the 2012/13 pilot year. The study finds that the FFL is a reliable measure, with good internal consistency and a moderate level of year-to-year stability in scores. The study also finds evidence of the FFL's concurrent validity: principals with higher scores on the FFL, on average, make larger estimated contributions to student achievement growth. Higher total FFL scores and scores in two of the four FFL domains are significantly or marginally significantly associated with both value-added in all subjects combined and value-added in math specifically. This evidence of the validity of the FFL sets it apart from other principal evaluation tools: No other measures of principals' professional practice have been shown to be related to principals' effects on student achievement. However, in both pilot years, variation in scores was limited, with most school leaders scoring in the upper third of the rating scale. As the FFL is implemented statewide, continued examination of evidence on its statistical properties, especially the variation in scores, is important. The following are appended: (1) Prior research on measuring principal effectiveness; (2) Structure of the Framework for Leadership; (3) Data used in the study; (4) Technical details and supplementary findings on variation in Framework for Leadership scores; (5) Technical details and supplementary findings on the internal consistency of the Framework for Leadership; (6) Technical details and supplementary findings on year-to-year stability; (7) Technical details of school and principal value-added models; and (8) Technical details and supplementary findings on the relationships between Framework for Leadership scores and principals' value-added.
ED563446
Measuring School Leaders' Effectiveness: Final Report from a Multiyear Pilot of Pennsylvania's Framework for Leadership. REL 2016-106
Regional Educational Laboratory Mid-Atlantic
2016-01-00
85
Regional Educational Laboratory Mid-Atlantic. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
T
2016
26
As Provided
JAN2020
Yes
EDIES12C0006
ED563447
http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=343
Yes
Leadership Effectiveness
Principals
Assistant Principals
Administrator Evaluation
Value Added Models
Measures (Individuals)
Statistical Analysis
Reliability
Validity
Correlation
Academic Achievement
Elementary Schools
Middle Schools
High Schools
McCullough, Moira
Lipscomb, Stephen
Chiang, Hanley
Gill, Brian
Cheban, Irina
Reports - Research
Pennsylvania
Pennsylvania
Regional Educational Laboratory Mid-Atlantic (ED)
ICF International
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
High Schools
Elementary Secondary Education
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This study examines the accuracy of performance ratings from the Framework for Leadership (FFL), Pennsylvania's tool for evaluating the leadership practices of principals and assistant principals. The study analyzed four key properties of the FFL: score variation, internal consistency, year-to-year stability, and concurrent validity. Score variation was characterized by the percentages of school leaders earning scores in different portions of the rating scale. To measure the internal consistency of the FFL, Cronbach's alpha was calculated for the full FFL and for each of its four categories of leadership practices. Analyses of score stability used data on FFL scores of school years across two years to calculate Pearson's correlation coefficient. Concurrent validity was assessed through a regression model for the relationship between school leaders' estimated contributions to student achievement growth and their FFL scores. This report is based primarily on the 2013/14 pilot in which 517 principals and 123 assistant principals were rated by their supervisors; an interim report examined data from the 2012/13 pilot year. The study finds that the FFL is a reliable measure, with good internal consistency and a moderate level of year-to-year stability in scores. The study also finds evidence of the FFL's concurrent validity: principals with higher scores on the FFL, on average, make larger estimated contributions to student achievement growth. Higher total FFL scores and scores in two of the four FFL domains are significantly or marginally significantly associated with both value-added in all subjects combined and value-added in math specifically. This evidence of the validity of the FFL sets it apart from other principal evaluation tools: No other measures of principals' professional practice have been shown to be related to principals' effects on student achievement. However, in both pilot years, variation in scores was limited, with most school leaders scoring in the upper third of the rating scale. As the FFL is implemented statewide, continued examination of evidence on its statistical properties, especially the variation in scores, is important. The following are appended: (1) Structure of the Framework for Leadership; and (2) Study data and methods.
ED563447
Measuring School Leaders' Effectiveness: Findings from a Multiyear Pilot of Pennsylvania's Framework for Leadership. Stated Briefly. REL 2016-111
Regional Educational Laboratory Mid-Atlantic
2016-01-00
12
Regional Educational Laboratory Mid-Atlantic. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
T
2016
5
As Provided
JAN2020
Yes
EDIES12C0006
http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=343
Yes
Team Teaching
Case Studies
Teacher Attitudes
Regular and Special Education Relationship
Disabilities
Accountability
Models
Teaching Methods
Educational Strategies
Best Practices
Small Group Instruction
Individualized Instruction
Qualitative Research
Rating Scales
Individualized Education Programs
Teacher Surveys
Interviews
Grant, Marquis
Reports - Research
English
Co-teaching involves a highly collaborative, mutually accountable relationship between a regular education and special education teacher in an inclusive environment. Effective co-teaching involves both teachers working together in the regular classroom setting in an effort to make learning accessible for all students regardless of ability or disabilities. Most of the analysis of co-teaching has determined that both special education students and regular education students benefit from the provision of differentiated instruction and the presence of two teachers in the classroom. This study seeks to gain an accurate analysis of co-teaching from the perspectives of regular education and special education teachers.
ED563448
A Tale of Two Teachers: An Analytical Look at the Co-Teaching Theory Using a Case Study Model
Online Submission
2014-01-00
24
N/A
2016
25
As Provided
JAN2020
Yes
Reading Programs
Reading Achievement
Program Evaluation
Randomized Controlled Trials
Experimental Groups
Control Groups
Comparative Analysis
Grade 3
Grade 6
Grade 9
School Districts
Geographic Regions
Statistical Significance
Achievement Gains
Reading Tests
Vocabulary Development
Reading Comprehension
Pretests Posttests
Learner Engagement
Hierarchical Linear Modeling
Fidelity
Teacher Attitudes
Program Descriptions
Student Needs
Reading Skills
Shannon, Lisa
Grant, Billie-Jo
Reports - Research
Numerical/Quantitative Data
United States (Southwest)
United States (Northeast)
United States (Pacific States)
Gates MacGinitie Reading Tests
Gates MacGinitie Reading Tests
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 6
Intermediate Grades
Middle Schools
Grade 9
Junior High Schools
Secondary Education
High Schools
Achieve3000 publishes a number of online literacy programs that differentiate lessons and activities based on student performance. Magnolia Consulting--an independent, third party evaluation firm--assessed Achieve3000 Solutions' impact on student learning during the 2014-15 school year. The researchers used a randomized control trial, where approximately half of the 46 participating teachers were randomly assigned to either the treatment or control groups. The study included 1,012 students in 3rd, 6th, and 9th grade from four school districts across the country that provided a representative demographic sample of ethnicities, students with disabilities and English language learners. All participants were measured at the beginning and end of the school year using the Gates MacGinite Reading Test, fourth edition (GMRT-4), a group-administered, norm-referenced assessment that yields scores for Vocabulary, Reading Comprehension, and Total Reading. Magnolia additionally measured program implementation using a mix of weekly logs, classroom observation, and usage data and found an average implementation of 71% (where 100% would indicate at least 90 minutes of program use per week). The researchers concluded that Achieve3000 users made significant gains during the school year and performed better than students using their traditional ELA curriculum. Students who used Achieve3000 during the 2014-15 school year demonstrated statistically significant and substantively important gains on the GMRT-4's Vocabulary, Reading Comprehension, and Total Reading measures (effect sizes of 0.43, 0.47, 0.48, respectively). In comparison to the control group, Achieve3000 users also made statistically significant gains that approached substantively important reading gains on the GMRT-4 Reading Comprehension and Total Reading test scores. The study also found variation on the impact of the Achieve3000 solutions at grade level and further studies would benefit from increased sample sizes. The following are appended: (1) Data Preparation; (2) Achieve300 Implementation Guidelines; (3) Procedures for Calculating Implementation Fidelity; (4) Observation Scores; (5) Missing Data Rates; (6) Supporting Tables for Student Performance Results; (7) Consort; and (8) School-Level Characteristics. [The Magnolia Consulting Team provided support for this study.]
ED563449
A Final Report for the Evaluation of the Achieve3000 Programs
Online Submission
2015-10-13
94
N/A
2016
28
As Provided
JAN2020
Yes
Foreign Countries
Psychotherapy
Time Management
Prevention
Intervention
Program Effectiveness
Experimental Groups
Control Groups
Pretests Posttests
Primary Education
Elementary School Students
Grade 2
Grade 3
Measures (Individuals)
Nonparametric Statistics
Comparative Analysis
Statistical Significance
Scores
Statistical Analysis
Likert Scales
Düsmez, Ihsan
Barut, Yasar
Journal Articles
Reports - Research
Turkey
Wilcoxon Matched Pairs Signed Ranks Test
Mann Whitney U Test
Turkey
ISSN-2148-6123
English
Primary Education
Early Childhood Education
Elementary Education
Grade 2
Grade 3
The research is an experimental study which has experimental and control groups, and based on pre-test, post-test, monitoring test model. Research group consists of second and third grade students of Primary School Education and Psychological Counseling undergraduate programmes in Giresun University Faculty of Educational Sciences. The research group was formed among the students whose academic procrastination tendency is middle or high, by using academic procrastination scale. 60 students, whose academic procrastination tendencies are medium and high level, were identified. 24 students, who volunteered to participate to the study, were appointed randomly to the experimental and control groups. Academic procrastination scale was used to collect data. Scales were given to experiment and control groups as pre-test. A prevention of academic procrastination program which developed by the researcher based on Rational Emotive Behavioral Approach was applied to the experimental group. Control group was not given any training. After the training the of experiment group, post-test measurements were taken. And also 30 days after the experimental training, follow-up measurements were taken. Data were analyzed using Analyzis of Nonparametric. In the result of the applied program, a significant difference was found in favor of experiment group in academic procrastination. The results were interpreted in the light of the literature considering effects of Rational Emotive Behavioral Approach on academic procrastination.
ED563450
Rational Emotive Behavior Based on Academic Procrastination Prevention: Training Programme of Effectiveness
Online Submission
Participatory Educational Research (PER) v3 n1 p1-13 Apr 2016
2016-04-00
13
N/A
2016
28
As Provided
JAN2020
Yes
Learner Engagement
Measures (Individuals)
Psychometrics
Test Items
Models
Elementary School Students
Elementary School Mathematics
Grade 5
Factor Analysis
Leis, Micela
Schmidt, Karen M.
Rimm-Kaufman, Sara E.
Journal Articles
Reports - Research
United States (Mid Atlantic States)
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
The Student Engagement in Mathematics Scale (SEMS) is a self-report measure that was created to assess three dimensions of student engagement (social, emotional, and cognitive) in mathematics based on a single day of class. In the current study, the SEMS was administered to a sample of 360 fifth graders from a large Mid-Atlantic district. The Rasch partial credit model (PCM) was used to analyze the psychometric properties of each sub-dimension of the SEMS. Misfitting items were removed from the final analysis. In general, items represented a range of engagement levels. Results show that the SEMS is an effective measure for researchers and practitioners to assess upper elementary school students' perception of their engagement in math. The paper concludes with several recommendations for researchers considering using the SEMS. An appendix presents the Student Engagement in Mathematics Scale (SEMS).
ED563451
Using the Partial Credit Model to Evaluate the Student Engagement in Mathematics Scale
Grantee Submission
Journal of Applied Measurement v16 n3 p251-267 2015
2015-00-00
Institute of Education Sciences (ED)
National Science Foundation (NSF)
9
T
http://jampress.org/abst2015.htm
2016
44
As Provided
JAN2020
Yes
R305B090002
DRL0814872
Yes
English Language Learners
Science Tests
Test Items
Discourse Analysis
Mixed Methods Research
Multiple Choice Tests
Standardized Tests
Correlation
Test Bias
Item Analysis
Evaluation Methods
Coding
Grade 5
Kachchaf, Rachel
Noble, Tracy
Rosebery, Ann
Wang, Yang
Warren, Beth
O'Connor, Mary Catherine
Speeches/Meeting Papers
Reports - Research
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
Most research on linguistic features of test items negatively impacting English language learners' (ELLs') performance has focused on lexical and syntactic features, rather than discourse features that operate at the level of the whole item. This mixed-methods study identified two discourse features in 162 multiple-choice items on a standardized science assessment. After analyzing the frequency of features, we correlated the presence of these features with values of Differential Item Functioning (DIF) favoring non-ELLs over ELLs. Next, we analyzed 52 interviews with ELLs to examine the interactions between students and items with and without these features. Our results indicate that these two discourse features negatively impacted ELLs' item performance and item comprehension, indicating they should be avoided when developing test items.
ED563452
The Impact of Discourse Features of Science Test Items on ELL Performance
Grantee Submission
Paper presented at the Annual Meeting of the American Educational Research Association (AERA) (Philadelphia, PA, Apr 2014)
2014-04-00
Institute of Education Sciences (ED)
14
T
2016
30
As Provided
JAN2020
Yes
R305A110122
Yes
Science Tests
English Language Learners
Linguistics
Test Items
Test Bias
Grade 5
Multiple Choice Tests
Interviews
Biological Sciences
Correlation
Performance
Earth Science
Space Sciences
Physical Sciences
Elementary School Students
Mixed Methods Research
Noble, Tracy
Kachchaf, Rachel
Rosebery, Ann
Warren, Beth
O'Connor, Mary Catherine
Wang, Yang
Speeches/Meeting Papers
Reports - Research
Massachusetts Comprehensive Assessment System
Massachusetts
Massachusetts
Massachusetts Comprehensive Assessment System
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
Little research has examined individual linguistic features that influence English language learners (ELLs) test performance. Furthermore, research has yet to explore the relationship between the science strand of test items and the types of linguistic features the items include. Utilizing Differential Item Functioning, this study examines ELL performance on 162 Grade 5 large-scale science multiple-choice test items and its relationship to two discourse features, as well as the distribution of these features across three science strands. We also interviewed 52 ELLs to examine their interaction with these two features. Results indicate that these two features were most frequent on items under the Life Science strand. Additionally, both of these features were significantly correlated with DIF disfavoring ELLs indicating that the presence of these features potentially hinder ELLs' abilities to understand test items containing these features. Interviews confirmed that these two features in combination interfered with ELLs' abilities to make sense of the items, which often resulted in students answering incorrectly, even when they demonstrated knowledge of the content. Because the features are most frequent on Life Science items, ELLs' content knowledge on these topics may be severely underestimated for this strand.
ED563453
Do Linguistic Features of Science Test Items Prevent English Language Learners from Demonstrating Their Knowledge?
Grantee Submission
Paper presented at the Annual Meeting of the National Association of Research on Science Teaching (Pittsburgh, PA, Apr 2014)
2014-04-00
Institute of Education Sciences (ED)
13
T
2016
24
As Provided
JAN2020
Yes
R305A110122
Yes
Educational Assessment
Professional Personnel
Measurement
Psychometrics
Surveys
Demography
Work Environment
Sex
Race
Ethnicity
Geographic Regions
Age
Educational Attainment
Tenure
Career Change
Experience
Likert Scales
Time on Task
Compensation (Remuneration)
Income
Consultants
Correlation
Statistical Data
Camara, Wayne J.
Packman, Sheryl
Huff, Kristen
Reference Materials - General
Non-Print Media
College Board
English
[Slides] presented at the Annual National Council on Measurement in Education (NCME) in New York in March 2008. This presentation explores the demographic information as well as how and where educational measurement professionals are in the field.
ED563454
The Educational Measurement Profession in 2007: What Is the State of Our Union?
College Board
2008-03-00
53
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Achievement
Classification
Evidence
Test Construction
Test Items
Measurement
Design
Scores
Test Interpretation
Plake, Barbara S.
Huff, Kristen
Reshetar, Rosemary
Non-Print Media
Reference Materials - General
College Board
English
[Slides] presented at the Annual Meeting of National Council on Measurement in Education (NCME) in San Diego, CA in April 2009. This presentation discusses a methodology for directly connecting evidence-centered assessment design (ECD) to score interpretation and use through the development of Achievement level descriptors.
ED563455
Evidence-Centered Design as a Foundation for ALD Development
College Board
2009-04-00
15
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Essays
Grading
Evaluation Criteria
Scoring Rubrics
Evaluators
Interrater Reliability
Scores
Simulation
Aptitude Tests
Test Results
Accuracy
College Entrance Examinations
DeCarlo, Lawrence T.
Kim, YoungKoung
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
[Slides] presented at the American Educational Research Association (AERA) Conference in New York in March 2008. This presentation explores what cues are used as a deciding factor in essay scoring by the essay grader.
ED563456
Score Resolution in Essay Grading: A View from a Signal Detection Model of Rater Behavior
College Board
2008-03-00
9
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Test Items
Test Construction
Evidence
Achievement
Student Evaluation
Measurement
Evaluation Methods
Scores
Inferences
Data Collection
Models
Validity
Achievement Rating
Hendrickson, Amy
Huff, Kristen
Luecht, Ric
Non-Print Media
Reference Materials - General
College Board
English
[Slides] presented at the Annual Meeting of National Council on Measurement in Education (NCME) in San Diego, CA in April 2009. This presentation describes how the vehicles for gathering student evidence--task models and test specifications--are developed.
ED563457
Claims, Evidence and Achievement Level Descriptors as a Foundation for Item Design and Test Specifications
College Board
2009-04-00
15
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Role
Language Arts
STEM Education
Standards
Teaching Methods
Science Instruction
Instructional Effectiveness
Academic Discourse
Literacy
Correlation
Modeling (Psychology)
Core Curriculum
Elementary Secondary Education
Common Core State Standards
DeBoer, George
Carman, Elaine
Lazzaro, Christopher
Non-Print Media
Reference Materials - General
College Board
American Association for the Advancement of Science, Washington, DC.
English
Elementary Education
Elementary Secondary Education
[Slides] presented at the College Board National Forum in Washington, D.C., October 2010. This presentation examines the implementation of Common Core Standards for English Language Arts in STEM classrooms and the implications for effective teaching of STEM subjects.
ED563458
The Role of Language Arts in a Successful STEM Education Program
College Board
2010-10-00
42
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Grade Inflation
High School Students
Aptitude Tests
Scores
Grading
Evaluation Criteria
Advanced Placement
Longitudinal Studies
Multiple Regression Analysis
Academic Achievement
Secondary School Teachers
Grade Point Average
High School Graduates
Verbal Ability
Biology
Mathematics
Calculus
English Literature
Language Arts
History
Standardized Tests
Godfrey, Kelly E.
Non-Print Media
Reference Materials - General
College Board
English
High Schools
Secondary Education
[Slides] presented at the American Educational Research Association (AERA) in 2009. This study investigated the presence of a general rise in high school grades without a corresponding rise in SAT scores, as well as different grading criteria between schools, as shown by differential relationships between AP course grades and exam scores. These findings were put into context of conducting large-scale longitudinal educational research and its implications.
ED563459
Investigating Grade Inflation and Non-Equivalence
College Board
2009-00-00
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
http://research.collegeboard.org
2016
As Provided
JAN2020
Yes
Cutting Scores
Computer Assisted Testing
Adaptive Testing
Common Core State Standards
Feedback (Response)
Measurement
Morgan, Deanna L.
Buckendahl, Chad W.
Non-Print Media
Reference Materials - General
College Board
English
[Slides] presented at the annual conference of the National Council on Measurement in Education, 2011, New Orleans.
ED563460
Evaluating a Strategy for Setting Cut Scores on a Computer Adaptive Test
College Board
2011-00-00
13
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Readiness
Career Readiness
Benchmarking
Student Evaluation
State Standards
Mathematics
English
Language Arts
College Credits
Evidence
Educational Testing
Psychological Testing
Test Validity
Construct Validity
Regression (Statistics)
College Entrance Examinations
Academic Standards
Difficulty Level
Sciences
Social Sciences
Second Language Learning
Correlation
Camara, Wayne
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
Council of Chief State School Officers (CCSSO)
English
Higher Education
Postsecondary Education
This presentation was presented at the 2011 National Conference on Student Assessment (CCSSO). The focus of this presentation is how to validate the common core state standards (CCSS) in math and ELA and the subsequent assessments that will be developed by state consortia. The CCSS specify the skills students need to be ready for post-secondary career training or college credit courses, yet much of the evidence has been based on professional judgments and reviews of standards and assessment frameworks specified by states and international assessments. A comprehensive validation strategy requires multiple sources of convergent evidence. This presentations reviews the sources of such evidence, the weight that should be attributed to such evidence and some preliminary thinking about how to proceed in developing a validation framework. The College Board's college readiness benchmarks, and how they have been empirically developed, are also discussed.
ED563461
College and Career Readiness: An Initial Validation Argument
College Board
Slides presented at the National Conference on Student Assessment (Orlando, FL, Jun 19-22, 2011)
2011-06-00
23
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
World History
Advanced Placement Programs
Achievement Tests
Protocol Analysis
Interviews
Evidence Based Practice
Test Construction
Models
Test Validity
Thinking Skills
Difficulty Level
Test Items
Kaliski, Pamela
France, Megan
Huff, Kristen
Thurber, Allison
Non-Print Media
Reference Materials - General
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
College Board
English
Developing a cognitive model of task performance is an important and often overlooked phase in assessment design; failing to establish such a model can threaten the validity of the inferences made from the scores produced by an assessment (e.g., Leighton, 2004). Conducting think aloud interviews (TAIs), where students think aloud while completing and interacting with a task, is an ideal approach for developing a cognitive model of task performance. The objective of this research was to pilot the use of think aloud interviews (TAIs) to inform item development and strengthen the validity argument for a new AP World History exam that is currently being developed. The results indicate that we are seeing evidence in students' verbal reports of intended historical thinking skills. Also, there are several different features (e.g., degree of familiarity) that contribute to the perceived difficulty of these items. [Slides] presented at the Annual Meeting of the American Educational Research Association (AERA) and National Council on Measurement in Education (NCME) in New Orleans, LA in April 2011.
ED563462
Using Think Aloud Interviews in Evidence-Centered Assessment Design for the AP World History Exam
College Board
2011-04-00
22
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Educational Indicators
College Students
Predictor Variables
Academic Achievement
Success
High School Students
College Bound Students
Academic Persistence
Hierarchical Linear Modeling
Graduation
Student Characteristics
Definitions
Statistical Data
Statistical Analysis
Godfrey, Kelly E.
Matos-Elefonte, Haifa
Reference Materials - General
Non-Print Media
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
[Slides] presented at AERA in Denver, CO in April 2010. In today's education climate, an enormous amount of pressure has been placed on states, school districts, and programs to produce graduates who are prepared to successfully enter, persist through, and graduate from the nation's universities and colleges. However, much of this research has been limited to one school or has focused on publicly available variables, thus limiting the analyses' generalizability and relevance. This study investigates the power of various student-level background and academic variables as well as school-level social and academic characteristics in the prediction of college enrollment, persistence, and graduation, demonstrating that characteristics at both levels play a role in the likelihood of reaching these goals. By creating this prediction model, researchers hope to further the field's understanding of the impact that a student's high school experience has on his or her likelihood of successfully navigating through college immediately following high school graduation.
ED563463
Key Indicators of College Success: Predicting College Enrollment, Persistence, and Graduation
College Board
2010-04-00
21
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Alignment (Education)
Academic Achievement
Expertise
Evaluative Thinking
Achievement Tests
Multiple Choice Tests
Test Construction
Instructional Design
Pilot Projects
Test Items
Item Analysis
Comparative Analysis
Difficulty Level
Summative Evaluation
Educational Assessment
High School Students
Student Evaluation
Social Sciences
History
Evaluation Methods
Data Collection
Advanced Placement
Taxonomy
Kaliski, Pamela
Huff, Kristen
Barry, Carol
Non-Print Media
Reference Materials - General
College Board
English
High Schools
Secondary Education
For educational achievement tests that employ multiple-choice (MC) items and aim to reliably classify students into performance categories, it is critical to design MC items that are capable of discriminating student performance according to the stated achievement levels. This is accomplished, in part, by clearly understanding how item design features align with each of the achievement level descriptions. Difficulty drivers are defined as specific item features that are related to the difficulty of an item. The purpose of this research study was to pilot a methodology for working with subject matter experts to identify what item features drive item difficulty, and to determine specific features that drive item difficulty on a summative large scale assessment used in high school social science and history classrooms. Results of the study indicated that although this methodology was useful for gathering such information, modifications could be made in the future to better elicit the desired information about difficulty drivers. [Slides presented at the Annual Meeting of the American Educational Research Association (AERA) and National Council on Measurement in Education (NCME) in New Orleans, LA in April 2011.]
ED563464
Aligning Items and Achievement Levels: A Study Comparing Expert Judgments
College Board
2011-04-00
13
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Psychometrics
Test Construction
Multiple Choice Tests
Test Items
Test Validity
Test Bias
Test Reliability
Scores
Responses
Advanced Placement Programs
Measurement
High School Students
College Bound Students
Scoring
Reshetar, Rosemary
Melican, Gerald J.
Speeches/Meeting Papers
Reports - Evaluative
Mantel Haenszel Procedure
Advanced Placement Examinations (CEEB)
Advanced Placement Examinations (CEEB)
College Board
English
High Schools
Secondary Education
This paper discusses issues related to the design and psychometric work for mixed-format tests --tests containing both multiple-choice (MC) and constructed-response (CR) items. The issues of validity, fairness, reliability and score consistency can be addressed but for mixed-format tests there are many decisions to be made and no examination or examination program faces exactly the same choices. This paper raised some issues and used the AP experience to illustrate the types of questions that need to be addressed and outlined the strong test development processes that need to be in place to address the issues.
ED563465
Design and Evaluation of Mixed-Format Large Scale Assessments for the Advanced Placement Program® (AP®)
College Board
Paper presented at the Annual Meeting of the American Education Research Association (AERA) (Denver, CO, April 2010)
2010-04-00
30
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
29
As Provided
JAN2020
Yes
Acceleration (Education)
Goal Orientation
Expectation
Task Analysis
Mathematics Education
Common Core State Standards
Core Curriculum
Curriculum Implementation
Professional Development
Models
Best Practices
Teacher Expectations of Students
Educational Assessment
Public Schools
School Effectiveness
Mathematics Tests
Grade 8
Educational Indicators
Mathematics Achievement
Davis, Donna
Carman, Elaine
Non-Print Media
Reference Materials - General
New York
New York
College Board
McGraw-Hill Education
English
Grade 8
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
[Slides] presented at the annual conference of the National Council of Supervisors of Math.
ED563466
Accelerate Learning with SMART Goals for Students and Staff
College Board
2010-04-20
46
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
3
As Provided
JAN2020
Yes
Scores
Validity
Prediction
College Freshmen
College Entrance Examinations
High School Students
Grade Point Average
Institutional Characteristics
Correlation
College Applicants
Statistical Analysis
Mathematical Models
Kobrin, Jennifer L.
Patterson, Brian F.
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
There is substantial variability in the degree to which the SAT and high school grade point average (HSGPA) predict first-year college performance at different institutions. This paper demonstrates the usefulness of multilevel modeling as a tool to uncover institutional characteristics that are associated with this variability. In a model that includes both HSGPA and SAT scores as predictors of FYGPA, the results suggest that higher mean SAT score at an institution is associated with slightly smaller validity coefficients for both HSGPA and SAT scores. The validity coefficients for HSGPA were larger at institutions with a larger percentage of white freshmen; and the predictive validity of the SAT was found to be higher at institutions with a larger percentage of students submitting SAT scores, and at smaller institutions. [Slides presented at the Annual Meeting of the American Educational Research Association (AERA) in 2010.]
ED563467
Exploring the Variability in the Validity of SAT Scores and High School GPA for Predicting First-Year College Grades at Different Colleges and Universities
College Board
2010-00-00
15
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Writing Tests
Elementary Secondary Education
Writing Instruction
Educational Change
National Surveys
Teacher Surveys
Administrator Surveys
Noeth, Richard J.
Kobrin, Jennifer L.
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
Elementary Secondary Education
[Slides] presented at the national conference for AERA (American Educational Research Association). This study examined whether the addition of the Writing section caused the implementation of changes in writing instruction across the nation. It used survey data from teachers and administrators across the country to measure the impact on the teaching and learning of writing.
ED563468
Consequences of the Addition of the SAT Writing Section: A Survey of Writing Changes in the Nation's K-12 Educational System
College Board
2009-00-00
22
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
Accuracy
Grade Point Average
High School Students
Correlation
Questionnaires
Student Attitudes
College Entrance Examinations
Comparative Analysis
Student Records
Databases
Higher Education
Outcomes of Education
Statistical Analysis
Scores
Critical Reading
Mathematics Tests
Writing Tests
Race
Ethnicity
Parent Background
Educational Attainment
Student Characteristics
Family Income
Disclosure
Shaw, Emily J.
Mattern, Krista D.
Reference Materials - General
Non-Print Media
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
High Schools
Secondary Education
Higher Education
Postsecondary Education
[Slides] presented at AERA in Denver, CO in April 2010. This study examined the relationship between students' self-reported high school grade point average (HSGPA) from the SAT Questionnaire and their HSGPA provided by the colleges and universities they attend. The purpose of this research was to offer updated information on the relatedness of self-reported (by the student) and school-reported (by the college/university from the high school transcript) HSGPA, compare these results to prior studies and provide recommendations on the use of self-reported HSGPA. Results from this study indicated that even though the correlation between the self-reported and school-reported HSGPA is slightly lower than in prior studies (r = 0.74), there is still a very strong relationship between the two measures.
ED563469
Examining the Accuracy of Self-Reported High School Grade Point Average
College Board
2010-04-00
20
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
11
As Provided
JAN2020
Yes
College Entrance Examinations
Mathematics Tests
Test Items
Predictive Validity
Models
Multiple Regression Analysis
Test Content
Test Format
Difficulty Level
Classification
Correlation
Grade Point Average
College Freshmen
Grades (Scholastic)
College Mathematics
Majors (Students)
STEM Education
Outcome Measures
Multiple Choice Tests
Kobrin, Jennifer L.
Kim, Rachel
Sackett, Paul
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
There is much debate on the merits and pitfalls of standardized tests for college admission, with questions regarding the format (multiple-choice versus constructed response), cognitive complexity, and content of these assessments (achievement versus aptitude) at the forefront of the discussion. This study addressed these questions by investigating the relationship between SAT Mathematics (SAT-M) item characteristics and the item's ability to predict college outcomes. Using multiple regression, SAT-M item characteristics (content area, format, cognitive complexity, and abstract/concrete classification) were used to predict three outcome measures: the correlation of item score with first-year college grade point average (FYGPA), the correlation of item score with mathematics course grades, and the percentage of students who answered the item correctly and chose to major in a mathematics or science (STEM) field. Separate models were run including and excluding item difficulty and discrimination as covariates. The results revealed that many of the item characteristics were related to the outcome measures, and that item difficulty and discrimination had a mediating effect on several of the predictor variables, particularly on the effects of non-routine/insightful items, and multiple-choice items. [Slides presented at AERA 2011.]
ED563470
Modeling the Predictive Validity of SAT Mathematics Items Using Item Characteristics
College Board
2011-00-00
28
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Test Validity
Educational Research
Predictive Validity
College Admission
Grade Point Average
Shaw, Emily J.
McKenzie, Elizabeth
Non-Print Media
Reference Materials - General
SAT (College Admission Test)
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
[Slides] presented at the annual conference of the Southern Association for College Admission Counseling, April 2010. This presentation summarizes recent research from the national SAT Validity Study and includes information on the Admitted Class Evaluation Service (ACES) system and how ACES can help institutions conduct their own validity research.
ED563471
The National SAT Validity Study: Sharing Results from Recent College Success Research
College Board
2010-04-00
60
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
As Provided
JAN2020
Yes
College Entrance Examinations
Test Construction
College Readiness
College Admission
Student Placement
Scores
Grade Point Average
College Freshmen
Grades (Scholastic)
Test Validity
Prediction
Correlation
High School Students
Student Characteristics
Predictive Validity
Gender Differences
Racial Differences
Ethnic Groups
Language Usage
Family Income
Parent Background
Educational Attainment
Questionnaires
Shaw, Emily J.
Marini, Jessica P.
Beard, Jonathan
Shmueli, Doron
Young, Linda
Ng, Helen
Reports - Research
SAT (College Admission Test)
United States
United States
SAT (College Admission Test)
College Board
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
In February of 2013, the College Board announced it would undertake a redesign of the SAT® in order to develop an assessment that better reflects the work that students will do in college, focusing on the core knowledge and skills that evidence has shown to be critical in preparation for college and career. The redesigned test will be introduced in March 2016 and will include a number of important changes. As with the redesign of all assessments, it is important to examine and understand how the changes to the content and format of the test impact the inferences made from the test's scores for their intended uses. One primary use of the SAT is for admission and placement decisions and, therefore, it was important to examine the relationship between the scores from the redesigned test with college outcomes such as first-year grade point average (FYGPA) and college course grades. In order to conduct such an analysis a pilot study was initiated because the test is not yet operational. Fifteen four-year institutions were recruited to administer a pilot form of the redesigned SAT to between 75 and 250 first-year, first-time students very early in the fall semester of 2014. Measures were taken to ensure that the redesigned SAT was administered to students under standardized conditions and that students were motivated to perform well on the test. In June 2015, participating institutions provided the College Board with first-year performance data for those students participating in the fall 2014 administration of the redesigned SAT so that relationships between SAT scores and college performance could be analyzed. Results of study analyses show that the redesigned SAT is as predictive of college success as the current SAT, that redesigned SAT scores improve the ability to predict college performance above high school GPA alone, and that there is a strong, positive relationship between redesigned SAT scores and grades in matching college course domains, suggesting that the redesigned SAT is sensitive to instruction in English language arts, math, science, and history/social studies.
ED563472
The Redesigned SAT® Pilot Predictive Validity Study: A First Look. Research Report 2016-1
College Board
2016-00-00
25
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
N/A
2016
13
ERIC
JAN2020
Yes
Leadership Styles
Department Heads
Comparative Analysis
Case Studies
Secondary Schools
Administrator Effectiveness
Definitions
Research Methodology
Interviews
Observation
Ethnography
Qualitative Research
Transformational Leadership
Emotional Intelligence
Teacher Administrator Relationship
Leadership Training
Foreign Countries
Parascandalo, Marthese
Dissertations/Theses
Tests/Questionnaires
Malta
Malta
English
Secondary Education
The purpose of this dissertation was to compare and contrast the Leadership Styles of two Heads of Department who work at Carnelian Secondary School (anonymized). It augments a previous paper (Parascandalo 2011) which examined the role of the middle leader in secondary schools in educational literature. The investigation by means of two case-studies aimed to establish similarities and differences in leadership styles and its intention was to discover how different leadership qualities and approaches promote specific aspects of management which can make a department more effective. The research was based on the following questions: 1. What does the literature of educational research and theory tell us about defining leadership styles? 2. What are the similarities and the differences between the leadership styles of the two studied Heads of Department? 3. What are the teachers' and the SMT members' perceptions of the leadership styles of the two studied Heads of Department and how do they react to them? 4. What kind of learning cultures are encouraged by each of the two studied Heads of Department to promote departmental team building? 5. What kind of programme of training for Heads of Department might be put in place to promote successful practices and effective management strategies? Participants included the two HoDs and all willing members of both teams, all the members of the SMT and two student teachers undertaking their practicum with one of the departments. Respondent triangulation was obtained through the perceptions of all the above, while methodological triangulation by means of interviews and observation sessions proved very valuable as ethnographic research to really understand how both teams functioned. Qualitative data was from the sampling of results. All institutions, locations and individuals were anonymized. Results suggest that Monica rarely moves out of the transformational style, has a high level of emotional intelligence and has a family bond with her members. In contrast, Catherine continually moves in and out of the transformational, transactional and the laissez-faire styles and has only a professional relationship with members. The similarities emerge when both leaders operate within the transformational leadership style while the differences emerge when Catherine frequently moves in and out of the three main styles identified for this study. It was concluded that, even though higher marks were obtained in Catherine's subject, the same students fared much better in Monica's subject as her papers demanded intellectual, logical and mental visualization abilities, while Catherine's paper, one size fits all, was mostly based on fill-in, multiple choice and picture interpretation exercises. Recommendations cover training in leadership, the organisation of resource sharing and a Human Resource position to identify and organise training for leaders. It is hoped that this investigation into leadership styles and their effectiveness will be followed by others as research in this area is limited in Maltese schools. The following are appended: (1) The findings and analysis of the perceptions of Thomas and Gary, student teachers in Catherine's department, regarding her leadership style; (2) The observation; (3) The sampling of students' results and outcomes; (4) Schedule of interview questions for HoDs; (5) Schedule of interview questions for teacher in department; (6) Schedule of interview questions for student teacher in department; and (7) Schedule of interview questions for the SMT. [The research work disclosed in this publication is partially-funded by the ESF project 4.100--Developing Core Skills in the Public Service. The sponsorship is partially-financed by the European Union, from the European Social Fund (ESF) under Operational Programme II--Cohesion Policy 2007-2013, "Empowering People for More Jobs and a Better Quality of Life".]
ED563473
Comparing the Leadership Styles of Two Heads of Department at Carnelian School: Comparative Case Studies
Online Submission
MSc Dissertation, University of Malta
2014-00-00
138
N/A
2016
162
As Provided
JAN2020
No
Immigrants
Students
Student Adjustment
Academic Achievement
Well Being
Aspiration
Immigration
Educational Policy
Social Attitudes
Social Integration
Foreign Countries
Reports - Evaluative
Books
Europe
Program for International Student Assessment
Program for International Student Assessment
ISSN-2077-6802
Organisation for Economic Cooperation and Development (OECD) (France)
English
How school systems respond to immigration has an enormous impact on the economic and social well-being of all members of the communities they serve, whether they have an immigrant background or not. "Immigrant Students at School: Easing the Journey towards Integration" reveals some of the difficulties immigrant students encounter--and some of the contributions they offer--as they settle into their new communities and new schools. Results from the OECD Programme for International Student Assessment (PISA) indicate that students with an immigrant background tend to perform worse in school than students without an immigrant background. Several factors are associated with this disparity, including the concentration of disadvantage in the schools immigrant students attend, language barriers and certain school policies, like grade repetition and tracking, that can hinder immigrant students' progress through school. But successful integration is measured in more than academic achievement; immigrant students' well-being and hopes for the future are just as telling. This report examines not only immigrant students' aspirations and sense of belonging at school, but also recent trends in Europeans' receptiveness to welcoming immigrants into their own countries--the context that could make all the difference in how well immigrant students integrate into their new communities. The report includes a special section on refugees and education, and an extensive discussion on education policy responses to immigration. Selected tables on immigrant students are provided in an annex.
ED563474
Immigrant Students at School: Easing the Journey towards Integration. OECD Reviews of Migrant Education
OECD Publishing
2015-12-17
978-9-2642-4949-3
124
OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
N/A
http://dx.doi.org/10.1787/9789264249509-en
2016
61
As Provided
JAN2020
No
Socioeconomic Status
Adolescents
Foreign Countries
Developing Nations
Economic Factors
Standardized Tests
Achievement Tests
Income
Educational Finance
Educational Assessment
Educational Policy
Educational Quality
Equal Education
Low Income Groups
Participation
Costs
Barriers
Expenditures
Financial Support
Testing
Political Influences
Cultural Influences
Capacity Building
Measurement
Educational Attainment
Publications
Data Analysis
International Assessment
Reading Tests
Grade 4
Reading Achievement
Policy Formation
Public Opinion
Evaluation Methods
Cultural Differences
Correlation
Lockheed, Marlaine E.
Books
Reports - Research
Program for International Student Assessment
Progress in International Reading Literacy Study
Program for International Student Assessment
Progress in International Reading Literacy Study
ISSN-1990-8539
Organisation for Economic Cooperation and Development (OECD) (France)
World Bank
English
Grade 4
Intermediate Grades
Elementary Education
This report provides a systematic review and empirical evidence related to the experiences of middle-income countries and economies participating in the Programme for International Student Assessment (PISA), 2000 to 2015. PISA is a triennial survey that aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. To date, students representing more than 70 countries and economies have participated in the assessment, including 44 middle-income countries, many of which are developing countries receiving foreign aid. This report provides answers to six important questions about these middle-income countries and their experiences of participating in PISA: What is the extent of developing country participation in PISA and other international learning assessments? Why do these countries join PISA? What are the financial, technical, and cultural challenges for their participation in PISA? What impact has participation had on their national assessment capacity? How have PISA results influenced their national policy discussions? And what does PISA data tell us about education in these countries and the policies and practices that influence student performance? The findings of this report are being used by the OECD to support its efforts to make PISA more relevant to a wider range of countries, and by the World Bank as part of its on-going dialogue with its client countries regarding participation in international large-scale assessments. The following are appended: (1) Selected tables from PISA 2012 results, Volumes I-IV; (2) Results of multi-level analyses of PISA 2012 mathematics in 18 middle-income countries; (3) PISA 2012 mathematics performance and books in the home; and (4) Summary descriptions for the six levels of proficiency in mathematics. (Individual chapters contain references.) [This publication was written with Tijana Prokic-Breuer and Anna Shadrova.]
ED563475
The Experience of Middle-Income Countries Participating in PISA 2000. PISA
OECD Publishing
2015-00-00
978-92-64-24618-8
130
OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
N/A
http://dx.doi.org/10.1787/9789264246195-en
2016
As Provided
JAN2020
Yes
Urban Schools
Educational Innovation
School Administration
School Districts
Purchasing
Decision Making
Educational Cooperation
Educational Technology
Entrepreneurship
Administrative Organization
Technology Uses in Education
Elementary Secondary Education
Hodas, Steven
Reports - Descriptive
Guides - Non-Classroom
New York
New York
Center on Reinventing Public Education (CRPE)
English
Elementary Secondary Education
As schools and classrooms explore technology-based, student-centered, personalized approaches to teaching and learning, their efforts to innovate can be hamstrung by archaic district operating systems that do not allow them to take advantage of new technologies, to work with smaller startup companies, or to quickly make and implement decisions. When he was at the helm of the New York City Department of Education (NYCDOE), Chancellor Joel Klein attempted to remedy this problem by creating the iZone, an office explicitly charged with fostering innovation from within the school district. From 2012 to 2014, the author designed and served as executive director of Innovate NYC Schools, the iZone project that focused on new structures for district procurement and decision making. As the first urban school system to make design thinking a routine part of its practice with educators, alternatives were created to established procurement processes and build collaborations between the school district and early-stage education technology companies. Regular support was also provided to entrepreneurs, investors, and innovators who sought to do business with NYCDOE. Using the philosophy and examples from NYCDOE, this paper lays out steps school systems can take to foster innovative practices throughout the organization and develop new instructional tools and practices through nimble procurement procedures.
ED563476
Changing Methods and Mindsets: Lessons from Innovate NYC
Center on Reinventing Public Education
2016-01-00
Carnegie Corporation of New York
14
Center on Reinventing Public Education. University of Washington Bothell Box 358200, Seattle, WA 98195. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org
N/A
2016
ERIC
JAN2020
Yes
Physics
Masters Degrees
Outcomes of Education
Education Work Relationship
Citizenship
Graduate Study
Doctoral Programs
Employment Level
Science Education
Student Characteristics
Gender Differences
Age Differences
Salaries
Private Sector
Job Satisfaction
Surveys
Pold, Jack
Mulvey, Patrick
Reports - Evaluative
Numerical/Quantitative Data
American Institute of Physics, Statistical Research Center
English
Higher Education
Postsecondary Education
Exiting physics master's recipients from the classes of 2012, 2013, and 2014 combined pursued a variety of different post-degree outcomes. Initial outcomes differed greatly depending on citizenship. The majority of US citizens were in the workforce following the receipt of their master's degrees. In contrast, the majority of non-US citizens continued their education by enrolling in another graduate program. Regardless of citizenship, most masters continuing with graduate study did so in physics. In this report, an exiting master is defined as an individual who received his or her degree from a US physics department and left that department with no degree higher than a master's degree. Exiting masters can be earned at departments where the master's is the highest degree offered as well as at departments that offer a PhD. Each year there are many students who earn a masters en route and continue working toward a physics PhD at the same institution. They are not included in this analysis.
ED563477
Physics Masters One Year after Degree: Results from the Follow-Up Survey of Master's Recipients, Classes of 2012, 2013, & 2014 Combined. Focus On
AIP Statistical Research Center
2015-12-00
10
AIP Statistical Research Center .One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3100; e-mail: stats@aip.org; Web site: http://www.aip.org/statistics
N/A
2016
ERIC
JAN2020
Yes
Standardized Tests
State Standards
Science Tests
Disabilities
Severe Intellectual Disability
Alternative Assessment
Web Sites
Science Achievement
Test Content
Test Items
Portfolio Assessment
Rating Scales
Elementary Schools
Middle Schools
High Schools
Evaluation Methods
Student Projects
Observation
Rogers, Christopher M.
Thurlow, Martha L.
Lazarus, Sheryl S.
Reports - Research
Numerical/Quantitative Data
United States
United States
National Center on Educational Outcomes
Council of Chief State School Officers (CCSSO)
National Association of State Directors of Special Education (NASDSE)
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
High Schools
Federal law requires that all students, including students with disabilities, participate in state assessments used for accountability purposes. It also requires states to assess students in several content areas, including science. Most students with disabilities take the general science assessment with or without accommodations, but a few students with the most significant cognitive disabilities participate in alternate assessments based on alternate achievement standards (AA-AAS). The purpose of this analysis was to learn more about the characteristics of states' science AA-AAS in 2014-2015. Data for this report were gathered by examining information that was publicly available on state websites. Key findings include: (1) Most states' science AA-AAS covered the life science/biology, earth science/earth and space science, and physical sciences/physics content domains at all grade levels; (2) In many states some content domains assessed differed between the general assessment and the AA-AAS; (3) In some states more content domains were covered on the AA-AAS than on the general assessment and in others fewer content domains were covered; and (4) More than half of the states had item-based AA-AAS, while about a third of the states used portfolios; fewer than 10 used rating scales, either alone or in combination with another approach. Although federal regulations do allow states to define the complexity, depth, and breadth of the AAAAS, the apparent lack of consistency in the domains assessed suggests that some students with significant cognitive disabilities may not be getting access to the same rigorous grade-appropriate content. States' evolving assessment systems provide an excellent opportunity for states and consortia to consider the content assessed by the science AA-AAS. The following are appended: (1) AA-AAS Science Content Domains by State; (2) General Assessment and AA-AAS Science Comparisons; and (3) Assessment Approach Types and Response Formats.
ED563478
Science Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) during School Year 2014-2015. Synthesis Report 99
National Center on Educational Outcomes
2015-11-00
Office of Special Education Programs (ED/OSERS)
41
National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
N/A
2016
4
ERIC
JAN2020
H326G110002
Yes
School Districts
Common Core State Standards
Educational Change
Delivery Systems
Educational Innovation
Systems Development
College Readiness
Career Readiness
Individualized Instruction
School Policy
Barriers
School Administration
Elementary Secondary Education
Lake, Robin
Hill, Paul T.
Maas, Tricia
Reports - Evaluative
Center on Reinventing Public Education (CRPE)
English
Elementary Secondary Education
Every sector of the U.S. economy is working on ways to deliver services in a more customized manner. If all goes well, education is headed in the same direction. Personalized learning and globally benchmarked academic standards (a.k.a. Common Core) are the focus of most major school districts and charter school networks. Educators and parents know students must be better prepared to think deeply about complex problems and to have skills that are relevant for jobs that haven't yet been created. Promising school models are showing what's possible, but innovation in the classroom only takes you so far. Twenty-first century learning practices demand twenty-first century systems. This paper goes deep into the question of which system policies are most likely to get in the way of implementing personalized learning at scale. We work outward from the school to define the new capacities and functions districts need to develop. We make the case that districts are currently unwittingly hostile to school-level innovation. For that to change, they must aggressively work to change the incentives, policies, and structures so that they encourage and free up schools to innovate. This is the first of three white papers looking at system redesign from a variety of perspectives. Our next paper, "The Case for Coherent High Schools" [see: ED556237], examines the challenges of high school redesign. Our third and final paper, "Redesigning the District Operating System [see: ED563481], explains why there must be updated central office systems to allow school-level initiative and problem solving.
ED563479
Next Generation School Districts: What Capacities Do Districts Need to Create and Sustain Schools That Are Ready to Deliver on Common Core?
Center on Reinventing Public Education
2015-04-00
Carnegie Corporation of New York
20
Center on Reinventing Public Education. University of Washington Bothell Box 358200, Seattle, WA 98195. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org
N/A
2016
As Provided
JAN2020
Yes
Foreign Countries
Vocational Education
Statistical Data
Educational Trends
School Statistics
Community Education
Delivery Systems
Government Role
Federal Aid
Educational Finance
Funding Formulas
Enrollment Rate
Student Characteristics
Geographic Distribution
Intellectual Disciplines
Institutional Characteristics
Profiles
Educational Practices
Courses
Majors (Students)
Reports - Evaluative
Numerical/Quantitative Data
Australia
Australia
ISSN-2205-4391
National Centre for Vocational Education Research
English
This publication provides a summary of data relating to students, programs, training providers and funding in Australia's government-funded vocational education and training (VET) system (broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and private training providers). It is the third quarterly report of government-funded training activity and does not provide comparisons with previously published collected data. The data in this publication cover the period 1 January 2015 to 30 September 2015. The Australian VET system provides training across a wide range of subject areas and is delivered through a variety of training institutions and enterprises (including to apprentices and trainees). The system provides training for students of all ages and backgrounds. Students have many options for training and may study individual subjects or full programs that lead to formal qualifications. Training takes place in classrooms, in the workplace, online and through other flexible delivery methods. Providers of vocational education and training in Australia include technical and further education (TAFE) institutes, universities, secondary schools, industry organisations, private enterprises, agricultural colleges, community education providers and other government providers.
ED563480
Government-Funded Students and Courses: January to September 2015. Australian Vocational Education and Training Statistics
National Centre for Vocational Education Research (NCVER)
2015-00-00
Australian Government Department of Education and Training
16
National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au
N/A
2016
ERIC
JAN2020
Yes
School Districts
Elementary Secondary Education
School Administration
Administrative Organization
Systems Approach
Systems Development
School Policy
Theory Practice Relationship
Organizational Culture
Urban Schools
Problems
Delivery Systems
Hodas, Steven
Reports - Evaluative
New York
New York
Center on Reinventing Public Education (CRPE)
English
Elementary Secondary Education
In this paper, we look at the inner workings of a school district through the lens of the "district operating system (DOS)," a set of interlocking mutually-reinforcing modules that includes functions like procurement, contracting, data and IT policy, the general counsel's office, human resources, and the systems for employee and family engagement. We examine the ways in which ingrained district operating systems practices can interfere with policy goals and school-level initiative and argues for a retooling of the DOS to enable dynamic problem-solving. This is the last in a series of white papers on system redesign. Our first paper, "Next Generation School Districts" [see: ED563479], goes deep into the question of which system policies are most likely to get in the way of implementing personalized learning at scale and defines the new capacities and functions districts need to develop. Our second paper, "The Case for Coherent High Schools" [see: ED556237], explains why personalized high schools are hard to get and keep in a traditional district, and argues that stable leadership, school-level autonomy, and choice for both staff and families are necessary to support high school redesign at scale.
ED563481
Redesigning the District Operating System
Center on Reinventing Public Education
2015-05-00
Carnegie Corporation of New York
22
Center on Reinventing Public Education. University of Washington Bothell Box 358200, Seattle, WA 98195. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org
N/A
2016
As Provided
JAN2020
Yes
Foreign Countries
Training
Vocational Education
Program Development
Program Effectiveness
Labor Force Development
Student Needs
National Standards
Industry
Job Skills
Educational History
Government Role
Financial Support
Bowman, Kaye
McKenna, Suzy
Reports - Evaluative
Australia
Australia
National Centre for Vocational Education Research
English
This occasional paper provides an overview of the development of Australia's national training system and is a key knowledge document of a wider research project "Consistency with flexibility in the Australian national training system." This research project investigates the various approaches undertaken by each of the jurisdictions to establish a student entitlement funding model and also examines one of the often overlooked fundamentals of the national training system--the dynamic tension that exists between consistency and flexibility. This paper reflects on the history of vocational education and training (VET) in Australia. A key focus is the development of the national training system, which has emerged over the last two decades. The authors also explore the dynamic tension, built into the system, to achieve both national consistency and sufficient flexibility to ensure that training meets specific local, industry and learner needs. Australia's national training system: goals, objectives and key elements 1992 to 2015 is appended.
ED563482
The Development of Australia's National Training System: A Dynamic Tension between Consistency and Flexibility. Occasional Paper
National Centre for Vocational Education Research (NCVER)
2016-00-00
Australian Government Department of Education and Training
978-1-9251-7343-7
56
National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au
N/A
2016
73
ERIC
JAN2020
Yes
Foreign Countries
Vocational Education
Postsecondary Education
Attitude Measures
Training
National Standards
Educational Change
Interviews
Academic Standards
Government Role
Certification
Job Skills
Employment Qualifications
Student Financial Aid
Bowman, Kaye
McKenna, Suzy
Reports - Research
Australia
Australia
National Centre for Vocational Education Research
English
Postsecondary Education
This occasional paper provides the views of 17 "thought leaders" in the Australian vocational education and training (VET) sector. Their insight and opinions were sought to inform a larger research project focused on the student entitlement reforms that were introduced into the national VET system from 2012. These individuals offered a variety of senior-level vantage points on the topics of: (1) Australia's national training system: why it has been developed, what its key elements are, and the aspects where consistency has been sought and the aspects where flexibility has been sought; (2) VET student training entitlements: why this initiative has been introduced and the implications of the agreed flexibility in approach to its implementation by jurisdictions, in terms of maintaining a functional national training system; and (3) the implications of the VET student entitlement initiative for future national VET reform. A particular emphasis has been on the implications of the reforms and the challenges faced in its implementation in the context of achieving a balance between national consistency and jurisdictional flexibility. The interviewees considered key elements of the national training system, namely: standards for VET products (training packages and materials); standards for VET providers; and a flexible training market. The interviewees commented on the consistency and flexibility sought in each of these key elements, highlighting where tensions exist, particularly in student training entitlements. The following are appended: (1) Project statement provided to interviewees about the project and Project protocols; and (2) Interview guide questions. Information about the NVETR Program funding is provided at the end of this paper.
ED563483
Student Entitlement Models in Australia's National Training System: Expert Views. Occasional Paper
National Centre for Vocational Education Research (NCVER)
2016-00-00
Australian Government Department of Education and Training
978-1-9251-7342-0
36
National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au
N/A
2016
17
ERIC
JAN2020
No
Municipalities
Case Studies
Racial Bias
Islam
Social Bias
Muslims
Holistic Approach
Democracy
Working Class
Citizenship Education
Urban Education
Foreign Countries
West, Linden
Books
Reports - Research
England
United Kingdom (England)
University of London, Institute of Education
English
Every day brings news about so-called Islamic State and its seduction of young people in the West. The radicalization of young Muslims causes alarm; even the desirability of multiculturalism is questioned in troubled cities where racism and Islamophobia are on the rise. This book is a case study of one distressed post-industrial city struggling with various discontents, drawn from those who live there. Their stories illuminate how racism, Islamophobia and Islamism take hold, rendering the city emblematic of wider problems across the world today. Through Linden West's holistic, psychosocial analysis, racism, Islamophobia and fundamentalism are understood by reference to growing inequality, mental illness and hopelessness, all within a context of fractured economies, malfunctioning democracies and the narrowing of education's purpose. But the author also describes the resources of hope in the city--the experiments in democratic education and the working class struggle against Nazi fundamentalism, the concern for the other--that inspire civic education in schools and communities today. An index is included.
ED563484
Distress in the City: Racism, Fundamentalism and a Democratic Education
Trentham Books
2016-01-15
978-1-85856-688-7
210
Trentham Books. Available from: IOE Press, Institute of Education, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; e-mail: ioepress@ioe.ac.uk; Web site: http://www.ioepress.co.uk
N/A
https://ioepress.co.uk/books/social-justice-equality-and-human-rights/distress-in-the-city/
2016
As Provided
JAN2020
Yes
Teacher Surveys
Oral Reading
Reading Tests
Computer Assisted Testing
Reading Fluency
Elementary School Teachers
Differences
Test Length
Testing Problems
Scoring
Grade 2
Grade 3
Grade 4
Curriculum Based Assessment
Kahn, Josh
Nese, Joseph T.
Alonzo, Julie
Reports - Research
Tests/Questionnaires
Numerical/Quantitative Data
University of Oregon, Behavioral Research and Teaching (BRT)
English
Elementary Education
Grade 2
Primary Education
Early Childhood Education
Grade 3
Grade 4
Intermediate Grades
There is strong theoretical support for oral reading fluency (ORF) as an essential building block of reading proficiency. The current and standard ORF assessment procedure requires that students read aloud a grade-level passage (˜ 250 words) in a one-to-one administration, with the number of words read correctly in 60 seconds constituting their ORF performance. The current study was part of a larger project to develop and validate a computerized ORF assessment system--Computerized Oral Reading Evaluation (CORE)--to reduce limitations in current ORF measures and procedures. The purposes of this technical report are to: (a) document whether the CORE system was accessible and useful for teachers, (b) explore potential differences between CORE and traditional ORF (i.e., easyCBM) passages, and (c) identify potential deficits in the three CORE lengths (˜ 25, 50, or 85 words). This information contributes to the response-process evidence for the CORE system's validity. Our results suggest that delivering, scoring, and storing ORF assessments online may be feasible, and desirable, for classroom teachers across Grades 2 through 4. In addition, although there were no distinct differences between CORE and traditional ORF passages, teacher reports suggest that the CORE short passages are most appropriate for Grade 2 students while CORE long and medium passages are preferred by teachers for students in Grades 3 and 4. Appendix A contains the teacher questionnaire.
ED563485
Teacher Survey of the Accessibility and Text Features of the Computerized Oral Reading Evaluation (CORE). Technical Report #1601
Behavioral Research and Teaching
2016-00-00
Institute of Education Sciences (ED)
31
Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org
N/A
2016
23
As Provided
JAN2020
Yes
R305A140203
Yes
Vocational Education
Training
Foreign Countries
National Standards
Geographic Location
Job Skills
Employment Qualifications
Eligibility
Access to Education
Student Financial Aid
Postsecondary Education
Bowman, Kaye
McKenna, Suzy
Reports - Research
Australia
Australia
National Centre for Vocational Education Research
English
Postsecondary Education
The past two decades have seen some evolution towards a more nationally consistent vocational education and training (VET) system. One of the challenges is to find the right balance between national consistency and appropriate flexibility, to accommodate the regional and local industry requirements and learner preferences that best serve the needs of states and territories. This report maps the implementation by jurisdictions of the most recent training market reforms, agreed to in the 2012-16 National Partnership Agreement on Skills Reform--a student training entitlement. The authors also undertake an analysis of the commonalities and differences in each jurisdiction's approach. This report will be useful as a composite description and the analysis valuable to the review of the student training entitlement and other aspects of the 2012-16 National Partnership Agreement on Skills Reform, planned for 2015-16. Information was gathered from publicly available sources on each jurisdiction's approach to the student training entitlement as at 30 March 2015 and arranged by the categories in which flexibilities are allowed under the National Partnership Agreement on Skills Reform: (1) eligibility for the entitlement; (2) the level of entitlement available; (3) the courses (qualifications) the entitlement applies to; (4) processes for setting subsidies, fees and prices and maintaining budget control; (5) the providers delivering the entitlement; and (6) the way by which access to high-quality information on the training entitlement is provided to clients. Jurisdictions' training entitlement models as at 30 March 2015 are appended. Information on NVETR Program funding is provided at the end of this report.
ED563486
Jurisdictional Approaches to Student Training Entitlements: Commonalities and Differences. Research Report
National Centre for Vocational Education Research (NCVER)
2016-00-00
Australian Government Department of Education and Training
978-1-9251-73413
104
National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au
N/A
2016
10
ERIC
JAN2020
No
International Assessment
Testing
Educational Policy
High Stakes Tests
Standardized Tests
Neoliberalism
Accountability
Foreign Countries
Mathematics Tests
Science Tests
Mathematics Achievement
Science Achievement
Elementary Secondary Education
Reading Tests
Reading Achievement
Achievement Tests
Smith, William C., Ed.
Books
Collected Works - General
El Salvador
Chile
Finland
Denmark
South Korea
South Africa
Program for International Student Assessment
Trends in International Mathematics and Science Study
Progress in International Reading Literacy Study
Sweden
Chile
Denmark
El Salvador
Finland
South Africa
South Korea
Sweden
Program for International Student Assessment
Progress in International Reading Literacy Study
Trends in International Mathematics and Science Study
English
Elementary Secondary Education
The past thirty years have seen a rapid expansion of testing, exposing students worldwide to tests that are now, more than ever, standardized and linked to high-stakes outcomes. The use of testing as a policy tool has been legitimized within international educational development to measure education quality in the vast majority of countries worldwide. The embedded nature and normative power of high-stakes standardized testing across national contexts can be understood as a global testing culture. The global testing culture permeates all aspects of education, from financing, to parental involvement, to teacher and student beliefs and practices. The reinforcing nature of the global testing culture leads to an environment where testing becomes synonymous with accountability, which becomes synonymous with education quality. Underlying the global testing culture is a set of values identified from the increasing literature on world culture. These include: education as a human right, academic intelligence, faith in science, decentralization, and neoliberalism. Each of these values highlights different aspects of the dialogue in support of high-stakes standardized testing. The wide approval of these values and their ability to legitimate various aspects of high-stakes testing reinforces the taken-for-granted notion that such tests are effective and appropriate education practices. However, a large body of literature emphasizes the negative unintended consequences -- teaching to the test, reshaping the testing pool, the inequitable distribution of school resources and teachers' attention, and reconstructing the role of the student, teacher, and parent -- commonly found when standardized, census-based tests are combined with high-stakes outcomes for educators or students. This book problematizes this culture by providing critical perspectives that challenge the assumptions of the culture and describe how the culture manifests in national contexts. The volume makes it clear that testing, per se, is not the problem. Instead it is how tests are administered, used or misused, and linked to accountability that provide the global testing culture with its powerful ability to shape schools and society and lead to its unintended, undesirable consequences. Contents include: (1) An Introduction to the Global Testing Culture (William C. Smith); (2) A Perfect Storm: The political economy of community-based management, teacher accountability and impact evaluations in El Salvador and the global reform agenda (D. Brent Edwards, Jr.); (3) Legitimacy, State-Building and Contestation in Education Policy Development: Chile's involvement in cross-national assessments (Rie Kijima and Jane Leer); (4) Teaching the World that Less is More: Global education testing and the Finnish national brand (Hilla Aurén and Devin Joshi); (5) Student Achievement and PISA Rankings: Policy effects or cultural explanations? (Ji Liu); (6) Measuring Learning Outcomes and Education for Sustainable Development: The new education development goal (Angeline M. Barrett); (7) The International Space of the Danish Testing Community in the Post-War Years (Karen E. Andreasen and Christian Ydesen); (8) Facilitating Student Learning: A comparison of classroom and accountability assessment (Sumera Ahsan and William C. Smith); (9) Beyond the Large-Scale Testing of Basic Skills: Using formative assessment to facilitate student learning (Renáta Tichá and Brian Abery); (10) Questioning across the Spectrum: Pedagogy, selection examinations and assessment systems in low-income countries (Anthony Somerset); (11) An Evaluation of How the "Policies of K-12 Testing" Impact the Effectiveness of Global Testing Programs (Sean W. Mulvenon and Sandra G. Bowman); (12) How Much Stakes for Tests? Public Schooling, Private Tutoring and Equilibrium (Mariam Orkodashvili); (13) Testing and School Reform in Danish Education: An analysis informed by the use of "the dispositive" (Kristine Kousholt and Bjørn Hamre); (14) South Korea's Accountability Policy System and National Achievement Test (Pearl J. Chung and Hyeonwoo Chea); (15) The Discursive Hold of the Matric: Is there space for a new vision for secondary education in South Africa? (David Balwanz); and (16) Accountability, Municipal Capacity and the Use of Data: A case study of Sweden (Tracey Burns, Patrick Blanchenay and Florian Köster).
ED563487
The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice. Oxford Studies in Comparative Education
Symposium Books
2016-00-00
978-1-873927-72-4
302
Symposium Books. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: orders@symposium-books.co.uk; Web site: http://www.symposium-books.co.uk
N/A
http://www.symposium-books.co.uk/books/bookdetails.asp?bid=94
2016
As Provided
JAN2020
No
Postsecondary Education
College Students
STEM Education
Majors (Students)
Intention
Academic Aspiration
Barriers
Graduation
Time to Degree
Two Year Colleges
Decision Making
College Preparation
Competence
Family Influence
Educational Policy
Nontraditional Students
Online Courses
Undergraduate Study
Community Colleges
Student Characteristics
Student Mobility
Private Colleges
Student Attitudes
Beliefs
Ethnic Groups
Sex Stereotypes
Gender Bias
Racial Bias
Ethnic Stereotypes
Cultural Influences
Teaching Methods
Instructional Leadership
College Faculty
Curriculum
Academic Persistence
College Transfer Students
Costs
Paying for College
Change Strategies
Malcom, Shirley, Ed.
Feder, Michael, Ed.
Books
Reports - Evaluative
National Academies, National Academy of Sciences
National Academies, National Academy of Engineering
National Academies, National Academy of Medicine
English
Postsecondary Education
Higher Education
Two Year Colleges
Secondary Education
Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be "stemmed" and greater efficiencies realized? These questions and others are at the heart of this study. "Barriers and Opportunities for 2-Year and 4-Year STEM Degrees" reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students' decisions to enter, stay in, or leave STEM majors--quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students' general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways. Because many students do not take the traditional 4-year path to a STEM undergraduate degree, "Barriers and Opportunities" describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, "Barriers and Opportunities" questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree. Two appendices are included: (1) Instructional Resources, Online Curriculum Repositories, and Situational Barriers to Change; and (2) Biographical Sketches of Committee Members and Staff. (Individual chapters contain references.) [This document was prepared by the Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees; Board on Science Education, Division of Behavioral and Social Sciences and Education; Board on Higher Education and the Workforce, Division of Policy and Global Affairs; National Academy of Engineering; National Academies of Sciences, Engineering, and Medicine. Additional support was provided by the National Academy of Sciences Kellogg Fund.]
ED563488
Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students' Diverse Pathways
National Academies Press
2016-00-00
National Science Foundation (NSF)
Alfred P. Sloan Foundation
S.D. Bechtel, Jr. Foundation
978-0-309-37357-9
202
National Academies Press. 500 Fifth Street NW, Washington, DC 20001. Tel: 888-624-8373; Tel: 202-334-2000; Fax: 202-334-2793; e-mail: Customer_Service@nap.edu; Web site: http://www.nap.edu
N/A
http://dx.doi.org/10.17226/21739
2016
As Provided
JAN2020
HRD1244829
B201230
Yes
Foreign Countries
Continuing Education
Training
Workplace Learning
Employees
Vocational Education
Models
Billett, Stephen
Choy, Sarojni
Dymock, Darryl
Smith, Ray
Henderson, Amanda
Tyler, Mark
Kelly, Ann
Reports - Research
Australia
Australia
National Centre for Vocational Education Research
English
Adult Education
This is the final report of a three-year research project that aimed to identify and evaluate the potential models and practices of learning support that might constitute a national approach to workers' continuing education and training. The identification of a national approach to continuing education and training is emerging as a priority for the nation's vocational education and training (VET) system because of changing work requirements, an ageing workforce, and lengthening working lives. This research was motivated by a concern that entry-level training models may not best address workers' continuing education and training needs. Previous reports on the project describe how a range of models and practices of continuing education and training were appraised and refined through interviews and surveys undertaken with 137 workers and 60 managers in five industries across four Australian states. This process led to the identification of four models of continuing education as being the most effective, and which were preferred by workers and supervisors involved in learning within workplaces. These four models are: (1) wholly work-based; (2) work-based with direct guidance; (3) work-based with educational interventions; and (4) wholly education institution-based. The final phase of the project involved a series of roundtable discussions, in which a total of 62 VET professionals (practitioners and managers) were asked to appraise the suitability and sustainability of the four proposed models of education and training from their perspectives. Consultations were also held with a number of senior representatives of three key national agencies concerned with training and workforce development: a central agency in the Australian Government department providing advice on the vocational education system and its contributions to workforce skills and productivity, and two peak national agencies for both the public and private provision of vocational education. The purpose of this report is twofold: (1) to report on the outcomes of the final consultations; and (2) to present conclusions about continuing education and training models and practices that support workers' ongoing employability and workforce development. The report's conclusions also draw on the earlier phases of the project. The authors argue that the overall findings of the project suggest that a broader concept of a national continuing education and training system is required, one that shifts the focus away from education organised by and through education institutions toward one that better encompasses workers' needs and workplace requirements. Acknowledgment, support, and recognition of the value of work-based learning are fundamental to achieving this more holistic continuing education and training system.
ED563489
Towards More Effective Continuing Education and Training for Australian Workers
National Centre for Vocational Education Research (NCVER)
2015-00-00
Australian Government Department of Education and Training
978-1-925173-40-6
46
National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au
N/A
2016
15
ERIC
JAN2020
Yes
Foreign Countries
Vocational Education
Postsecondary Education
Student Financial Aid
Job Skills
Program Implementation
Educational Policy
Employment Qualifications
Eligibility
Access to Education
Job Training
Government Role
National Standards
Geographic Location
Equal Education
Bowman, Kaye
McKenna, Suzy
Griffin, Tabatha
Reports - Evaluative
Australia
Australia
National Centre for Vocational Education Research
English
Postsecondary Education
This research overview summarizes the work undertaken by Kaye Bowman and Suzy McKenna in exploring jurisdictional approaches to the implementation of student entitlements to vocational skills training, a key reform initiative in the National Partnership Agreement on Skills Reform (NPASR) of 2012-16. The overview is a condensed summary of three related papers, the first being a description of the recent evolution of a national training system, the second a detailed description and analysis on the manner in which student entitlements have been implemented by the states and territories, and, thirdly, the reflective opinions of informed experts on these issues. It highlights similarities and differences in the implementation of student entitlements and, pieced together, it examines the balance between the consistency of the national policy approach and practised jurisdictional flexibility, and the consequences for the longer-term objectives of the national training system. [For the reports summarized in this research overview, see ED563482, ED563486, and ED563483.]
ED563490
Balancing Consistency and Flexibility in Student Training Entitlements: Research Overview
National Centre for Vocational Education Research (NCVER)
2016-00-00
Australian Government Department of Education and Training
978-1-925173-44-4
20
National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au
N/A
2016
5
As Provided
JAN2020
Yes
Generational Differences
Young Adults
Theories
Age Differences
Racial Differences
Educational Attainment
Marital Status
Child Rearing
Employment Level
Income
Computer Use
Social Influences
Religion
Hypothesis Testing
Time
Surveys
Statistical Analysis
Multiple Regression Analysis
Menard, Lauren A.
Reports - Research
General Social Survey
General Social Survey
English
Age and Time disparities in young adult research populations are common because young adults are defined by varying age spans; members of Generation X and Millennial generations may both be considered young adults; study years vary, affecting populations; and qualitative methods with limited age/year samples are frequently utilized. The current theoretical analysis brings population differences to the forefront by a) identifying Age and Time differences among Young Adults, Gen Xers, and Millennials, b) demonstrating associations vary by Age and Time, and c) directly comparing findings for several commonly researched measures (i.e., Race, Education, Marriage, Parenthood, Employment, Income, Computer Use, Social Trust, and Prayer). Information presented advances the perspicacious assessment of young adult studies.
ED563491
Age and Time Population Differences: Young Adults, Gen Xers, and Millennials
Online Submission
2013-05-27
29
N/A
2016
34
As Provided
JAN2020
No
Educational Trends
Trend Analysis
Futures (of Society)
Global Approach
Urban Areas
Expenditures
Labor Market
Entrepreneurship
Obesity
Foreign Countries
Educational Change
Economic Factors
Urbanization
Influence of Technology
Books
Reports - Descriptive
ISSN-2218-7030
Organisation for Economic Cooperation and Development (OECD) (France), Centre for Educational Research and Innovation (CERI)
English
Did you ever wonder if education has a role to play in stemming the obesity epidemic sweeping across all OECD countries? Or what the impact of increasing urbanisation might be on our schools, families, and communities? Or whether new technologies really are fundamentally changing the way our children think and learn? "Trends Shaping Education" examines major trends affecting the future of education and sets the background on upcoming challenges for policy makers and education providers alike. This work does not give conclusive answers: it is not an analytical report nor is it a statistical compendium, and it is certainly not a statement of OECD policy on these different developments. It is instead a stimulus for thinking about major tendencies that have the potential to influence education, and conversely, the potential of education to influence these trends. The following contents are included: (1) Foreword; (2) Executive summary; (3) Overview: The impact of trends on the future of education; (4) Globalisation; (5) The future of the nation state; (6) Are cities the new countries?; (7) Family matters; and (8) A brave new world. [For the previous edition, published in 2013, "Trends Shaping Education 2013. Centre for Educational Research and Innovation," see ED539023.]
ED563492
Trends Shaping Education 2016. Centre for Educational Research and Innovation
OECD Publishing
2016-01-18
978-9-2642-5016-1
Parents
Teachers
Administrators
Researchers
Policymakers
116
OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
N/A
http://dx.doi.org/10.1787/trends_edu-2016-en
2016
As Provided
JAN2020
No
Educational Indicators
Foreign Countries
Educational Attainment
Adults
Secondary Education
Postsecondary Education
Trend Analysis
Gender Differences
Readiness
Job Skills
Problem Solving
High School Graduates
Graduation Rate
Vocational Education
College Graduates
Foreign Students
STEM Education
Parent Background
Age Differences
Generational Differences
First Generation College Students
Employment Level
Wages
Salaries
Labor Market
Unemployment
Outcomes of Education
Incentives
Cost Effectiveness
Costs
Social Influences
Social Behavior
Low Achievement
Educational Finance
Expenditure per Student
Elementary Education
Economic Factors
Expenditures
Private Financial Support
Higher Education
Public Support
Tuition
Student Financial Aid
Student Loan Programs
Loan Repayment
Resource Allocation
Teacher Salaries
Access to Education
Enrollment Rate
Institutional Characteristics
Early Childhood Education
Student Mobility
Study Abroad
Education Work Relationship
Adult Education
Educational Environment
Educational Practices
Teacher Student Ratio
Time
Teacher Characteristics
Student Evaluation
Evaluation Methods
Teacher Evaluation
Administrator Evaluation
Technology Uses in Education
Educational Technology
Books
Reports - Evaluative
Numerical/Quantitative Data
ISSN-1563-051X
Organisation for Economic Cooperation and Development (OECD) (France)
English
Secondary Education
Postsecondary Education
High Schools
Higher Education
Elementary Education
Early Childhood Education
Adult Education
"Education at a Glance: OECD Indicators" is the authoritative source for accurate information on the state of education around the world. It provides data on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools. The 2015 edition introduces more detailed analysis of participation in early childhood and tertiary levels of education. The report also examines first generation tertiary-educated adults' educational and social mobility, labour market outcomes for recent graduates, and participation in employer-sponsored formal and/or non-formal education. Readiness to use information and communication technology for problem solving in teaching and learning is also examined. The publication provides indicators on the impact of skills on employment and earnings, gender differences in education and employment, and teacher and school leader appraisal systems. The report covers all 34 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, India, Indonesia, Latvia, Russian Federation, Saudi Arabia and South Africa, and for the first time, Costa Rica and Lithuania). This book is organized into the following chapters: (1) The output of educational institutions and the impact of learning; (2) Financial and human resources invested in education; (3) Access to education, participation and progression; and (4) The learning environment and organisation of schools. The following Annexes are included: (1) Characteristics of Education Systems; (2) Reference Statistics; (3) Sources, Methods and Technical Notes; (4) Contributors to this Publication; and (5) Education Indicators in Focus. Individual chapters contain references.
ED563493
Education at a Glance 2015: OECD Indicators
OECD Publishing
2015-11-24
978-9-2642-4208-1
568
OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
N/A
http://dx.doi.org/10.1787/eag-2015-en
2016
As Provided
JAN2020
Yes
Foreign Countries
Reading Comprehension
English
Undergraduate Students
Language Proficiency
Curriculum Based Assessment
Differences
Comparative Analysis
Females
Reading Tests
Menard, Lauren
McAlister, Kimberly Walker
Speeches/Meeting Papers
Reports - Research
Louisiana
Saudi Arabia
Louisiana
Saudi Arabia
English
Higher Education
Postsecondary Education
Reading comprehension was investigated between undergraduates at a university in Louisiana, United States (n = 17) and an English-based university in Saudi Arabia (n = 41) for the purpose of comparing variance and proficiency. Comprehension was measured with an 8th grade curriculum-based measure administered in English. The research hypothesis of a larger proportion proficient (60% or higher) from the university within the United States (99%) than the proportion proficient from an English-based university in Saudi Arabia (49%) was revealed in data (?[superscript 2] = 10.49, p = 0.0012). Greater variance in reading comprehension was expected at the English-based university in the non-English speaking country because of non-standardization of English instruction in k-12 programming. Analysis of sample variance in student data from Prince Mohammad bin fahd University (s[superscript 2] = 11.575) and Northwestern State University (s[superscript 2] = 4.639) confirmed this expectation.
ED563494
Comprehension of English Text among Saudi Arabian and American Undergraduates
Online Submission
Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Knoxville, TN, Nov 5-7, 2014)
2014-11-00
9
N/A
2016
7
As Provided
JAN2020
Yes
Educational Attainment
Satisfaction
Academic Degrees
National Surveys
Correlation
Age Differences
Gender Differences
Racial Differences
College Graduates
Economic Impact
Menard, Lauren Ann
Speeches/Meeting Papers
Reports - Research
General Social Survey
General Social Survey
English
Higher Education
Postsecondary Education
Dwindling American financial satisfaction and growing college degree attainment were revealed in national social survey data spanning more than four decades (N = 57,061). Against these backdrops, associations between being financially satisfied and having a college degree grew stronger in each decade, with the strongest association between graduate degree and financially satisfied in 2010-2012 data. Associate degree was inversely correlated with financial satisfaction when statistically significant, but associations grew more weakly inverse over time. Older Americans with a bachelor or graduate degree in 2010-2012 were 152% more likely to be financially satisfied, compared to 68% more likely for young counterparts. The strength of associations between college degree and financial satisfaction more than doubled between the 1970s and 2012 for men and women. College degree was a stronger predictor of financial satisfaction for Other individuals than for White individuals in 2010-2012 data.
ED563495
Educational Attainment and Financial Satisfaction: The Changing Economic Value of a College Degree
Online Submission
Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Knoxville, TN, Nov 5-7, 2014)
2014-11-00
17
N/A
2016
30
As Provided
JAN2020
Yes
Accessibility (for Disabled)
Access to Education
English Language Learners
Student Needs
Special Education
General Education
Conferences (Gatherings)
Academic Accommodations (Disabilities)
Barriers
Problem Solving
Academic Support Services
Professional Development
Program Implementation
Warren, S.
Christensen, L.
Chartrand, A.
Shyyan, V.
Lazarus, S.
Thurlow, M.
Reports - Descriptive
National Center on Educational Outcomes
English
Sixty individuals representing staff from state departments of education, school districts, other countries, testing and testing-related companies, and other educational organizations participated in a forum on June 22, 2015 in San Diego, California, to discuss implementing accessibility frameworks for all students, including students in general education, students who are English language learners (ELLs), and students with Individualized Education Programs (IEPs) or 504 plans. The forum was a pre-session to the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA), and was a collaboration of the Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS) and the National Center on Educational Outcomes (NCEO). This report summarizes the introductory information provided to forum participants, its main purpose is to describe the panel presentations and the facilitated forum discussions. Summaries of the panel presentations were developed from notes taken during the presentations, and from the presenters' slides. Summaries of the facilitated discussions were developed from notes taken by notetakers. Participants were encouraged to comment and discuss freely, with assurances that no individual's name, nor any state, company, or organization would be attached to comments that were made.
ED563496
Forum on Implementing Accessibility Frameworks for ALL Students
National Center on Educational Outcomes
2015-00-00
Office of Special Education Programs (ED/OSERS)
19
National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
N/A
2016
ERIC
JAN2020
H326G110002
Yes
Early Childhood Education
Teacher Education Programs
Grants
Innovation
Program Implementation
Partnerships in Education
Performance Factors
Sustainability
Educational Practices
Educational Change
Telephone Surveys
Interviews
Change Strategies
Articulation (Education)
Intercollegiate Cooperation
Institutional Characteristics
Guidance Programs
Student Characteristics
Technology Uses in Education
Enrollment
Systems Development
Transitional Programs
Advanced Placement Programs
Cultural Relevance
Program Proposals
College Programs
Qualitative Research
Federal Legislation
Federal Aid
Federal Programs
Educational Legislation
Lichtenberger, Eric J.
Klostermann, Brenda K.
Duffy, Daniel Q.
Reports - Research
Tests/Questionnaires
Illinois
Race to the Top
Illinois
Race to the Top
Southern Illinois University, Illinois Education Research Council
English
Early Childhood Education
Higher Education
Postsecondary Education
The main goals of this implementation study were to: (1) examine how the grant recipients were implementing the changes set forth in their grant proposals; (2) identify initial barriers to implementation of grant activities; (3) identify catalysts that aided in goal attainment and/or partnership development; and (4) consider the sustainability of the impact of the grant-related activities. Through structured telephone interviews, a brief description of major activities associated with the grant; catalysts and/or levers enhancing grant activities; barriers inhibiting implementation of grant activities; and successful strategies utilized to overcome barriers were solicited. There was also a specific emphasis on articulation activities within the partnerships, as articulation was considered a foundational component of the Educator Preparation Program Innovation (EPPI) grants. This implementation study reveals the barriers to project-specific goal attainment and the catalysts that allowed the partnerships to meet their objectives. This research is informative for policy development specific to articulation agreements, current and future early childhood innovation grantees, as well as others attempting to build stronger and more authentic partnerships between community colleges and four-year institutions. Appended are: (1) Basic Interview Protocol; (2) Table B1: Representative Summaries or Quotes within the Institutional Barriers Theme; (3) Table B2: Representative Summaries or Quotes within the Systemic Barriers Theme; (4) Table B3: Representative Summaries or Quotes within the Catalysts Theme; (5) Table B4: Representative Summaries or Quotes within the Potential Long-Term Impacts Theme; (6) Table B5: Representative Summaries or Quotes within the Mediating Impacts Theme; and (7) Table B6: Representative Summaries or Quotes within the Frameworks Theme.
ED563497
The Early Childhood Educator Preparation Innovation Grant: Lessons from Initial Implementation. Policy Research: IERC 2015-2
Illinois Education Research Council
2015-05-00
Illinois Board of Higher Education (IBHE)
64
Illinois Education Research Council. Southern Illinois University Edwardsville, Campus Box 1064, Edwardsville, IL 62026. Tel: 866-799-4372; Tel: 618-650-2840; Fax: 618-650-2425; e-mail: ierc@siue.edu; Web site: http://www.siue.edu/ierc
N/A
2016
13
ERIC
JAN2020
Yes
Principals
Administrator Education
Educational Change
Educational Practices
Success
Program Implementation
Barriers
Program Evaluation
Interviews
Educational Policy
Strategic Planning
Partnerships in Education
Academic Standards
Enrollment
Educational Resources
Leadership Training
Sustainability
Program Attitudes
Mixed Methods Research
Educational Legislation
Klostermann, Brenda K.
Pareja, Amber Stitziel
Hart, Holly
White, Bradford R.
Huynh, Michelle Hanh
Reports - Research
Tests/Questionnaires
Illinois
Illinois
Southern Illinois University, Illinois Education Research Council
University of Chicago Consortium on Chicago School Research
English
In June 2010, the Illinois General Assembly passed Public Act 96-0903, a sweeping restructuring of the preparation of school principals and assistant principals that represented 10 years of effort from a broad coalition of stakeholders. The restructuring in Illinois was part of a movement nationwide to provide stronger training for principals in order to better equip them to direct instructional change and lead schools that produce high levels of student achievement. This study, examining the initial implementation of the new policy lays the groundwork for the subsequent evaluation studies which will examine the impact of the new policy. Results of phase one of a implementation review study of Illinois' new policy for principal preparation indicate that a majority of those interviewed support the policy goals and have a positive outlook on its future impact. Concerns about a constricted pipeline and strained resources were also expressed. Future policy implications are suggested. Appended are: (1) I-PREP Advisory Board; (2) Study Methodology; and (3) Statewide Scan Interview Protocol.
ED563498
Restructuring Principal Preparation in Illinois: Perspectives on Implementation Successes, Challenges, and Future Outlook. Policy Research: IERC 2015-3
Illinois Education Research Council
2015-09-00
Robert R. McCormick Tribune Foundation, Chicago, IL.
Wallace Foundation
52
Illinois Education Research Council. Southern Illinois University Edwardsville, Campus Box 1064, Edwardsville, IL 62026. Tel: 866-799-4372; Tel: 618-650-2840; Fax: 618-650-2425; e-mail: ierc@siue.edu; Web site: http://www.siue.edu/ierc
N/A
2016
33
ERIC
JAN2020
Yes
College Transfer Students
Two Year College Students
Program Effectiveness
Bachelors Degrees
Measurement Techniques
Graduation Rate
Comparative Analysis
Student Characteristics
Institutional Characteristics
Urban Areas
Socioeconomic Status
Selective Admission
Geographic Location
Low Income Groups
Socioeconomic Influences
Success
Jenkins, Davis
Fink, John
Reports - Research
Numerical/Quantitative Data
United States
United States
Columbia University, Community College Research Center
Aspen Institute
National Student Clearinghouse Research Center
English
Higher Education
Postsecondary Education
Two Year Colleges
Increasing the effectiveness of two- to four-year college transfer is critical for meeting national goals for college attainment and promoting upward social mobility. Efforts to improve institutional effectiveness in serving transfer students and state transfer policy have been hampered by a lack of comparable metrics for measuring transfer student outcomes. In this report, the authors propose a common set of metrics for measuring the effectiveness of two- and four-year institutions in enabling degree-seeking students who start college at a community college to transfer to four-year institutions and earn bachelor's degrees. These include three community college measures--transfer-out rate, transfer-with-award rate, and transfer-out bachelor's completion rate--and one measure for four-year institutions--transfer-in bachelor's completion rate. The authors also examine a fifth measure: the overall rate at which the cohort of students who start at a community college in a given state go on to earn a bachelor's degree from a four-year institution. They calculated outcomes for these measures using unit record data from the National Student Clearinghouse on the cohort of more than 700,000 degree-seeking students who entered higher education for the first time through a community college in the fall of 2007. They compared the average outcomes on these measures six years after these students first started college for two-and four-year institutions by institutional characteristics such as urbanicity, student body socioeconomic status, and selectivity (for four-year institutions) and by state. The authors also examined how well different types of institutions serve lower income transfer students compared with their higher income peers. The following are the main takeaways from this research: (1) Institutional practices--not just institutional characteristics--matter; (2) Among four-year institutions, transfer students had better outcomes at public institutions, very selective institutions, and institutions with higher socioeconomic status (SES) students; (3) Outcomes at both two- and four-year institutions varied remarkably by state; (4) Strong baccalaureate completion for community college students requires both high transfer-out rates and high bachelor's completion rates; (5) The connection between earning a community college credential before transferring and the probability of earning a bachelor's degree is not clear in most states; (6) Lower income transfer students had worse outcomes than higher income students on almost all measures; and (7) In a handful of states, the success gap between lower income and higher income transfer students was small or nonexistent. In the conclusion of the report, the authors discuss implications for institutional leaders and policymakers and identify areas for further research.
ED563499
Tracking Transfer: New Measures of Institutional and State Effectiveness in Helping Community College Students Attain Bachelor's Degrees
Community College Research Center, Teachers College, Columbia University
2016-01-00
Carnegie Corporation of New York
Leona M. and Harry B. Helmsley Charitable Trust
56
Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://www.tc.columbia.edu/ccrc
N/A
2016
35
ERIC
JAN2020
Yes
Faculty Development
Teacher Effectiveness
Self Efficacy
Teaching Skills
Satisfaction
Teacher Attitudes
Statistical Significance
Teacher Competencies
Likert Scales
Statistical Analysis
Quasiexperimental Design
Rowbotham, Melodie A.
Reports - Research
Numerical/Quantitative Data
Tests/Questionnaires
United States (Midwest)
Southern Illinois University, Illinois Education Research Council
English
Continued employment and advancement for faculty members depends upon growth in teaching practices; thus, there is a need for faculty across all disciplines to understand best instructional practices and the strategies that develop effective teaching behaviors and skills. While faculty members at the university level are considered experts in their field of study, many may not have been trained in practices of effective teaching, how to share their expertise, or how to improve their teaching. The induction and mentoring of faculty members is often overlooked in higher education, but many faculty members report they struggle with the teaching aspects of their responsibilities (Sorcinelli, 2000). Creation and evaluation of a faculty development program can aid in the formation of best instructional practices and increase the competency of faculty in meeting the challenges of educating students. The changing demands on faculty members, under-developed teaching skills, increased attention to student learning and teaching, and decreased satisfaction with teaching spurred the development of the current project. This study examined the relationship of faculty development on teaching to faculty self-assessment of teaching skills and their teacher self-efficacy. Appended are: (1) Summer Immersion Schedule; and (2) Welcome & Overview of Faculty Development.
ED563500
The Impact of Faculty Development on Teacher Self-Efficacy, Skills and Perspectives. Policy Research: IERC FFR 2015-1
Illinois Education Research Council
2015-11-00
Teachers
28
Illinois Education Research Council. Southern Illinois University Edwardsville, Campus Box 1064, Edwardsville, IL 62026. Tel: 866-799-4372; Tel: 618-650-2840; Fax: 618-650-2425; e-mail: ierc@siue.edu; Web site: http://www.siue.edu/ierc
N/A
2016
35
ERIC
JAN2020
No
Preschool Teachers
Kindergarten
Education Majors
Professional Development
Educational Needs
Case Studies
Barriers
Decision Making
Academic Aspiration
Persistence
Semi Structured Interviews
Academic Degrees
Motivation
Dulski-Bucholz, Andrea L.
Dissertations/Theses - Doctoral Dissertations
English
Preschool Education
Early Childhood Education
Kindergarten
Primary Education
Professional identity development encompasses concepts of personal identity and self-efficacy while continued education supports a teacher's change in perspective and practices leading to professional growth. A combination of motivation and personal goals guide teachers' behaviors as they interact within their social and cultural environments. The purpose of this multiple case study was to understand how kindergarten teachers perceive interactions in social, organizational, and academic environments to gain personal perspectives of barriers and supports that influence a decision to pursue or not pursue an advanced degree in education as well as their ideologies about continued formal education. With limited research specific to kindergarten teachers and professional development or their interest in graduate degree obtainment, the need to identify perceived barriers or supports kindergarten teachers have about pursuing an advanced degree was identified. The need to raise awareness of practices that tend to marginalize this population of educators was an additional focus of the study. Six kindergarten teachers participated in semi-structured interviews and written communications that reflectively provided insights about their choice of obtaining or not obtaining an advanced degree. All participants found time and money most concerning to continue their professional growth and development in an advanced degree program, but it was intrinsic motivation from participants who had advanced degrees that helped them overcome perceived barriers in their quest to obtain an advanced degree. Results suggest that dialogue with others in and outside of the workplace and in the academic environment provided interest and engagement in learning when topics were relevant and applicable to the kindergarten teachers' professional positions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563501
No Teachers Left Behind: A Qualitative Study of the Perceived Needs and Barriers That Kindergarten Teachers Face While Pursuing Advanced Degrees
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-2490-5
178
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601367
2016
As Provided
JAN2020
No
Semantics
Social Media
Social Networks
Web Sites
Users (Information)
Statistical Analysis
Models
Data Analysis
Information Technology
Guidelines
Computational Linguistics
Reputation
Item Analysis
Guo, Lifan
Dissertations/Theses - Doctoral Dissertations
English
As we witness the prosperity of the social media in the past few years, and feel the explosion of "user-generated content" on the Internet, there is little question that we have entered an era of Big Data. Those social media sites, such as Facebook, LinkedIn, Quora and Twitter have been important sources for a wide spectrum of users. Mushrooming numbers of tasks, such as community detection, personalized message recommendation and sentiment analysis, have become more important under such scenario. While many researches wish to use standard text mining tools to understand social media data, the heterogeneity and restricted length of data, prevents them from directly applying those tools. Among those tools, topic modeling (Blei D. , 2003) (Hofmann, 2009) (Steyvers, 2007), a type of probabilistic and statistical model for discovering the abstract "topics" that occur in a collection of documents, draw a lot of interests in recent ten years. Topic model can uncover the hidden structure in document collections and help us develop new ways to search, browse and summarize large archives of texts. Directly applying topic model to social media data, however, is not straightforward for the following reasons: (1) social-media data are essentially unstructured and include heterogeneous data types, such as text, clicks, votes and so on, while traditional topic model are used to analyze structured data, like archives of books, journals, and newspapers; (2) compared to focus on discovering topics, the purpose of using social media data is more complex, such as reliable information detection, sentiment detection, and recommendation. In other words, discovered topics are just intermediate results for further use; (3) traditional topic modeling technology assumes that words in documents are drawn independently from a set of topics and documents are identically distrusted in the corpus. Such an independently and identically distributed (i.i.d.) assumption, however, often does not hold in reality. Further, the i.i.d. assumption ignores semantic information existed on web. Therefore, it is reasonable to incorporate the existing knowledge into current unsupervised topic modeling in the purpose of semantically enhancing topic modeling technology. To address the facing challenges, this dissertation first proposes a semantically enhanced topic modeling framework that does not rely on independently and identically distributed (i.i.d.) assumption through utilizing existing knowledge. Experiments show that this framework enhanced current topic models since they are able to employ the relations of words to achieve better results compared to other traditional topic modeling methods. Second, we extend the framework into social media data targeting two research questions: 1) How to detect reliable authority and content information in community question answering? 2) How to enhance recommender system with items' reviews in communities. To answer the first question, we effectively extend LDA model to model the question and answers from different topic distribution in community question answering through semantic correlations between terms. Our model outperforms the model that directly apply LDA model to the same question and the model without enhanced semantic correlations. Also our model can utilize the topical information from questions, answers, questioner and answerer, in the purpose of detecting domain authority and reliable contents. Last but not least, we apply our model to recommender system. We propose an innovative concept, namely Item Social Reputation (ISR), to enhance current recommender system. Our model is to add another social dimension to items, in the purpose of effectively improving conversion rate of items recommendations. Furthermore, we can automatically determine the number of ISR of a certain item. Our experiments outperform the-state-of-the-art algorithms in the domain of sentiment analysis. Besides, our model shows potentials to be used to design a new interface of recommender systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563502
Semantically Enhanced Topic Modeling and Its Applications in Social Media
ProQuest LLC
Ph.D. Dissertation, Drexel University
2013-00-00
978-1-3035-2493-6
101
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601370
2016
As Provided
JAN2020
No
Online Courses
Feedback (Response)
Educational Technology
Teacher Attitudes
Instructional Design
Teaching Methods
Qualitative Research
Case Studies
Interviews
Formative Evaluation
College Faculty
Technology Uses in Education
Hinze, Laurie E.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
As the online education environment continues to grow and evolve, a greater understanding of faculty perception of the influence of course design features on providing feedback will inform course design decisions and suggest future improvements in the design and facilitation of online courses. This dissertation explored faculty feedback practices and the impact of course design features on the tools and instructional strategies faculty choose to provide effective and efficient feedback. A qualitative case study was conducted with faculty participants who teach online and also have experience related to curriculum or course design gained through online course development, training, or professional development. Participants were selected who had taught online within the past 12 months at a full or part-time status. This study utilized interviews with open-ended questions, and a review of feedback examples to collect and analyze data on faculty perception of feedback delivery practices. Overall findings point to preferences for a formative assessment design approach, use of elaborative feedback, and feedback to individuals and groups of students. Course design features faculty perceived as influential in a formative assessment approach included scaffolding of assignments to support a framework that provides multiple reinforcement opportunities. This study's findings also provided insight on faculty use of strategies and tools in a course designed with a formative assessment approach to provide effective and efficient feedback. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563503
Feedback Practices: Faculty Perception on the Influence of Course Design on Feedback Delivery in Higher Education Online Classrooms
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-303-524-981
97
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601372
2016
As Provided
JAN2020
No
Learner Engagement
Definitions
Severe Disabilities
Phenomenology
Expertise
Semi Structured Interviews
Educational Environment
Cognitive Processes
Psychological Patterns
Emotional Response
Hollingshead, Aleksandra K.
Dissertations/Theses - Doctoral Dissertations
English
While a great deal has been written about the complexities of engagement for learners without severe disabilities, there is less for students with severe disabilities. Engagement as a complex construct, consisting of behavioral, cognitive, and emotional components (Finn & Zimmer, 2012; Fredricks, Blumenfeld, & Paris, 2004; Skinner & Pitzer, 2012) must be addressed as conversations continue to grow around instructional practices for these learners. Traditionally, in the literature on students with severe disabilities engagement has been defined in behavioral terms. Thus, the purpose of this study was to examine the perceptions of the experts in the field of severe disabilities on the phenomenon of engagement. Research question guiding this study was the following: How do the experts in the field of severe disabilities conceptualize cognitive and emotional engagement of students with severe disabilities? The qualitative data for the study included verbatim transcripts from 23 semi-structured interviews with the experts in the field of severe disabilities. This study was approached from a theoretical perspective of the transcendental phenomenology of Husserl. Textural, structural, and composite descriptions were constructed first on the individual participant level, and then across all participants. The phenomenological analysis resulted in the essence of the phenomenon of engagement. The findings were broken into four major sections: the essence of engaging instructional environment, the essence of cognitive engagement, the essence of emotional engagement, and the essence of broadly conceptualized engagement. The essence of engaging instructional environment was organized into themes of inclusive education, contextual engagement prerequisites, and meaningfulness of instruction. The essence of cognitive engagement was complex and revealed differences in experts' theoretical frameworks. The major themes of cognitive engagement referred to the academic responding, learning outcomes, engagement being more than participation, meaningfulness, and measurement. The essence of emotional engagement was described by the factors that influence emotional engagement, the concepts of expressing emotions beyond language skills, and concerns about defining and measuring emotional engagement. Finally, the essence of broadly conceptualized engagement was described by the examples of experts' experiences and by the concept that measurement of engagement of students with severe disabilities needs to be individualized. The discussion contained a synthesis of the findings and the connections with the extant literature. Implications for future research and practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563504
Broadening the Definition of Engagement for Students with Severe Disabilities: A Phenomenological Study of the Experts in the Field
ProQuest LLC
Ed.D. Dissertation, University of Cincinnati
2013-00-00
978-1-3035-2499-8
163
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601373
2016
As Provided
JAN2020
No
Program Evaluation
College Readiness
Career Readiness
School Holding Power
Academic Persistence
High School Students
Educational Strategies
Data Collection
Observation
Stakeholders
Interviews
Content Analysis
Educational Trends
Graduation Rate
Data Analysis
Coding
Educational Objectives
Educational Benefits
Outcomes of Education
Washington-Brown, Bianca
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Journey to College and Career (JTCC) is a PreK-12 program implemented at the research site to help students graduate from high school and plan for their future. JTCC had not been evaluated for its effectiveness at the research site regarding high school retention by determining (a) whether the goals and objectives of JTCC were being met and (b) trends in high school completion rates from its implementation to the present. The purpose of this project study was to provide educational stakeholders such as teachers, counselors, administrators, and test coordinators with recommendations for the program and strategies for improving high school retention. The conceptual framework for this project was based on the program logic model of program evaluation theory. The guided questions asked whether there were measurable impacts of JTCC's strengths and/or limitations on student retention. Stratified purposeful sampling was used to select 6 stakeholders based on their role in JTCC program implementation. A program evaluation was performed and data were collected through (a) stakeholder observations during JTCC stakeholder leadership meetings, (b) individual stakeholder interviews, (c) a review of the JTCC program document, and (d) public records to identify trends in high school completion rates. Data analysis for the evaluation of JTCC was recursive in nature employing repetitious coding methods to organize information. The findings of this study showed positive trends in high school completion rates from initial JTCC implementation to present and goals and objectives of JTCC have been met. Positive social change will stem from recognition among all stakeholders of the importance of high school retention rates and improvements to JTCC. Potential JTCC benefits to the participating school district are higher high school student graduation and retention rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563505
A Program Evaluation of a College and Career Program Created to Improve High School Retention
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-3649-6
271
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601913
2016
As Provided
JAN2020
No
Syntax
Turkish
Language Research
Nouns
Structural Analysis (Linguistics)
Phrase Structure
Form Classes (Languages)
Intonation
Suprasegmentals
Cues
Grammar
Role
Correlation
Nagai, Miho
Dissertations/Theses - Doctoral Dissertations
English
This dissertation examines the syntactic positions of nominal arguments in Turkish, looking at Turkish clausal structure based on Aktionsart (aspectual) properties (e.g. Vendler 1967) of (dynamic) predicates from the perspective of Antisymmetry (Kayne 1994). It has been argued that indefinite/non-specific arguments appear syntactically in lower positions than definite/specific arguments in some languages. While definite/specific arguments can be scrambled away from their base positions, indefinite/non-specific ones stay in situ (e.g. de Hoop 1992; Diesing 1992; Kornfilt 1984). Even though previous studies have shown that in Turkish specific arguments appear syntactically higher than non-specific arguments (e.g. Kennelly 1994; Zidani-Erothlu 1997; Kelepir 2001), the question of where exactly they appear within a particular syntactic domain has not been clearly addressed. Based on the syntactic position and the behavior of Turkish nominals and (low) adverbs, I argue that a bare internal argument does not occur in the complement position of a verb; rather, it occurs in the specifier position of VP (cf. Larson 1988). The current proposal has important implications for Turkish clausal architecture: (i) Aktionsart (aspectual) properties of predicates play a crucial role in determining their syntactic structures, (ii) there is an aspectual projection (AspP) in accomplishments/activities, but not in achievements; this study thus provides evidence that the Vendlerian/Dowtian distinction between accomplishments and achievements is syntactically real, and (iii) clause structure obeys (a weak version of) Antisymmetry. This study also provides implications for the relation between syntax and information structure. I show that the syntax-prosody boundary is associated with the semantic boundary between the presuppositional and the non-presuppositional interpretations, which is (at) the edge of vP. Crucially, the edge of vP serves as the boundary for both prosody and presuppositionality (at least in Turkish). This syntactic boundary/domain interacts with the information structure where topic/focus elements in discourse contexts are placed in particular syntactic position/domains. Languages use different linguistic cues/strategies in the realization of topic/focus. Such linguistic signals are typically the same as the signals for marking grammatical functions (e.g. case morphology, agreement, word order, and so on). In the case of Turkish, definite/specific DPs (and topics) occur above TP (SpecTP/SpecTopP) and indefinite/non-specifics (foci) occur within vP (SpecvP and SpecVP) (or a immediately pre-verbal position). Those particular syntactic specifier positions are clearly associated with the role of topic-comment/information structure, not just grammatical functions. It has been shown from Turkish data that syntactic positions of nominals (scrambling/word order) and prosodic prominence interplay in order to signal and maintain the topic-comment/information structure, which can also be observed across languages (such as German and Russian). Both word order and prosody are necessary to realize the information structure in Turkish; thus, neither syntax nor prosody should be reduced. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563506
An Antisymmetry Account of the Syntactic Positions of Nominal Arguments in Turkish: Implications for Clausal Architecture
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-3035-3690-8
203
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601935
2016
As Provided
JAN2020
No
African American Teachers
Females
Teacher Retirement
Urban Schools
Public Schools
African American Students
Teaching Experience
Teacher Education Programs
Educational Change
Interviews
Coding
Teaching Methods
Culturally Relevant Education
Moncree-Moffett, Kareem
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this empirical study was to explore the lived experiences of African American retired female teachers who have prior experience with educating urban African American students in public schools. Also explored are the experiences of active African American female teachers of urban African American students and comparisons are analyzed. The research questions explore how retired African American educators perceived and describe their experiences with urban students and how their experiences can be used to improve teacher training programs designed to help teachers adapt to school reform. Conceptually, this study was framed within the context that stories are an effective way to communicate experiences, as supported by Dewey and Erickson. Data was collected through a series of interviews. Initially, a line by line analysis was conducted on the responses of 6 respondents, 3 retired and 3 active African American women, who were chosen from a large metropolitan area based upon their designation as retirees and their willingness to participate. Each interview question was coded for specific information. Each code was derived as a result of repetitive analysis with a goal of identifying patterns and drawing out as much information as possible about the respondents' lived experiences with urban educational. The results of the study suggest that listening to retirees is an effective way to evaluate previous pedagogues and practices, from the perspectives of those who lived through them, information about how they were implemented. The retirees were eager to use their experiences to convey messages of hope and give advice to pre-service and active teachers about strategies to use when adapting to educating urban African American students. This study contributes to positive social change by providing suggestions to improve professional development programs, which could lead to better teaching experiences for pre-service and active teachers and higher recruitment and retention rates for minority educators. Suggestions from this study also introduce methods that can positively impact interaction with this generation of urban students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563507
Successfully Educating Our African-American Students
ProQuest LLC
Ph.D. Dissertation, University of Cincinnati
2013-00-00
978-1-3035-2511-7
158
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601381
2016
As Provided
JAN2020
No
Foreign Countries
Undergraduate Students
Student Attitudes
Mathematics Education
Electronic Learning
Gender Differences
Instructional Program Divisions
Student Surveys
Comparative Analysis
Statistical Analysis
Alrehaili, Bakheet Wasel
Dissertations/Theses - Doctoral Dissertations
Saudi Arabia
Saudi Arabia
English
Higher Education
Postsecondary Education
The main objective of this study was to investigate the attitudes of undergraduate mathematics students in Saudi Arabia towards online mathematics education. Comparisons were made among male, female, underclassmen, and upperclassmen undergraduate mathematics students at the University of Tabuk (UT). Of 161 students enrolled in the mathematics program, 118 mathematics students responded to the survey. The sample consisted of 57 male and 61 female students. A 2 x 2 ANOVA test was used to reveal any statistically significant differences between the various groups based on gender and educational level. The findings showed that underclassmen did not differ significantly from upperclassmen in their attitudes toward online mathematics, male students did not differ significantly from female students in their attitudes toward online mathematics, and there was no significant interaction between educational level and gender in terms of the students' attitudes toward online mathematics education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563508
Undergraduate Mathematics Students' Attitudes toward Using E-Learning in Saudi Arabia
ProQuest LLC
Ph.D. Dissertation, Indiana State University
2013-00-00
978-1-3035-3712-7
100
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601948
2016
As Provided
JAN2020
No
Consolidated Schools
Poverty
School Districts
School District Size
Expenditures
Academic Achievement
Enrollment
Costs
Statistical Analysis
Predictor Variables
Elementary Schools
High Schools
Dunlap, James A.
Dissertations/Theses - Doctoral Dissertations
Illinois
Illinois
English
Elementary Education
High Schools
Secondary Education
This study examined whether or not enrollment, poverty rate, and district type could be used to predict cost and achievement, as measured on the Illinois Standards Achievement Test and Prairie State Achievement Exam, at the building and district levels within the state of Illinois. This study provides quantitative data that will aid educational leaders and policy makers in making decisions related to the appropriateness of consolidation as related to the factors of enrollment, poverty rate, and district type. This study revealed that these factors have varying relationships with the outcomes. All were significant predictors at some level. The most influential predictor, however, was always poverty rate in outcomes where it was a significant predictor, which included all outcomes related to student achievement. Enrollment, in cases where it was a significant predictor, was typically the predictor that had the least impact on the outcome. District type was often a significant predictor, with an indicated increase of scores in elementary districts as opposed to unit districts and an increased cost for elementary and high school districts as opposed to unit districts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563509
The Appropriateness of Consolidation in Illinois: A Study of the Impact of Poverty, District Type, and Size on Expenditures and Achievement
ProQuest LLC
Ph.D. Dissertation, Indiana State University
2013-00-00
978-1-3035-3720-2
148
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601956
2016
As Provided
JAN2020
No
Nursing Education
Nursing Students
Bachelors Degrees
African American Students
Emotional Intelligence
Academic Achievement
Grade Point Average
Correlation
Statistical Analysis
College Seniors
Questionnaires
Personality Traits
Personality Measures
Nwabuebo, Elizabeth
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This quantitative correlational study investigated the relationship between trait emotional intelligence (EI) and academic achievement as evident by Grade Point Average (GPA) among senior Black students enrolled in Baccalaureate Science nursing (BSN) programs within the United States. Participants were invited via the Internet to volunteer for the study. A sample of 60 participants dispersed over 17 states volunteered for the study. Inclusion criteria were students who self-identified as being Black, students who were seniors in BSN programs within the United States, and students who were at least 18 years of age. Participants were asked to self-report GPA, complete a demographic questionnaire, and complete the TEIQue- SF (quantitative measurement of trait EI). Participation in the study was voluntary and the identities of participants remained anonymous. Information that could be used to identify participants was not collected. The methodology used was quantitative survey, and statistical software (SPSS) was used for data analysis. The study investigated the relationship between trait EI and GPA, trait EI and gender, and trait EI and age. The statistical findings of the study revealed that there was no relationship between trait EI and GPA, there was no relationship between trait EI and gender; there was no difference in trait EI between gender; and there was no relationship between trait EI and age. It is important to review current literature for other tools that can measure EI among Black students enrolled in BSN nursing programs. The recommendations are for the study to be replicated among students entering nursing programs and students in specific geographic locations, as well as collection of data face-to-face instead of via the Internet using more than one quantitative measure of EI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563510
Emotional Intelligence and Academic Achievement among Senior Black Students Enrolled in Baccalaureate Nursing Programs: Implications for Nursing Education
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-2515-5
167
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601383
2016
As Provided
JAN2020
No
Knowledge Level
Information Technology
Attitudes
Computer Attitudes
Cultural Influences
Computer Use
Quasiexperimental Design
Statistical Analysis
Attitude Measures
Surveys
Databases
Correlation
Hannan, Daniel D.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of the study was to address a gap in the scholarly literature about one of the factors related to the Global Digital Divide by expanding the body of generalizable knowledge about the relationship between national culture attitudes about information and communications technology (ICT) acceptance and use (A&U) and national ICT use behavior across time. A quantitative quasi-experimental non-equivalent groups design was used as the basis for this research. Bivariate correlation analysis was conducted for 64 combinations of use behaviors and attitudes that were drawn from two secondary data sources; the first source was the World Values Survey database, and the second source the International Telecommunications Union ICT database. The study findings consistently suggest that there is a significant relationship between national culture attitudes about ICT A&U and national ICT use behavior across time and within specific periods. Furthermore, the findings suggest that at any point in time, where national culture attitudes about ICT A&U are the strongest, national ICT use behaviors will be the lowest, and where national culture attitudes about ICT A&U are the most neutral, national ICT use behaviors will be the highest. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563511
Reaching Information Society Targets: Do National Culture Attitudes about ICT Acceptance and Use Matter?
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-3724-0
378
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601960
2016
As Provided
JAN2020
No
Information Systems
Information Technology
Governance
Adoption (Ideas)
Models
Technology Integration
Hypothesis Testing
Interviews
Online Surveys
Structural Equation Models
Least Squares Statistics
Path Analysis
Usability
Norms
Organizational Climate
Parker, Sharon L.
Dissertations/Theses - Doctoral Dissertations
English
This research explored IT governance framework adoption, leveraging established IS theories. It applied both the technology acceptance model (TAM) and the technology, organization, environment (TOE) models. The study consisted of developing a model utilizing TOE and TAM, deriving relevant hypotheses. Interviews with a group of practitioners piloted a four-page Web-based survey, which was then deployed to large groups via social media and email. Statistical analysis approaches included SPSS, Excel, and the primary tool SmartPLS, which leverages the second generation statistical approaches of structural equation modeling - partial least squares (SEM-PLS). This path modeling technique measured the relationships between the independent and dependent latent variables of the research model. The results illustrated the strength of the model. The relevance of the core TAM model was validated. Hypotheses pertaining to the impact of perceived usefulness on intent were strongly supported. The aspect of ease of use was also supported. Hence, TAM was confirmed as an appropriate theory to provide insight into the adoption of IT governance frameworks. The study also found that organizational norms and support had a significant relationship with intent to adopt. The hypotheses that TOE factors influenced adoption were not strongly supported in this study. These aspects may nevertheless prove more material in a broader and less homogenous population. The other finding was that organizations had implemented tailored frameworks, not a single standard framework. The majority had established governance in some areas, although not throughout, while very few indicated that there was none in place. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563512
An Exploration of the Factors Influencing the Adoption of an IS Governance Framework
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2013-00-00
978-1-3035-2517-9
165
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601384
2016
As Provided
JAN2020
No
Teamwork
Teaching Methods
Information Technology
Student Surveys
Adult Students
College Students
Statistical Analysis
Instructional Effectiveness
Student Motivation
Assignments
Student Interests
Lauridsen, Barbara L.
Dissertations/Theses - Doctoral Dissertations
United States (West Coast)
English
Adult Education
Higher Education
Postsecondary Education
The purpose of this research was to determine if the effectiveness of technology education can be significantly increased through use of team-based activities including both real-time team encounters and results-driven team assignments. The research addresses this purpose by examining perceptions regarding effectiveness of team-based learning in several degree programs in Information Technology education. Survey data was gathered from adult students about their experience with recent team assignments. All participants were enrolled at a large private non-profile university on the west coast within the School of Engineering, Technology and Media. The Team Work Survey was administered and hosted on the Survey Monkey website and released to about 200 courses in programs for a Bachelor of Science or a Master of Science degree. Over four periods, survey responses were returned for 96 learners enrolled in undergraduate courses and 126 learners enrolled in graduate courses. The researcher was granted permission by DiFonzo (2010) to use a survey instrument adapted and piloted that was based on an earlier Team Performance Survey originated by Peters (1997) who developed, validated and determined its reliability. Several comparisons were made using statistical analysis to determine the interesting patterns relevant to this research. The interpretation of findings included evidence that team effectiveness was indeed positively aligned with team members' perceptions about ability to learn, with their interest in the topic and the motivation of individual members to commit time and energy to the team assignments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563513
Is Information Technology Education Betters Learned in Teams? An Exploratory Study of Teamwork Effectiveness at a Higher Education Institution
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-3728-8
206
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601964
2016
As Provided
JAN2020
No
Biographies
Administrators
College Presidents
Public Education
Higher Education
Scholarship
Influences
Educational History
Moser, Drew
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study examined Ernest L. Boyer's life (1928-1995), career, and influence on higher education. Scholar, administrator, education reformer, devoted Christian, husband and parent, Boyer was acknowledged by some as one of the most influential leaders in higher education of the twentieth century (Bradley & Smith, 1995; Carnegie Foundation, 1996; Coye, 1997, Reid-Wallace, n.d.). Ernest Boyer held prominent positions of educational leadership spanning three decades. As former chancellor of the State University of New York System (1971-1977), United States Commissioner of Education during the Carter administration (1977-1979), and President of the Carnegie Foundation for the Advancement of Teaching (1979-1995), Boyer's career was devoted to public education in America, yet little scholarship has focused on the historical impact of his influence, especially in the context of higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563514
To Lift the Leaden-Eyed: Ernest Boyer's Life and Career in Higher Education
ProQuest LLC
Ph.D. Dissertation, Indiana State University
2013-00-00
978-1-3035-3733-2
231
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601969
2016
As Provided
JAN2020
No
Information Technology
Certification
Human Resources
Professional Personnel
Attitudes
Job Performance
Input Output Analysis
Likert Scales
Behavior Rating Scales
Statistical Analysis
Correlation
Hypothesis Testing
Job Skills
Predictor Variables
Knowledge Level
Programming
O'Horo, Neal O.
Dissertations/Theses - Doctoral Dissertations
English
The purpose of this quantitative survey study was to test the Leontief input/output theory relating the input of IT certification to the output of the English-speaking U.S. human resource professional perceived IT professional job performance. Participants (N = 104) rated their perceptions of IT certified vs. non-IT certified professionals' job performance. Presented identical, ordinal Likert-type scale questions twice, participants rated 21 previously validated IT professional Behavioral Rating Scale technical, managerial, and people factor skills: once for the IT certified professionals and once for the non-IT certified professionals. Cross-tabulations were calculated for each skill, comparing the IT-certified rating to the non-IT certified rating. Symmetric lambdas, chi-square statistics, Pearson's Rs, and Spearman's correlations were calculated, each with an observed significance of 0.000, thereby rejecting the null hypothesis that the HR professional perceived skill levels for the IT certified and non-IT certified professionals were the same. Two of the technical factor skill levels for the IT certified professionals, functional application knowledge and programming, were least likely to predict the skill levels for the non-IT certified professionals. The technical-functional application knowledge skill had a symmetric lambda of 0.30. Thirty percent of the time, the IT certified professional ratings predicted the non-IT certified professional ratings with a Pearson's R of 0.46 and a Spearman's correlation of 0.49. The technical programming skill had a symmetric lambda of 0.28. Twenty-eight percent of the time, the IT certified professional ratings predicted the non-IT certified professional ratings with a Pearson's R of 0.57 and a Spearman's correlation of 0.56. Thus, these two technical factor skills were the most likely perceived by the HR professionals as related to the IT certification. The result requires further study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563515
Examination of Information Technology (IT) Certification and the Human Resources (HR) Professional Perception of Job Performance: A Quantitative Study
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-3734-9
156
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601970
2016
As Provided
JAN2020
No
Reading Skills
Pretests Posttests
Statistical Analysis
Teaching Methods
Exercise
Physical Activities
Motion
Scores
Attention Deficit Hyperactivity Disorder
Charter Schools
Standardized Tests
Reading Achievement
Males
Reading Difficulties
Low Income Groups
Urban Areas
Cognitive Style
Program Effectiveness
Visual Perception
Auditory Perception
Kinesthetic Methods
Pritchard, Jan Teena
Dissertations/Theses - Doctoral Dissertations
Tukeys Test
English
The most basic and fundamental skill for academic success is the ability to read. The purpose of this 1-group pretest and posttest pre-experimental quantitative study was to investigate how a unique instructional approach, called "curriculum in motion" with an emphasis on therapeutic martial arts and Brain Gym exercises influenced reading scores for students diagnosed with attention deficit/hyperactivity disorder (ADHD). The population for the study was from a small, inner-city charter school designed for ADHD students. The Northwest Education Association (NWEA) standardized test was the instrument used to gather reading achievement scores prior to participation in curriculum in motion (nontraditional physical education) and post curriculum in motion. The sample population of approximately 50 male students (age = 13 to = 22 years) diagnosed with ADHD and a reading disorder. The students were from low-income families and lived in an inner-city environment. All participants had a standardized test administrated prior to any school-related physical activity. Approximately 4 weeks after participating in curriculum in motion, the NWEA test was re-administered to the same sample group. A quantitative inquiry utilizing an analysis of variance test was used to yield a comparison of the scores from the NWEA test pre and post curriculum in motion. The Multiple Intelligences Inventory (McKenzie, 2013) and Visual Auditory Kinesthetic Learning Styles (Clark, 2004) surveys were given to participants to determine not only their personal learning styles, but also whether curriculum in motion had a greater impact on learning styles. A one-way analysis of variance with a Tukey's honestly significant difference post hoc test was used to compare kinesthetic students' and visual/auditory students' reading scores upon completion of curriculum in motion. The data were compiled to determine how and to what degree reading scores changed as a result of participating in curriculum in motion. The results showed there is no statistical difference between the pretest and posttest NWEA scores for students with ADHD but reading scores did increase for ADHD students participating in curriculum in motion. However, when comparing reading scores between visual-auditory and kinesthetic learners the results showed scores for ADHD non-kinesthetic learners increased as a result of curriculum in motion but ADHD kinesthetic learners did not have the same positive affect. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563516
The Effects of Curriculum in Motion on Reading Scores for Male Students with Attention Deficit/Hyperactivity Disorder
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-2520-9
134
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601386
2016
As Provided
JAN2020
No
Handheld Devices
Telecommunications
Older Adults
Questionnaires
Attitude Measures
Persistence
Adoption (Ideas)
Usability
Difficulty Level
Foreign Countries
Reneau, James M.
Dissertations/Theses - Doctoral Dissertations
South Africa
South Africa
English
This research looked at the process of the diffusion of an innovation in the context of smartphones with American senior citizens. The subject of diffusion, or spread of a technology, is a rich and varied topic with more than 60 years of research. Much of this diffusion research does not go beyond the study of the original acceptance of a new idea. An on-line and face-to-face questionnaire was used to collect data from 155 seniors on the entire process of diffusion. The questionnaire was adaptive in nature, focusing questions directly at participants based on where they were in the diffusion process. The scope of the study was limited to two areas: 1) to verify or refute the findings of the Senior Technology Acceptance & Adoption Model (STAM) in the setting of a more diverse population of seniors and the different technology of modern smartphones than the original small population of South African seniors using mobile-phones and 2) to look at the phenomenon of discontinuance of use after adoption. The results show that seniors exhibit a much broader range of influences, behaviors, and motivations than the STAM model showed. Confirmed usefulness, ease of use, and other facilitating conditions play a significant role in how a technology moved from mere use to either being fully accepted or finally rejected. This research adds to the body of knowledge regarding the diffusion of technology, specifically adoption in seniors. Many existing models did not include the complete process by shortening the initial exploration and ignoring the discontinuance. These issues have been specifically addressed in a newly proposed model, the Senior Innovation Domestication and Life-cycle Model (SIDLM). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563517
An Examination of the Acceptance, Adoption, and Diffusion of Smartphone Devices with Senior Citizens
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2013-00-00
978-1-3035-2521-6
135
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601387
2016
As Provided
JAN2020
No
Critical Incidents Method
Special Education Teachers
Regular and Special Education Relationship
Special Education
Coaching (Performance)
Teacher Collaboration
Virtual Classrooms
Web Based Instruction
Interaction
Interaction Process Analysis
Decision Making
Video Technology
Classroom Observation Techniques
Semi Structured Interviews
Feedback (Response)
Educational Technology
Snyder, Kathleen
Dissertations/Theses - Doctoral Dissertations
English
Coaching is a powerful tool for improving special education teachers' use of evidence-based practices. Recent technological advances have great potential to influence the manner in which coaching is implemented. Virtual coaching is an innovative cycle of coaching that utilizes video-conferencing and bug-in-ear technology in internet-mediated environments to support teachers in their classrooms and with immediate feedback about their instructional practices. This type of coaching differs from traditional coaching practice, which typically relies on an observation and post-observation conference model of interaction between coaches and teachers. In the last decade, studies have investigated the potential of virtual coaching with bug-in-ear technology to impact specific teaching practices, with positive results. Little is known, however, about the nature of coaching and feedback in this virtual medium when the interactions between coaches and teachers are not predetermined or prescribed. Further, the studies investigating feedback via virtual bug-in-ear technology have not examined that practice in a larger cycle of coaching that includes post-lesson reflection. This study uses critical incident analysis to investigate the nature of interactions between teachers and coaches in a virtual context of coaching, which includes real-time responses to classroom events and instructional decision-making and collaborative reflection sessions. In addition, this study seeks to identify additional critical events that occur during the coaching sessions that may not be identified as critical incidents by the coaches or teachers. Data sources for this study include video of classroom coaching sessions, audio of collaborative reflections between teachers and coaches, written artifacts (i.e., emails, written reflections), and semi-structured interviews with participants. Analysis of the data revealed that the incidents identified during coaching sessions differed somewhat from those identified during collaborative reflection sessions. Coaching incidents involved instructional supports, communication, and praise. Incidents in collaborative reflections included instructional supports, communication, literacy, instructional content, and classroom logistics. Differences also existed in the manner in which different coach and teacher dyads addressed classroom incidents. These differences included identification during coaching sessions versus collaborative reflection and the depth of guidance provided to teachers about how to alter their instruction to address the critical incidents. Certain categories of critical incidents better suited to discussion in reflection sessions due to the depth of discussion needed to address any related instructional changes (e.g., technology). Other events could have been addressed during immediate feedback, but were either overlooked completely or addressed reflectively when an immediate impact on the classroom was no longer a possibility. The analysis indicated that both the immediate feedback through virtual bug-in-ear technology and the collaborative reflection after the lesson had an important role in the coaching process. Other important factors included the coaches' experience and expertise related to the classroom setting and needs and the coaches' comfort with and willingness to use the virtual bug-in-ear technology during coaching sessions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563518
Examining the Nature of Critical Incidents during Interactions between Special Education Teachers and Virtual Coaches
ProQuest LLC
Ed.D. Dissertation, University of Cincinnati
2013-00-00
978-1-3035-2526-1
140
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601391
2016
As Provided
JAN2020
No
Phonemes
Language Research
Slavic Languages
Semantics
Syntax
Morphology (Languages)
Role
Intonation
Suprasegmentals
Language Processing
Auditory Perception
Acoustics
Task Analysis
Listening
Grammar
Form Classes (Languages)
Nouns
Silent Reading
Ambiguity (Semantics)
Priming
Stoyneshka-Raleva, Iglika
Dissertations/Theses - Doctoral Dissertations
English
This dissertation introduces and evaluates a new methodology for studying aspects of human language processing and the factors to which it is sensitive. It makes use of the phoneme restoration illusion (Warren, 1970). A small portion of a spoken sentence is replaced by a burst of noise. Listeners typically mentally restore the missing phoneme(s), reporting that they heard a complete utterance with the noise burst overlaid on it. Phoneme restoration is used in the present study to explore the role of prosodic phrasing, specifically the impact of a major prosodic break on the interpretation of a sentence where no other type of disambiguation remains. Materials are constructed so that the phoneme(s) that listeners indicate they had heard reveal which syntactic/semantic interpretation of the sentence they had computed. Two target constructions in Bulgarian are investigated in a series of experiments, using the same materials throughout: NP/S coordination as in (1) and RC attachment as in (2). The target items are originally disambiguated by morphological agreement: number agreement between subject and verb in (1), and gender agreement between the head noun and the relative pronoun in (2). The sentences in each pair differ with respect to one or more phonemes in the word on which the morphological disambiguation is encoded; these are the phonemes that are noise-replaced in the experimental materials. (Prosodic boundaries are indicated by ||.). (1) a. Nakraia sreshtnahme Ani || i Ivan i Mimi biaha vav vaztorg. In the end meet-past-1p.pl Ani and Ivan and Mimi were in ecstasy "In the end, we met Ani and Ivan and Mimi were in ecstasy.". b. Nakraia sreshtnahme Ani i Ivan || i Mimi bese vav vaztorg. In the end meet-past-1p.pl Ani and Ivan and Mimi was in ecstasy "In the end, we met Ani and Ivan and Mimi was in ecstasy.". (2) a. Podtseniha advokata || na pevitsata koiato kupi imenieto. underestimate-past lawyer-m of singer-f who-f buy-past estate-det "(They) underestimated the lawyer of the singer who=N2 bought the estate.". b. Podtseniha advokata na pevitsata || kojto kupi imenieto. underestimate-past lawyer-m of singer-f who-m buy-past estate-det "(They) underestimated the lawyer of the singer who=N1 bought the estate.". The alternative structures for both (1) and (2) are also disambiguated by the location of a major prosodic boundary, as shown. For the NP/S coordination a boundary after the first noun (1a) signals that only that noun (Ani) is the object of the first clause; a boundary after the second noun (1b) signals that the first two nouns (Ani and Ivan) form a coordinate object in the first clause. For the RC construction, a boundary after the first noun (2a) favors the interpretation that the RC modifies the second noun (the singer), whereas a boundary after the second noun (2b) favors RC modification of the entire complex NP (the lawyer of the singer). After noise-replacement of the disambiguating phonemes, only these prosodic boundaries differentiate the competing interpretations. Three different response tasks are employed to tap which phonemes listeners mentally restored. In a visual word choice task, participants indicate which of two words (e.g. biaha / bee in the case of (1)) they had "heard" in the stimulus sentence (Experiments 1a-c). In a sentence repetition task, participants repeat back the sentence after hearing it (Experiments 2a-b). In a sentence shadowing task, participants repeat back the sentence as they are listening to it (Experiments 3a-b). In all three tasks, responses confirmed that prosodic boundary location provided viable disambiguation of syntactic structure. However, the effect of prosody differed for the two constructions. Both prosodic contours disambiguated NP/S coordination equally well, but a break after the first noun was a stronger structural cue for RC attachment than a break after the second noun. These findings for Bulgarian comport well with data from more traditional methodologies on prosodic influences on coordination and RC attachment interpretation in other languages, thereby validating the sensitivity of the new methodology. A broader range of other ambiguities in Bulgarian were explored in a subsequent pilot experiment. Also, the original target constructions were tested in written form, with a simulated "ink blot" obscuring the morphological agreement. Two tasks were employed: silent reading with visual word choice (Experiments 4a-b) and silent reading with sentence repetition (Experiments 5a-b). Visual grouping of phrases disambiguated NP/S coordination quite effectively, but had little impact on RC attachment interpretation. The advantage of the phoneme restoration approach is that it is unobtrusive, resembling everyday listening in a partly noisy environment. It draws no attention to the presence of ambiguity or to the relevance of prosody, it does not interrupt the stimulus sentence, and no comprehension question intrudes between stimulus and response. It is equally well-suited to studies of parsing sensitivity to non-acoustic factors such as syntactic priming, discourse context or lexical frequencies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563519
Phoneme Restoration Methods Reveal Prosodic Influences on Syntactic Parsing: Data from Bulgarian
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-3035-3743-1
353
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601978
2016
As Provided
JAN2020
No
Service Learning
College Students
Student Attitudes
Cultural Awareness
Value Judgment
Citizenship Responsibility
Mixed Methods Research
College Graduates
Online Surveys
Interviews
Attitude Measures
Program Effectiveness
Job Skills
Starr, Ruth E.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this research study was to understand how college graduates used their service-learning experiences while in college to enhance their work lives after graduation. Service learning in higher education is a community-based, reciprocal approach using experiential education theories. Through service-learning activities associated with the course curriculum, learners develop good work habits that enhance their ability to become responsible, engaged participants in the workforce and in their community after graduation. This study examined the learners' cultural perceptions, personal attitudes, and perceived value of their service-learning experiences after graduation. The Lowery conceptual learning model (Lowery, D., et al., 2006) was used to assess how service experiences influence developing character traits related to the individual's civic responsibility and the cultural awareness of the needs of others. This study used a cross-sectional descriptive mixed methods strategy to increase the scientific merit of the findings. The study results present a composite view of college graduates from service-learning classes taught in 2007 through 2012 in four Eastern Region Campus Compact schools. A short 20-question online survey and follow-up scripted interviews were used to gain insight about the graduates' perceptions and attitudes regarding their academic course-related service-learning experiences. Issues raised by responders included the number of hours of service required, the amount of work needed to be accomplished in a short period of time, and the impact they had on the lives of others as a result of their service. While most responders agreed that their service-learning experiences helped them gain work experience and professional confidence, some suggested that their relationships with the service organization could have been improved with better training and orientation about the people they were serving. The graduates' desire to continue volunteering after graduation is supported by their interests in pursuing careers in service occupations. The summary addresses some improvements to future practices and offers some recommendations for future research about service-learning programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563520
The Role Service-Learning Plays in the Transition from College to Work
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-2529-2
144
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601393
2016
As Provided
JAN2020
No
African Americans
Student Personnel Workers
Leadership
Qualitative Research
Theories
Philosophy
Leadership Styles
Barriers
Career Development
Administrators
Fraternities
Critical Theory
Race
Willis, Salatha T.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The purpose of this study was to examine, understand, and describe the life, leadership, and influence of Dr. James Edward Scott on higher education and more specifically student affairs; as one of the most well-known and respected African American male chief student affairs officers in the late 20th and early 21st centuries. Using a qualitative research approach as the method of research, this study utilized elements of inquiry to illuminate the experiences of Dr. James Edward Scott. For its biographical components, this study employed a narrative approach to qualitative research methodology to determine the realities that existed within Scott's leadership journey. A narrative approach was also utilized to frame chronologically the experiences and stories presented through the data collection process. In an effort to reveal Scott's leadership journey, this study examined leadership theories, philosophies, and development. Theories and philosophies--such as transformational leadership, authentic leadership, and learning leadership--were reviewed and analyzed as the main theoretical framework for leadership within this study. Leadership and management experiences of African Americans as well as the barriers, challenges, and organizational dynamics that influence their professional journey or career matriculation were also explored. The executive position of chief student affairs officer was also examined for its characteristics, role, and function, along with an overview of collegiate student affairs. Because Scott was a member of an historical African American Greek organization, literature emphasizing the leadership influence of African American Greek letter organizations was reviewed. Critical race theory (CRT) was also reviewed for its role in analyzing this study to understand Scott's experiences and stories. For Scott, his leadership was not a formality of his profession; it was a way of life demonstrated in his day-to-day interactions with people--not just with students and staff members, but individuals--within the communities in which he lived. When considering Northouse's (2010) trait versus process leadership, Scott's skill for goal-setting and planning for the future was not a biological imperative; it was mindset expressed in his words and translated through his actions (pp. 4-5). Scott's true leadership journey was not one of managerial idiosyncrasies that are often defined by paper pushing, budget calculation, and performance evaluation; it was one of the heart, with relationship ties and commitments that bind individuals and celebrate the accomplishments and innermost attributes of others, which in many cases were students, staff members, and colleagues. As an inspirational leader, Scott's legacy lives through many of the organizations for which he bestowed his talents: the University of Florida, Omega Psi Phi fraternity, and NASPA. In spite of Scott's awards and honors, his achievements in student affairs as a professional are only masked by his character and willingness to be in service to others. Ultimately, though Scott rose to a position of leadership and authority, his legacy lives beyond it and continues through the passion of others. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563521
James Edward Scott: The Leadership Journey of a Senior-Level African American Student Affairs Officer
ProQuest LLC
Ph.D. Dissertation, Indiana State University
2013-00-00
978-1-3035-3748-6
269
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601983
2016
As Provided
JAN2020
No
Data Analysis
Data Collection
Error of Measurement
Research Problems
Classification
Computation
Multivariate Analysis
Probability
Statistical Distributions
Bayesian Statistics
Benchmarking
Mathematical Models
Problem Solving
Accuracy
Sarkar, Saurabh
Dissertations/Theses - Doctoral Dissertations
English
In the modern world information has become the new power. An increasing amount of efforts are being made to gather data, resources being allocated, time being invested and tools being developed. Data collection is no longer a myth; however, it remains a great challenge to create value out of the enormous data that is being collected. Data modeling is one of the ways in which data is being utilized. When we try to model a process or a system, it is crucial to have the right features, and thus, feature selection has become an essential part of data modeling. Yet often we have missing data, and in a worse scenario, the important features themselves may have considerable data missing. The challenge is to pick out the best features and yet accommodate the missing data. To address this problem, this dissertation introduces a cluster based feature selection process which is quite robust in handling missing data. The research extends the Minimum Expected Cost of Misclassification (MECM) based feature selection method to a very high dimensional dataset by using cluster based sampling methods. However, even though the cluster based sampling methods allow the MECM to scale to larger datasets, determining the optimal cluster size is still a challenge. This is the first issue that the dissertation aims to solve. The second area that the dissertation tries to address is the issue of handling missing data while doing feature selection by MECM based method. This area has not been studied extensively as feature selection itself, though missing data is witnessed quite often. The dissertation discusses an algorithm which enables the MECM to handle missing data. This approach is a probabilistic approach based on the distribution of most similar instances. The algorithm determines the probability of having the instance in the sampling cluster and then does a fractional count while evaluating the MECM. One of the challenges of this approach is to correctly estimate the probability of a missing point lying within the sampling cluster. The key lies in picking up the correct number of similar instances to calculate the probability. The dissertation also seeks to address this problem. The last part of the research contains a benchmark study to determine the effectiveness of the algorithm. A wrapper based feature selection method using Naive Bayesian and another method using the MECM without missing data algorithm are used simultaneously as benchmarks. The MECM missing data algorithm showed a significant improvement over the other two. Solving these problems is of great practical significance to data modeling. Instances with missing data might carry critical information; ignoring missing data during feature selection can have a cascading effect downstream when the final model is built. This research will enable us to choose better features which would in return improve the accuracy of the existing models. It will impact a broad range of applications from gene based medicine, fraud detection models, engineering, business and any field which uses feature selection as one of the components in model building process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563522
Feature Selection with Missing Data
ProQuest LLC
Ph.D. Dissertation, University of Cincinnati
2013-00-00
978-1-3035-2574-2
109
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601418
2016
As Provided
JAN2020
No
Job Satisfaction
Peer Evaluation
Statistical Analysis
Questionnaires
Metropolitan Areas
Teaching Experience
Teacher Attitudes
Teacher Evaluation
Observation
Evaluators
Individual Characteristics
Supervision
Compensation (Remuneration)
Role Conflict
Teacher Effectiveness
Elementary Secondary Education
Walker, Althea Rochelle
Dissertations/Theses - Doctoral Dissertations
Florida
Florida
English
Elementary Secondary Education
This study focused on assessing the levels of job satisfaction among peer evaluators in a large, metropolitan public K-12 school district in Florida. Peer evaluators were defined as former classroom teachers with five or more years of teaching experience who observe and evaluate teachers with two or more years of teaching experience. Seventy-eight peer evaluators participated in a quantitative study by completing a six-item demographical questionnaire and the Job Satisfaction Survey (JSS). The study measured peer evaluators' levels of satisfaction based on demographical characteristics, including age, educational levels, and gender. The findings suggested that no significant differences were evident for satisfaction levels and age, education, or gender. Next, the study assessed the factors (ie: pay, supervision, or operating conditions) that influence job satisfaction. The results indicated that peer evaluators report higher levels of satisfaction for supervision than for compensation. Finally, the study measured the levels of job satisfaction between peer evaluators with different years of peer evaluating experience. The findings indicated that peer evaluators with more evaluating experience reported lower levels of satisfaction for the supervision subscale. Future research should explore potential role conflicts peer evaluators experience. Districts might consider reviewing their practices for recruiting and hiring peer evaluators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563523
Examining the Levels of Job Satisfaction among Peer Evaluators
ProQuest LLC
Ph.D. Dissertation, Keiser University
2013-00-00
978-1-3035-2581-0
83
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601422
2016
As Provided
JAN2020
No
Attendance
Academic Persistence
Student Participation
After School Programs
Interpersonal Competence
Peer Relationship
Academic Achievement
Success
Urban Schools
Elementary School Students
Awards
Recognition (Achievement)
Program Effectiveness
Achievement Tests
Pretests Posttests
Scores
Mathematics Achievement
Reading Achievement
Grade 5
Outcomes of Education
Yokley-Busby, Suzi
Dissertations/Theses - Doctoral Dissertations
Nebraska
California Achievement Tests
Nebraska
California Achievement Tests
English
Elementary Education
Grade 5
Intermediate Grades
Middle Schools
The purpose of the study was to determine the impact of attendance longevity participation in an after school program, attending one and two times or three times weekly for two years, designed to build intentional relationships and support academic success, on urban elementary school students' achievement, attendance, and positive school awards. Independent variable attendance fidelity condition one was those students who attended the Hope Center for Kids after school program regularly scheduled after school activities one and two times weekly for two years (n = 9) and independent variable attendance fidelity condition two was those students who attended the Hope Center for Kids regularly scheduled after school activities three times weekly for two years (n = 10). Same urban school district control students (n = 11) did not participate in the after school program served as the study control group. The null hypothesis for between group California Achievement Test Normal Curve Equivalent posttest-only average and below average reading scores where F(2, 27) = 2.07, p = 0.145 was not rejected. Null hypotheses were also not rejected for between group California Achievement Test Normal Curve Equivalent posttest-only average range language scores where F(2, 27) = 1.09, p = 0.350 and between group California Achievement Test Normal Curve Equivalent posttest-only average range math scores where F(2, 27) = 0.38, p = 0.687. School attendance as measured by total end of the fifth-grade year overall absence totals were not statistically different where F(2, 27) = 0.65, p = 0.530 and school-wide awards and recognition as measured by end of the fifth-grade year overall awards presented totals were also congruent where ?[superscript 2](2, N = 48) = 0.591, p = 0.744. Findings suggest that even limited student participation in Hope Center for Kids after school program resulted in achievement, attendance, and earned awards consistent with the study's control group students who were not in need of these after school services. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563524
The Impact of Attendance Longevity in an after School Program, Designed to Build Intentional Relationships and Support Academic Success, on Urban Elementary Students' Achievement, Attendance, and School Awards
ProQuest LLC
Ed.D. Dissertation, University of Nebraska at Omaha
2013-00-00
978-1-3035-2585-8
90
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601426
2016
As Provided
JAN2020
No
Deception
Measures (Individuals)
Computer Software
Prevention
Beliefs
Intention
Artificial Intelligence
Data Interpretation
Accuracy
Merritts, Richard A.
Dissertations/Theses - Doctoral Dissertations
English
This research has two facets within separate research areas. The research area of Belief, Desire and Intention (BDI) agent capability development was extended. Deception detection research has been advanced with the development of automation using BDI agents. BDI agents performed tasks automatically and autonomously. This study used these characteristics to automate deception detection with limited intervention of human users. This was a useful research area resulting in a capability general enough to have practical application by private individuals, investigators, organizations and others. The need for this research is grounded in the fact that humans are not very effective at detecting deception whether in written or spoken form. This research extends the deception detection capability research in that typical deception detection tools are labor intensive and require extraction of the text in question following ingestion into a deception detection tool. A neural network capability module was incorporated to lend the resulting prototype Machine Learning attributes. The prototype developed as a result of this research was able to classify online data as either "deceptive" or "not deceptive" with 85% accuracy. The false discovery rate for "deceptive" online data entries was 20% while the false discovery rate for "not deceptive" was 10%. The system showed stability during test runs. No computer crashes or other anomalous system behavior were observed during the testing phase. The prototype successfully interacted with an online data communications server database and processed data using Neural Network input vector generation algorithms within seconds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563525
Online Deception Detection Using BDI Agents
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2013-00-00
978-1-3035-2588-9
131
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601429
2016
As Provided
JAN2020
No
Internet
Computer Networks
Business
Information Systems
Models
Questionnaires
Participant Observation
Program Implementation
Perigo, Levi
Dissertations/Theses - Doctoral Dissertations
English
In this dissertation, the author examined the capabilities of Internet Protocol version 6 (IPv6) in regard to replacing Internet Protocol version 4 (IPv4) as the internetworking technology for Medium-sized Businesses (MBs) in the Information Systems (IS) field. Transition to IPv6 is inevitable, and, thus, organizations are adopting this protocol to be prepared in it becoming the dominant internetworking protocol. The goal of the research was to develop a model for IS specialists to use with MBs in the transition from IPv4 to IPv6. To achieve this goal, the author performed a case study of ADTRAN Inc.'s IPv6 implementation, using the Systems Development Life Cycle (SDLC) framework. The SDLC methodology consists of five phases and was used to support the design, development, and implementation of the ADTRAN Inc. IPv6 solution. For Phase 1, the Research Phase, the author examined business requirements, administered a questionnaire, and recorded participant observation. In Phase 2, the Analysis Phase, the author analyzed the data from Phase 1 and created a functional and nonfunctional requirements list. For Phase 3, the Logical Design Phase, the author developed documentation and diagrams for the IPv6 implementation. In Phase 4, the Physical Design Phase, the author determined what internetworking hardware would be needed and where it should be deployed. For Phase 5, the Implementation Phase, the author completed the IPv6 network implementation. Finally, the author analyzed the data collected from this investigation. The use of the findings, in conjunction with the SDLC methodology, resulted in the ADTRAN Inc. Implementation model, which can be used by MBs of a similar size to ADTRAN Inc., when IPv6 transition initiatives are being considered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563526
An Examination of the Design, Development, and Implementation of an Internet Protocol Version 6 Network: The ADTRAN Inc. Case Study
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2013-00-00
978-1-3035-2589-6
144
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601430
2016
As Provided
JAN2020
No
Secondary School Teachers
Teacher Attitudes
Professional Development
Phenomenology
Qualitative Research
Program Implementation
Educational Strategies
Accountability
Skill Development
Program Effectiveness
Interviews
Faculty Development
Shoemaker, Susan F.
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
The purpose of this qualitative, phenomenological study was to investigate, through interviews, secondary teachers' perceptions of the level of the value, applicability, and implementation of skills learned within professional development offerings in the targeted school district. Non-probability, stratified, purposeful sampling was utilized to enlist secondary teachers as participants within the ABC school district. The principal research question in this study was: What are secondary teachers' perceptions of the value, relevance, and implementation of the strategies learned in professional development opportunities offered in this district? There were many common characteristics of professional development reported as effective as well as those perceived as ineffective. In most of the situations discussed, administrators did not check to see if the teachers were implementing the information or strategies. Recommendations comprise planning professional development to include qualified facilitators with recent classroom experience; presentations with opportunities to observe modeled implementation and practice strategies; options for teachers to choose which trainings to attend; current information that is supported by research and evaluated by student achievement data; and accountability implementation of new skills and strategies to ensure use and fidelity of implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563527
Teachers' Perceptions of the Relevance and Usefulness of Professional Development
ProQuest LLC
Ph.D. Dissertation, Keiser University
2013-00-00
978-1-3035-2590-2
101
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601431
2016
As Provided
JAN2020
No
Veterans
Veterans Education
Student Attitudes
College Students
Transitional Programs
Accountability
Educational Legislation
Feedback (Response)
Educational Quality
Educational Practices
Phenomenology
Academic Persistence
Pamphile, Murielle F.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
Higher Education
Postsecondary Education
Military veterans preparing for new careers in the civilian world are pursuing higher educational degrees to fulfill career goals. The real-life experiences of veterans in the military are beneficial tools that can effectively enhance student veterans' academic performance and success. As veterans' enrollment continues to rise, veteran's academic success has become a priority for all collegiate institutions; as a result, there is an increased need to examine the services that higher educational institutions provide student veterans. In response to this need, Congress passed H.R. 4057, "Improving Transparency of Education Opportunities for Veterans Act of 2012," which became effective on January 10, 2013. This study was an examination of student veterans' perception of the transitional services and support systems in their higher educational setting in response to the transparency of services. The Act requires a centralized mechanism for tracking and publishing feedback from student veterans and State Approving Agencies (SAA) regarding the quality of educational practices. Findings from this phenomenological study provide transparency of the multifaceted services student veterans have available to influence academic persistence. Findings of this study support the perception of student veterans as an essential component for the transparency of transitional services and support services. The results provided insight on student veterans' knowledge and use of services, which brings transparency to institutional services. Transparency will ensure institutional and governmental monitoring for ongoing improvement, including the increase of outreach to student veterans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563528
Military-Veteran Students' Perceptions of College Transition and Support Systems
ProQuest LLC
Ph.D. Dissertation, Keiser University
2013-00-00
978-1-3035-2592-6
199
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601433
2016
As Provided
JAN2020
No
Program Evaluation
Child Care Centers
Educational Quality
At Risk Persons
Infants
Toddlers
School Readiness
Intervention
Preschool Children
Preschool Curriculum
Mentors
Educational Assessment
Pretests Posttests
Educational Improvement
Scores
Preschool Teachers
Focus Groups
Teacher Attitudes
Statistical Analysis
Eisenbrey, Taryn Caye
Dissertations/Theses - Doctoral Dissertations
English
Preschool Education
Early Childhood Education
This program evaluation focused on one year of Bridges to Tomorrow, a multi-year initiative designed by Metro United Way to better prepare at-risk children for academic success upon entering kindergarten. Bridges to Tomorrow provided three child care centers operating in at-risk neighborhoods with interventions that included a structured curriculum, professional mentors, annual evaluations of quality in every classroom, and a structured process with incentives for teachers to improve their skills. All six preschool classrooms in this study improved their overall scores from "minimal" range at pretest to "good" range at posttest, a substantial improvement for all classrooms. As a group, these preschool classrooms significantly improved their Total score and five of the six subscales. At pretest, six of the 11 infant and toddler classrooms were in the "minimal" range while five were in the "good" range. At posttest, only one classroom remained in the "minimal" range; 10 had achieved "good" range, a substantial improvement for four classrooms. As a group, these classrooms significantly improved their Total score and three of the seven subscales. Additionally, 11 teachers took part in focus groups. Teachers discussed a number of positive changes, provided input on the most helpful interventions, shared some ideas for improving the program, and two teachers from one center examined barriers to utilizing the program. These results were closely examined for explanations regarding why some quality scores did not improve. Recommendations were also provided both specific to the Bridges to Tomorrow program and future research regarding quality of child care. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563529
Creating a Center of Choice: A Program Evaluation of Higher Quality Child Care
ProQuest LLC
Psy.D. Dissertation, Spalding University
2013-00-00
978-1-3035-2666-4
131
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601437
2016
As Provided
JAN2020
No
Elementary School Teachers
Art Teachers
Art Education
Teacher Effectiveness
Visual Arts
Correlation
Teacher Attitudes
Classroom Techniques
Statistical Analysis
Faculty Workload
Online Surveys
Multiple Regression Analysis
Measures (Individuals)
Educational Quality
Polczynski, Casey Marie
Dissertations/Theses - Doctoral Dissertations
Pupil Control Ideology Form
Pupil Control Ideology Form
English
Elementary Education
In 2012, nearly 50% of elementary visual art teachers were itinerant. Itinerant visual art teachers face unique challenges such as traveling between multiple schools that may influence their teaching effectiveness. Despite these prominent challenges, little research has addressed the relationship between the loss of teacher efficacy from working in multiple schools and pupil control beliefs. To address this gap, this quantitative descriptive examined the relationship among 3 independent variables of itinerancy, number of students taught per week, and number of classes taught per week on 2 dependent variables of teacher efficacy and pupil control beliefs. Guided by theories of teacher efficacy and pupil control ideology, data were collected online via SurveyMonkey from 88 participants including a confidential demographic survey, the Teacher Sense of Efficacy Scale, and the Pupil Control Ideology. Multiple regression and correlational analyses were the primary statistical strategies applied in this study. Results revealed 2 significant findings indicating that (a) non itinerant elementary visual art teachers exhibited higher overall teacher efficacy beliefs than did itinerant art teachers ( p = 0.03), and (b) a negative correlation existed between pupil control beliefs and teacher efficacy (r = -0.35). Investigating itinerancy and teacher efficacy are important to art supervisors, school administrators, and art teachers who desire quality and continuity in art instruction. This study contributes to social change and the existing literature by identifying itinerancy as a significant factor influencing teacher efficacy beliefs of elementary visual art teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563530
Virginia's Elementary Art Educators' Beliefs of Teacher Efficacy and Pupil Control
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-3035-2847-7
164
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601539
2016
As Provided
JAN2020
No
Teacher Collaboration
Communities of Practice
Educational Planning
Professional Development
Inquiry
Action Research
Case Studies
Interviews
Academic Achievement
Hart, Kimberly S.
Dissertations/Theses - Doctoral Dissertations
English
Teacher collaboration is essential for the improvement of student achievement and teacher performance. Classrooms comprise a variety of learners with individual learning needs that must be met for effective learning to take place. In the past, teachers have taught in isolation without the assistance of collaboration. A professional learning community (PLC) is a model that promotes staff professional development as a critical improvement to student learning. This type of professional development is most effective when it is collaborative, collegial, and involves inquiry and problem solving. The theoretical framework that guided this study was collective inquiry, which postulates that when educators work collaboratively in recurring cycles of collective inquiry and action research, they achieve better results for the students they serve. An explanatory case study design was used to investigate how teachers use collaboration in PLCs to enhance instruction and student achievement. Three teams of teachers from 4 academic disciplines were interviewed and observed. Interviews were transcribed verbatim, and data were analyzed using an inductive process to identify themes. Findings indicated that teacher performance and student achievement are positively affected by the opportunities of collaboration. One recommendation would be for school personnel to conduct a book study about professional learning communities such as texts that describe how PLCs changed schools from low performance to high performance schools. The resulting project and recommendations may promote a deeper understanding about how structured PLCs promote teacher discussion and reflection that may lead to improved future instructional strategies, teaching methods, and planning of authentic assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563531
Teacher Collaborative Planning in Professional Learning Communities
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-2736-4
123
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601483
2016
As Provided
JAN2020
No
Action Research
Intervention
Military Personnel
Academic Achievement
Success
Higher Education
Attendance
Mixed Methods Research
College Students
Student Improvement
Demography
Student Diversity
Ferby, Clifford Jerome
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Many soldiers are interested in pursuing their college education but discover there are barriers and roadblocks that hamper their ability to take college courses. The notion of taking the classroom to the soldiers within their military unit should be studied further. The reason for this research was to improve soldiers' success in pursuing their college education during their off-duty time. Research has shown a number of universities have initiated soldier-only introductory classes or classes with their peers for credit. This study was an action research study utilizing an intervention that offered classes within the soldiers' unit with the intent to increase the likelihood soldiers will make significant strides towards attending college classes. The setting for the intervention was within soldiers' military unit. A mixed methodology was utilized during this research. Descriptive statistics were utilized to analyze the quantitative information collected and thematic analysis was utilized for the qualitative information collected. A total of 20 soldiers participated in the study. Some of the soldiers had taken college courses while serving on active duty and others had never taken a college-level course. The demographics of the soldiers participating in the study were very diverse. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563532
An Action Research Intervention for Improving Soldiers' Success in Their Off-Duty Education Pursuits
ProQuest LLC
D.Ed. Dissertation, Capella University
2013-00-00
978-1-3035-3590-1
73
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601869
2016
As Provided
JAN2020
No
Wellness
Small Colleges
Black Colleges
College Students
African American Students
Measurement
At Risk Students
Heart Disorders
Health Related Fitness
Risk Assessment
Exercise
Nutrition
Smoking
Stress Variables
Scores
Hypertension
Body Composition
Tests
Health Promotion
Romano, Victor Owen
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Wellness is something that needs to be taught, encouraged, and valued within a community for it to be obtainable. Preventable health disparities attributed to lack of physical activity continue to be a burden in predominantly African-American communities. Preventative wellness programming has been shown to be successful for students, as well as employees, as long as it is culturally relevant, especially when working within a predominantly African-American population. The purpose of this study was to establish a baseline multidimensional analysis of wellness in correspondence with the opening of a new wellness center. Data were gathered from employees and students from a small private university by use of MicroFit software in three categories: health history, wellness profile, and fitness profile. Health History showed that students were at an elevated risk for developing cardiovascular disease, while high percentages (18.6%) of employees were already receiving treatment for cardiovascular disease. Wellness profile indicated that employee wellness was better than student wellness in all five categories that were analyzed (exercise, nutrition, safety, stress, and tobacco). Combination of staff and student campus wellness analysis showed that exercise and nutrition were the two aspects of wellness that tied for the worst scores (41 of 100). Overall campus fitness data indicated that blood pressure was pre-hypertensive (133/81), aerobic fitness was in the 30th percentile (VO2max 29.3 ml/kg/min), and BMI was 28.0. Other fitness tests were within normal standards. Data indicated that exercise and nutrition habits are areas that need to be improved. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563533
Creating a Culture of Wellness: A Baseline Multidimensional Analysis of Wellness at a Small Private Historically Black College and University
ProQuest LLC
Ed.D. Dissertation, Gardner-Webb University
2013-00-00
978-1-3035-6010-1
117
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602768
2016
As Provided
JAN2020
No
College Choice
College Freshmen
Two Year Colleges
Bachelors Degrees
Academic Aspiration
Program Costs
Higher Education
Marketing
Admissions Officers
Guidance
Student Recruitment
Meece, Jeffrey Scott
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin
English
Higher Education
Postsecondary Education
Two Year Colleges
This study explored variables that impacted college choices of traditionally aged new freshmen who chose to attend two-year colleges in central Wisconsin with the intention of completing bachelor's degrees. Participants in this study were traditionally aged 18 and 19 years-old first-time freshmen who attended one of five two-year schools in Wisconsin. A quantitative survey instrument was used to evaluate variables that respondents indicated as important in the decision to attend either a University of Wisconsin College (UWC) or a Wisconsin Technical College (WTC). Results indicated that cost and location were the most important college choice variables for the students from the UWC schools. Program and degree availability, cost and location were the most important variables for the WTC respondents. The sensitivity of both groups to cost and location suggests that any state initiative to combine the two systems into one community college system must consider the effect of merger on access to higher education. Results from this study offer admissions and higher education marketing professionals guidance on the variables to emphasize when recruiting prospective students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563534
Determinants of College Choice for Students Attending Two-Year Colleges in Wisconsin
ProQuest LLC
Ed.D. Dissertation, Edgewood College
2013-00-00
978-1-3035-4196-4
207
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602302
2016
As Provided
JAN2020
No
Educational Finance
Funding Formulas
Community Colleges
Urban Schools
College Applicants
College Credits
Access to Education
Time
School Registration
Student Financial Aid
Student Characteristics
Age Differences
Gender Differences
Developmental Studies Programs
Statistical Analysis
Student Records
Success
Influences
Two Year College Students
Frogge, George
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Two Year Colleges
Higher Education
Postsecondary Education
In 2010, the Tennessee Higher Education Commission changed its allotment of funding to an outcomes-based system (Tennessee Higher Education Commission, 2012, p.1). This meant that universities and colleges received money based on factors including associate degrees, certifications, and job placement rather than on enrollment, as institutions of higher education had formerly done. This new funding formula prompted change in higher education as institutions began to examine strategies to increase student retention and academic success. Many community colleges have been operating with an open access practice, which allowed students to register up to the day before the start of the semester. An urban community college in middle Tennessee wanted to know whether the date of student application and registration impacted student success as defined by the number of credits earned in a given semester. This community college wanted to continue its open access practice and to compare the successful completion rates of those students who applied and registered for classes during the week immediately prior to the start of classes with those who applied prior to that week; changes based on this comparison may maximize the probability of successful completion of its courses. In addition to examining application and registration dates, this study also examined student characteristics including financial assistance status, gender, age of students, developmental math, developmental reading, and developmental writing. For the quantitative questions, researchers performed correlational tests of linear, multiple, and stepwise regression with scatter plots, t-tests, and ANOVA. The study examined characteristics of students who applied and registered at different times. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563535
Application Date and Other Factors Influencing Higher Education Success for Students at Community Colleges
ProQuest LLC
Ed.D. Dissertation, Lipscomb University
2013-00-00
978-1-3035-6115-3
146
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602786
2016
As Provided
JAN2020
No
Community Colleges
Influences
Student Characteristics
Statistical Analysis
School Registration
College Applicants
Educational Finance
Funding Formulas
Urban Schools
College Credits
Access to Education
Time
Student Financial Aid
Age Differences
Gender Differences
Developmental Studies Programs
Student Records
Success
Two Year College Students
Reid, E. Carol
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Higher Education
Postsecondary Education
Two Year Colleges
In 2010, the Tennessee Higher Education Commission changed its allotment of funding to an outcomes-based system (Tennessee Higher Education Commission, 2012, p.1). This meant that universities and colleges received money based on factors including associate degrees, certifications, and job placement rather than on enrollment, as institutions of higher education had formerly done. This new funding formula prompted change in higher education as institutions began to examine strategies to increase student retention and academic success. Many community colleges have been operating with an open access practice, which allowed students to register up to the day before the start of the semester. An urban community college in middle Tennessee wanted to know whether the date of student application and registration impacted student success as defined by the number of credits earned in a given semester. This community college wanted to continue its open access practice and to compare the successful completion rates of those students who applied and registered for classes during the week immediately prior to the start of classes with those who applied prior to that week; changes based on this comparison may maximize the probability of successful completion of its courses. In addition to examining application and registration dates, this study also examined student characteristics including financial assistance status, gender, age of students, developmental math, developmental reading, and developmental writing. For the quantitative questions, researchers performed correlational tests of linear, multiple, and stepwise regression with scatter plots, t-tests, and ANOVA. The study examined characteristics of students who applied and registered at different times. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563536
Application Date and Other Factors Influencing Higher Education Success for Students at Community Colleges
ProQuest LLC
Ed.D. Dissertation, Lipscomb University
2013-00-00
978-1-3035-6125-2
146
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602793
2016
As Provided
JAN2020
No
Nursing Education
Recruitment
Comparative Analysis
Attitudes
Academic Degrees
Institutional Characteristics
Proprietary Schools
Electronic Learning
Online Surveys
Personnel Selection
Credibility
Credentials
Education Work Relationship
Kinneer, James W.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Despite the rapid growth of online learning and student enrollment at for-profit colleges, previous research has found that employers are wary of job applicants with credentials earned from these sources. This study compared the attitudes of health care recruiters toward four different RN-to-BSN degree options based on the method of instruction (classroom, online) and the type of college (traditional, for-profit). A sample of 116 health care recruiters from across the United States completed an online survey. The study revealed that there were significant differences in the perceived advantage in the hiring process, credibility, concerns about credentials and likelihood to recommend hiring. Applicants with RN-to-BSN degrees from traditional colleges and via classroom instruction were clearly most favored and those with degrees earned through online instruction at for-profit colleges were perceived the least favorably. An online degree from a traditional college was determined to be more acceptable than an online degree from a for-profit college but still less acceptable than a degree earned through classroom instruction at a traditional college. The implication of these findings is that the return on education for students earning college degrees online or from for-profit colleges may be inhibited by employer perceptions regarding the quality of credentials earned in these environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563537
A Comparison of Health Care Recruiters' Attitudes toward RN-to-BSN Degrees Based on Instructional Delivery Method and College For-Profit/Nonprofit Status
ProQuest LLC
Ph.D. Dissertation, Indiana University of Pennsylvania
2013-00-00
978-1-3035-6119-1
145
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602789
2016
As Provided
JAN2020
No
Acculturation
Transfer Students
Parochial Schools
School Holding Power
Middle School Students
High School Students
Losey, Lauren
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Middle Schools
Secondary Education
Junior High Schools
High Schools
Transitioning into a new school can be a daunting task for students as they deal with the academic and social pressures during the acclimation process to a new school. Students transferring into Ezell-Harding Christian School in Nashville, Tennessee, are no different. This mixed methods study was conducted to determine the struggles and difficulties of transferring into Ezell-Harding Christian School by gathering data from transfer students, as well as to provide recommendations for the school to consider in order to improve the retention rate of transfer students in the middle and high schools. This research looked at both academic and social conditions, which are determining factors in helping increase the retention of transfer students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563538
Ezell-Harding: Transitioning Students and Acclimation
ProQuest LLC
Ed.D. Dissertation, Lipscomb University
2013-00-00
978-1-3035-6121-4
210
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602790
2016
As Provided
JAN2020
No
Acculturation
Transfer Students
Parochial Schools
School Holding Power
Middle School Students
High School Students
Latham, Kelly
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Middle Schools
Secondary Education
Junior High Schools
High Schools
Transitioning into a new school can be a daunting task for students as they deal with the academic and social pressures during the acclimation process to a new school. Students transferring into Ezell-Harding Christian School in Nashville, Tennessee, are no different. This mixed methods study was conducted to determine the struggles and difficulties of transferring into Ezell-Harding Christian School by gathering data from transfer students, as well as to provide recommendations for the school to consider in order to improve the retention rate of transfer students in the middle and high schools. This research looked at both academic and social conditions, which are determining factors in helping increase the retention of transfer students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563539
Ezell-Harding: Transitioning Students and Acclimation
ProQuest LLC
Ed.D. Dissertation, Lipscomb University
2013-00-00
978-1-3035-6181-8
210
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602804
2016
As Provided
JAN2020
No
Acculturation
Transfer Students
Parochial Schools
School Holding Power
Middle School Students
High School Students
Childers, William
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Middle Schools
Secondary Education
Junior High Schools
High Schools
Transitioning into a new school can be a daunting task for students as they deal with the academic and social pressures during the acclimation process to a new school. Students transferring into Ezell-Harding Christian School in Nashville, Tennessee, are no different. This mixed methods study was conducted to determine the struggles and difficulties of transferring into Ezell-Harding Christian School by gathering data from transfer students, as well as to provide recommendations for the school to consider in order to improve the retention rate of transfer students in the middle and high schools. This research looked at both academic and social conditions, which are determining factors in helping increase the retention of transfer students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563540
Ezell-Harding: Transitioning Students and Acclimation
ProQuest LLC
Ed.D. Dissertation, Lipscomb University
2013-00-00
978-1-3035-6110-8
210
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602781
2016
As Provided
JAN2020
No
College Faculty
Teacher Attitudes
Teaching Experience
Blended Learning
Qualitative Research
Phenomenology
Instructional Effectiveness
Higher Education
Integrated Curriculum
Interviews
Calderon, Blanca I. Rodriguez
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This qualitative phenomenological study investigated how professors perceive the effectiveness of hybrid courses at the university level. The study gathered data related to professor's experiences that could give insight about the factors encouraging the development of hybrid instruction in higher education. The targeted population consisted of ten professors at a higher education institution where they taught hybrid courses. To assess the effectiveness of the faculty experiences ten professors responded through interviews that were recorded. Although the study was limited in duration and scope the results clearly support earlier research on positive outcomes of faculty experiences with this modality. The study revealed that the majority of the participants in the study showed significant advances in the integration of hybrid modality of teaching in the curricula of their programs. Even with the limitations encountered the faculty showed enthusiasm, and a great motivation to get more involved in this type of teaching modality. The study findings show that if the institution provides the right environment, procuring equipment, improving technological infrastructure, consistently training faculty in this type of technology, continually updating the knowledge in this modality, the hybrid course offerings will be the rule rather than the exception. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563541
Faculty Experiences in Higher Education Institutions Teaching Hybrid Courses
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-6127-6
142
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602794
2016
As Provided
JAN2020
No
High School Students
Rural Schools
Graduation Rate
Low Achievement
Case Studies
Interviews
Qualitative Research
After School Programs
Educational Benefits
Outcomes of Education
Attention
Learner Engagement
Grades (Scholastic)
Student Improvement
Homework
Self Esteem
Student Motivation
Accountability
Goal Orientation
Learning Strategies
Test Wiseness
Standardized Tests
At Risk Students
Sumter, Pamela Robinson
Dissertations/Theses - Doctoral Dissertations
South Carolina
South Carolina
English
High Schools
Secondary Education
This qualitative case study examined causes of low graduation rates for young adults. The purpose of this study was to evaluate students participating in an after-school program and reflect on their perceptions of that program a year after they graduated. The theoretical framework for this study reflected upon an open social system. The research questions sought to explore how students perceived after-school programs and how attending the programs benefitted students. The participants for this study were 15 students and one teacher chosen from one high school located in South Carolina. The study was based on data collected from interviews. Twelve themes emerged in this study. The themes were (a) attentiveness in class, (b) preparation for class, (c) improved grades, (d) help with homework, (e) confidence in class, (f) motivation, (g) academic improvement, (h) grade accountability, (i) accomplishing success, (j) life goals, (k) future potential, and (l) strategies for passing standardized tests. Participants reported they received benefits from attending the after-school program. The participants made improvements on standardized test scores, grades, and attendance. The participants reported they performed better on tests, felt more confident, were more motivated, felt more prepared for class, and were more attentive. The results of the study indicated that after-school programs were helpful and a significant influence for at-risk students. As a result, community involvement, tutoring and future research are recommended. The conclusions drawn from this research can be used to assist educational leaders in developing and implementing programs that will benefit at-risk students, improve the graduation rate, decrease the dropout rate, and decrease achievement gaps. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563542
Causes of Low Graduation Rates in a Rural High School Located in South Carolina: A Case Study
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-6129-0
105
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602796
2016
As Provided
JAN2020
No
Beginning Teachers
Family School Relationship
Family Involvement
Qualitative Research
Case Studies
Training
State Policy
Public Policy
Elementary School Teachers
Interviews
Content Analysis
Literature Reviews
Educational Trends
Learning Modules
Participatory Research
Action Research
Reflection
Hackett-Villalobos, Karen
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
This qualitative study focuses on how beginning teachers attain skills to engage families in the educational process. Historical rationale, theoretical frameworks, and key research findings for family engagement training during the last three decades were reviewed, studied, and analyzed for themes. A review of scholarly literature is incorporated into this inquiry to provide a lens into the scope of existing family engagement research regarding the ways in which teachers are trained how to partner with families. This study also includes discussion and analysis of state and federal policies and mandated reporting to support new teachers in engaging families, the identification of theoretical frameworks that provide insight and rationale for teacher-family partnerships, and the inclusion of pre-service beginning teacher training focusing on partnering with families in the elementary school. Data for this case study includes beginning teacher training, interviews, document analysis, and anecdotal accounts, including teacher reflective journals. Utilizing case study and participant action research (PAR) methodology, the author identifies how providing professional development opportunities for beginning teachers supports increasing teacher-family engagement. The study focuses on beginning teacher training, as well as identifying attitudes and interactions with families, emerging patterns, and further research themes. Utilizing research in this case study, I set out to identify trends in the literature, research, and participant training modules to enhance training for beginning teachers in engaging families in the educational process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563543
Training Beginning Teachers How to Engage Families: A Case Study
ProQuest LLC
D.Ed. Dissertation, University of the Pacific
2013-00-00
978-1-3035-6177-1
179
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602801
2016
As Provided
JAN2020
No
Elementary School Teachers
Teacher Attitudes
Handwriting
Writing Instruction
Statistical Analysis
School Districts
Comparative Analysis
Teacher Surveys
Nonparametric Statistics
Statistical Significance
Teaching Experience
Instructional Program Divisions
Grade 3
Grade 4
Grade 5
Qualitative Research
Myers, Dorothy
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
Kruskal Wallis Test
Mann Whitney U Test
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
This study surveyed current third-, fourth- and fifth-grade teachers in two small school districts in the southeast. One school district has initiated a technology initiative in its elementary schools. The other school district involved in the study incorporates technology but does not have a specified technology initiative. This dissertation was designed to provide information about the attitudes and beliefs of current third-, fourth-, and fifth-grade teachers about the necessity of teaching cursive handwriting. Many schools today either no longer teach cursive handwriting or do not spend the amount of time teaching cursive handwriting as in years past. With the age of new common standards and technology, many teachers feel they do not have the time to spend teaching cursive handwriting. Knowing that teachers' attitudes and beliefs affect what is taught in the classroom, the researcher developed a survey to determine the attitudes and beliefs of third-, fourth- and fifth-grade teachers and how those attitudes and beliefs affect their current instruction in the area of cursive handwriting. The survey was evaluated by parametric statistics using an independent t test and an ANOVA as well as nonparametric statistics using the Kruskal-Wallis and Mann Whitney U. The t test and Mann Whitney U were used to determine the difference in attitudes and beliefs among the two school districts. The analysis of variance and Kruskal-Wallis were used to determine the differences between the grade levels and years of experience among the teachers. The independent t test and Mann Whitney U showed a statistical difference in the attitudes and beliefs between the two different school districts about cursive handwriting. A statistical difference was also found among the number of years of teaching experience using an Analysis of Variance and the Kruskal-Wallis test. However, a statistical significance was not found between the grade levels using an Analysis of Variance or the Kruskal-Wallis test. Qualitative data were also gathered using embedded open-ended questions in the survey. The results from the qualitative data supported the quantitative data found in the statistic results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563544
Attitudes and Beliefs of Upper Elementary Teachers Regarding the Teaching of Cursive Handwriting
ProQuest LLC
Ed.D. Dissertation, Gardner-Webb University
2013-00-00
978-1-3035-6183-2
95
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602805
2016
As Provided
JAN2020
No
Low Income Students
Access to Education
Higher Education
College Choice
High School Seniors
College Bound Students
Predictor Variables
Qualifications
College Applicants
Barriers
Selective Admission
Disproportionate Representation
Park, Eunkyoung
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
High Schools
Secondary Education
The undermatch between low-income students' academic achievement and college destinations has become increasingly important in discussions of higher education access and equity. This study investigates whether low-income students are undermatched in their college choice, and if so, what factors are related to the undermatching. Specifically, this study examines the timing and reasons for low-income students to leave from the process of selective college access (i.e., qualification, application, admission, and enrollment). The study used data from the Education Longitudinal Study 2002 (ELS: 2002) and the sample of this study includes 12,270 students who were seniors in 2004. Discrete time event history analysis was applied. Regardless of family income, the stage of qualification was the most hazardous followed by the stage of application and the stage of admission was the least hazardous. Low-income students had lower odds of being qualified for, applying to, being admitted in, and enrolling at a selective institution(s) than high-income students, and the largest gap among income groups was found in the stage of qualification. Gender, race/ethnicity, parental education, academic ability, the quality of high school attended, the proximity to a selective institution, and the number of peers aspiring to four-year college education were associated with selective college access. Disadvantages in these factors further limited low-income students' access to selective higher education. Overall, the current research revealed the tendency of undermatching for low-income students and structural barriers directly or indirectly resulting in undermatching. As a way to resolve the structural barriers, the study recommends to create a comprehensive and uniform secondary school system with equal funding for public schools, to provide sufficient college guidance and counseling to the disadvantaged students, and to increase the opportunities of participating extracurricular activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563545
Low-Income Students' Access to Selective Higher Education
ProQuest LLC
Ph.D. Dissertation, Indiana University
2013-00-00
978-1-3035-6184-9
202
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602806
2016
As Provided
JAN2020
No
Computer Networks
Telecommunications
Credibility
Information Technology
Dogan, Gulustan
Dissertations/Theses - Doctoral Dissertations
English
Trust can be an important component of wireless sensor networks for believability of the produced data and historical value is a crucial asset in deciding trust of the data. A node's trust can change over time after its initial deployment due to various reasons such as energy loss, environmental conditions or exhausting sources. Provenance can play a significant role for supporting the calculation of information trust by recording the data flow and snapshots of the network. Furthermore provenance can be used for registering previous trust records and other information such as node type, data type, node location, average of the historical data. We will introduce a node-level trust-enhancing architecture for sensor networks using provenance. Our network will be cognitive in the sense that our system will react automatically upon detecting anomalies. Through simulations we will verify our model and will show that our approach can provide substantial enhancements in information trust as compared to the traditional network approaches. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563546
Protru: Leveraging Provenance to Enhance Network Trust in a Wireless Sensor Network
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-3035-3297-9
137
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601701
2016
As Provided
JAN2020
No
Elementary School Teachers
Art Teachers
Mixed Methods Research
Teaching Experience
Teacher Attitudes
Curriculum Development
Art Education
National Surveys
Online Surveys
Teacher Surveys
Qualitative Research
Interviews
Observation
Photography
Visual Aids
Educational Practices
Lung, Heidi K.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
This study investigated the practice of elementary art teachers who utilize carts for the delivery of art lessons; to understand how the art on a cart practice influences art educators' approaches to curriculum development and instruction; and to identify challenges, benefits, and best practices. The practice of art on a cart is defined as the practice of art teachers moving art materials on a cart from room-to-room, class-to-class, even school-to-school to deliver elementary art lessons in lieu of having students come to them in a dedicated art based classroom. A systematic literature review completed by the researcher returned no results of in-depth research on this topic, although the practice of art on a cart has existed for decades. The sequential explanatory research design was completed in two phases. The first phase consisted of a national online survey focusing on the art on a cart practice and collected responses from 174 art educators who currently or in the past practiced art on a cart. The second phase focused qualitative data including interviews, observations, and photos with a subset of six teachers who initially participated in the online survey. Findings from these two phases produced detailed descriptions of how art teachers who travel on carts to deliver lessons navigate the traditional educational environment in nontraditional ways; the challenges they face in daily practice; how the art on a cart practice influences the way teachers approach curriculum, classroom management, and instruction; and the ways in which art on a cart practice alters and limits creative learning experiences for students. Discussion of results highlights the importance of awareness of the practice within the field and the need for support systems for teachers at both the local and national level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563547
Art on a Cart: A National Mixed Methods Investigation of Elementary Art Teacher Experiences and Perceptions
ProQuest LLC
Ph.D. Dissertation, University of Missouri - Saint Louis
2013-00-00
978-1-3035-5660-9
236
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602582
2016
As Provided
JAN2020
No
Staff Development
Problem Based Learning
Technology Integration
Influences
Teacher Attitudes
Professional Development
Teaching Methods
Elementary School Teachers
School Districts
Grade 1
Grade 2
Semrow, Lisa
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 1
Primary Education
Early Childhood Education
Grade 2
This study explored and analyzed a purposeful sample size of five teachers from four districts on the perceptions of teachers in first and second grade regarding their participation in whether or not professional development provided through Enhancing Education Through Technology (EETT) grant activities influenced their implementation of technology-enhance Problem-Based Learning (PBL) in the elementary classroom. The study outcome confirmed that staff development activities resulted in a change of instruction from a teacher-centered method of instruction to a teacher-facilitated method of instruction. The researcher discovered that the rate of change or amount of change per participant depended among their disposition. The researcher concluded that the elementary teachers changed their methods of instruction due to staff development, and their disposition affected the extent of their change. This study provided school districts with insight to teacher perceptions of what they need to effectively implement technology-enhanced PBL into their instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563548
The Influence of Staff Development on Implementing Technology-Enhanced Problem-Based Learning
ProQuest LLC
Ed.D. Dissertation, Edgewood College
2013-00-00
978-1-3035-4211-4
110
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602315
2016
As Provided
JAN2020
No
Reading Comprehension
Reading Instruction
Instructional Effectiveness
Reading Difficulties
Males
Underachievement
Case Studies
Constructivism (Learning)
Elementary School Teachers
Grade 3
Grade 4
Grade 5
Grade 6
Interviews
Lesson Plans
Drills (Practice)
Novels
Small Group Instruction
Direct Instruction
Silent Reading
Basal Reading
Reading Strategies
Miller, Erin Elizabeth
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Male underachievement in language arts is a continuing problem. At the participating school for this study, girls in Grades 3-6 have continued to outscore boys by 8% to 24% in language arts. As a result, school administrators identified male students as a population that need to demonstrate growth in this subject to meet state expectations. This study explored the problem of these underachieving male students by evaluating reading instruction in those grades. The conceptual framework for this case study was constructivist-based learning theories. The two primary research questions explored (a) the skills and strategies upper elementary teachers used when teaching reading comprehension and (b) how upper elementary teachers modified reading instruction for boys. Interviews, classroom inventories, and teacher lesson plans were gathered from 18 participants and analyzed via typological analysis and inductive analysis. Results showed reading instructional strengths included drilling for skills, using novels, small group instruction, explicit instruction, transactional learning, self-selected silent reading, and basal instruction. The weakest area was comprehension strategies due to a heavy reliance on a basal reading program. Participants recommended increasing the amount of embedded professional development and purchasing more books for each classroom, including both short novels and nonfiction. Social change can be achieved by increasing teacher knowledge through professional training which would translate into making the classroom a more positive learning environment. These changes can lead to better readers who are prepared for high school, college, and the workforce, thus resulting in lower unemployment and less poverty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563549
Effective Reading Comprehension Instruction for Struggling Male Students
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-5112-3
189
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602489
2016
As Provided
JAN2020
No
Learner Engagement
Academic Persistence
School Holding Power
Service Learning
Outdoor Education
Peer Relationship
School Orientation
Models
College Freshmen
Higher Education
Student College Relationship
Student Participation
Nolan, Christy David
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
The Keystone Learning Community was implemented by the Department of Campus Recreation to address retention at the institution. This learning community for incoming freshmen consists of two phases. Phase I is as an outdoor orientation program that includes a three day, two night canoeing and camping experience lead by upperclassmen leaders. Faculty and staff from the institution complete every aspect of Phase I with the freshmen. Phase II is class time that concentrates on development of critical thinking and writing skills. Through surveys and interviews, participants in the Keystone Learning Community reported strong peer, faculty, and upperclassmen engagement initiated by the completion of Phase I. Participants in the Keystone LC considered Phase I to a be a significant event in their transition to college. The engagement facilitated in Phase I created and strengthened the ability to persist in the participants. The strategies to persist the students gained through their engagement leads to retention of the participants. Both persistence and retention as facilitated through the Keystone Learning Community feed back into deeper engagement at the institution. A conceptual framework is introduced that purposes a non-linear alternative to the Tinto model of student departure. This new framework highlights the dynamic complexity and interactions between engagement, persistence, and retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563550
Broadening the Learning Community Experience: An Outdoor Orientation Program's Impact on Engagement, Persistence, and Retention
ProQuest LLC
Ed.D. Dissertation, Wayne State University
2013-00-00
978-1-3035-5665-4
109
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602586
2016
As Provided
JAN2020
No
Young Children
Pervasive Developmental Disorders
Self Control
Self Management
Child Behavior
Behavior Problems
Visual Stimuli
Adjustment (to Environment)
Time on Task
Behavior Modification
Scheduling
Program Effectiveness
Handheld Devices
Educational Technology
Males
Special Education
Elementary School Students
Nelson, Leslie Lynn
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Young children with autism spectrum disorder (ASD) frequently display an inability to self-regulate (use materials appropriately and refrain from self-stimulatory behavior) and self-monitor (complete each step in a task before continuing to the next step) their behavior and therefore experience a great deal of failure within their respective school and home environments and frequently end up receiving instruction in restrictive, self-contained classrooms. Visual schedules have been used to help students with ASD self-regulate their behaviors in academic and community settings (NPDC, 2010; NSR, 2009). The purpose of this study was to determine whether high-tech visual schedules increase the self-regulation and transition behaviors of young children with ASD. Specifically, on-task and on-schedule behaviors were addressed along with the satisfaction of the stakeholders with the high-tech visual schedule intervention. A multiple-baseline across academic tasks (reading, writing, and math) was used to determine the effectiveness of a visual schedule delivered via an iPod touch on on-task and on-schedule behaviors. The participants included three elementary students who were receiving special education services under the category of autism. There were three males (one African American third grader, and two Hispanic fourth graders). The participants were provided with visual schedules for three academic tasks (reading, writing, and math) delivered via an iPod touch. Given the variability in the data it cannot be said that the visual schedule had an impact on on-task and on-schedule behaviors. The visual schedules did however, generalize to the general education setting and were effective in maintaining on-task and on-schedule behaviors across participants. Additionally, the teaching staff indicated a high level of satisfaction with the implementation of the visual schedule indicated by ongoing use after completion of the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563551
Using a Mobile Device to Deliver Visual Schedules to Young Children with Autism
ProQuest LLC
Ph.D. Dissertation, University of Nevada, Las Vegas
2013-00-00
978-1-3035-3067-8
159
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601598
2016
As Provided
JAN2020
No
Essays
Economic Factors
Information Technology
Technology Integration
Technology Planning
Technological Literacy
Information Networks
Computer Networks
Shared Resources and Services
Cost Effectiveness
Information Systems
Internet
Computer Software
Models
Risk
Risk Assessment
Dutt, Abhijit
Dissertations/Theses - Doctoral Dissertations
English
Improvements in Information Technology (IT) infrastructure and standardization of interoperability standards among heterogeneous Information System (IS) applications have brought a paradigm shift in the way an IS application could be used and delivered. Not only an IS application can be built using standardized component but also parts of it can be hosted by different organizations in different locations provided it can be accessed using the Internet. This dissertation is an attempt to uncover unique aspects of this phenomenon known as Software as a Service (SaaS). The first essay examines design decision making by SaaS providers by analyzing effects of two non-functional attributes of an IS Application--modularity and architectural performance. We model the relationship of the two attributes with factors such as demand, price, and user's preference. The model includes marginal cost and maintenance cost to recognize the service aspect of SaaS. Our results show the optimal values of various decision variables while taking into account user's sensitivity to modularity, architectural performance and price. The service component in cloud computing necessitates that the service providers plan for requisite delivery capacity. The second essay addresses optimal infrastructure capacity planning while taking into account the opportunity cost of having low capacity and cost of unused capacity in the case of high capacity. We develop a model which provides insight to a SaaS provider on optimal capacity planning of IT infrastructure when faced with a variable demand and performance expectations. The third essay focuses on financial risks faced by SaaS providers in the context of provider's risk tolerance. We analyze the financial risk of provider's decision making on pricing, capacity and other factors that may lead to financial risk as they are based on incomplete information. We built a model using Mean Variance Analysis theory for investigating the effect of provider's risk tolerance on infrastructure capacity planning while taking into account modularity in software architecture and operational performance. This dissertation extends our understanding of significant issues facing a SaaS provider. The models presented here can form the basis for an extensive exploration of the phenomenon of SaaS specifically and Cloud Computing in general. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563552
Economic Perspective on Cloud Computing: Three Essays
ProQuest LLC
Ph.D. Dissertation, The University of Wisconsin - Milwaukee
2013-00-00
978-1-3035-2828-6
194
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601521
2016
As Provided
JAN2020
No
Mixed Methods Research
Developmental Studies Programs
Remedial Mathematics
College Faculty
Two Year Colleges
Technical Education
Culturally Relevant Education
Teacher Surveys
Teacher Attitudes
Teaching Methods
Raney, Kristen A.
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin
English
Higher Education
Postsecondary Education
Two Year Colleges
This mixed methods study examined the perspectives of developmental math faculty at a two-year technical college regarding culturally responsive beliefs and instructional practices. Thirteen faculty who taught the developmental class Elementary Algebra with Applications were surveyed. Nine of the 13 faculty responded. One section of Wisconsin's Response to Intervention model, High Quality Instruction, framed the study that addressed two research questions: What are common beliefs developmental math faculty hold with regard to teaching in culturally diverse classrooms? To what extent do developmental math faculty perceive their instructional practices to be culturally responsive to students? The findings of the study identified common beliefs of the faculty. The common beliefs varied in their level of cultural responsiveness. The study also found that the faculty participants perceive themselves as using instructional methods that are culturally responsive, though the degree to which they are using culturally responsive strategies varies. The faculty responses revealed some contradictions between their beliefs and instructional practices. The study affords the opportunity to determine the faculty needs for professional development and, ultimately, improve student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563553
Faculty Perspectives on Culturally Responsive Teaching Practices in Developmental Education
ProQuest LLC
Ed.D. Dissertation, Edgewood College
2013-00-00
978-1-3035-4208-4
119
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602312
2016
As Provided
JAN2020
No
Team Teaching
Regular and Special Education Relationship
Middle School Students
Standardized Tests
Scores
Suburban Schools
Special Education
Academic Achievement
Comparative Analysis
O'Neal, Angeline N.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Middle Schools
Secondary Education
Junior High Schools
In response to numerous mandates in the field of education, schools have found it imperative to ensure that teachers are incorporating effective instructional methods which meet the diverse needs of student populations within a single classroom. The co-teaching model of instruction is just one way educators have chosen to lead classroom instruction in order to reach all learners. In the co-teaching setting two or more teachers work together to deliver instruction to a heterogeneous group of students in a class. This research study was completed to determine if the co-teaching method featuring two content area teachers had a positive effect on student achievement as measured by a valid and reliable standardized achievement assessment. This study presented the history and overview of the co-teaching strategy and highlighted the implementation of this model in schools. First, the study used teacher evaluation data and administrator confirmation that the method was being used with fidelity. Then, the researcher analyzed archival data on 784 student scores on a yearly standardized assessment and broke down the data into subgroups. Finally, the researcher performed a limited mixed effects model (LMM) test to measure if student scores were higher in a co-taught with two content area teachers classroom setting when compared to students' scores in a traditional setting. Although the students in the co-taught classroom setting achieved higher scores on the yearly assessments, the differences were not at a statistically significant level. Further study on implementing the co-teaching model with two content area teachers is needed. This instructional strategy should be studied in alternative settings, additional grade levels, and other content areas to determine if this method is beneficial for all students. Also, additional longitudinal observation of this cohort might be useful to see if the co-taught classrooms resulted in longer term effects on learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563554
The Effects of Co-Teaching on Regular Education and Special Education Students' Standardized Communication Arts Test Scores in a Suburban Midwest Middle School
ProQuest LLC
Ed.D. Dissertation, University of Missouri - Saint Louis
2013-00-00
978-1-3035-5666-1
128
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602587
2016
As Provided
JAN2020
No
Administrator Attitudes
Community Colleges
Two Year College Students
Computer Literacy
Introductory Courses
Rural Schools
Action Research
Mixed Methods Research
Interviews
Correlation
Student Placement
Scores
Pretests Posttests
Multiple Regression Analysis
Outcomes of Education
Ragin, Tracey B.
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Two Year Colleges
Higher Education
Postsecondary Education
Fundamental computer skills are vital in the current technology-driven society. The purpose of this study was to investigate the development needs of students at a rural community college in the Southeast who lacked the computer literacy skills required in a basic computer course. Guided by Greenwood's pragmatic approach as a reformative force in higher education, this action research study focused on understanding stakeholders' perceptions of students' computer skills, determining interventions to address deficiencies, and understanding the relationship between students' placement test scores and final course outcomes. Inquiry in this mixed method study included interview responses and a correlational analysis of placement test scores, pretest scores, and final course outcomes in 4 beginning computer courses. Interviews with administrators and faculty provided perceptions concerning students' computer literacy skills, and data were coded to determine themes. Test data were analyzed using correlation and multiple regression to determine the relationship between placement test, pretest and final outcomes in the course. Findings revealed that participants believed students need basic computer skills before attempting a beginning computer class, and no significant correlation was found among the test scores. It was concluded that while the computer placement test assessed theoretical understanding, it did not assess skills. The resulting recommendations promoted coaching and tutoring to assist students with low computer skills. With a focus on developing educational alternatives to better serve students, implementation of the recommendations may promote positive social change that benefits not only students needing support in developing computer skills but also the community as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563555
Administrators' Perceptions of Community College Students' Computer Literacy Skills in Beginner Courses
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-3381-5
179
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601747
2016
As Provided
JAN2020
No
Brain
Faculty Development
Cognitive Psychology
Teaching Methods
Listening Skills
Attention
Time on Task
Academic Achievement
Elementary Schools
Teacher Surveys
Administrator Surveys
Program Effectiveness
Statistical Analysis
Achievement Gains
Hodges, Jane Allen
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Research has shown student inattention, off-task behaviors, and lack of listening skills in the classroom can impact progress in reading, math, and language development. Lack of verbal interaction in home environments, variations in learning and teaching modalities, and larger class sizes contribute to the difficulties students have in developing listening skills and focused attention behaviors. To address this problem, Quantum Learning, a professional staff development program that teaches strategies to stimulate the brain and increase learning, was implemented in the subject school district. Cognitive psychology, which uses the understanding of the internal processes of the mind to understand the actions of people, was the theoretical framework for this study. When implemented in the classroom, the brain-based strategies of Quantum Learning should increase student achievement through better listening skills and reduced off-task behaviors. Twenty-three teachers and administrators at an elementary school responded to survey questions regarding which brain-based strategies from the Quantum Learning program were implemented and what impact the strategies had on the students' achievement as indicated by the benchmark testing. These data were analyzed using ANOVA and Cronbach's alpha. Although the ANOVA revealed no statistically significant differences in achievement when comparing levels of implementation and years of teaching experience, the findings nevertheless provide recommendations for school leaders to determine future professional staff development opportunities. Because 100% of participants indicated the strategies impact student learning, continued staff development was recommended. By increasing teachers' knowledge of brain-based strategies, student listening and on-task behaviors may be increased. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563556
The Impact of Brain-Based Strategies: One School's Perspective
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-3335-8
101
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601734
2016
As Provided
JAN2020
No
Correlation
Comparative Analysis
Information Technology
Decision Making
Statistical Analysis
Regression (Statistics)
Success
Program Administration
Computer Software
Methods
Sequential Approach
Teaching Methods
Program Development
Models
Pedersen, Mitra
Dissertations/Theses - Doctoral Dissertations
English
This study investigated the rate of success for IT projects using agile and standard project management methodologies. Any successful project requires use of project methodology. Specifically, large projects require formal project management methodologies or models, which establish a blueprint of processes and project planning activities. This study asked what methodologies should be utilized to improve the chances of project success, as project managers are engaged in decision making. A deficiency in reliability and consistency correlate to a lower success rate of projects. The objective of this quantitative study was to relate the use of the agile or waterfall methodologies and specific critical success factors (CSFs) to IT project success for a sample of IT project managers who have used these methodologies. The results of the analysis of variance showed that there were significant differences between the extent of use of effective communications, user involvement, and use of a quality plan between the models. The results of the Pearson's correlation test showed that project success is significantly and positively associated with effective communication, user involvement, and use of a quality plan in the agile methodology. In addition, the results of the Pearson's correlation test showed that project success is significantly and positively associated with only effective communication and use of a quality plan in the waterfall methodology. Lastly, the results of multiple linear regression analysis showed that none of the CSFs of effective communication, use of quality plan, and user involvement significantly influences the success of the project in both the agile and waterfall project management models. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563557
A Quantitative Examination of Critical Success Factors Comparing Agile and Waterfall Project Management Methodologies
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-5667-8
189
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602588
2016
As Provided
JAN2020
No
Computer Uses in Education
Nontraditional Students
Computer Literacy
Online Searching
Internet
Research Skills
Student Surveys
Two Year College Students
Grades (Scholastic)
Correlation
Graduation Rate
High Schools
Access to Education
Online Courses
Self Efficacy
Employment Level
Access to Computers
Henson, Amy Renee
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
Two Year Colleges
High Schools
Secondary Education
The purpose of this research was to determine the extent that computer-related factors affect the success of nontraditional college students. Since nontraditional students typically have fewer skills than traditionally-aged students, they may be less efficacious regarding their ability to use technology. Unfortunately, such reduced confidence may adversely affect the entire college experience for students, and ultimately, successful employment. The simple process of obtaining information on campus websites may be daunting enough; however, when students enter the classroom, they often find that course requirements include considerable amounts of computer use. Therefore, in addition to learning specific course content, nontraditional students must also learn how to operate computers and conduct Internet research. Such expectations may reduce the potential for college success. To conduct the research, surveys were administered to students attending two Midwestern community colleges. Using the resultant data, various analyses were conducted to examine interactions between computer-related variables and course grades and completion rates. Results indicated that high school access was the most significant factor in determining computer efficacy in college students. The second most successful method of obtaining confidence was found among students who used computers for work. Students employed with computers also enrolled in more online courses than students who were unemployed or who worked in non-technical positions. Additional factors that correlated to efficacy were high-bandwidth Internet access and the availability of computer-related devices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563558
The Impact of Computer Efficacy on the Success of the Nontraditional Community College Students
ProQuest LLC
Ph.D. Dissertation, University of Missouri - Saint Louis
2013-00-00
978-1-3035-5652-4
156
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602574
2016
As Provided
JAN2020
No
Females
Womens Education
After School Programs
Action Research
Adolescents
Youth Programs
Urban Areas
Mixed Methods Research
Semi Structured Interviews
Journal Writing
Student Surveys
Attitude Measures
Pretests Posttests
STEM Education
Role Models
Knowledge Level
Career Choice
Self Concept
Program Effectiveness
Robinson-Hill, Rona M.
Dissertations/Theses - Doctoral Dissertations
Missouri
Missouri
English
What affect does female participation in the Training Future Scientist (TFS) program based on Vygotsky's sociocultural theory and Maslow's Hierarchies of Needs have on female adolescents' achievement levels in science and their attitude toward science and interest in science-based careers? The theoretical framework for this study was developed through a constructivist perspective, using dialogic engagement, coinciding with Lev Vygotsky's sociocultural learning theory. This action research project used mixed methods research design, targeted urban adolescent females who were members of Boys & Girls Club of Greater St. Louis (BGCGSTL) after-school program. The data collection measures were three qualitative instruments (semi-structured interviews, reflective journal entries and attitudinal survey open-ended responses) and two quantitative instruments (pre-test and posttests over the content from the Buckle-down Curriculum and attitudinal survey scaled responses). The goal was to describe the impact the Training Future Scientist (TFS) after-school program has on the girls' scientific content knowledge, attitude toward choosing a science career, and self-perception in science. Through the TFS after-school program participants had access to a secondary science teacher-researcher, peer leaders that were in the 9th-12th grade, and Science, Technology, Engineering and Math (STEM) role models from Washington University Medical School Young Scientist Program (YSP) graduate and medical students and fellows as volunteers. The program utilized the Buckle-down Curriculum as guided, peer-led cooperative learning groups, hands-on labs and demonstrations facilitated by the researcher, trained peer leaders and/or role models that used constructivist science pedagogy to improve test-taking strategies. The outcomes for the TFS study were an increase in science content knowledge, a positive trend in attitude change, and a negative trend in choosing a science career. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563559
The Journey of a Science Teacher: Preparing Female Students in the Training Future Scientists after School Program
ProQuest LLC
Ph.D. Dissertation, University of Missouri - Saint Louis
2013-00-00
978-1-3035-5672-2
203
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602592
2016
As Provided
JAN2020
No
Job Training
Adult Learning
Student Attitudes
Records (Forms)
Employees
Clinics
Models
Program Effectiveness
Evaluation
Case Records
Feasibility Studies
Surveys
Armed Forces
Facilities
Health Facilities
Instructional Effectiveness
Educational Technology
Data
Qualitative Research
Stuart, Sandra L.
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
This study examined participants' perceptions of the effectiveness of a new job-training program designed to enhance the authentic learning in adult learners using an electronic medical records system at a naval health clinic. This job-training program lacked data about participants' perceptions of this learning process by which to gauge its overall effectiveness for the clinic and its personnel. The rationale for selecting the problem is the need to provide knowledge of this system and training for employees to fulfill their duties. The theoretical framework for the study was based on Dennis and O'Hair's model for authentic learning. Two guiding research questions focused on the participants' perceptions of the usefulness of the program and whether or not age and/or gender played any role in these perceptions. The research design was a qualitative evaluation using a 2-part survey delivered to 30 of the course participants. The data were analyzed by identifying themes and/or patterns within the data. A key finding was that the training program was effective based upon the participant's perceptions. age and gender did not play a role in these findings. Recommendations include evaluating future courses to ensure continued program effectiveness. Implications include initiating a Navy-wide change in the manner of educating personnel to use this training program to help other naval medical facilities wishing to adopt this type of training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563560
An Evaluation of Authentic Learning in an Electronic Medical Records System
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-5679-1
114
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602599
2016
As Provided
JAN2020
No
Principals
Administrator Attitudes
Inclusion
Emotional Disturbances
Behavior Disorders
Mixed Methods Research
Attitude Measures
Mainstreaming
Predictor Variables
Institutional Characteristics
Administrator Characteristics
Leadership Responsibility
Urban Schools
Interviews
Anoh, Jean-Dominique Herve
Dissertations/Theses - Doctoral Dissertations
English
This research investigated the perceptions and attitudes of principals and headmasters about the inclusion of students with emotional and behavioral disorders (EBD), the factors supporting or inhibiting school leaders in their effort to implement inclusive practices, and the approaches they use to initiate, facilitate, support and sustain the inclusion of students with EBD. Grounded in a mixed-method research, this investigator surveyed 71 school leaders and interviewed five of them. Descriptive and correlational findings supported by qualitative results reveal that principals and headmasters exhibit positive attitudes toward the inclusion of students with EBD. Overwhelmingly, attitudinal predictive variables such as school characteristics (size, academic level, percentage of students with EBD, and adequately yearly progress status) and demographic variables of school leaders (gender, and experience) were insignificant in determining principals' and headmasters' attitudes. In spite of a noted positive attitude, school leaders in this study remained uncertain or unwilling to implement inclusive settings for students with EBD. Firstly, this suggests a leadership schism between central administration and school leaders. A top-down mandate is found to be ineffective in initiating and sustaining inclusionary practices. Secondly, some school leaders lack the knowledge and skills necessary to undertake such endeavor. The study also revels that to make inclusion work for students with EBD, school leaders must engage in a real shift in paradigm by investing in the reculturing process rather than focus on restructuring issues. They must lead rather than merely manage their school. Finally, school leaders must exude moral courage by impacting change with their actions rather than anticipating directives from central office. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563561
The Perceptions of Urban School Principals Regarding the Education of Students with Emotional and Behavioral Disorders
ProQuest LLC
Ph.D. Dissertation, Lesley University
2013-00-00
978-1-3035-5688-3
279
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602608
2016
As Provided
JAN2020
No
Principals
Administrator Role
Professional Development
Networks
Qualitative Research
Phenomenology
Peer Influence
Elementary Schools
Middle Schools
Focus Groups
Interviews
Interaction
Trust (Psychology)
Peer Teaching
Administrator Attitudes
Superintendents
Farag-Davis, S. Ayesha
Dissertations/Theses - Doctoral Dissertations
Maine
Massachusetts
Maine
Massachusetts
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Because their role is highly complex, school principals require ongoing professional learning to lead effectively and respond to the challenges inherent to school leadership. Networking among principals is frequently identified as a valuable source of professional learning for school leaders. Nevertheless, existing literature applies the term to a wide variety of principal relationships and affiliations, and there is little research that examines networking among principals and its effects upon their skills, knowledge, and convictions. This qualitative study, based on phenomenological research methods, investigates how networking promotes experienced principals' professional growth through an exploration of what principals report about the nature, characteristics, and benefits of peer dialogue. Participants identified through purposeful selection included twenty-one practicing elementary or middle school principals from Maine and Massachusetts with at least five years experience who indicated that dialogue with role-alike peers is useful to them in their practice. Data were collected through focus group sessions, individual interviews, participant responses to a writing prompt, and work artifacts. Participants in this study report that their practice is most influenced through interactions with peers characterized by high levels of trust. Findings indicate that peer learning networks provide instructive and affective support through dialogue that promotes principals' development within three domains: leadership inventory, leadership judgment, and leadership integrity. Moreover, while peer learning networks can be a resource for principals' learning, the manner in which they engage in dialogue may have consequences for whether they experience transformative learning that makes them more able to address adaptive challenges in their schools. Principals' accounts suggest that superintendents are well situated to create conditions principals need to develop their skills, knowledge, and attitudes to effectively lead. Additional research is recommended to further explore peer dialogue processes as well as the factors that enhance or impede the development of school leaders' adaptive capacity through participation in peer learning networks. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563562
School Leaders and Networks: Understanding Principal Peer Dialogue as a Resource for Professional Learning
ProQuest LLC
Ph.D. Dissertation, Lesley University
2013-00-00
978-1-3035-5689-0
200
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602609
2016
As Provided
JAN2020
No
Comorbidity
Attention Deficit Hyperactivity Disorder
Student Needs
College Students
Adult Students
Academic Support Services
Mental Disorders
Hubbard, Laura E.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Adult Education
The focus of this study is to understand, from their own perspective, the learning needs of adult college students with comorbid attention deficits and psychiatric disabilities, and to identify services and practices that support their success in the college environment. Adult students with comorbid attention deficits and psychiatric disorders present unique needs and challenges to colleges (Megivern, Pellerito, & Mowbray, 2003). Many have the motivation and the educational background to begin a college education or return to campus after a hiatus; however, those who do attend college report difficulties in all aspects of academic functioning (Barkley, Murphy, & Fischer 2008). Unfortunately, there is limited research that explores their complex learning needs, informs teaching practice, and offers direction for the development of support services for these students (Blake, 2000; Brown, 2005; Nadeau & Quinn, 2002). As a result, there is a dearth of effective models for establishing appropriate campus support services for them. This study attempts to articulate the learning needs of adults with coexisting disabilities and based on their experiences, offers a model to inform support practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563563
ADHD and Comorbid Psychiatric Disorders: Adult Student Perspectives on Learning Needs and Academic Support
ProQuest LLC
Ph.D. Dissertation, Lesley University
2011-00-00
978-1-3035-5690-6
171
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602610
2016
As Provided
JAN2020
No
Urdu
Vocabulary
Augmentative and Alternative Communication
Native Speakers
Interpersonal Communication
Foreign Countries
Word Frequency
Reliability
Transcripts (Written Records)
Word Lists
Word Recognition
Mukati, Abdul Samad
Dissertations/Theses - Doctoral Dissertations
Pakistan (Karachi)
Pakistan (Karachi)
English
The purpose of this research is to identify a core set of vocabulary used by native Urdu language (UL) speakers during dyadic conversation for social interaction and relationship building. This study was conducted in Karachi, Pakistan at an institution of higher education. This research seeks to distinguish between general (nonspecific communication) and social interactive communication used by UL speakers. The identification and establishment of high frequency word usage lists was utilized to construct and select core vocabulary for possible use in Augmentative Alternative Communication (AAC) tools and strategies. This descriptive study used observational methods to explore the reliability of transcribing Urdu language (UL) for utterance and word identification. The goal is to establish a core vocabulary list to support the development of AAC applications in UL. This cannot be accomplished until a systematic and reliable approach to analyzing conversational language samples in UL is demonstrated. Furthermore, the study replicated methods from similar previous studies in English by collecting and analyzing language samples from native UL speaking college students. The degree of similarity between the UL core and the English language core was also identified. A total of ten thousand three hundred and one (10,301) words were collected, during dyadic conversation of which nine hundred and seventy-six (976) were identified for a word frequency list. This list was compiled in hierarchical order based upon frequency of occurrences and percentage within the corpus. The results and analysis of the total corpus revealed the presence of nine (9) different grammatical categories including: 379 nouns, (38.8%); 246 verbs, (25.2%); 174 adjectives, (17.8%); 76 adverbs, (7.8%); 53 pronouns, (5.4%); 22 prepositions, (2.3%); 9 conjunctions, (0.9%); 8 interjections, (0.8%); 2 articles, (0.2%); and 7 other, (0.7%). A possible core of 100, 150 and 250 words were identified. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563564
Identifying Core Vocabulary for Urdu Language Speakers Using Augmentative Alternative Communication
ProQuest LLC
Ph.D. Dissertation, Howard University
2013-00-00
978-1-3035-2669-5
149
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601439
2016
As Provided
JAN2020
No
Postsecondary Education
College Students
Higher Education
Relationship
Outcomes of Education
Intervention
Transformative Learning
Experiential Learning
Teaching Methods
Individual Development
Emotional Development
Psychological Patterns
Interpersonal Competence
Springer, V. Isabell
Dissertations/Theses - Doctoral Dissertations
English
Postsecondary Education
Higher Education
Previous research has suggested that relationship education (RE) courses, whose curricula are intended to develop learners' emotional faculties, could raise participants' skills related to recognizing, managing, and empathizing with emotions, known as emotional competence (EC), but this relationship has not been ascertained to exist for postsecondary students. However, higher levels of EC have been linked to positive academic and life outcomes, suggesting that effective RE courses could be a potential way for colleges to promote life-long growth and value for their students. The present study sought to determine whether a brief RE intervention, delivered using experiential and transformational learning methods, raised overall EC levels and levels of five individual EC domains, hypothesizing that overall and domain-related scores would increase in the intervention condition. Using a convenience sample of 100 postsecondary-level students, ages 18 to 28, from a single university randomly assigned to one of four conditions, the study explored this relationship using the Widener Emotional Learning Scale to measure changes in EC and provide between-group comparisons. Analysis of the results determined that the hypotheses were only partially supported. While participation in an RE course did raise overall EC scores significantly, only one EC domain, awareness of emotions in oneself and others, showed a significant increase in the experimental condition. The results suggest that brief RE interventions could be an effective way of providing at least some benefits to student participants in the form of increased EC. However, additional research on RE delivery methods and with wider postsecondary populations must also be performed in the future to expand on these findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563565
Learning about Me: The Impact of Relationship Education on the Emotional Competence of College Students
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-3617-5
91
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601895
2016
As Provided
JAN2020
No
Longitudinal Studies
Algebra
Learning Disabilities
Mathematics Instruction
Mathematical Concepts
High School Students
Graphs
Intervention
Experimental Groups
Control Groups
Comparative Analysis
Mathematics Tests
Mathematics Achievement
Teaching Methods
Pretests Posttests
Sauriol, Jennifer
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
This longitudinal study evaluates the impact of a new Algebra 1 course at a High School for language-based learning-disabled (LD) students. The new course prioritized the teaching of relationship graphs and functions as an introduction to algebra. Across three studies, the dissertation documents and evaluates the progress made by LD high school students in Algebra 1 on the interpretation and production of relationship graphs. The first two studies examine intervention and control students' answers to a written assessment on time-distance graphs, immediately after and two years after the intervention. The third study, examines other intervention and control students' written assessment answers on graphs relating variables other than time and distance, two years after the Algebra 1 course. Data from the first study show significantly better results for the intervention group in the post-assessment results and significantly better results for the intervention group's post-assessment results in comparison to the control group. Results for the control students taking Algebra 2 were similar to those of the intervention group's pre-assessment results. The second study, again, shows significantly better results for the intervention group two years later. In the third study, even though the intervention group performed slightly better than the control group, the difference between groups was not significant, with both groups showing high levels of performance. Because discussions in the entire department aimed at including a multi-representational view of algebra at all levels, this may have led to changes among the Algebra 2 teachers' views and ways of teaching algebra. This set of results supports the view that beginning Algebra 1 with instruction on the graphical representation of functions, instead of focusing on the alpha-numeric representation of algebra, allows for learning among LD students that remains over the years. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563566
Introducing Algebra through the Graphical Representation of Functions: A Study among LD Students
ProQuest LLC
Ph.D. Dissertation, Tufts University
2013-00-00
978-1-3035-4305-0
186
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602394
2016
As Provided
JAN2020
No
Workplace Learning
Nonformal Education
Networks
Phenomenology
Mixed Methods Research
Electronic Mail
Industry
Technology Uses in Education
Gender Differences
Age Differences
Experience
Educational Attainment
Training
Professional Personnel
Manning, Christin
Dissertations/Theses - Doctoral Dissertations
English
Workers in the 21st century workplace are faced with rapid and constant developments that place a heavy demand on them to continually learn beyond what the Human Resources and Training groups can meet. As a consequence, professionals must rely on non-formal learning approaches through the development of a personal learning network to keep up-to-date. This phenomenological study used an explanatory mixed methods approach to examine the lived experiences of how training professionals construct their personal learning networks to support their continuous learning in the workplace. Results from this study indicate that participants have integrated non-formal learning into their work stream with a majority spending between one to three hours per week. The study found that there were two primary reasons for continuous learning: keeping up with industry trends and project-focused. For ongoing learning, participants used a push of learning using automated emails as their primary aggregator. These emails provide an overview of industry trends as well as a starting point for more focused additional learning. For project-oriented learning, participants use a pull of learning using Google as their starting point. Connecting to their people network for learning support was secondary. The ability to validate expert contributions is critical to 21st century learning and the study participants described using a trust but verify approach relying initially on name recognition and their connections. Some significant differences in personal learning network construction were found based on gender, age, experience, and education. Examining how training professionals use various approaches for their own non-formal learning serves to provide guidance to both individual and organizational learning strategies that will leverage limited resources and organizational expertise while meeting the rapid and constant changes of the 21st century worker. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563567
Understanding the Construction of Personal Learning Networks to Support Non-Formal Workplace Learning of Training Professionals
ProQuest LLC
Ph.D. Dissertation, Lesley University
2013-00-00
978-1-3035-5691-3
196
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602611
2016
As Provided
JAN2020
No
College Students
Business Schools
Leadership Styles
Transformational Leadership
Virtual Classrooms
Teamwork
Database Management Systems
Questionnaires
Surveys
Student Projects
Program Effectiveness
Correlation
Group Dynamics
Graham, C. Matt
Dissertations/Theses - Doctoral Dissertations
Maine
Multifactor Leadership Questionnaire
Maine
Multifactor Leadership Questionnaire
English
Higher Education
Postsecondary Education
The majority of database system development projects end in failure. Reasons that include, the system not being developed on time, the system was developed over budget, and the system developed did not meet the planned project's criteria. These failures are compounded by the use of virtual teams which includes problems with team formation, the organizational environment in which the team operates, and the technology used for collaboration and communication. As more organizations use virtual teams, these problems have continued to impede the successful completion of database system development. The goal of the study was to determine what leadership type, transformational, transactional, or management-by-exception (passive-avoidant leadership) is most effective in leading a virtual team in developing a database management system. The target population for this study was Generation Y students at the Maine Business School who were assigned to virtual teams tasked with developing a database management system. Specifically this study answered these three research questions: 1) What is the effect of leadership type, as self-reported through the Multifactor Leadership Questionnaire on the quality of completed team projects? 2) What is the impact of type of leadership on virtual team effectiveness as measured by the Virtual Teams Survey? 3) What is the joint effect of type of leadership, and virtual team effectiveness on the quality and uniqueness of the completed team project? Virtual team effectiveness was defined as the level of involvement in team formation, job characteristics, technical proficiency of team members, relationship between team members, teams process and attributes about the team leader, organizational environment in which the team operates, and technology the team used for collaboration and communication. The quality of the completed team project was defined as one that meets the team project criteria which included tables, relationships, forms, queries, and reports. Other attributes included the uniqueness of product defined by the addition of extra functions and controls added to the database system that go above and beyond the project criteria. The study found that for research question 1, only transformational and transactional leadership types had a significant and negative impact on the quality of completed team projects. Research question 2 found no significant correlation between leadership type and virtual team effectiveness. Research question 3 showed that none of the variables were significantly associated with the quality of the completed team project. These findings suggest that traditional concepts of leadership types do not work well in virtual environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563568
An Examination of Leadership Types among Generation Y and Its Impact on Virtual Team Effectiveness
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2013-00-00
978-1-3035-4144-5
116
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602278
2016
As Provided
JAN2020
No
Teacher Researchers
Two Year College Students
Early Childhood Education
Preschool Teachers
Assignments
Student Research
Interviews
Photography
Reflective Teaching
Reflection
Transformative Learning
Program Effectiveness
Murphy, Debra G.
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Early Childhood Education
Preschool Education
Teacher research has been included in university and graduate teacher education programs for the past 2 decades. Recently, associate degree programs have also begun to engage their students in teacher research. What happens when community college early childhood students conduct teacher research as a course assignment? This study involved 8 former community college early childhood education students who had recently completed teacher research projects as part of their coursework in 1 of 3 different courses. Data sources included students' written reports of teacher research, classroom field notes, photographs of student data, and interviews with each participant. The study was informed by theories of reflective thinking (Dewey, 1933), reflective practice (Schon, 1983, 1987), transformative learning (Cranton, 2006b; Mezirow, 2000), the voice-centered method (Brown & Gilligan, 1992), and narrative knowing and inquiry (Bruner, 1986; Clandinin & Connelly, 2000a). The study found that the teacher research projects enabled students to question their assumptions about children and teaching and benefitted both the college students and the children in their classrooms. Participants spoke in the voices of both learners and teachers, and their teacher voices were confident and committed to teaching children and caring for their well-being. Teacher research created a context in which these students demonstrated both voice and power, which they used on behalf of the young children in their classrooms. The findings of this study can contribute to the conversation about teacher research in community college early education programs, as well as inform teacher education and early childhood education research and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563569
Making Voices Visible: Teacher Research in a Community College Early Childhood Teacher Education Program
ProQuest LLC
Ph.D. Dissertation, Lesley University
2013-00-00
978-1-3035-5692-0
143
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602612
2016
As Provided
JAN2020
No
Community Involvement
Educational Environment
Academic Achievement
Partnerships in Education
School Community Relationship
Mixed Methods Research
Elementary Schools
Interviews
Case Studies
Program Implementation
Achievement Tests
Public Schools
Standardized Tests
Donlon, Betsy
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Elementary Education
The purpose of this study was to examine the effect that community partnerships could have on school climate and, ultimately, student achievement. Specifically, community partnerships that were formed through the PENCIL (Public Education Needs Community Involvement and Leadership) Foundation in Nashville, Tennessee were researched to determine their influence on the schools they serve. This mixed methods research study used a purposeful sample of 33 elementary schools and conducted interviews with three case study schools from that sample. The quantitative portion of the study consisted of an examination of the relationship between school climate as measured by the TELL (Teaching, Empowering, Learning, and Leading) survey and student achievement as measured by the TCAP (Tennessee Comprehensive Assessment Program) data. It was found that the level of involvement of the community partner and the quality of the relationship between the community partner and the school were significant indicators of effective partnerships. The quantitative data revealed that the most significant predictor of student achievement from the TELL survey was the level that teachers felt supported by the parents of the students. The findings resulted in the development of a PENCIL Partnership Assessment Tool so that the PENCIL Foundation could use data to maintain quality partnerships and measure the effectiveness of the programs that partners implemented in schools. Further research is needed to determine other factors that affect school climate, student achievement, and community partnerships in schools in order to provide more precise data for the assessment of the partnerships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563570
The Effect of Community Involvement through PENCIL Partners on School Climate and Student Achievement
ProQuest LLC
Ed.D. Dissertation, Lipscomb University
2013-00-00
978-1-3035-4296-1
198
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602388
2016
As Provided
JAN2020
No
Urban Schools
High Schools
Science Teachers
Secondary School Teachers
Teacher Persistence
Mixed Methods Research
Online Surveys
Teacher Surveys
Interviews
Faculty Mobility
Career Change
Leadership
Professional Autonomy
Mentors
Beginning Teacher Induction
Rak, Rosemary C.
Dissertations/Theses - Doctoral Dissertations
New England
English
High Schools
Secondary Education
The turnover of high school science teachers is an especially troubling problem in urban schools with economically disadvantaged students. Because high teacher turnover rates impede effective instruction, the persistence of teacher attrition is a serious concern. Using an online survey and interviews in a sequential mixed-methods approach, this study investigates the perceptions of high school science teachers regarding factors that contribute to their employment decisions. The study also compares first-career and second-career science teachers' perceptions of retention and attrition factors and identifies conditions that urban school leaders can establish to support the retention of their science teachers. A purposeful sample of 138 science teachers from urban area New England public high schools with 50% or more Free and Reduced Price Lunch-eligible students participated in the survey. Twelve survey respondents were subsequently interviewed. In accord with extant research, this study's results suggest that school leadership is essential to fostering teacher retention. The findings also reveal the importance of autonomy, professional community, and adequate resources to support science instruction. Although mentoring and induction programs receive low importance ratings in this study, career-changers view these programs as more important to their retention than do first-career science teachers. Second-career interviewees, in particular, voice the importance of being treated as professionals by school leaders. Future research may examine the characteristics of mentoring and induction programs that make them most responsive to the needs of first-career and second-career science teachers. Future studies may also investigate the aspects of school leadership and professional autonomy that are most effective in promoting science teacher retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563571
Factors Affecting the Retention of First-Career and Second-Career Science Teachers in Urban High Schools
ProQuest LLC
Ph.D. Dissertation, Lesley University
2013-00-00
978-1-3035-5693-7
303
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602613
2016
As Provided
JAN2020
No
Athletics
Training
Teacher Educators
Trainers
Pedagogical Content Knowledge
Mixed Methods Research
Questionnaires
Data Analysis
Learning Theories
Mentors
Experiential Learning
Socialization
Teacher Effectiveness
Rooney, Kevin F.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Athletic trainers work in clinical settings such as secondary schools, colleges and universities, sports medicine clinics, professional sports, hospitals, and other healthcare environments. However, with the rapid expansion of athletic training education programs (ATEP) over the years, another role for the athletic trainer has developed, the athletic trainer educator. Consequently, it is currently becoming increasingly apparent that athletic trainers must also be equipped with the knowledge and expertise to teach, mentor, and train the future generations of certified athletic trainers within the classroom. Recently, researchers (Hertel et al., 2001; Craig, 2006; Rich, 2009) have argued that athletic training instructors lack the necessary pedagogical knowledge to be more effective instructors. However, athletic training education is a unique environment that provides both a wealth of content knowledge and many opportunities for students and professionals to engage in inquiry, action, interaction, mentoring, and reflection. Does the athletic training environment provide informal opportunities for students and instructors to gain pedagogical expertise? To learn more about instructors' preparation for teaching, this dissertation explored athletic training instructors perceived preparedness for teaching in an ATEP. This study used a mixed methods research approach through a self-developed and pre-piloted electronic questionnaire. The approach consisted of collecting and analyzing scalable quantitative and qualitative data as well as written narrative qualitative responses from 364 participants currently teaching within an ATEP. In addition, quantitative data was collected from ATEP program directors regarding their perceptions of pedagogy on instructor preparation and its place within athletic training (AT) education. Through the study's findings, it became evident that instructors' perceived preparedness for teaching is explained by several theories of learning, such as the mentor/protege model of learning, experiential learning theory, and social learning theory. Demonstrated by their actions, attitudes, and beliefs, participants placed high value on pedagogy, its importance on effective teaching, and its place within AT education. Furthermore, from within athletic training's unique clinical field and classroom settings, participants demonstrated how each environment provided them with their perceived foundations for teaching within an ATEP. Despite these findings, formal pedagogical preparation and its place within athletic training curricula needs further exploration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563572
Athletic Training: Instructors Perceived Preparedness for Teaching in an Athletic Training Education Program
ProQuest LLC
Ph.D. Dissertation, Lesley University
2013-00-00
978-1-3035-5694-4
140
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602614
2016
As Provided
JAN2020
No
College Readiness
Educational Policy
Program Implementation
Higher Education
Student Placement
State Colleges
Remedial Instruction
Mixed Methods Research
Outcomes of Education
Educational Practices
Testing
College Entrance Examinations
Solomon, Jibril
Dissertations/Theses - Doctoral Dissertations
Massachusetts
Massachusetts
English
Higher Education
Postsecondary Education
In 1998, the Massachusetts Board of Higher Education, with assistance from the Developmental Assessment and Placement Advisory Committee, adopted an assessment policy that set standards for college placement testing at Massachusetts public colleges and universities. The purposes of the policy were to place students more adequately suited for college remedial coursework at the state colleges and to ensure compatibility and comparability of implementation across all the public campuses. Limited research exists on the accuracy of the implementation of college placement assessments. Prior research focused on the ethical dilemmas associated with mandatory placement. This research investigated how the Massachusetts public four-year institutions implement the college placement testing policies. This study addresses the "knowledge-building" about implementation by asking the following questions: What is being implemented, why, for whom and how do campus histories, cultures, demographics and practitioner buy-in shape what gets implemented? The role of college readiness assessment and placement is high-stakes because placement in remedial courses serves as gatekeepers to students' abilities to access college credit-bearing coursework. Remedial courses do not count towards graduation, are not transferrable, and charge same tuition rates as credit-bearing ones. Students placed in remedial education programs experience higher college dropout rates than their counterparts. A mixed methods design this study surveyed college assessment administrators, and found that while seventy-three percent of the colleges implement the state's policy, there is a plethora of incongruities in the ways implementation occurs (i.e., in mathematics, fifty-four percent used different elementary algebra cut-off scores; in English, sixty-nine percent test writing differently). Results from the survey showed that current assessment experiences and outcomes of first-time first-year students are inconsistent. Students entering different Massachusetts public four-year campuses are receiving varying and sometimes conflicting signals about their college readiness competencies and remedial placement outcomes. The findings call attention to disconnections that exist between policy and practice in the state assessment system and recommend the state (a) rethink how to use new assessments to develop a system capable of supporting students through the K-12 through higher education pipeline; and (b) gather more information about how to evaluate its remedial programs' benefits and costs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563573
College Readiness Policy Implementation in the Massachusetts Public Higher Education System from Policy to Practice: An Analysis of the Implementation of the State College Placement Testing (CPT) Policies at the Four Year Public Institutions
ProQuest LLC
Ph.D. Dissertation, Lesley University
2013-00-00
978-1-3035-5695-1
131
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602615
2016
As Provided
JAN2020
No
High School Students
Academic Achievement
Online Courses
Comparative Analysis
Mixed Methods Research
Virtual Classrooms
Teacher Student Relationship
Statistical Analysis
Interviews
Interpersonal Competence
Secondary School Teachers
Integrated Learning Systems
Thinking Skills
Grades (Scholastic)
Kilgore, Leah dee Carter
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
This mixed-method research examines student achievement, student interaction and social elements to determine which elements support online course completion for students in a state virtual school. The quantitative goals seek to find a possible degree of convergence with the course completion average grade. Qualitative data from 10 high school students, their teachers, and quantitative data from their courses were gathered. Quantitative data from the learning management system (LMS) was reproduced, scrubbed of unwanted data, such as dropped students. Mixed method constant comparison was performed to determine a descriptive analysis of three variables: student achievement, student interaction, and social elements. Using the data gathered from the qualitative interviews, a yes or no was assigned to the students for behavioral, cognitive, and social skills. Using descriptive statistics, the skills were compared to the students' course grades. The results revealed a strong pattern match of data for Research Question 1. This data was indicative of the need for behavioral, cognitive, and social skills to complete an online course. Quantitative and teacher data were grouped by themes: asynchronous, administrative, and assessments; synchronous added for teacher data. A constant comparison of data correspondence was performed between the student course average grade, the access data, LMS theme data, and the course average final grade. The investigation of Research Question 2 indicated that the LMS's reporting module can determine interactions to support online course completion by providing average grade analysis along with access analysis and tool usage analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563574
An Analysis of Student Achievement, Student Interaction, and Social Elements That Support Online Course Completion for High School Students as Compared Qualitatively with Quantitative Data Retrieved via a Learning Management System
ProQuest LLC
Ed.D. Dissertation, Piedmont College
2013-00-00
978-1-3035-5706-4
298
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602620
2016
As Provided
JAN2020
No
Case Studies
Jews
Religious Education
North Americans
Comparative Analysis
Foreign Countries
Role
Self Concept
Educational Philosophy
Novices
Educational Practices
Teacher Attitudes
Teaching Methods
Seminars
Graduate Study
Theological Education
Mixed Methods Research
Questionnaires
Semi Structured Interviews
Semitic Languages
Language Role
Preservice Teacher Education
Expectation
Concept Mapping
Collectivism
Student Attitudes
Judaism
Bell-Kligler, Roberta
Dissertations/Theses - Doctoral Dissertations
Israel
Israel
English
Higher Education
Postsecondary Education
The role of Israel in the identity of North American Jews is of concern and interest to community leaders, philosophers of Jewish education, and most important, practitioners in the field. Although there is an awareness of the need to help emerging Jewish educators grapple with the complex questions surrounding Israel engagement, little research exists about how connections to Israel are formed and how novice educators translate them into practice. This dissertation explores the evolving attitudes of young Jewish educators regarding Israel and Israel education. It looks closely at four graduate students of education, all of whom took part in a three-week seminar in Israel, a mandatory aspect of their graduate studies in Jewish Education at the Davidson School of the Jewish Theological Seminary. Using a mixed methodology, a case study of each participant is presented. Over the five years of the study, participants filled out written questionnaires, participated in semi-structured interviews, and drew concept maps. Findings from these four participants were compared with findings from their entire cohort (37 students) as well as five subsequent cohorts (approximately 100 students). The study produced a number of key conclusions: Israel orientation is influenced by many factors and is extremely dynamic; a pronounced yearning for community and collective is part of the evolving approach of young educators; Hebrew language plays a positive and central role in connection to Israel; and while the pre-service seminar in Israel did not fulfill the participants' expectations about Israel education, which were different from those of the program designers, it did contribute significantly to the participants' personal growth and attitudes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563575
Case Studies of North American Jewish Educators: Attitudes Regarding Israel and Israel Engagement
ProQuest LLC
Ed.D. Dissertation, The Jewish Theological Seminary of America
2013-00-00
978-1-3035-5855-9
391
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602627
2016
As Provided
JAN2020
No
Community Involvement
Academic Achievement
Educational Environment
Partnerships in Education
Mixed Methods Research
Elementary Schools
Interviews
Case Studies
Achievement Tests
Public Schools
Standardized Tests
School Community Relationship
Program Implementation
Wyatt, Aimee
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Elementary Education
The purpose of this study was to examine the effect that community partnerships could have on school climate and, ultimately, student achievement. Specifically, community partnerships that were formed through the PENCIL (Public Education Needs Community Involvement and Leadership) Foundation in Nashville, Tennessee were researched to determine their influence on the schools they serve. This mixed methods research study used a purposeful sample of 33 elementary schools and conducted interviews with three case study schools from that sample. The quantitative portion of the study consisted of an examination of the relationship between school climate as measured by the TELL (Teaching, Empowering, Learning, and Leading) survey and student achievement as measured by the TCAP (Tennessee Comprehensive Assessment Program) data. It was found that the level of involvement of the community partner and the quality of the relationship between the community partner and the school were significant indicators of effective partnerships. The quantitative data revealed that the most significant predictor of student achievement from the TELL survey was the level that teachers felt supported by the parents of the students. The findings resulted in the development of a PENCIL Partnership Assessment Tool so that the PENCIL Foundation could use data to maintain quality partnerships and measure the effectiveness of the programs that partners implemented in schools. Further research is needed to determine other factors that affect school climate, student achievement, and community partnerships in schools in order to provide more precise data for the assessment of the partnerships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563576
The Effect of Community Involvement through PENCIL Partners on School Climate and Student Achievement
ProQuest LLC
Ed.D. Dissertation, Lipscomb University
2013-00-00
978-1-3035-4306-7
198
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602395
2016
As Provided
JAN2020
No
Leadership Styles
Mixed Methods Research
Statistical Analysis
Questionnaires
Transformational Leadership
School Safety
Violence
Guidelines
Principals
Public Schools
Counties
Terrorism
Administrator Attitudes
Interviews
School Culture
Elementary Secondary Education
Administrator Qualifications
Henderson, Joyce Herod
Dissertations/Theses - Doctoral Dissertations
Multifactor Leadership Questionnaire
Pennsylvania
Pennsylvania
Multifactor Leadership Questionnaire
English
Elementary Secondary Education
Our schools are considered a place of safety for learning, however, the unfortunate reality is that schools may face crises and violence. Leadership styles vary among school leaders and provide the framework for handling daily challenges. This mixed-methods research design was used to investigate the individual leadership styles of public school principals from twelve counties in southwestern Pennsylvania and their experiences with and preparedness for incidents of school violence. Quantitative data were collected using the Multifactor Leadership Questionnaire, the Evaluation Survey for School Terrorism, and a brief demographic questionnaire. Using SPSS, descriptive statistics summarized the survey data and further data analysis used an independent-samples t-test to compare preparedness for school violence and leadership style. A statistical significance was not found between the two groups. Qualitative data were collected through personal interviews and provided descriptions of personal leadership styles, school violence experiences, preparedness for and effective leadership during crises. Although some interviewees stated no personal experience with an act of school violence, each understood the threat potential, the expectation to respond, and the unfortunate reality that may await them. From the data analysis, findings from the study revealed that building relationships is important for the general welfare of students and staff, that violent school incidents regardless of location have an effect on the general sense of preparedness for a similar event, and that school leader's leadership style affects the climate and culture of the school. When a school crisis occurs, the responsible, skilled, professional leadership in our schools is, and always will be, the first level of defense against any threat that has the potential to harm children. The conclusions confirm that schools are safe places. Leadership is the key. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563577
A Mixed Methods Study: Principals' Perceived Leadership Styles and Ability to Lead during a School Violence Crisis
ProQuest LLC
D.Ed. Dissertation, Indiana University of Pennsylvania
2013-00-00
978-1-3035-5438-4
232
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602511
2016
As Provided
JAN2020
No
Foreign Countries
High School Students
Moral Development
Judaism
Religious Education
Faculty Development
Biographies
Role
Knowledge Base for Teaching
Social Development
Citizen Participation
Educational History
Inservice Teacher Education
Qualitative Research
Portraiture
Personal Narratives
Ethnography
Teacher Surveys
Jews
Arabs
North Americans
Teacher Collaboration
Sela Kol, Aviva Helena
Dissertations/Theses - Doctoral Dissertations
Israel
Israel
English
High Schools
Secondary Education
My study concerns the teacher knowledge of "mehankhim," teachers in Israeli high schools entrusted to promote students' moral, civic, and social growth. It examines two "mehankhim" from a secular Israeli high school who participated in a long-term professional development program in secular Jewish education, centered by traditional and modern Jewish texts. This study is situated within the body of research on teachers' professional development, focusing on the vocation of "mehanekh" in secular Jewish education, teachers' professional knowledge, and "mehankhim's" life stories. I suggest that "mehankhim" are professionals, with a professional practical knowledge unique to them, despite their current lack of specific training for their vocation. One major source of knowledge that informs the practice of today's "mehankhim" is the historical legacy of the role. A second is the evolution of Israeli public discourse, which demands a corresponding evolution in the undefined "mission statement" of "mehankhim," and in their preparation and in-service training. Using the qualitative method of portraiture and relying on narrative analysis, I have drawn portraits of two "mehankhim." I completed a full ethnographic survey of the participants in their professional setting, engendering the creation of a multi-layered, comprehensive and esthetic whole. This study examines ways to professionalize the vocation of "mehankhim." It offers hope for change in the Israeli public discourse by well-trained Jewish and Arab "mehankhim," invigorated with a new popular mandate; it suggests an opportunity for Jewish Israeli "mehankhim" to collaborate with their American counterparts in Jewish education, giving Jewish texts a central role. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563578
"Text-Books and Textpeople" (A. J. Heschel): What Is the Role of the Mehanekh in the Jewish Secular High School in Israel, and What Is the Place of Jewish Texts within That Role?
ProQuest LLC
Ed.D. Dissertation, The Jewish Theological Seminary of America
2011-00-00
978-1-3035-5866-5
301
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602633
2016
As Provided
JAN2020
No
Middle School Teachers
Case Studies
Teacher Collaboration
Teacher Attitudes
Teaching Experience
Planning
Teacher Student Relationship
Academic Achievement
Interviews
Observation
Models
Mixed Methods Research
Accuracy
Credibility
Beliefs
Mizell, Paul J.
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
This study was a case study of the experiences and perceptions of collaborative, subject-alike planning among middle school teachers. Many investigators have identified gaps between teacher planning and classroom instruction and have asserted that teacher planning often occurs independently and in isolation of other teachers. Researchers in other studies have concluded that collaboration among teachers allows teachers to share experiences and enhances classroom learning. From a constructivist theoretical framework, learning is the result of interactions and deliberate processes by teachers that require students to assimilate knowledge. Key research questions in this study focused on how middle school teachers perceived subject-alike planning to impact classroom instruction and student achievement. Data were gathered from 5 teacher interviews, 2 panel discussions, and 3 observations of teacher planning sessions. Data were coded and common themes were identified based on the theoretical framework. Triangulation of data and member checking ensured the accuracy and credibility of study findings. Findings in this study indicated that participating teachers perceived collaborative planning with subject-alike teachers to improve classroom instruction and increase student mastery of content in their classrooms. Recommendations for administrators include providing quality common planning time for subject-alike teachers that contributes to their professional growth and improves classroom instruction. Results from this study contribute to positive social change by clarifying teacher beliefs and perceptions regarding the effectiveness of collaborative subject specific planning on classroom instruction and student and teacher learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563579
A Case Study of Collaborative, Subject-Alike Planning among Middle School Teachers
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-5113-0
145
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602490
2016
As Provided
JAN2020
No
Self Efficacy
Teacher Effectiveness
Faculty Development
Autism
Pervasive Developmental Disorders
Academic Achievement
Teacher Certification
Teaching Experience
Case Studies
General Education
Teacher Attitudes
Inclusion
Elementary School Teachers
Primary Education
Statistical Analysis
Teacher Surveys
Multivariate Analysis
Biasotti, Nancy
Dissertations/Theses - Doctoral Dissertations
California
California
English
Elementary Education
Primary Education
Early Childhood Education
Regular education teachers' self-efficacy may be negatively impacted due to a lack of professional development and experience teaching students with Autism Spectrum Disorder (ASD). Research links teacher self-efficacy with increased student academic achievement. The purpose of this study was to examine to what degree training on ASD during and following teacher certification and experience had on overall teacher self-efficacy. This one-shot case study was based upon Bandura's theoretical construct of self-efficacy and secondarily on Tschannen-Moran, Woolfolk Hoy, and Hoy's theory of self-efficacy. The Teachers' Sense of Efficacy Scales (TSES) was used to collect data from regular education teachers with experience teaching students with ASD in 1st through 3rd grades in a Southern California school district. After the data were assessed for accuracy, missing data, and outliers, the analysis was conducted on 36 cases. MANOVAs were conducted to assess differences on overall self-efficacy. Separate ANOVAs were used since the overall self-efficacy and the subscores were highly correlated. Though the sample in this study was small (n = 36) for data analysis, the effect size showed that training experience and grade levels had a moderate to large effect on teacher self-efficacy (0.16, 0.13, 0.13 respectively). Therefore teacher self-efficacy has a positive impact on student achievement. Implications for positive social change are self-efficacious teachers increase the academic achievement of students with ASD. In this way, such students can become self-sustaining, dynamic members of the work force and community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563580
The Impact of Professional Development Training in Autism and Experience on Teachers' Self-Efficacy
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-4290-9
132
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602382
2016
As Provided
JAN2020
No
Religious Factors
Christianity
Religious Education
Undergraduate Students
General Education
Electronic Learning
Technology Uses in Education
Social Networks
Web Based Instruction
Response Style (Tests)
St. John, Kelvin Wesley
Dissertations/Theses - Doctoral Dissertations
Kansas
Kansas
English
Higher Education
Postsecondary Education
Today's Millennials, the first generation to reach their majority in this millennium, often compartmentalize their faith lives from their social and work lives. MidAmerica Nazarene University (MNU) offers a course in Spiritual Formation once each spring. The enrollment for this elective course ranges from twelve to eighteen students per class. Each undergraduate must take three general education courses that inform their faith: Old Testament Literature, New Testament Literature, and Christian Beliefs. However, simple math shows that approximately just over one thousand of MNU's 1,037 undergraduates are unable to take Spiritual Formation--the course that forms their faith. This study offered online delivery of spiritual disciplines, a small yet vital part of the Spiritual Formation course. The twelve disciplines featured in the study are disciplines that were evident in the life of Christ. The local context for this study was MNU. Because of their affinity for technology and social networking, the target population consisted of all millennial undergraduate students. The purpose of this six-week study of Millennials was to evaluate the effectiveness of how MNU undergraduates leveraged social networking and new media to establish and develop the daily practice of a spiritual discipline that Christ modeled. The findings suggest that (1) the practice of spiritual disciplines can be propagated through the use of technology, (2) Millennials are not as dependent on technology as culture portrays them, (3) Millennials prefer immediacy and convenience in the technology they use, (4) they value face-to-face relationships, (5) social networking caused a halo effect on accountability, (6) the use of technology varied over the course of the study, and (7) technology doubly drove accountability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563581
Creating Space for God in the Lives of Millennials by Leveraging Technology to Practice a Spiritual Discipline Modeled by Christ
ProQuest LLC
D.Min. Dissertation, Asbury Theological Seminary
2013-00-00
978-1-3035-5970-9
336
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602732
2016
As Provided
JAN2020
No
Educational Improvement
Reading Achievement
Literacy Education
Student Evaluation
Qualitative Research
Reading Skills
Interviews
Teacher Surveys
Language Arts
Achievement Gains
Scores
Statistical Analysis
Brown, Jennifer V.
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
The purpose of the study was to determine if the eight steps of the Continuous Improvement Model (CIM) provided a framework to raise achievement and to focus educators in identifying high-yield literacy strategies. This study sought to determine if an examination of the assessment data in reading revealed differences among schools that fully, partially, or did not implement the CIM. The research focused what happened during the school year 2011-12 in nine schools. The qualitative research attempted to discover the relationship among the eight steps of the CIM and the educators who implemented the model. The design of the qualitative research focused on the schools that implemented the CIM including the perceptions of participants regarding the impact upon reading/literacy proficiency. Interviews with leadership teams in six schools that implemented partially and fully were conducted. A survey was conducted among teachers from six schools that implemented the CIM. Quantitative data were collected from student results on the Tennessee Comprehensive Assessment Program Reading/Language Arts assessments for school years 2010-2011 and 2011-2012. The results showed practical and significant differences in achievement scores among those schools that partially and fully implemented the model compared to those schools that did not implement. The study also highlighted positive and negative perceptions of the model and identified high-yield strategies. The findings suggest a carefully orchestrated plan to address literacy should be implemented during the early stages in a child's education. The CIM provides a framework for educators to design a literacy plan that comprehensively addresses the needs of teachers and students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563582
The Continuous Improvement Model: A K-12 Literacy Focus
ProQuest LLC
Ed.D. Dissertation, Lipscomb University
2013-00-00
978-1-3035-4235-0
251
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602327
2016
As Provided
JAN2020
No
Educational Improvement
Reading Achievement
Literacy Education
Student Evaluation
Qualitative Research
Reading Skills
Interviews
Teacher Surveys
Language Arts
Achievement Gains
Scores
Statistical Analysis
Smith, Vicky B.
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
The purpose of the study was to determine if the eight steps of the Continuous Improvement Model (CIM) provided a framework to raise achievement and to focus educators in identifying high-yield literacy strategies. This study sought to determine if an examination of the assessment data in reading revealed differences among schools that fully, partially, or did not implement the CIM. The research focused what happened during the school year 2011-12 in nine schools. The qualitative research attempted to discover the relationship among the eight steps of the CIM and the educators who implemented the model. The design of the qualitative research focused on the schools that implemented the CIM including the perceptions of participants regarding the impact upon reading/literacy proficiency. Interviews with leadership teams in six schools that implemented partially and fully were conducted. A survey was conducted among teachers from six schools that implemented the CIM. Quantitative data were collected from student results on the Tennessee Comprehensive Assessment Program Reading/Language Arts assessments for school years 2010-2011 and 2011-2012. The results showed practical and significant differences in achievement scores among those schools that partially and fully implemented the model compared to those schools that did not implement. The study also highlighted positive and negative perceptions of the model and identified high-yield strategies. The findings suggest a carefully orchestrated plan to address literacy should be implemented during the early stages in a child's education. The CIM provides a framework for educators to design a literacy plan that comprehensively addresses the needs of teachers and students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563583
The Continuous Improvement Model: A K-12 Literacy Focus
ProQuest LLC
Ed.D. Dissertation, Lipscomb University
2013-00-00
978-1-3035-4285-5
251
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602377
2016
As Provided
JAN2020
No
Middle School Teachers
Merit Pay
Teacher Characteristics
Compensation (Remuneration)
Teacher Effectiveness
Academic Achievement
Teacher Surveys
Interviews
Correlation
Balls, John Daniel
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Middle Schools
Secondary Education
Junior High Schools
This dissertation determined the perceived association of merit pay and teacher qualities in the sample schools. The research focused on the association of merit pay and levels of teacher qualities and if a relationship exists between teacher performance-based compensation and teacher qualities/performance. The indications and suggestions of this research were based on the data collected from surveys and interviews of teachers in the two sample schools on performance pay plans. This component of the study identified any perceived association of merit pay and teacher qualities. This information was corroborated with research collected on studies done on school systems that have adopted merit pay plans. Information was obtained from multi-question surveys from middle school teachers, open-ended questions, and interviews. The results of this research indicated that there was a perceived association of merit pay and teacher qualities in these two sample middle schools. This association may lead to increased teacher efficacy and, ultimately, increased student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563584
The Perceived Association of Merit Pay and Teacher Qualities in Two Middle Schools in a Southeastern State
ProQuest LLC
Ed.D. Dissertation, Gardner-Webb University
2013-00-00
978-1-3035-5999-0
120
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602761
2016
As Provided
JAN2020
No
Word Order
Intonation
English (Second Language)
Second Language Learning
Bilingualism
Sociolinguistics
Spanish
Language Research
Computational Linguistics
Pragmatics
Discourse Analysis
Syntax
Grammar
Interviews
Barrera-Tobon, Carolina
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
This dissertation is a variationist sociolinguistic analysis of the variable word order and prosody of copular constructions ("Nicolas es feliz" versus "'Feliz' es Nicolas," "Es Nicolas 'feliz,'" "Es 'feliz' Nicolas," "Nicolas is 'happy'") in the Spanish of first- and second-generation Spanish-English bilinguals in New York City (henceforth NYC). The data used for the study come from a spoken corpus of Spanish in NYC based on 140 sociolinguistic interviews (details of the corpus will be presented in Chapter Three). This dissertation addresses the question of whether second-generation bilinguals have a less flexible word order in Spanish as a result of their increased use of, and contact with, English, where a more fixed order prevails. We will show that the informants in the present study, like their peers in Los Angeles and other parts of the US, exhibit a more rigid word order compared to their first-generation peers. We have established that this increase in rigidity of word order among the second-generation can be attributed in large part to their increased use of and contact with English. The studies mentioned above have interpreted their results to mean that these speakers are losing or have lost the discourse pragmatic constraints that govern word order. However, the data here show that the first- and second-generation speakers in the present study share many of the same conditioning variables and constraints for word order, although these variables appear to account for a smaller amount of variance among the second-generation. In this way, we have established that the second-generation is not losing the discourse pragmatic constraints that govern word order, but that they are differently sensitive to these constraints. In fact, we show that second-generation speakers are very capable of communicating the pragmatic functions that the first-generation speakers do using word order because they maintain the prosodic details of their first-generation counterparts. In other words, the second-generation communicates these functions in ways that are slightly different from the first-generation, relying more on prosodic resources than syntactic ones. Furthermore, the data indicate that their prosodic patterns are not modeled after the prosody of English. In general terms we show that the second-generation does not have a different grammar from their first-generation counterparts, as is claimed by other researchers. Instead we show that these speakers favor certain first-generation strategies over others. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563585
Contact-Induced Changes in Word Order and Intonation in the Spanish of New York City Bilinguals
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-3035-3576-5
201
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601855
2016
As Provided
JAN2020
No
Secondary School Curriculum
Data Collection
Observation
Semi Structured Interviews
Secondary School Teachers
Pedagogical Content Knowledge
Technological Literacy
Influence of Technology
Technology Integration
Data Analysis
Teacher Student Relationship
Classroom Environment
Aptitude Treatment Interaction
Student Characteristics
Teacher Characteristics
Educational Practices
Teaching Methods
Class Activities
Mooney, Melody Anne
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
The purpose of this study is to examine the impacts of integrating new literacies practices into high school curriculum content classrooms. This study examined data collected through observations and semi-structured interviews conducted with four high school content curriculum teachers. Analysis of the data resulted in essential findings emerging across all four classrooms, suggesting that new literacies practices in the classroom have an impact on both students' and teachers' classroom practices. Implications of the study suggested that students appear to have greater leverage in making deeper learning connections when they are engaged with new literacies practices in the classroom. Furthermore, teachers appeared to migrate between pedagogical models of teaching and learning with transitional ease. A key implication of this study is the need for further research focused on what leads teachers to adopt effective technology and new literacies practices in the content classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563586
New Literacies and Pedagogical Migration: Exploring Impacts of New Literacies on Instruction and Learning in High School Content Classrooms
ProQuest LLC
Ed.S. Dissertation, Arkansas State University
2013-00-00
978-1-3035-4255-8
96
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602348
2016
As Provided
JAN2020
No
Integrated Learning Systems
Models
Transcripts (Written Records)
Observation
Interviews
Data Collection
Educational Technology
Technology Uses in Education
Individualized Instruction
Teaching Methods
Learner Controlled Instruction
Program Improvement
Sampling
Technology Integration
Design Requirements
Program Design
Dutta, Pratima
Dissertations/Theses - Doctoral Dissertations
English
The Personalized Integrated Educational System (PIES) design theory is a design recommendation regarding the function and features of Learning Managements Systems (LMS) that can support the information-age learner-centered paradigm of education. The purpose of this study was to improve the proposed functions and features of the PIES design theory such that it is compatible with the technological needs of the information-age, learner-centered paradigm of education. Four schools or educational systems that embodied all or some of the characteristics of the learner-centered, information-age paradigm were selected through a purposeful, theoretical sampling process. They were selected based on how useful they would be in extending and improving the design recommendations for PIES and the extent to which the naturalistic cases had transitioned into the learner-centered, information-age paradigm of education. Research participants within these schools were chosen through a non-probability sampling method. Twenty teachers agreed to participate and were interviewed and observed. Data collected in the form of interview transcripts and observation notes were analyzed to reveal functions and features that could be added and removed from the PIES design theory. Data were analyzed to also reveal factors that encouraged/discouraged technology use, implementation, and policy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563587
Personalized Integrated Educational System (PIES) for the Learner-Centered Information-Age Paradigm of Education: A Study to Improve the Design of the Functions and Features of PIES
ProQuest LLC
Ph.D. Dissertation, Indiana University
2013-00-00
978-1-3035-3510-9
248
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601795
2016
As Provided
JAN2020
No
Early Intervention
Early Childhood Education
Preschool Education
Comparative Analysis
Program Effectiveness
Reading Achievement
Grade 3
Elementary School Students
Reading Skills
Scores
Private Schools
Garmon, Terri P.
Dissertations/Theses - Doctoral Dissertations
Georgia Criterion Referenced Tests
Georgia
Georgia
Georgia Criterion Referenced Tests
English
Early Childhood Education
Primary Education
Preschool Education
Grade 3
Elementary Education
Requirements of No Child Left Behind have caused tremendous interest in the effectiveness of preschool education programs. Intervention programs such as Head Start have existed for children with academic, social, or emotional delays. These programs provided services to help remediate deficits that are often observed in children from less privileged backgrounds. Recently states have established free, universal prekindergarten programs to enrich early language development and pre-literacy skills. Since literacy development is linked to the acquisition of language and vocabulary skills, preschool programs that emphasize early language development are thought to better prepare children for success in primary school. However, little research has been conducted to examine the causal relationship between prekindergarten participation and academic achievement in later primary grades. It is important to understand the relationship between participation in prekindergarten and academic performance in primary school in order to plan for effectiveness of prekindergarten programs. This study used casual-comparative design to examine secondary data for causal relationships regarding children who have participated in prekindergarten and children who have not participated in prekindergarten, and their performance on the Reading portion of the 3rd grade Georgia Criterion Referenced Competency Tests. Consideration was given to the type of prekindergarten program in which children participated, since public and private programs are currently approved and provided by the Georgia Department of Education. The samples used in this study were obtained from 3rd grade students in public school in rural South Georgia. Test results indicate that children who participated in prekindergarten administered through the public school system scored higher on 3rd evaluations than children who attended prekindergarten in a private setting or children who did not attend prekindergarten. Children who did not attend prekindergarten actually scored higher than those who attended prekindergarten in privately administered programs. Results indicate that resources may be most effectively in publicly administered programs. Students attending these programs experienced more effective long-term gains than children in private programs or children who did not attend prekindergarten. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563588
Prekindergarten Participation as Related to Performance in Primary Grades
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-5647-0
138
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602569
2016
As Provided
JAN2020
No
Social Networks
Web Sites
Privacy
Constitutional Law
Civil Rights
Expectation
Judges
Social Science Research
Pure, Rebekah Abigail
Dissertations/Theses - Doctoral Dissertations
Fourth Amendment
Fourth Amendment
English
Advances in digital networked communication technology over the last two decades have brought the issue of personal privacy into sharper focus within contemporary public discourse. In this dissertation, I explain the Fourth Amendment and the role that privacy expectations play in the constitutional protection of personal privacy generally, and then narrow the focus on this issue to the context of social networking sites. For the legal protection of personal privacy under the Fourth Amendment, a person must have what courts term "a reasonable expectation of privacy." For an expectation of privacy in a given context to be deemed reasonable, society must consider that expectation as reasonable, yet no empirical research has explored what society would consider to be a reasonable expectation of privacy in online contexts. I argue that in order to make decisions about societal privacy expectations, judges should rely on social science data to determine what society considers as being reasonable expectations of privacy within any given context, including online. I further argue that by using social science theories of privacy and protection, it is possible to predict people's privacy expectations in online contexts. More specifically, I suggest that based on research on privacy in various social science disciplines, people's normative expectations of privacy depend on what information they think is observable in specific situations. Findings from this study support the notion that people have lower expectations of privacy when they believe their information to be more readily observable, and the results highlight the complicated nature of privacy expectations in the social networking context in particular. A model was proposed in this dissertation to explore how people's privacy expectations differ depending on the audience for their personal information, and it was found that within the context of social networking sites, the factors that contribute to different types of privacy expectations (i.e., the privacy expectations surrounding different potential audiences for one's information) vary widely. That is, some privacy protection behaviors (implementing privacy settings) influence privacy expectations about the degree to which other social networking site (SNS) users should have access to one's personal information, whereas other privacy protection behaviors (reading a site's privacy policies) affect privacy expectations regarding what information people expect law enforcement officers to have access to in SNSs. Similarly, the factors that were hypothesized in the model to influence privacy protection behaviors, including for example, past experience using SNS, personality, and demographic variables, functioned differently depending on the type of privacy expectation. Implications of these results for law and policy are discussed, as are avenues for future research to investigate the role of privacy expectations in the broader privacy literature, both offline and online. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563589
Privacy Expectations in Online Contexts
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Barbara
2013-00-00
978-1-3035-4024-0
151
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602192
2016
As Provided
JAN2020
No
Technology Integration
Test Preparation
School Districts
Internet
Professional Development
Teacher Education
Educational Technology
Teachers
Technology Uses in Education
Teaching Methods
Expertise
Multiple Regression Analysis
Teacher Surveys
Faculty Development
Jackson, Barcus C.
Dissertations/Theses - Doctoral Dissertations
English
School districts across the country are charged with preparing the next generation for competing in a global economy and have spent billions of dollars on technology acquisition and Internet use. However, teachers do not feel prepared to integrate technology in the classroom. To prepare teachers for technology integration, the most common approach to professional development is the one-stop-shop. Teachers typically spend one hour to one day in professional development given the content area. "One-stop-shop" professional development focuses on training teachers to operate computers and software packages instead of how to integrate technology in the classroom (Knapp, 1996; McCannon & Crews, 2000). This type of training is not found appropriate for meeting teachers' pedagogical needs and is too far removed from their day-to-day classroom practice. This type of training has yielded uninterested teachers and lack of teachers integrating technology in the classroom. To address this issue, data were collected from 209 teachers about their expertise for integrating in the classroom using the TPACK survey instrument. Demographic data were also collected to further identify teacher's unique preparation needs and to avoid a one-size-fits-all approach. Multiple Regression was used to identify teacher preparation needs for classroom technology integration. With the results, yielded as a group, teachers' preparation needs are TK, SC, PK, PCK, TPK, and TCK. When data were filtered by demographic categories, teacher preparation needs for classroom technology integration were different. Conducting a Training Needs Analysis (TNA) should be the first step for preparing teachers in this regard. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563590
Teachers' Preparation Needs for Integrating Technology in the Classroom
ProQuest LLC
Ed.D. Dissertation, Missouri Baptist University
2013-00-00
978-1-3035-3008-1
121
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601562
2016
As Provided
JAN2020
No
Preservice Teachers
Undergraduate Students
Self Evaluation (Individuals)
Test Validity
Technological Literacy
Pedagogical Content Knowledge
Objective Tests
Maderick, Joseph Andrew
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Technology is now integrated into the Technological Pedagogical Content Knowledge (TPACK) required to be a highly qualified 21st century teacher. Accurate measurement of digital competence has become critical. Self-assessment has been used widely to measure the digital competence of preservice teachers who are expected to integrate technology into their teaching. There is little in the literature indicating that there has been validation of self-assessment as a measure of that competence. While recent research studies have tested the validity of self-assessment verses objective testing among business and accounting students, there have been no studies of self-assessment validity conducted on digital competence among preservice teachers. This study matched surveys of subjective self-assessment and objective assessment on seven domains of digital competence for preservice teachers. The results indicate that all participant groups inaccurately self-assessed their digital competence. The study concluded that subjective self-assessment lacks appropriate validity and is not an accurate predictor of digital competence among preservice teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563591
Validity of Subjective Self-Assessment of Digital Competence among Undergraduate Preservice Teachers
ProQuest LLC
Ph.D. Dissertation, University of Nevada, Las Vegas
2013-00-00
978-1-3035-3062-3
184
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601594
2016
As Provided
JAN2020
No
Academic Achievement
Communities of Practice
Test Results
Program Effectiveness
Algebra
Biology
High Schools
Interviews
Principals
Superintendents
Secondary Education
Professional Development
Program Implementation
Surveys
Secondary School Teachers
English Instruction
Bostic, Cristi M.
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
High Schools
Secondary Education
This dissertation evaluated the implementation of professional learning communities in a large suburban school district in North Carolina. The presence of shared and supportive leadership, shared values and vision, collective learning and application, shared personal practice, supportive conditions for relationships, and supportive conditions for structures are all attributes that were assessed to determine the degree of implementation. A quantitative and qualitative program evaluation was conducted using the CIPP evaluation model to determine the degree of implementation of professional learning communities and whether or not the implementation has had an impact on student achievement based on state end of course test results. The CIPP model of program evaluation is a systematic process to evaluate the context, input, process and product of a particular program to determine the effectiveness of the program. Teacher members of the Algebra I, English 9, and Biology professional learning communities at each of the six high schools were asked to complete the "Professional Learning Communities Assessment-Revised" survey. The researcher also requested to observe a sample of professional learning community meetings with these teachers to determine whether or not there is evidence that certain characteristics of the professional learning community concept exist. Interviews were conducted with each of the 6 principals, the assistant superintendent of secondary education and the facilitator of professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563592
Evaluation of the Implementation of Professional Learning Communities and the Impact on Student Achievement
ProQuest LLC
Ed.D. Dissertation, Gardner-Webb University
2013-00-00
978-1-3035-6000-2
108
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602762
2016
As Provided
JAN2020
No
Mixed Methods Research
Action Research
Grade 9
Secondary School Science
Physical Sciences
Pretests Posttests
Blended Learning
Technology Uses in Education
Honors Curriculum
Homework
Educational Technology
Science Achievement
Student Surveys
Parent Surveys
Focus Groups
Attitude Measures
Conventional Instruction
Howell, Donna
Dissertations/Theses - Doctoral Dissertations
English
Grade 9
Junior High Schools
Middle Schools
Secondary Education
High Schools
This mixed-methods action research study was designed to assess the achievement of ninth-grade Physical Science Honors students by analysis of pre and posttest data. In addition, perceptual data from students, parents, and the researcher were collected to form a complete picture of the flipped lecture format versus the traditional lecture format. The researcher utilized a 4MAT learning cycle in two Physical Science Honors classes. One of these classes was traditionally delivered with lecture-type activities taking place inside the classroom and homework-type activities taking place at home; the other inverted, or flipped, delivered with lecture-type activities taking place outside the classroom and homework-type activities taking place inside the classroom. Existing unit pre and posttests for both classes were analyzed for differences in academic achievement. At the completion of the units, the flipped class students and parents were surveyed, and student focus groups were convened to ascertain their perceptions of the flipped classroom delivery model. Statistical analysis of posttest data revealed that there is no significant difference between the traditional lecture delivery format and the flipped delivery format. Analysis of perceptual data revealed six themes that must be considered when deciding to flip the classroom: how to hold students accountable for viewing the at-home videos, accessibility of students to the required technology, technical considerations relating to the video production, comprehension of the material both during and after viewing the videos, pedagogy of the overall flipped method, and preference for the flipped method overall. Findings revealed that students, parents, and the researcher all had a preference for the flipped class format, provided the above issues are addressed. The flipped class format encourages students to become more responsible for their learning, and, in addition, students reported that the hands-on inquiry activities done in class aided them in learning the subject matter. It is recommended, however, that before instructors decide to flip the classroom, they ensure that all students have access to needed technology, that there is a plan in place for ensuring that the students actually view the assigned videos, that they have a way to create the videos and ensure adequate quality, and that some discussion is held in class after each assigned video to ensure comprehension of the material. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563593
Effects of an Inverted Instructional Delivery Model on Achievement of Ninth-Grade Physical Science Honors Students
ProQuest LLC
Ed.D. Dissertation, Gardner-Webb University
2013-00-00
978-1-3035-6003-3
176
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602764
2016
As Provided
JAN2020
No
Comparative Analysis
Measurement
Alignment (Education)
Educational Practices
Professional Development
Behavior Change
Mixed Methods Research
Knowledge Management
Knowledge Level
Standards
Teachers
Administrators
Kick, Laura C.
Dissertations/Theses - Doctoral Dissertations
Pacific Northwest
United States (Southeast)
English
In 2007, Lisa Carter created the Total Instructional Alignment system--a process that aligns standards, curriculum, assessment, and instruction. Employed in several hundred school systems, the TIA process is a successful professional development program. The researcher developed an instrument to measure the success of the TIA process with the assistance of educational experts throughout the United States, administered the instrument utilizing teachers and administrators from the Pacific Northwest and readministered the instrument to a rural school district in the southeastern region of the United States. A comparative analysis methodology was conducted to discover if the results could measure, and to what extent, the perceived differences and effect as instructional practices are altered due to the Total Instructional Alignment process. The researcher was able to confirm that the Total Instructional Alignment professional development process created by Carter does increase the educators' perceived awareness of the alignment of the standards, curriculum, instruction, and assessment, increase knowledge, and change behavior and performance. The research includes nine minor thematic units that were reported by respondents answering an open-ended question in relationship to TIA professional development. These results were confirmed using a mixed-methodology research design that included a comparative analysis and cumulative frequency distribution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563594
Comparative Analysis of the Measurement of Total Instructional Alignment
ProQuest LLC
Ed.D. Dissertation, Gardner-Webb University
2013-00-00
978-1-3035-6005-7
151
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602766
2016
As Provided
JAN2020
No
Minority Group Students
Academic Achievement
Magnet Schools
Reading Tests
Mathematics Tests
Achievement Tests
Grade 3
Elementary School Students
Grade 4
Grade 5
Racial Differences
Institutional Characteristics
Place of Residence
Accountability
Statistical Analysis
Factor Analysis
Snapp, David Wayne
Dissertations/Theses - Doctoral Dissertations
North Carolina
North Carolina
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
This research was designed to examine the difference in student performance between minority magnet school students who live in the residential area for those magnet schools and minority students assigned to a non-magnet residential school. This difference in performance was measured by scale score differences from the North Carolina End-of-Grade tests in reading and math after the sample scores were converted to z scores using the state mean and standard deviation for the given years in the study. Performance growth was measured for students who were in the third grade in 2009-2010 and remained at their school through the fifth grade in 2011-2012. Participants used in the study were selected based on their race, the size of the school they attended, the percent of minority students attending that school, and whether they lived in the residential boundary for their school. The Statistical Package for Social Sciences (SPSS) was used to import and evaluate data received from the district's accountability department. A mixed, two-factor repeated measures analysis of variance was used to examine the data through multiple independent variables and the dependent variables of math and reading tests. A mixed, two-factor repeated measures analysis of variance (ANOVA) revealed that there was a p value of 0.007 for groups over time, where the magnet and zone schools performed differently. A univariate, repeated-measures ANOVA of math scores determined that there was no statistically significant interaction between the groups over time in math. However, the same univariate analysis, when performed for reading scores, showed a p value of 0.005, meaning the type of school may have impacted the achievement of the students in the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563595
An Examination of Academic Growth of Minority Elementary Magnet School Students
ProQuest LLC
Ed.D. Dissertation, Gardner-Webb University
2013-00-00
978-1-3035-6012-5
130
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602769
2016
As Provided
JAN2020
No
Children
Play
Empathy
Preadolescents
Quasiexperimental Design
Statistical Analysis
Natural Resources
Environmental Education
Comparative Analysis
Correlation
Knowledge Level
Attitudes
Individual Characteristics
Scores
Questionnaires
Pretests Posttests
Anzek, Kimberly E.
Dissertations/Theses - Doctoral Dissertations
English
Teaching children to be empathetic is important because empathy is linked with positive social behaviors, future academic success, and the development of work-related skills. Children's relationships with nature can help to establish their values and relationships with other people. The purpose of the study, based on empathy theory, was to determine if there is an association between empathy and environmental education and play. This quantitative, quasi-experimental design included 9- to 11-year-old children who attended an environmental play and education camp or a camp that was not environmental in nature. It was hypothesized that data would show a relationship between empathy and environmental knowledge/attitude and attending an environmental camp. Data included children's demographic characteristics, empathy scores from the Feeling and Thinking Scale, and environmental knowledge/attitude scores from The Environment Questionnaire and the Children's Environmental Attitudes and Knowledge Scale, measured before and after camp. Repeated-measures analysis of variance and linear regression were conducted to assess prepost differences in empathy scores. Both total environmental attitude and total environmental knowledge were found to be statistically significant positive predictors of empathy. Father's education and cognitive and affective empathy significantly predicted the type of camp attended. These findings suggest that empathy can predict how people treat nature and other people and can help develop respect for human and nonhuman life. Social change may be impacted in that people may have better relationships with each other and with the environment. Psychologists may benefit from this research as no previous research has been done regarding the relationship between empathy and environmentalism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563596
The Potential Impact of Environmental Play and Education on Empathy in Children
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-3035-6105-4
147
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602776
2016
As Provided
JAN2020
No
Nursing Education
College Faculty
Teacher Shortage
Nursing Students
Competence
Transformative Learning
Barriers
Novices
Hermeneutics
Phenomenology
Faculty Development
Cooley, Shirley S.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
To relieve the nursing faculty shortage, notable numbers of master's prepared clinical nurse experts are entering the ranks of nursing faculty to teach the prelicensure nursing student. The transition from clinical practice to the academia raises concern about the adequacy of preparation for the complex specialization role of nurse educator. In response to this concern, this hermeneutic phenomenological study was implemented to gain insight about the experience of the novice nursing faculty in academia. It examined the perceptions of facilitators and barriers to the development of nurse educator practice competence and also sought to identify transformative learning experiences related to novice faculty development. The data consisted of audio recordings and verbatim transcripts of opened-ended face-to-face interviews along with journal data describing the day-to-day experiences as novice nurse educators. The findings revealed key facilitators and barriers to the development of nurse educator competence and transformative learning experiences which also influenced the development of teaching practice competence. The implications of this study underscored the need for two primary components in the novice nurse educator experience to support the development of teaching practice competence, a competent compassionate mentor and an internship program for novice nursing faculty. Major elements that contribute to transformative learning experiences for new nursing faculty were also identified. The recommendations are to create academic environments that incorporate key facilitators to the development of teaching practice competence and to structure academic communities to enable transformative learning for new faculty, both being important to the development of quality excellence in the role of nursing faculty teaching the prelicensure nursing student. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563597
The Lived Experience of Novice Nursing Faculty in Academia
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-6111-5
122
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602782
2016
As Provided
JAN2020
No
Elementary School Science
Science Tests
Criterion Referenced Tests
High Stakes Tests
Scores
Disadvantaged Schools
Educational Legislation
Federal Legislation
Constructivism (Learning)
Elementary School Students
Grade 3
Grade 4
Grade 5
Science Instruction
Science Teachers
Time on Task
Faculty Development
Pedagogical Content Knowledge
Scientific Principles
Public Education
Statistical Analysis
Frias, Ramon
Dissertations/Theses - Doctoral Dissertations
Georgia
No Child Left Behind Act 2001
Georgia
No Child Left Behind Act 2001
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and non-Title I (NTI) students. The research questions focused on the effects of NCLB on Criterion Referenced Competency Test (CRCT) scores in the high-stakes subjects of reading, language arts, mathematics and the low stakes subject of science among TI and NTI 3rd, 4th, and 5th grade students in a north Georgia County during the 2010/2011 school year. This study also compared instructional time TI and NTI teachers dedicated to science. A causal-comparative quantitative methodology was used to analyze Georgia's public domain CRCT scores. Three independent-samples t tests showed that TI schools exhibited significantly lower Science CRCT scores than did NTI students at all grade levels (p < 0.0001). The data also showed CRCT scores in high-stakes subjects between TI and NTI students converging but science CRCT scores between TI and NTI students diverging. The self-report survey indicated no significant differences between TI and NTI teachers' instructional science time (t (107) = 1.49, p = 0.137). A teacher development project was designed to focus on improving teacher science content knowledge and pedagogical content knowledge through a formal introduction to the nature of science. With increasing global science competition, science is more relevant than ever, and communities need students with strong science foundations. Further study is recommended to analyze the factors associated with this science gap between TI and NTI students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563598
Science Scores in Title I Elementary Schools in North Georgia: A Project Study
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-6114-6
178
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602785
2016
As Provided
JAN2020
No
Autism
Verbal Ability
Educational Quality
Special Education
Classroom Communication
Teacher Student Relationship
Observation
Class Activities
Nonverbal Communication
Intellectual Disability
Educational Environment
Mainstreaming
Krueger, Kathryne Kelley
Dissertations/Theses - Doctoral Dissertations
English
Minimally verbal school aged children with autism (MVSACwA) receive the bulk of their behavioral and academic support in schools yet we know little about the environments to which they are exposed. This population of children has often been excluded from studies and thus, underrepresented in current data on autism. As increasing numbers of minimally verbal school aged children with autism enter into public school special and regular education classrooms, it is crucial that research literature explores the classroom dynamics of this population. The present study set out to better understand how MVSACwA were academically, socially and communicatively engaged in the contexts in which they spend the most time during the day by characterizing classroom quality and adult-child interactions in schools. Thirty-five MVSACwA were observed in their classrooms for two hours during their typical morning routine. This descriptive, exploratory study had four main findings. Minimally verbal school aged children with autism were 1) mostly unengaged in classroom activities, 2) they communicated frequently but rarely with gesture use, 3) adults missed many of their communicative attempts, and 4) when adults and children engaged it was more often with aides than with teachers. When grouped by cognitive impairment or classroom quality, results were driven more by child cognitive impairment than classroom quality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563599
Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality
ProQuest LLC
Ph.D. Dissertation, University of California, Los Angeles
2013-00-00
978-1-3035-6220-4
64
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602826
2016
As Provided
JAN2020
No
Teacher Student Relationship
Higher Education
College Students
College Faculty
Beliefs
Individual Characteristics
Gender Differences
Teacher Attitudes
Student Attitudes
Interaction
Statistical Analysis
Hoppe, Christina R.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
Little attention has been given to boundary issues surrounding student-faculty relationships in higher education. Researchers have indicated that students and faculty are both uncertain about the boundaries of their social relationships. Faculty teaching in psychology has also raised questions about how social relationships with students are managed. Principle-based ethics was the theory that guided this research because it explains how one's moral foundation influences one's ethical decision making and beliefs. An important gap in the current literature remains regarding the limited research that has explored differences in student and faculty beliefs in the same study. The purpose of this study was to identify differences in beliefs based on respondent characteristics and to identify variables that predicted faculty beliefs. A random sample of 222 students and faculty from a large university in the Midwest completed the "Student-Faculty Interaction Questionnaire." An ANOVA indicated significant main effects for respondent type and gender, and a significant interaction where male faculty rated the interaction items more conservatively than did female faculty and students. A generalized linear equation was also used to predict faculty beliefs. The analysis indicated that academic discipline was a significant variable here. This research can promote social change through increasing the possibility of awareness, discussion, education, and guidance for students, faculty, and universities about social relationships in higher education. Ongoing dialogue and education by universities and faculty will be beneficial for reducing the risks for boundary crossing, blurring, or violations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563600
Student and Faculty Beliefs about Nonsexual Social Relationship Boundaries in Higher Education
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-3035-6251-8
192
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602831
2016
As Provided
JAN2020
No
Foreign Countries
Internet
Computer Use
Business
Intention
Adoption (Ideas)
Statistical Analysis
Online Surveys
Correlation
Individual Characteristics
Telecommunications
Kamara, Mohamed K.
Dissertations/Theses - Doctoral Dissertations
Sierra Leone
Sierra Leone
English
This study utilized the unified theory of acceptance and use of technology (UTAUT) to determine Internet users' perceptions and behavioral intentions to accept Wi-Fi technology deployment in Sierra Leone. The study sought to investigate (a) the Internet usage rates before and after Wi-Fi adaption in Freetown; (b) differences in Internet usage patterns among Internet users in Sierra Leone; and (c) the relationship between Internet use and perceived business outcomes, which indicated a gap in the literature reviewed for the current study. The study used a quantitative descriptive research design using an online survey as a principal approach for data collection. The sample consisted of 150 Internet users who responded to an online survey. Analysis of variance and Pearson's product moment correlation coefficients were used for data analyses. Research results indicated that regardless of age, gender, or job position, the people of the Sierra Leone have positive perceptions and behavioral intentions for Wi-Fi technology. The results of this study demonstrated no statistical significant differences in age, gender, and job position amongst Internet users. The results indicated statistical significance in (a) Internet usage rates before and after Wi-Fi adaption in Freetown, (b) Internet usage patterns among Internet users in Sierra Leone, and (c) the relationship between Internet use and perceived business outcomes, as measured by the performance expectancy subscale of UTAUT. The results of this investigation provide insight on Wi-Fi technology capable of impacting future Internet usage in Sierra Leone. Knowledge gained may sociologically or psychologically encourage sustainable initiatives for more advanced wireless fidelity, or facilitate the use of other innovations and modernisms in technologies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563601
Examining Internet Usage Demographic Differences and the Relationship between Internet Usage and Business Outcomes in Sierra Leone
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-3035-6253-2
191
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602832
2016
As Provided
JAN2020
No
Middle School Teachers
Parent Teacher Cooperation
Parent Participation
Semi Structured Interviews
Focus Groups
Data Analysis
Learning Processes
Interpersonal Communication
Communication Skills
Teaching Experience
Leong, Karen C.
Dissertations/Theses - Doctoral Dissertations
English
Middle Schools
Secondary Education
Junior High Schools
The topic of parental involvement has been widely studied but within the topic, the area of training teachers to work with parents has not. The training and preparation for teachers to work with parents are scarce and at times, non-existent. The primary purpose of this study is to examine effective middle school teachers about the steps on their path of learning to work effectively with parents. The study also included middle student teachers that shared their needs in learning how to work with parents. The study focused on interviewing highly successful middle school teachers in the area of working with parents. The first part of the study involved 18 semi-structured interviews with teachers who were recommended by their building administrators because the administrators have first hand information about the expert teachers in the area of working with parents. The second part of the study involved focus group interviews with middle school student teachers that shared their experiences, training and materials to learn to work with parents effectively in a university setting. Several homogeneous focus groups were established based on the SES (socio-economic status) level of schools where the student teachers were assigned. Data were analyzed and the results included eight categories that impacted the steps of learning for middle school teachers to work with parents: amount of training, methods of learning, personal experiences, communication tools, approaches to communication, teachers' beliefs, support for teachers and suggestions for future training. The steps on the path of learning for teachers to work with parents were clearly established. Almost all teachers start with little to no training in the university as an undergraduate student. Often, teachers begin their first teaching position unprepared to work with parents. Therefore, they are left with a few methods of learning by being mentored, being observant and, unfortunately, trial and error as well. Moreover, teachers drew from their personal experiences ranging from being parents to doing other types of jobs. On the other hand, teachers learn to utilize the variety of communication tools that are widely available at most schools but the effectiveness of teachers comes from the wisdom in the usage of the communication tools for specific purposes. These steps of learning are supported by teacher's own beliefs and approaches to communication. Furthermore, regardless of a teacher's specific path of learning, he/she requires support and resources including administrators, counselors, teachers, other support staff and time. Finally, the participants gave suggestions for the purpose of improving training for future teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563602
Building an Effective One-on-One Working Relationship between Middle School Teachers and Parents: What Are the Steps of Learning for Teachers?
ProQuest LLC
Ed.D. Dissertation, University of Missouri - Saint Louis
2013-00-00
978-1-3035-5658-6
297
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602580
2016
As Provided
JAN2020
No
Program Descriptions
Science Instruction
Drug Education
Drug Abuse
Nursing Education
Pilot Projects
Action Research
Rural Areas
Prevention
Smoking
Drinking
Partnerships in Education
Health Services
Public Agencies
Police Community Relationship
Grants
Educational Finance
Program Implementation
Instructional Effectiveness
Pretests Posttests
Grade 3
Elementary School Students
Barriers
Butler, Miriam
Dissertations/Theses - Doctoral Dissertations
Missouri
Missouri
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Drug use and abuse presents a significant problem to individuals, families, and law enforcement in communities across the United States. Methamphetamine is a particular concern in one rural eastern Missouri county. Much work being done in this county by multiple agencies to decrease methamphetamine production and use. Little attention, however, has been focused on prevention in the elementary schools. Substance use and experimentation may begin as early as 12 years old or even earlier. By initiating a proven drug prevention education curriculum before children begin to experiment with tobacco, alcohol and illicit drugs, drug use may be delayed or prevented. Community Oriented Policing Services (COPS) grant funds have supported a collaborative initiative between the University of Missouri St Louis College of Nursing, Partners Responsible 4 Increasing Drug Education (PRIDE), the county Sheriff's Department, and the County Health Department. This community-based participatory action research process has focused on the implementation of the "Brain Power"! Junior Scientist Program developed by the National Institute on Drug Abuse. The purpose of this specific project was to create a pilot tool to evaluate the effectiveness of the "Brain Power"! program by determining gain in drug-related scientific knowledge after the presentation of six learning modules for third graders in a rural eastern Missouri county elementary school. Data from pre and post tests demonstrated a gain in knowledge of information covered in the modules for the third graders in this project. Project benefits, limitations, barriers, challenges and implications for future research and application to practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563603
A Pilot Project to Develop a Tool to Assess Gain in Knowledge in Third Graders Participating in a Science Based Drug Prevention Education Curriculum
ProQuest LLC
D.N.P. Dissertation, University of Missouri - Saint Louis
2013-00-00
978-1-3035-5638-8
56
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602563
2016
As Provided
JAN2020
No
Learner Engagement
Higher Education
First Generation College Students
Portfolio Assessment
Educational Technology
Accountability
Faculty College Relationship
Mixed Methods Research
Educational Research
Data Collection
Data Analysis
Student Improvement
Surveys
Interviews
Observation
Research Methodology
Research Design
Ambrose, G. Alex
Dissertations/Theses - Doctoral Dissertations
Indiana
Indiana
English
Higher Education
Postsecondary Education
This study considers how advising ePortfolios are uniquely situated to address a current challenge in the application of educational technologies: using the right tool for the right job for the right reason at the right time. The particular problem identified for investigation lies at the intersection of two central issues: first, in the age of accountability in higher education, academic advisors lack both a tool and a metric for assessing advising; second, the current ePortfolio field struggles to prove methodological validity with regard to design, development, delivery, and evaluation. These ePortfolios were systematically studied using an approach that provided a workable method for conceptualizing the advising ePortfolio, its design, and its development to improve faculty-student engagement with first-generation students. The sample was composed of 10 first-generation first-year students at the University of Notre Dame. The overall methodology followed design and development research for product/tool use and evaluation. Data were gathered using surveys, interviews, and observations. This study answered the following questions: What procedures were undertaken to facilitate the design and development of a validated advising ePortfolio tool? In what ways is the advising ePortfolio prototype practical in meeting the requirements specified for the target group--first-year first-generation students? To what extent is the advising ePortfolio effective in impacting student engagement, particularly with first-year first-generation students? Key findings indicate that the advising ePortfolio was easy to learn, easy to use, and highly enjoyable. In addition, participants reported that the advising ePortfolio improved the effectiveness of the advising process and, as a result, had a clear impact on increasing student engagement. Beyond the overall positive impact on student engagement, two significant outcomes and contributions emerged: first, the development of the blended advising model, which uses the ePortfolio to deepen the engagement cycle; second, enhanced assessment, learning analytics, and data triangulation models which qualitatively and quantitatively data mines the ePortfolio to create next generation learning analytics that could measure student engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563604
Advising ePortfolios to Improve First-Generation Student Engagement in Higher Education
ProQuest LLC
Ph.D. Dissertation, Nova Southeastern University
2013-00-00
978-1-3035-5630-2
130
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602555
2016
As Provided
JAN2020
No
Semantics
Futures (of Society)
Beliefs
Prediction
Religious Factors
Locus of Control
Traditionalism
Time Perspective
Religion
Abouzahr, Mohammed S.
Dissertations/Theses - Doctoral Dissertations
English
This essay is a contribution to the new trend and old tradition of analyzing theological fatalism in light of its relationship to logical fatalism. All results pertain to branching temporal systems that use the A-theory and assume presentism. The project focuses on two kinds of views about branching time. One position is true futurism, which designates what will occur regardless of contingency. The opposing view is open futurism, by which no possible course of events is privileged over others; that is, there are no soft facts. A contextualist theory of temporal standpoints, standpoint inheritance, is designed to enhance Priorian temporal logics. The proposal helps all branching time systems, not only those with an open future. Even though an account of temporal standpoints goes a long way towards aiding various analyses from a linguistic standpoint, theories that designate a true future ultimately succumb to philosophical difficulties. Under open futurism, standpoint inheritance commandeers the best semantic evidence for true futurism. Standpoint inheritance accounts for the evidence, but the evidence does not support true futurism's stronger claims. Furthermore, attempts to explain why one timeline is privileged as the actual future lead to fatalism. Open futurism and a related kind of open theism are the only viable alternatives under dynamic, branching time. If true futurism is feasible at all, it is so only with a static or eternalist basis. Standpoint inheritance is very general. It is applied to every system discussed in this analysis to handle damning linguistic shortcomings of traditional logics. Standpoint inheritance yields several other fruitful results, too. The theory helps clarify what it is for characterizations of God's beliefs to be soft and how his beliefs must differ from normal beliefs to retain softness. For open futurism, all strings of consecutive "will's" and "was's" can be reduced to at most two such operators under standpoint inheritance, but not under traditional theories. The open futurist distinction between "will" and "will-inevitably" is clarified, too. Standpoint inheritance allows for a supervaluationist semantics using open futurism as its basis instead of the usual true futurism. The theory of standpoint inheritance enhances dynamic, branching accounts of time to better compete with their static correlates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563605
Future Contingents, Freedom, and Foreknowledge
ProQuest LLC
Ph.D. Dissertation, Wayne State University
2013-00-00
978-1-3035-5626-5
273
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602551
2016
As Provided
JAN2020
No
Case Studies
Positive Behavior Supports
Elementary Schools
Elementary School Students
Expectation
Rewards
Behavior Problems
Discipline
Referral
Behavior Modification
Qualitative Research
Interviews
Observation
Principals
Administrators
Elementary School Teachers
Witwer, Dianne
Dissertations/Theses - Doctoral Dissertations
California
California
English
Elementary Education
The purpose of this multiple case study described and compared practices utilized to implement the School-Wide Positive Behavior Support (SWPBS) approach at 3 purposely selected Central California elementary school sites. More specifically, this study described and compared: (a) school practices for defining and teaching school rules/expectations; (b) the reward systems being used; (c) systems for documenting and reporting office-managed student behavior violations; (d) systems for collecting and summarizing discipline referrals; (e) the priority given to improving behavior-support systems in school site plans; (f) school budget allocations for SWPBS; and (g) district support, financial and otherwise, for SWPBS at these schools. This study did not attempt to prove a causal relationship between SWPBS and improved student achievement; rather, it focused on describing and comparing specific practices that these 3 schools were utilizing in relation to the SWPBS approach. The intention was thus to learn more about specific practices that might be replicated in other schools. This research was qualitative in nature and utilized a multiple case-study methodology. Interviews, observations, and artifact reviews were conducted at 3 Central California elementary schools, all purposely selected because they had each implemented the SWPBS Framework for more than 1 year, had subsequently decreased negative student behavior, and had increased student achievement. 3 types of data were collected in order to understand each school's SWPBS practices and the level of support for the program. School principals, campus supervisors, and classroom teachers were interviewed; classroom and playground observations were conducted; and reports were reviewed by the researcher and the principal. The 3 types of data were triangulated for each school and compared. The findings led to the conclusions that SWPBS is a systems approach that uses interventions to help students succeed in school. Furthermore, it has to have consistent, committed leadership in order to be successful. It has to be built on the foundation of implementing clear and precise rules that are embedded in all areas of the school. Lastly, SWPBS can be implemented without the district's assistance; however it is difficult to sustain unless the district fully supports the approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563606
Case Studies of the School-Wide Positive Behavior Support Approach
ProQuest LLC
Ed.D. Dissertation, Pepperdine University
2013-00-00
978-1-3035-5623-4
212
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602549
2016
As Provided
JAN2020
No
Vocabulary
Language Acquisition
Reading Comprehension
Cartoons
Freehand Drawing
Teaching Methods
Grade 5
Elementary School Students
Economically Disadvantaged
Low Income Students
Statistical Analysis
Quasiexperimental Design
Pretests Posttests
Native Language Instruction
Reading Instruction
Thomas, Susan
Dissertations/Theses - Doctoral Dissertations
United States (South)
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
Vocabulary knowledge is a crucial component for success in and out of school. For most children, word acquisition hits a plateau in the middle of elementary school, which has a negative impact on their academic achievement. This study evaluated whether the instructional strategy of drawing cartoons improved the vocabulary achievement among 5th grade students. It also examined whether the strategy had an impact on the vocabulary development of economically disadvantaged students. The theoretical foundation of this research came from Vygotsky's zone of proximal development, Dewey's learner-centered environment, and Piaget's constructivism. This quantitative study used a quasi-experimental design of the pretest-posttest control group model with 5th grade children of diverse backgrounds in a school district in the southern United States. Students in the control group learned vocabulary through a traditional method of instruction for 6 weeks, while the treatment group received instruction through an experimental method of drawing cartoons for 6 weeks. A t test was used to measure the differences in the pretest and posttest scores between control and treatment groups. The results showed no significant difference in scores between the treatment and control groups; however, this study's contribution is its careful examination of a strategy aligned with the Common Core State Standards. Teaching vocabulary through different strategies and methods of instruction may promote social change by increasing students' vocabulary and reading skills, thus helping them to be productive in the world regardless of their ethnic and socioeconomic status. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563607
Improving Vocabulary Acquisition and Reading Comprehension through Cartoon Drawing Instruction Method
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-5613-5
95
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602542
2016
As Provided
JAN2020
No
Grade 1
Elementary School Teachers
Instructional Materials
Scientific Literacy
Science Materials
Elementary School Students
Teaching Methods
Interviews
Observation
Teacher Student Relationship
Scientific Concepts
Reader Text Relationship
Vocabulary
Reading Aloud to Others
Reading Strategies
Reading Instruction
Learner Engagement
Reading Motivation
Class Activities
Reading Materials
Reading Material Selection
Childrens Literature
Science Instruction
Schreier, Virginia A.
Dissertations/Theses - Doctoral Dissertations
English
Grade 1
Primary Education
Elementary Education
Early Childhood Education
Although scholars have long advocated the use of informational texts in the primary grades, gaps and inconsistencies in research have produced conflicting reports on how teachers used these texts in the primary curriculum, and how primary students dealt with them during instruction and on their own (e.g., Saul & Dieckman, 2005). Thus, to add to research on informational texts in the primary grades, the purpose of this study was to examine: (a) a first-grade teacher's use of science informational trade books (SITBs) in her classroom, (b) the ways students responded to her instruction, and (c) how students interacted with these texts. My study was guided by a sociocultural perspective (e.g., Bakhtin, 1981; Vygotsky, 1978), providing me a lens to examine participants during naturally occurring social practices in the classroom, mediated by language and other symbolic tools. Data were collected by means of 28 observations, 6 semi-structured interviews, 21 unstructured interviews, and 26 documents over the course of 10 weeks. Three themes generated from the data to provide insight into the teacher's and students' practices and interactions with SITBs. First, the first-grade teacher used SITBs as teaching tools during guided conversations around the text to scaffold students' understanding of specialized vocabulary, science concepts, and text features. Her instruction with SITBs included shared reading lessons, interactive read-alouds and learning activities during two literacy/science units. However, there was limited use of SITBs during the rest of her reading program, in which she demonstrated a preference for narrative. Second, students responded to instruction by participating in guided conversations around the text, in which they used prior knowledge, shared ideas, and visual representations (e.g., illustrations, diagrams, labels, and captions) to actively make meaning of the text. Third, students interacted with SITBs on their own to make sense of science, in which they demonstrated their interest in reading the texts, formed connections to science, used reading strategies, and adjusted to the text type and variations of text complexity. The findings indicate the teacher's practices with SITBs were supportive of literacy and science learning for students at various levels of reading development. However, her inexperience with informational books and her preference for narrative demonstrates a need for training to assist her in providing guided and individualized reading instruction with SITBs, as well as provide students with full access to these texts in the classroom. Further, the teacher's overgeneralizations for science during instruction with SITBs indicates the need for training to strengthen her knowledge of science that would better prepare her to convey information and critically read information presented in these texts. Finally, the students' engagement with SITBs and their use of strategies to make sense of these texts on their own, indicates the first graders were motivated and capable readers of informational books. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563608
Science Informational Trade Books: An Exploration of Text-Based Practices and Interactions in a First-Grade Classroom
ProQuest LLC
Ph.D. Dissertation, University of South Florida
2013-00-00
978-1-3035-5612-8
239
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602541
2016
As Provided
JAN2020
No
Leadership Training
Theological Education
Christianity
Leadership Styles
Models
Transformational Leadership
Foreign Countries
Youn, Houng Jin
Dissertations/Theses - Doctoral Dissertations
Korea
South Korea
English
Higher Education
Postsecondary Education
The purpose of this dissertation was to launch a leadership training program for shared leadership based on "super leadership." The constructs of the study were designed to study Bible leaders in shared leadership, leadership paradigm and types, transformational leadership, and, super leadership and shared leadership theory that are all discussed in the review of literature and measured in the research project. The review of literature discusses how shared leadership based on the super leadership model is effective to guide leadership development and transform current leadership. New leadership models are a very effective way to discipline church leaders who learn and apply new leadership for the next generation. The effective use of training programs also enable the leaders to build up their leadership teams from shared leadership based on the super leadership theory. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563609
Leadership Training Program for Shared Leadership Based on Super Leadership at Cheo-Eum Korean Presbyterian Church: A Study of Christian Leadership
ProQuest LLC
D.Min. Dissertation, Asbury Theological Seminary
2013-00-00
978-1-3035-5544-2
153
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602534
2016
As Provided
JAN2020
No
Hispanic Americans
Catholics
Catholic Schools
Student Recruitment
Hispanic American Students
Self Efficacy
Culturally Relevant Education
Outreach Programs
Cognitive Development
Moral Development
Enrollment
Barriers
Educational Benefits
Parent Attitudes
Interviews
Social Change
Strategic Planning
School Choice
Vazquez Matos, Alberto
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
In this study, the administrators of a Roman Catholic Diocese needed to find innovative ways to make connections with, educate, and recruit Hispanic families, or they would begin to see their schools close. It is important to understand the needs and culture of Hispanics in the United States in order to create strong academic programs, culturally proficient schools, and strong outreach programs that may help Hispanics to become successful citizens. The conceptual framework for the study consisted of Piaget's theories of cognitive development and moral education, as well as Bandura's self-efficacy theory. Three areas were focused on in this study: the reasons Hispanic families chose to enroll or not enroll their children in Catholic schools, the barriers that prevented Hispanic parents from enrolling their child(ren) in Catholic schools, and the educational benefits Hispanic parents felt their children gained from attending a Catholic School. Using the case study method, the perceptions, obstacles, interactions, and/or needs that might cause Hispanic parents to choose or not to choose a Catholic education for their child(ren) were investigated. After 8 Hispanic parents were interviewed, the data were coded for emerging themes based on the theoretical frameworks. Findings indicated a strong need for Catholic schools to review their academic programs and create other programs that include opportunities not only for students but also for the Hispanic family. In order to address these findings, a 5-year strategic plan was created for the diocese, which may contribute to social change by promoting parental choice for Hispanic families in providing their child(ren) with the best possible educational services and programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563610
La Nueva Esperanza-Hispanics and Catholic Education
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-5121-5
200
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602496
2016
As Provided
JAN2020
No
Best Practices
Teacher Characteristics
Graduate Study
Teacher Certification
Graduate School Faculty
Higher Education
Preservice Teacher Education
Preservice Teachers
Teacher Education Programs
Readiness
Personality Traits
Lanchoney, Maryann C.
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
Higher Education
Postsecondary Education
This executive position paper proposes recommendations for changes to the teacher candidate readiness evaluation policy and practice in the Education Department at Cabrini College. These recommendations are based upon best practices and evolving research on the importance of disposition characteristics for professional educators. A summarization of current practice is provided along with proposed procedures for identification and support for dispositions development. Admissions files for the graduate program provide relevant data regarding potential teacher candidates' dispositions criteria in order to successfully and effectively progress toward teacher certification. Faculty members who teach the first graduate course within the curriculum model for teacher candidacy rate each student for readiness in the profession. Qualitative assessment may also provide a valuable lens into candidate dispositions. All of the recommendations have the end goal of identifying and supporting teacher candidate disposition development. Each recommended component addresses a current need or an area with some deficiency within Cabrini's current program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563611
An Exploratory Study: Creating a System to Effectively Identify Post Baccalaureate Teacher Candidates Who Require Dispositions Development
ProQuest LLC
Ed.D. Dissertation, Wilmington University (Delaware)
2013-00-00
978-1-3035-5107-9
100
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602486
2016
As Provided
JAN2020
No
Comparative Analysis
Statistical Analysis
Grade 6
Middle School Students
Mathematics Achievement
Socioeconomic Status
Blended Learning
Conventional Instruction
Teaching Methods
Gender Differences
Racial Differences
Grades (Scholastic)
Student Surveys
Student Interests
Likert Scales
Student Attitudes
Hein, Juliane Olbers
Dissertations/Theses - Doctoral Dissertations
Delaware
Delaware
English
Grade 6
Intermediate Grades
Middle Schools
Elementary Education
Secondary Education
Junior High Schools
The purpose of this quantitative study was to determine if achievement and interest of students taught in a blended classroom differ from students taught in a traditional classroom. The research questions that guided the study included determining differences between gender, race, and socioeconomic status between the blended and traditional classrooms. Mathematics grades and mathematics Delaware Comprehensive Assessment (DCAS) scores were collected from sixth grade students in a southern Delaware middle school. The same sixth graders also completed a Perceived Interest Survey (Shroff & Vogel, 2010) in which they rated items on a five-point Likert scale. Descriptive statistics were used to describe the participants and analyze results. Independent t tests were used to compare means of the two classes, and two-way analysis of variance was used to compare multiple means of differing gender, race, and socioeconomic between the two classes. No significant differences in achievement or interest were found between the blended class and the traditional class (when special education, English language learner, and honors students were removed from analysis), regardless of gender, race, and socioeconomic status. However, on the survey item concerning "attention," the traditional class scored significantly higher. White students in the blended class rated the survey item concerning "fun" significantly higher than the traditional class. The results from this study have significant implications for educational stakeholders, and they should be used in conjunction with various other literatures when determining if blended learning is beneficial for education and student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563612
A Comparison of a Blended Learning Environment and a Traditional Learning Environment. Are Student Achievement and Student Interest Affected?
ProQuest LLC
Ed.D. Dissertation, Wilmington University (Delaware)
2014-00-00
978-1-3035-5103-1
168
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602484
2016
As Provided
JAN2020
No
Student Attitudes
Fear
Police
Correlation
College Students
Crime
Surveys
Probability
Sampling
General Education
Liberal Arts
Coding
Statistical Analysis
Gender Differences
College Housing
Race
Victims
Police Community Relationship
Crowl, Justin
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This study examines the relationship between student perceptions of university police and fear of crime through the utilization of a rational choice perspective. Over the last three decades, a plethora of research has explored fear of crime and factors related to its occurrence. However, a thorough review of the literature revealed a limited amount of studies that have examined the impact that fear of crime has on college students. Moreover, no studies were uncovered that utilize rational choice theory to examine whether student perceptions of university police influence their fear. This study attempts to address this shortcoming and therefore add to the fear of crime literature. For purposes of data collection, a survey methodology and two probability sampling techniques were utilized. Sections of various general education and elective liberal studies courses were randomly selected and students within these courses were given a survey to complete. Survey questions examined several factors that can impact fear, and these factors were guided by past fear of crime research. Responses were coded and entered into a statistical software program for analysis. The results revealed empirical support for several fear of crime correlates, including gender, living arrangement, race, perceived risk of victimization and police visibility. Policy implications and suggestions for future research are discussed to conclude the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563613
University Police Legitimacy and Fear of Crime: An Exploration of Student Perceptions
ProQuest LLC
Ph.D. Dissertation, Indiana University of Pennsylvania
2013-00-00
978-1-3035-5098-0
179
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602482
2016
As Provided
JAN2020
No
Charter Schools
Academic Achievement
Grants
Grade 5
Grade 6
Grade 7
Grade 8
Correlation
Sustainability
Enrollment
Williams, Andrew
Webb, Leigh
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
The topic of educational spending and its connection to student achievement was long-debated before charter schools entered the conversation. With the rise in government spending on education, particularly charter school funding, the financial debate has strengthened and evoked much controversy. Though the Tennessee Department of Education (TNDOE) had some of the most demanding charter school laws in the country in 2011, it wasn't immune to the firestorm of debate as the number of open charters grew to forty-nine during the 2012-13 school year. Along with the charter school movement in Tennessee came the issuing of charter school grants. To assist in the opening of charter schools in the state, the TNDOE began distributing $600,000--700,000 allotments of a $22 billion United States Department of Education Charter Schools Program (CSP) grant. Charters could apply for a CSP grant to offset start-up costs associated with opening a charter to supplement the basic education funding (BEP) given to each school based on student enrollment. This research evaluates the CSP grant spending in six Tennessee charter schools serving grades 5--8 during each year of the three-year life of the grant while evaluating spending patterns into the categories of instruction, supplies, facilities, and technology. While evaluating only CSP grant spending in the school's total budget, findings from this research suggest that year one targeted spending in the area of instruction from CSP grants in Tennessee has a positive correlation with student achievement and school sustainability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563614
Effective Uses of CSP Grant Funds in Tennessee Charter Schools
ProQuest LLC
Ed.D. Dissertation, Lipscomb University
2013-00-00
978-1-3035-4903-8
150
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602479
2016
As Provided
JAN2020
No
Inclusion
Academic Achievement
School Districts
Teacher Administrator Relationship
Grade 3
Grade 4
Disabilities
Scores
Alternative Assessment
Administrator Attitudes
Teacher Attitudes
Learning Disabilities
Diagnostic Tests
Autism
Pervasive Developmental Disorders
Speech Impairments
Students
Hayes, Brandalyn
Ashley, Mandi
Salter, Derrick
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Grade 3
Primary Education
Elementary Education
Early Childhood Education
Grade 4
Intermediate Grades
The overall purpose of this study was to provide school districts within Tennessee with more research about how weekly hours of inclusion impact student achievement. Specifically, researchers examined which models of inclusion were in use in two school districts in Tennessee, administrators' and teachers' perceptions of inclusion, and whether or not a relationship existed between the number of weekly hours third and fourth grade exceptional education students spent in an inclusive Reading/Language Arts class and their TCAP/TCAP MAAS scores. The researchers looked specifically at students with a diagnosis of a Specific Learning Disability, Autism Spectrum Disorder, and Speech or Language Impairments. The research was quantitative in nature and data were collected on 308 third and fourth grade students with disabilities and 192 teachers and administrators. Researchers found a positive relationship between weekly hours of inclusion in Reading/Language Arts and TCAP/TCAP MAAS scaled scores. When researchers looked at specific disabilities, data revealed a positive relationship between weekly hours of inclusion and TCAP scaled scores for students with Autism and students with a Speech or Language Impairment. An examination of weekly hours of inclusion and TCAP MAAS scaled scores showed a negative relationship for students with Autism and students with a Speech or Language Impairment. Data for students with a Specific Learning Disability showed no relationship between weekly hours of inclusion and TCAP scaled scores and a negative relationship for TCAP MAAS scaled scores. Based on the findings of this study, researchers recommended more instructional training, state monitoring of the practice of inclusion, and additional research to determine appropriate alternative assessments for students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563615
Inclusion in Middle Tennessee
ProQuest LLC
Ed.D. Dissertation, Lipscomb University
2013-00-00
978-1-3035-4901-4
203
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602477
2016
As Provided
JAN2020
No
Teacher Education
Educational History
Public School Teachers
United States History
Massella, Regina A.
Dissertations/Theses - Doctoral Dissertations
English
Effective teacher training and preparation is widely recognized as key in raising student achievement. This historical study examined the influence of the normal school movement, one of the first concrete approaches to the preparation and training of public school teachers in the nineteenth century in the United States. Specifically, this study investigated the influence of the vision of teaching and learning of Nicholas Tillinghast, the first principal of Bridgewater State Normal School between 1840 and 1853, and of the "sons of Bridgewater," the students of Tillinghast who became normal school principals across the United States. Primary source and archived documents such as personal correspondence, diaries, conference records, and newsletters, and photographs were used to conduct this study. As a result of this study, normal schools, which were regionally impacted as they were established across the United States, emerged as an unrecognized, yet significant factor in the evolution of teacher training programs. The work of Nicholas Tillinghast and the sons of Bridgewater during the nineteenth century made a significant impact on the spread and evolution of the normal school movement and played an important role in the professionalization of teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563616
The Sons of Bridgewater
ProQuest LLC
Ph.D. Dissertation, Notre Dame of Maryland University
2013-00-00
978-1-3035-4900-7
326
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602476
2016
As Provided
JAN2020
No
Mixed Methods Research
School Libraries
Librarians
Professionalism
Professional Recognition
Administrator Attitudes
Librarian Teacher Cooperation
Library Administration
Administrators
Advocacy
Library Role
Academic Achievement
Librarian Attitudes
Libraries
Surveys
Interviews
Administrator Role
Leadership Qualities
Educational Administration
Public Schools
Berggren, Kira Chauvin
Dissertations/Theses - Doctoral Dissertations
Louisiana
Louisiana
English
Positive relationships between administrators and school librarians were essential for increasing awareness of, and promoting advocacy for, school librarians who successfully fulfilled their six professional roles in contributing to school improvement and serving as additional educational leaders. The six professional roles of 21st century school librarians were that of instructional partner, technology leader, school improvement facilitator, collection manager, literacy leader, and advocate. To examine the perceptions of administrators and school librarians with regard to the professional roles, the researcher conducted a sequential mixed methods study of one public school district in Louisiana. The study consisted of two phases; the first phase included a pair of surveys sent to participating administrators and school librarians, prompting them to rate the importance and frequency of various tasks associated with the professional roles. The second phase included an interview protocol designed as a follow-up to build upon and complement the participants' feedback to the surveys. The data were analyzed for triangulation purposes and to answer the overarching research question: "To what extent are there differences between administrators' and school librarians' perceptions of school librarians' professional roles in school improvement in the TLK Public School System?" As a result of data collection and analyses, it was found that not only did administrators and school librarians share similarities in their perceptions with regard to the professional roles, but they also agreed on various reasons for identifying school librarians as additional educational leaders. The administrators and school librarians indicated that the various tasks and professional roles of school librarians were either important or highly important, and they were completed on a regular basis. The results of the study were generalized to the population, which was all administrators and school librarians employed in the public school system of study. The results were also used for educating other administrators, school librarians, and legislators about the professional roles of successful 21st century school librarians in contributing to school improvement and serving as additional educational leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563617
The Professional Roles of 21st Century School Librarians: A Mixed-Methods Study of the Perceptions of Administrators and School Librarians in a Louisiana Public School District
ProQuest LLC
Ed.D. Dissertation, Southeastern Louisiana University
2013-00-00
978-1-3035-4899-4
605
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602475
2016
As Provided
JAN2020
No
Leadership
Discovery Learning
Program Implementation
Administrators
Organizational Culture
Organizations (Groups)
Administrative Organization
Efficiency
Organizational Effectiveness
Resource Allocation
Wanjagi, James K.
Dissertations/Theses - Doctoral Dissertations
English
Increasingly, organizations are conducting more Enterprise Resource Planning (ERP) projects in order to promote organizational efficiencies. Meanwhile, minimal research has been conducted on the leadership challenges faced by project managers during the ERP project implementations and how these challenges are managed. The existing project management framework is all about monitoring, controlling, and problem-solving. Leadership on the other hand is about establishing a direction, planning and preparing for the bigger picture, aligning resources, strategies, tasks and activities. This research study focused on examining and investigating the leadership experiences and challenges encountered by Project Managers, as well as capturing their perspectives on how these leadership challenges can be managed in order to contribute and improve project ERP implementation success. Findings from the research study revealed leadership challenges that project managers encountered during ERP project implementations and the elements they utilized to manage these challenges. The participants were from various regions of the country providing a diverse unbiased sample. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563618
Managing the Challenges of Leadership in ERP Implementations: An Exploratory Study of the Leadership Challenges Encountered by Project Managers Involved in ERP Implementation Projects
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-4894-9
124
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602471
2016
As Provided
JAN2020
No
School Counselors
Burnout
Urban Schools
Metropolitan Areas
Role Perception
Ambiguity (Context)
Tenure
Rating Scales
Ford, Beatrice R.
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
The purpose of this study was to examine the relationships between school counselor participants' perceived levels of job burnout, as measured by Lee's 2007 Counselor Burnout Inventory (CBI) with the assignment of non-counseling duties, as measured by Scarborough's 2005 School Counselors Activity Rating Scale (SCARS) and the alignment of their school counseling programs with an American School Counseling Association (ASCA) model comprehensive school counseling program (CSCP) as measured by Clemens' 2010 School Counseling Program Implementation Survey (SCPIS). Demographic variables such as the age and race of the professional school counselors as well as their length of service in this capacity were also considered as factors in relation to the perceived levels of job burnout. The researcher was expecting to find a direct relationship between counselors' perceived amounts of role ambiguity, level of comprehensive school counseling program implementation and job burnout. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563619
An Analysis of Causal Factors of Burnout among School Counselors in a Large Urban School System in the Greater Atlanta, Georgia Metropolitan Area
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-4885-7
148
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602467
2016
As Provided
JAN2020
No
Academic Achievement
Correlation
Ability Grouping
Educational Practices
Achievement Gap
Suburban Schools
Intelligence
Grade 5
Position Papers
Publications
Social Change
Educational Opportunities
Special Needs Students
English Language Learners
Economically Disadvantaged
Equal Education
Disadvantaged
Standardized Tests
Statistical Analysis
Mathematics Instruction
Student Placement
Slonaker, Richard V.
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
School leaders face increased pressure to identify instructional and administrative practices that increase student achievement. However, achievement gaps persist between disadvantaged and non-disadvantaged student groups. This study highlighted relationships between ability grouping and academic achievement in a suburban school district. Thorndike's social intelligence framework proffered learning as a social process and provided a theoretical framework. Research questions addressed whether ability grouping impacted academic achievement of students with special needs, English language learners, and the economically disadvantaged based upon Grade 5 Pennsylvania System of School Assessment mathematics data, Grade 5 mathematics 4Sight data, and Grade 5 enVisionMATH benchmark data. Four independent-samples t tests, 3 chi-square analyses, and 2 point-biserial correlation analyses determined statistically significant differences between student achievement and class placement and rejected 4 of 9 null hypotheses. The current study resulted in a project in the form of a white paper. The white paper included an overview of ability grouping and district assessment data, and recommended a district discussion around ability grouping and alternate grouping structures targeted at increasing student achievement. Implications for local and broader social change included potential elimination of ability grouping for mathematics instruction; reduced inequity of educational opportunities; and decreased achievement gaps between students with special needs, English language learners, and students who are economically disadvantaged compared to students not in these groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563620
Assessment Results and Student Achievement; a Correlation Study Regarding Ability Grouping
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-4824-6
161
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602463
2016
As Provided
JAN2020
No
Information Technology
Case Studies
Knowledge Management
Sharing Behavior
Research Design
Interviews
Utilities
Technical Support
Administrators
Harrison, Priscilla
Dissertations/Theses - Doctoral Dissertations
English
The problem addressed in this study is the willingness or reluctance of information technology (IT) knowledge workers and managers to share knowledge. The purpose of the study was to examine the willingness or unwillingness of technical personnel in IT to share technical knowledge and the issues surrounding their reluctance, if any. The study investigated the conditions and circumstances in which IT managers and workers share knowledge. The research design was a case study that involved selected individuals of a Public Works Department, specifically the IT department, using purposeful sampling. Data from the interviews evolved through the process of identifying commonalities within the transcripts. To distinguish the data, concepts were color coded and labeled. Field notes, transcripts from the interviews, and member checking were used to triangulate the data. Results of the study produced three specific categories: the Essence of Knowledge Sharing (EKS), the Power of Not Sharing Knowledge (PNSK), and Competitive Advantage (CA). The data indicated that the EKS acknowledged IT workers and managers' willingness to share. The PNSK affirmed the participants' unwillingness and fear of sharing knowledge, while CA verified the participants' unwillingness to share knowledge. An implication of the study would be to allow IT knowledge workers who are unwilling to share knowledge to work on projects with more visibility and personal recognition. Based on the results of the research, recommendations include that IT workers and managers have more control of their own projects and have in-depth professional involvement so that they will be more willing to share their knowledge with each other. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563621
Knowledge Sharing and Dialogue among Information Technology Workers: A Case Study Using a Public Works Department
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-4313-5
108
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602401
2016
As Provided
JAN2020
No
Higher Education
Academic Persistence
Leadership
Qualitative Research
Academic Achievement
Colleges
School Holding Power
Administrator Attitudes
Student Attitudes
Universities
Doochin, Julie L.
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Higher Education
Postsecondary Education
The Complete College Tennessee Act of 2010 (CCTA) changed the funding formula from enrollment-based to outcomes-based in order to increase the number of college graduates in Tennessee and as a result altered the landscape of public higher education in the state. The purpose of this qualitative study was to ascertain the impact of the CCTA on higher education in Tennessee by assessing perceptions of change among administrators and students at two Tennessee Board of Regents' (TBR) institutions. Through administrator interviews, student focus groups and student questionnaires, the researchers explored the tangible and perceptual impact of this legislation at an early juncture in its implementation. Evidence collected from a community college and a four-year university suggested that there has been intentional mobilization of programs and services to meet the goal of the CCTA, which was student completion. Results also reflected that institutional responses have led to greater communication among TBR institutions and administrators and faculty at these institutions. This system-wide mobilization has generated uniformity across the system, but impelled each institution to maintain their individuality within the larger system. Finally, results indicated that faculty responsibilities had increased because of their roles as executors of the CCTA on a daily basis. As such, they have played the most significant student support roles in communicating completion messaging and providing academic direction and emotional support. Further, though students had no direct knowledge of the CCTA, they recognized that faculty were increasingly engaged in their academic goals and had a significant influence upon their persistence and completion. Ultimately, the evidence, or lack thereof, suggested that more time is needed to effectively gauge the impact of the CCTA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563622
Evaluating the Efficacy of the Complete College Tennessee Act of 2010: A Qualitative Analysis of Leadership and Student Persistence among Colleges and Universities in Tennessee
ProQuest LLC
Ed.D. Dissertation, Lipscomb University
2013-00-00
978-1-3035-4310-4
220
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602398
2016
As Provided
JAN2020
No
Coaching (Performance)
Transformational Leadership
Holistic Approach
Theory Practice Relationship
School Culture
Barriers
Qualitative Research
Interviews
Phenomenology
Elementary Secondary Education
Inquiry
Instructional Effectiveness
Data Analysis
Transcripts (Written Records)
Content Analysis
Burke, Mary Ann
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
The purpose of this qualitative study was to explore possibilities for transformational coaching in education through the collaboration and cooperative argumentation of two researchers, one using appreciative inquiry to look at its transformative potential and the other using critical inquiry to investigate possible hegemonic and non-hegemonic barriers to this potential. Each researcher conducted separate research studies. The first researcher performed phenomenological interviews of 7 prominent coaches representing 5 different philosophical approaches to coaching that could enhance the potential for transformation in K-12 educational settings. Data analysis focused primarily on how the individual responses related to each other in terms of commonalities and distinguishing features regarding the phenomenon of the potential for transformation. The second researcher conducted phenomenological interviews of 10 coaches, 9 administrators, and 2 teachers in a single school district that has had an educational coaching program for 7 years. Interview transcripts underwent 3 levels of analysis, from topical organization of the raw data, to a more interpretive categorization of the data, to a final level where the categories of data generated theory about barriers to this district's coaching program. Results of the first research study indicate that holistic coaching approaches can enhance the transformative potential of educational coaching. These approaches require coaches who have achieved advanced levels of emotional maturity, mastery of their craft, and the ability to access different ways of knowing to help guide the coaching process. Results of the second study show that two aspects of school and district culture influence the viability of educational coaching: administrators' ability and willingness to understand and facilitate coaches' work, and varying degrees of openness to equitable practice among educators. Some of the barriers are hegemonic and others are not. We conclude that holistic approaches to coaching can offer transformative possibilities for educators. Educational coaches can develop themselves and achieve mastery and effectiveness by drawing from a more holistic and eclectic base of coaching theory and practice. Coaches can and must learn the art of detecting hegemony in others and in themselves to help assure optimal applications of this knowledge toward positive transformation in their schools. Recommendations for further research include research on transformative coaching practices in education, research on the developmental and maturation levels of coaches and their impact on school coaching, and research on hegemony that includes other school districts that represent a wide variety of demographic configurations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563623
Transformational Coaching in Education: A Collaborative Look at the Bridges and Barriers to Learning
ProQuest LLC
Ed.D. Dissertation, Fielding Graduate University
2013-00-00
978-1-3035-4294-7
342
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602386
2016
As Provided
JAN2020
No
Academic Persistence
Higher Education
Colleges
Universities
Qualitative Research
College Graduates
Governing Boards
Interviews
Focus Groups
Questionnaires
Researchers
College Students
Administrators
Community Colleges
Leadership
Brown, Celeste M.
Dissertations/Theses - Doctoral Dissertations
Tennessee
Tennessee
English
Higher Education
Postsecondary Education
Two Year Colleges
The Complete College Tennessee Act of 2010 (CCTA) changed the funding formula from enrollment-based to outcomes-based in order to increase the number of college graduates in Tennessee and as a result altered the landscape of public higher education in the state. The purpose of this qualitative study was to ascertain the impact of the CCTA on higher education in Tennessee by assessing perceptions of change among administrators and students at two Tennessee Board of Regents' (TBR) institutions. Through administrator interviews, student focus groups and student questionnaires, the researchers explored the tangible and perceptual impact of this legislation at an early juncture in its implementation. Evidence collected from a community college and a four-year university suggested that there has been intentional mobilization of programs and services to meet the goal of the CCTA, which was student completion. Results also reflected that institutional responses have led to greater communication among TBR institutions and administrators and faculty at these institutions. This system-wide mobilization has generated uniformity across the system, but impelled each institution to maintain their individuality within the larger system. Finally, results indicated that faculty responsibilities had increased because of their roles as executors of the CCTA on a daily basis. As such, they have played the most significant student support roles in communicating completion messaging and providing academic direction and emotional support. Further, though students had no direct knowledge of the CCTA, they recognized that faculty were increasingly engaged in their academic goals and had a significant influence upon their persistence and completion. Ultimately, the evidence, or lack thereof, suggested that more time is needed to effectively gauge the impact of the CCTA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563624
Evaluating the Efficacy of the Complete College Tennessee Act of 2010: A Qualitative Analysis of Leadership and Student Persistence among Colleges and Universities in Tennessee
ProQuest LLC
Ed.D. Dissertation, Lipscomb University
2013-00-00
978-1-3035-4293-0
220
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602385
2016
As Provided
JAN2020
No
Case Studies
Victims
Bullying
Computer Mediated Communication
Internet
Social Media
Telecommunications
Suicide
Qualitative Research
Interviews
Teacher Attitudes
Parent Attitudes
Administrator Attitudes
Middle School Students
Parent Participation
Intervention
Lyons, Suzanne Shaw
Dissertations/Theses - Doctoral Dissertations
California
California
English
Middle Schools
Secondary Education
Junior High Schools
Cyberbullying among students has become a serious issue for school communities, partly due to ubiquitous Internet access, instant messaging, and a myriad of social media websites that provide infinite ways to abuse, threaten, and insult others. In some cases, students have been cyberbullied so brutally that adolescent victims even contemplate or commit suicide. The central focus of this research study was to describe how school leaders are effectively managing and reducing the number of cyberbullying incidents. The researcher implemented a qualitative multiple case study design and interviewed teachers, parents, and administrators at three independent middle schools in southern California. Findings revealed that school leaders take immediate action to resolve incidents, but that their ability to consistently monitor student online communication is exceedingly difficult. Since victims can experience continued repercussions even after an incident has been addressed, more follow-through with victims and perpetrators is needed as well as uncovering the root cause of incidents to more effectively resolve situations. Furthermore, school intervention that is well intentioned can sometimes perpetuate or act as a catalyst for repercussions on the victims, and parent responses and involvement can sometimes impede successful management by school leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563625
Perceptions of Cyberbullying Management within Southern California Independent Middle Schools: A Multiple Case Study
ProQuest LLC
Ed.D. Dissertation, California Lutheran University
2013-00-00
978-1-3035-4251-0
192
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602344
2016
As Provided
JAN2020
No
Online Courses
Technological Advancement
Blended Learning
Electronic Learning
Learning Activities
Student Attitudes
Cooperative Learning
Community Attitudes
Community Cooperation
School Community Relationship
Graduate Students
Higher Education
Curriculum Design
Technology Uses in Education
Online Surveys
Group Dynamics
Communities of Practice
Group Unity
Cleugh, Christina
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The need to belong and connect with others is universal among human beings. Technological advances make connecting and belonging possible via technologies, without face to face interaction. This new ubiquitous way of belonging and connecting is seen in all areas of communication, including work, schools and social environments. Online learning programs pose new challenges and questions. The purpose of this study was to learn more about the importance of sense of community within blended online programs and to determine whether there are specific learning activities that either enhance or detract from a sense of community. This information will inform course developers as to how to build community enhancing learning activities into blended online courses. Forty-three graduate students enrolled in three different blended online programs from one University participated in an online survey process. The Classroom Community Scale (CCS) was used to assess an overall sense of community as well as 2 subscales; connectedness and learning. Overall, 86% of the subjects reported a sense of community within their educational program. Specific learning activities were assessed for use as well as student perceptions regarding whether the activity enhanced or detracted from the sense of community. Learning activities that were both collaborative in nature and synchronous were those rated by students as enhancing the sense of community. The most utilized learning activities were reading, synchronous discussions, collaborative assignments, writing and asynchronous discussions. Enhancing activities included face to face orientation pre-program start, collaborative projects, synchronous virtual sessions and group presentations. To enhance community in online programs, it is recommended that an initial pre-program face to face session can best serve to build the initial community and support more effective learning. Additionally, course developers should incorporate synchronous and collaborative learning activities as much as possible within the structure of the course. Finally, faculty could use the CCS to measure connectedness and learning as a way to understand the learning and community preferences of the students in order to determine options and alternatives for learning and assignment completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563626
Sense of Community in Post-Secondary Online Blended Courses: Importance Of, Opportunities and Implications for Course Development
ProQuest LLC
Ed.D. Dissertation, Pepperdine University
2013-00-00
978-1-3035-2696-1
166
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601445
2016
As Provided
JAN2020
No
Autobiographies
Ethnography
Research Methodology
Transformational Leadership
Urban Education
Educational Quality
Equal Education
Disadvantaged Schools
Low Income Students
Urban Schools
Achievement Gap
Educational Opportunities
Religious Organizations
Action Research
Knowledge Base for Teaching
Educational Practices
Lincoln, Carleton
Dissertations/Theses - Doctoral Dissertations
California
California
English
Recent research suggests a major crisis exists affecting urban children's educational opportunities. This study focuses on the use of research-based strategies to determine whether, and to what extent, transformative leadership influences the development of quality education that overcomes educational inequity in the lives of students who attend Children of Promise Schools and other similar poor urban schools. A central focus of the study highlights the importance of developing organizational and community-wide initiatives to reduce (a) the achievement gap, before kindergarten, through early childhood development programs and (b) the impact and responsibility that faith-based communities have in developing key approaches to empower and provide educational opportunities for underserved families, schools and communities. Additionally, autoethnography and action research methods are used to reveal personal and professional experiences that influenced the author's pedagogical knowledge and practice employed to improve the quality of education for students of Children of Promise Schools in Inglewood, California. Implications and recommendations for further research are also included in the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563627
An Autoethnographical Analysis of a School Leader: Informing Strategies to Improve Educational Outcomes for Children of Promise Schools
ProQuest LLC
Ed.D. Dissertation, Fielding Graduate University
2013-00-00
978-1-3035-2711-1
260
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601460
2016
As Provided
JAN2020
No
Communities of Practice
Academic Achievement
High School Students
Hispanic American Students
Mixed Methods Research
Educational Indicators
Scores
Teacher Surveys
Interviews
Program Implementation
Mathematics Achievement
Achievement Gains
Language Arts
Academic Standards
Student Evaluation
Best Practices
Program Evaluation
Mendez, Larry
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
The research study was an evaluation of a professional learning community (PLC) and its effect on teachers and student achievement in a high school serving predominately Latino students. The study was a mixed research study that consisted of both quantitative and qualitative data. The quantitative data included school-wide and Latino student Academic Performance Index (API) and Adequate Yearly Progress (AYP) scores. The qualitative data sources were derived from faculty interviews and open-ended questions on the survey. The data were collected from 34 out of 50 (68%) faculty surveys and 29 out of 50 faculty rubrics (58%). Developing, implementing, and evaluating PLCs in a high school that served predominately Latino students led to increased API scores and increased AYP scores in math. AYP scores did not increase for English/Language Arts. Over half of the faculty (76%) reported PLCs as effective in developing standards based assessments, and 67.7% reported collaboration among teacher teams as effective for sharing best practices. Implications, recommendations for practice, and recommendations for future research are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563628
The Effects of a Professional Learning Community on Teachers and Student Achievement in a High School Serving Predominately Latino Students
ProQuest LLC
Ed.D. Dissertation, Fielding Graduate University
2013-00-00
978-1-3035-2712-8
86
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601461
2016
As Provided
JAN2020
No
Phenomenology
Dropouts
Qualitative Research
College Students
Questionnaires
Decision Making
Academic Ability
Mixed Methods Research
Standardized Tests
Negative Attitudes
Student Needs
College Preparation
Academic Standards
Academic Persistence
Student Motivation
Reentry Students
Educational Experience
Waters Zelbovitz, Karyn T.
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Secondary Education
This mixed methods study was designed to explore why students leave college before graduation and draws upon their phenomenological insights, educational experiences, and readmission reflections. This study used a convergent parallel design that matched the qualitative content from interviews and quantitative responses to questionnaires to converge to identify what statements, attitudes, and behaviors exist in the footprint of the college student that has dropped out. Triangulation of the converged parallel data, through three standardized tests established the unmet needs, academic ability, and optimistic confidence of each of the 15-25 purposively selected participants. Exiting students make statements, reflect negativistic attitudes, and exhibit behaviors that characterize their self-defeating decision process. Some educators argue the problem has been limited preparedness for the rigors of higher education, while others personify the existential meaninglessness of higher education that overwhelmed the motivation and persistence of the college student. This study explored the identified attrition characteristics through the experiences of the readmitted college student. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563629
Phenomenological Characteristics of College Dropouts
ProQuest LLC
Ph.D. Dissertation, Keiser University
2013-00-00
978-1-3035-2734-0
450
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601482
2016
As Provided
JAN2020
No
Parent Participation
Urban Schools
Elementary School Students
Young Children
Case Studies
Kindergarten
Grade 1
Grade 2
Parent School Relationship
Focus Groups
Interviews
Coding
Interpersonal Communication
Parent Attitudes
Early Childhood Education
Bradley, Lynn Renee'
Dissertations/Theses - Doctoral Dissertations
Michigan
Michigan
English
Elementary Education
Kindergarten
Primary Education
Early Childhood Education
Grade 1
Grade 2
Parental involvement is a factor in student achievement. Low parental engagement at home and school has created a problem in an urban elementary school. Guided by Epstein's 6 types of parental involvement, the purpose of this case study was to examine and describe the perspectives of 17 parents of K-2 students in an urban school in Michigan. Few studies have concentrated on the problem of low parental engagement between home and school in Grades K-2. In addition, there have been few discussions on using resources to increase parental engagement within these foundational grades. The methods and tools that the school used to implement parental engagement, as well as communication that may have existed, were examined. Data were collected from parents through structured focus groups and interviews; these data were then collected, transcribed, and analyzed using an open-coding analysis process and member checking. Key findings revealed that while the parents had positive things to say about the school and staff, they also believed that communication between home and school needed to be more timely and clear. Results also indicated that low parental engagement was related to conflicts with parents' work schedules or apathy from the parents in becoming more engaged. The social significance of this study is that new strategies and resources could be brought to the forefront. These strategies and resources could lead to initiatives to evoke timely, effective, reciprocal communication between home and school and increase parental engagement, which could affect a student's academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563630
Parental Engagement Using Effective Communication for K-2 Students in an Urban School
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-2772-2
165
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601486
2016
As Provided
JAN2020
No
Preservice Teachers
Undergraduate Students
Teacher Characteristics
Personality Traits
Mixed Methods Research
Surveys
Focus Groups
Personality Measures
Validity
Buchner, Jenna K.
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin
English
Higher Education
Postsecondary Education
Teacher education programs are charged with identifying, developing, and assessing the knowledge, skills, and dispositions that teacher candidates should exhibit. However, the identification and assessment of the dispositions is challenging due to the nature of dispositions and the scarcity of specific guidelines within national teacher standards. This study sought to identify the dispositions candidates from a Concordia University Wisconsin (CUW) should exhibit and develop a tool to assess those dispositions. This study followed a two-phase sequential explanatory mixed methods design. Phase one utilized a triangulation convergence model in which both quantitative and qualitative data were collected and analyzed concurrently. The researcher developed, validated, and administered a survey to completers of the undergraduate teacher education program (N = 148) and administrators of the schools where those graduates were employed for their first teaching assignment (N = 71) to determine the dispositions they believed an effective teacher who graduated from CUW should exhibit. The researcher concurrently performed a document analysis of the conceptual framework of the CUW education program to identify dispositions a candidate should exhibit. In phase two, the researcher created an assessment tool and conducted a focus group of eight undergraduate teacher education faculty to validate the findings of phase one and to establish validity of the tool. Results of the study indicate that all CUW undergraduate teacher education candidates should exhibit 31 dispositions representing eight distinct constructs. Lutheran and Christian public education candidates should exhibit an additional disposition. Results also suggested that the dispositions a CUW undergraduate teacher education candidate should exhibit can be accurately assessed using an instrument that identifies specific dispositions and explicit performance criteria. The assessment tool can be used to provide developmental feedback to teacher candidates from early in the program to culminating field experiences and to communicate and teach the desired dispositions to program candidates. The findings of the study suggested that teacher education programs can identify program-specific dispositions teacher candidates should exhibit by utilizing stakeholders of the program and the conceptual framework of the program. They also suggested that dispositions can be accurately assessed using an assessment tool developed through the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563631
Identifying and Assessing Program-Specific Dispositions of Concordia University Wisconsin Undergraduate Teacher Candidates: A Mixed-Methods Study
ProQuest LLC
Ph.D. Dissertation, Cardinal Stritch University
2013-00-00
978-1-3035-2806-4
281
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601503
2016
As Provided
JAN2020
No
Program Development
Program Administration
Cognitive Development
Program Improvement
Programs
Program Implementation
Organizational Development
Teamwork
Leadership
Constructivism (Learning)
Lynch, Margaret M.
Dissertations/Theses - Doctoral Dissertations
English
This study explores the meaning project managers (PMs) make of their project environment, how they lead their teams and have incorporate complexity into their project management approach. The exploration of the PM's developmental level and meaning making offers a different angle on the project management and leadership literature. The study expands from the traditional project management leadership literature and provides an alternative lens to the conversation. This expansion incorporates the subjective, interpretive, construct oriented side of leadership and explores "how" the PM knows instead of "what" the PM knows (Eigel, 1998). This study pulls together two streams of neo-Piaget developmental theory. The first stream is focused on cognitive development and hierarchical complexity and the individual's ability to construct and coordinate increasingly complex concepts by theorists such as Michael Commons, Theo Dawson, and Kurt Fischer. The second stream of constructive developmental theory concentrates on individual meaning-making and the process of differentiation and integration of the subjective and objective experiences as discussed by theorists such as Susanne Cook-Greuter, Robert Kegan, and Bill Torbert. Participants were assessed for their developmental level using the Lectical(TM) Assessment System's (LAS) Lectical(TM) Decision Making Assessment (LDMA). This study has significant implications for the fields of leadership, project management, and constructive developmentalism. The overall finding of this study is way the PM leads the project team. Each of the three Achiever level groupings had distinct approaches to how the PM structured and approached the project team. This influence affected how the PM approached complexity to how the PM integrated the larger organization into the project. A constructive developmental lens has provided important insight for project management leadership practice as well as theory. It is recommended that project management theorists and practitioners consider the meaning making of the PMs to better understand approaches to project management and project success and failure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563632
How Does a Project Manager's Level of Development Influence Conceptualizations of Project Management and the Project Development Environment?
ProQuest LLC
Ph.D. Dissertation, Fielding Graduate University
2013-00-00
978-1-3035-2812-5
239
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601507
2016
As Provided
JAN2020
No
Virtual Classrooms
Performance
Job Performance
Problem Solving
Influences
Models
Computer Simulation
Maps
Spatial Ability
Geometric Concepts
Depth Perception
Choi, Gil Ok
Dissertations/Theses - Doctoral Dissertations
English
For the past few years, virtual environments (VEs) have gained broad attention from both scholarly and practitioner communities. However, in spite of intense and widespread efforts, most VE-related research has focused on the technical aspects of applications, and the necessary theoretical framework to assess the quality of interfaces and designs has not yet been fully developed. This research, as a response to such challenges, concerns the usability of three-dimensional VEs. More specifically, this study aims to investigate the effects of wayfinding affordance design on users' task performance and perceptual experience in 3D desktop VEs. For this purpose, four different wayfinding affordance conditions were set up: Fixed Detached Affordance Cues (FDAC) condition, Switchable Detached Affordance Cues (SDAC) condition, Portable Embedded Affordance Cues (PEAC) condition and Fixed Embedded Affordance Cues (FEAC) condition. Maps and directional cues were employed to implement wayfinding affordance. The results show that the design of wayfinding affordance has significant effects on users' perceptual experience as well as their task performance. Task performance was significantly better where the maps and directional cues were provided independently from the VE interfaces (FDAC, SDAC). With regard to perceptual experience, the effect was significant only in simple environments. In these environments, the fixed and, therefore, stable interfaces (FEAC, FDAC) were found to provide a better sense of presence for users whereas the manipulative interfaces (PEAC, SDAC) offered a greater state of playfulness. The research findings also indicated that the design of 3D interfaces had a greater impact on non-expert users than on expert users. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563633
The Design of Wayfinding Affordance and Its Influence on Task Performance and Perceptual Experience in Desktop Virtual Environments
ProQuest LLC
Ph.D. Dissertation, The University of Texas at Austin
2008-00-00
978-1-3035-2824-8
186
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601518
2016
As Provided
JAN2020
No
Technology Uses in Education
Handheld Devices
Teaching Methods
Student Centered Learning
Elementary School Teachers
Middle School Teachers
Public School Teachers
Charter Schools
Educational Practices
Qualitative Research
Case Studies
Focus Groups
Observation
Educational Opportunities
Technology Integration
Motivation
Professional Development
Educational Technology
Durbin, Annette L.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Middle Schools
Secondary Education
Junior High Schools
Mobile technology is increasing its presence in the educational environment. The public school district in this study has made great strides improving technology usage in schools with updated hardware, extensive district-wide infrastructure, a technology plan, and professional development. While the district has been successful in some areas, like others across the nation, the challenges educators face in the classroom continue to have a negative impact on the end results this district seeks: 100% technology implementation. The current study focused on a local charter school whose practices were grounded in the conceptual framework of experiential learning, social interdependence, and multiple intelligences using mobile technology. The purpose of this study was to understand the pedagogies, practices, and attitudes among K-8 charter school educators on the mobile technology used as a student-centered instructional tool. A qualitative, multiple case study design was used to gather and analyze data from interviews, a focus learning group, and instructional observations of 6 K-8 charter school teachers. Data were analyzed using a constant comparative method to identify common trends and themes. Results showed how these teachers transitioned from traditional pedagogy to 21st century pedagogy. Trends included learning opportunities; technology implementation strategies; motivation; and challenges encountered that impacted pedagogy, practice and attitude. A tech lab project study was designed to support educator transitioning to 21st century pedagogy. These findings show that professional development and professional learning communities can be used to overcome challenges and support teachers using mobile technology as a student-centered instructional tool, one that aids a successful transition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563634
K-8 Teachers Using Mobile Technology as a Student Centered Instructional Tool
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-2897-2
186
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601548
2016
As Provided
JAN2020
No
English (Second Language)
Second Language Learning
Qualitative Research
Anxiety
Foreign Countries
Learning Motivation
Student Motivation
Blended Learning
Second Language Instruction
Conventional Instruction
Online Courses
Teacher Student Relationship
Language Teachers
Learner Engagement
Student Participation
Comparative Analysis
Interviews
Specialists
Instructional Design
Teacher Participation
Constructivism (Learning)
Instructional Innovation
Teacher Education
Access to Education
Social Change
Best Practices
Social Mobility
College Students
Job Skills
Employment Potential
Johnson, Christopher P.
Dissertations/Theses - Doctoral Dissertations
Chile
Chile
English
Higher Education
Postsecondary Education
Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement and engagement in online portions of blended courses, (b) marginal teacher presence in the online portions of blended courses, and (c) ways to improve student involvement in the online portions of the blended courses. Results of a systematic qualitative analysis, employing constant comparative data analysis of individual interviews with a sample of 10 voluntary EFL instructional specialists, indicated teachers need to take part in design of blended EFL courses to address these issues. The findings, coupled with theoretical frameworks of social-constructivism, transactional distance, diffusion of innovation, and universal design for instruction, served as the background for a proposed teacher training project resulting from this study. The study can contribute to positive social change by inviting EFL teachers to become more involved in blended course design, increasing their sense of ownership, sharing best practices for blended EFL teaching and learning, and creating conditions for more successful upward social mobility opportunities for Chilean university students who have acquired certifiable English language skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563635
Increasing Students' Academic Involvement: Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-2898-9
262
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601549
2016
As Provided
JAN2020
No
Team Teaching
Inclusion
Special Education
Program Implementation
Disabilities
Educational Needs
Teaching Methods
Regular and Special Education Relationship
Teacher Collaboration
Individual Needs
Academically Gifted
Special Needs Students
Accountability
Principals
Delphi Technique
Mixed Methods Research
Correlation
Teacher Evaluation
Legislation
Betancourt, Angela Mobley
Dissertations/Theses - Doctoral Dissertations
Arkansas
Illinois
Arkansas
Illinois
English
Inclusion programs have expanded in schools across the country as educational leaders strive to meet the needs of a more diverse group of students. In response to Special Education legislation, schools and districts implemented programs and strategies for students with disabilities in the general education setting as increasing numbers of students with diverse needs were included. Inclusion reinforced the recognition that one person cannot effectively respond to the various psychological and educational needs of students in current classrooms. Many schools are now implementing the co-teaching model in response to the new demands on classroom teachers. By definition, the general education teacher and special education teacher work collaboratively to meet the individual needs of all students in an inclusive setting. Students with special needs, gifted students, English Language Learners, and all regular education students are held to the same standards on state developed assessments demonstrating accountability for teachers. It is critical that research-based instructional models are implemented in the classroom. School principals are responsible for monitoring and evaluating the instruction that takes place in the classroom to ensure research-based instructional practices are being implemented effectively. Since many schools or school districts chose to use the co-teaching model as a means of meeting the needs of all students and to ensure best practice, principals must have adequate knowledge of the model and be able to recognize effective implementation in the classroom. This study was designed to examine current practice in monitoring and evaluation of co-teachers and expert consensus regarding indicators of effective co-teachers in the inclusion classroom. This Delphi study utilized a mixed-methods research design. Three hundred five experts, selected from the 2012 Chicago Co-teacher training and current Arkansas co-teacher lists, were invited to participate in a two-round process. One hundred thirty-one responded in the first round to generate a list of indicators. Fifty-nine experts participated in the second round to rate the relevance of panel generated indicators and indicators from an existing instrument. Analysis of descriptive statistics revealed consensus for a majority of items from both sets of indicators. Though agreement was reached on all but one item as relevant, inter-rater correlation was low for all items. The study provided evidence for experts implementing the co-teaching model agreed upon specific indicators to help principals identify effective classroom practice. There was a lack of consistency and fidelity in using the specific indicators during program monitoring and teacher evaluation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563636
Monitoring and Evaluating Co-Teachers in the Inclusion Classroom
ProQuest LLC
Ed.D. Dissertation, University of Arkansas at Little Rock
2013-00-00
978-1-3035-2996-2
133
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601557
2016
As Provided
JAN2020
No
Elementary School Students
Grade 4
Grade 5
Reading Achievement
Reader Response
Journal Writing
Intervention
Suburban Schools
Mixed Methods Research
Reading Improvement
Common Core State Standards
Questionnaires
Reading Tests
Scores
Pretests Posttests
Thinking Skills
Writing Across the Curriculum
Reading Instruction
Hume, Julie M.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Many of today's students are reading below grade level and schools are investigating methods for increasing student achievement in the area of reading. This mixed method research study investigated the achievement of students who were reading below grade level. The purpose of this study was to investigate the relationship between reading response journals as an intervention and student achievement of fourth and fifth grade students in a suburban school district. The research questions this study addressed were: (1) Does implementation of reading response journals improve student achievement in reading? (2) Does implementation of reading response journals aid a student in preparing for the Common Core State Standards? (3) What impact do reading response journals have on a student's instructional reading level? The researcher used a teacher questionnaire to obtain qualitative data. The researcher used paired t-tests to compare DRA (Developmental Reading Assessment) scores from September 2012 and December 2012 and reading pre and posttest scores. These results were then triangulated to provide conclusions. The researcher concluded that the use of reading response journals can have a positive effect on students' reading level, responding to their reading using higher order thinking skills, and growing as a reader in general. Many of the qualitative findings centered on the high need for students to be active writers during the reading process. Although an overwhelmingly large number of students improved during this research study, it is difficult to conclude that these results were yielded solely from using reading response journals as an intervention to benefit student achievement. The results of this study can open the door for expansion in the area of reading response journals. Suggestions for school districts are to increase the amount of time that students are spending on authentic experiences with reading and writing and to teach reading and writing across the curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563637
The Relationship between Reading Response Journals as an Intervention and Reading Achievement of Fourth and Fifth Graders in a Suburban School District
ProQuest LLC
Ed.D. Dissertation, Missouri Baptist University
2013-00-00
978-1-3035-3030-2
119
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601577
2016
As Provided
JAN2020
No
Scaffolding (Teaching Technique)
Science Instruction
Science Education
Electronic Learning
Science Process Skills
Visual Aids
Learning Strategies
Persuasive Discourse
Prompting
Retention (Psychology)
Multiple Choice Tests
Science Tests
Instructional Effectiveness
Kern, Cynthia Lee
Dissertations/Theses - Doctoral Dissertations
English
Scientific inscriptions--graphs, diagrams, and data--and argumentation are integral to generating and communicating scientific understanding. Scientific inscriptions and argumentation are also important to learning science. However, previous research has indicated that learners struggle to understand and learn science content represented in inscriptions. Furthermore, when learners engage in argumentation, learning science content becomes secondary to the learning of argumentation skills. This design-based research study is nested within the larger effort to inform the design and development of the 5-Featured Dynamic Inquiry Enterprise design framework (5-DIE) for cyberlearning environments and to advance theory associated with the difficulties learners have with scientific inscriptions and the consequences related to using argumentation to learn science content. In an attempt to engage participants in the process of learning science content with scientific inscriptions and argumentation, two learning strategies were embedded in a 5-DIE lessons. The two learning strategies evaluated in this study were (1) "self-explanation prompts" paired with a scientific inscription and (2) "faded worked examples" for the evaluation and development of scientific knowledge claims. The participants consisted of ninth and tenth grade students (age: 13-16 years; N = 245) enrolled in one of three state-mandated biology courses taught by four different teachers. A three factor mixed model analysis of variance (ANOVA) with two between factors (self-explanation prompts and faded worked examples) and one within factor (pre, post, delayed post-test) was used to evaluate the effects of the learning strategies on the acquisition and retention of domain-specific content knowledge. Both between factors had two levels (with & without) and are described by the following experimental conditions: (1) control condition (general prompts), (2) self-explanation condition, (3) faded worked examples condition, and (4) combined condition with both self-explanation and faded worked examples. Acquisition and retention of content knowledge was assessed with a 17-item multiple-choice, researcher-developed content knowledge test. Results indicated that self-explanation prompts and faded worked examples learning strategies did not influence acquisition and retention of science content in a positive (i.e., learning) way. Based on the finding of this study, it may be concluded that the use of general prompts is as effective as self-explanation prompts and faded worked examples for scaffolding learner engagement with scientific inscriptions and argumentation. Furthermore, the finding indicated additional research is warranted evaluating the generalizability of scaffolds from college to pre-college populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563638
The Effect of Scaffolded Strategies on Content Learning in a Designed Science Cyberlearning Environment
ProQuest LLC
Ph.D. Dissertation, University of Nevada, Las Vegas
2013-00-00
978-1-3035-3058-6
158
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601592
2016
As Provided
JAN2020
No
Nursing Students
Nursing Education
Teaching Methods
Learning Strategies
Visual Learning
Visualization
Skill Development
Qualitative Research
College Students
Interviews
Hermeneutics
Moorman, Margaret M.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
Nurse educators are called upon to provide creative, innovative experiences for students in order to prepare nurses to work in complex healthcare settings. As part of this preparation, teaching observational and communication skills is critical for nurses and can directly affect patient outcomes. Visual thinking strategies (VTS) are a teaching method that has been studied in primary education to develop communication and observational skills. VTS holds the possibility to improve these same skills in nursing students, but it has only been studied once with nursing students in a quantitative study. Therefore, this qualitative research study sought to explore how nursing students utilize VTS by answering the following research questions: What meaning does VTS have for nursing students? How do nursing students who have experienced VTS use it in their care of patients? Students at a large Midwest university in a Bachelor of Science program were recruited for participation. Only students who voluntarily participated in a previous VTS experience were invited to participate in a second VTS experience, followed by an interview. Martin Heidegger developed a phenomenological philosophy about the meaning people attach to experiences, which was the philosophical framework for this study. Heideggerian hermeneutics was used to analyze participant transcripts and interpretive summaries were analyzed. Themes of feeling safe in learning and thinking and seeing differently were identified and a literature review was performed to further expand these themes. Also revealed in the findings were themes from the perspective of the researcher; validation, mutual respect, and reformulation of the VTS process into clinical practice. Results are presented in Chapter 5. Analysis of the findings and implications for future research are presented in the final, 6th chapter. Also included in the final chapter is a section on how nurse educators can enact the role of facilitative teaching, a term that came out of the research findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563639
The Meaning of Visual Thinking Strategies for Nursing Students
ProQuest LLC
Ph.D. Dissertation, University of Nevada, Las Vegas
2013-00-00
978-1-3035-3066-1
180
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601597
2016
As Provided
JAN2020
No
Autism
Pervasive Developmental Disorders
Writing (Composition)
Writing Skills
Sentences
Writing Strategies
Adolescents
Instructional Effectiveness
Self Management
Junior High School Students
Grade 6
Grade 7
Grade 8
Intervention
Maintenance
Effect Size
Rago, David J.
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
English
Junior High Schools
Secondary Education
Middle Schools
Grade 6
Intermediate Grades
Elementary Education
Grade 7
Grade 8
Writing is a tool students with autism spectrum disorder (ASD) can use to communicate and interact with other people socially and professionally. Strong writing skills may lead to social and economic success, as well as a sense of self-empowerment. Unfortunately, there is very little research related to the use of sentence-writing strategies and self-monitoring procedures to improve the writing performance of adolescent students with ASD. Thus, this study was designed to examine the effects of a sentence-writing strategy and a self-monitoring procedure on the writing performance of adolescents with ASD. The study included five participants. These participants attended the same junior high school in a large southwestern city and were in the sixth, seventh, or eighth grade. Each participant had a spectrum disorder. A multiple baseline across participants design with one replication was used in this research. There were three conditions in this design: baseline, Intervention 1: sentence writing strategy, Intervention 2: self-monitoring procedure, and Maintenance. A comparison of curriculum-based probes between phases was conducted in order to assess the functional relationship between the independent and dependent variables. The independent variables were The Proficiency in Sentence Writing Strategy (Schumaker & Sheldon, 1999) and the self-monitoring procedure. The dependent variables were writing quality and writing quantity. Writing quality was measured using specific predictive indicators for writing quality and criterion described in the Proficiency in Sentence Writing Strategy Instructor's Manual (Schumaker & Sheldon, 2006). Writing quantity was measured by counting the total number of words written during each session. A visual analysis of the data revealed five things. First, each participant responded differently to the sentence writing strategy and the self-monitoring procedure. Second, when the interventions were combined, a moderate effect size resulted. Third, participants' feelings about writing may have influenced performance levels. Fourth, all the participants ended the study feeling better about their own writing ability, and fifth, the sentence writing strategy and the self-monitoring procedure are socially valid interventions that may improve the overall writing performance levels of middle school students with ASD. These findings support the use of The Proficiency in Sentence Writing strategy and the self-monitoring procedure in middle schools and classrooms where middle school age students with ASD are receiving writing instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563640
Investigating the Effects of a Sentence-Writing Strategy and a Self-Monitoring Procedure on the Writing Performance of Students with Autism Spectrum Disorder
ProQuest LLC
Ph.D. Dissertation, University of Nevada, Las Vegas
2013-00-00
978-1-3035-3069-2
182
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601600
2016
As Provided
JAN2020
No
High Schools
Communities of Practice
School Restructuring
School Culture
Sustainability
Accountability
Program Implementation
Barriers
Qualitative Research
Interviews
Sampson, Elizabeth E.
Dissertations/Theses - Doctoral Dissertations
Georgia
Georgia
English
High Schools
Secondary Education
Many school systems across the United States have begun redesign efforts by investing in smaller high school settings (Cawelti, 1999). Transforming schools into structured academic or career-themed academies has been associated with increased student achievement and more personalized learning environments. Ongoing collaboration of district level leaders, school administrators, teachers, parents, and community members is needed to successfully convert traditional, comprehensive schools into small learning communities. The purpose of this study was to examine the perceptions of school leaders regarding the efficacy of small learning communities in one central Georgia high school. A purposeful sample of 12 school leaders involved in the development of small learning communities participated in qualitative interviews. Three themes emerged labeled as reculturing, sustainability, and accountability. Barriers hindering the implementation of effective small learning communities surfaced through the analysis of qualitative data. Findings provided evidence most school leaders supported small learning communities as a credible approach to reforming high schools despite ongoing challenges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563641
The Perceptions of School Leaders Regarding the Efficacy of Small Learning Communities
ProQuest LLC
Ed.D. Dissertation, Lincoln Memorial University
2012-00-00
978-1-3035-3070-8
131
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601601
2016
As Provided
JAN2020
No
School Turnaround
Reading Instruction
Reading Strategies
Reading Skills
Reading Achievement
Mathematics Instruction
Mathematics Achievement
Mathematics Skills
Mathematical Aptitude
High School Students
Academic Achievement
Educational Change
Standardized Tests
African American Students
White Students
Hispanic American Students
Disabilities
Individualized Education Programs
Limited English Speaking
Scores
Segler Zender, Rene'
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
Since the middle of the last century, student education in the U.S. public school systems has been deemed inadequate. Critics developed measures in the form of standardized testing to measure student progress in an attempt to help facilitate reforms. In the last thirty years, the federal government has played an increasing role in school reform efforts in the form of laws and unfunded mandates. School districts have attempted to respond to federal pressure by attempting radical changes from replacing all school administration and staff to a complete curriculum overhaul. While school reform efforts have been widely documented by various groups, no actual quantitative studies have been conducted on the dynamics that occur in successful school turnarounds. There is little research concerning specific programs within the context of turnaround schools that contribute to increased student achievement and the small body of research that does exist in more anecdotal accounts. The literature on the turnaround school improvement process has reported anecdotal evidence and highlighted a few successful schools, but has not provided data on student achievement following implementation of a turnaround program. Given the lack of specific programs available for high school administrators to utilize, it has been necessary for leadership to use strategies reported to be effective, but not necessarily supported by research that demonstrates effectiveness with student populations involved in the turnaround program. In addition, little information exists about demographic factors that may be related to students' successes or failures in the high school turnaround process. In a high school, the SIG program requires that student academic proficiency be tracked by student scores in reading and math on a state high school proficiency exam. The academic proficiency of students must be reported as the percentage of all students who passed, as well as percentages of students in specific subgroups (i.e., ethnicity, students with disabilities, and students with limited proficiency in English). The purpose of this study was to investigate the effects on students' high school proficiency exam scores in math and reading in the initial two years of implementation of a Turnaround Intervention Package (TIP). The TIP incorporated common formative student assessments and teachers' use of student assessment data in Professional Learning Communities (PLC) to inform and differentiate instructional practices. The underlying question was whether the use of this package of interventions would contribute to improved student achievement in the critical areas of math and reading as measured by state high school proficiency scores. It was hypothesized that the use of the TIP would result in significant increases in students' math and reading high school proficiency exam scores. The proficiency scores of the pre-turnaround grade 10 cohort students were analyzed to determine growth in the two subsequent years of turnaround. In previous years, any instructional remediation and differentiated instruction that teachers adopted to improve student achievement was not based on the use of a PLC Assessment Cycle by teachers. The Site Improvement Grant under which the Turnaround school worked required growth in the following specified demographic groups: Black, Hispanic, White, IEP (students with disabilities), and LEP (Limited English Proficient). This study examined the effectiveness of the use of the TIP components for required instructional changes in the classroom and its impact upon student proficiency scores. The TIP was found effective in raising scores on the state proficiency exams in math and reading. While the entire student group raised scores significantly, there were little significant raises in specific groups. A further question of social significance also was addressed with a measure of teacher satisfaction of the PLC Assessment Cycle component of the TIP. Teachers reported satisfaction with the PLC Assessment Cycle as it related to student achievement, but reported little satisfaction with continued use of the cycle. This could be due to the time it takes to master the new skills of data analysis as required by the PLC Assessment Cycle. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563642
A High School Turnaround School Initiative: Effects on Students' Math and Reading Proficiency
ProQuest LLC
Ph.D. Dissertation, University of Nevada, Las Vegas
2013-00-00
978-1-3035-3071-5
138
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601602
2016
As Provided
JAN2020
No
Intellectual Disability
Decision Making
Teaching Methods
High School Students
Training
Intervention
Special Education Teachers
Special Classes
Photography
Pictorial Stimuli
Vignettes
Sparks, Shannon Lynn
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
A number of studies have suggested that when children with disabilities are presented with choice-making opportunities, they can make choices (Bambara, 2004; Carlson, Luiselli, Slyman, & Markowski, 2008; Dibley & Lim, 1999; Manhertz, 2006). Teaching choice-making to students with intellectual disability is an important skill. Students with intellectual disability, when exposed to choice-making, tend to display these skills in future settings as they grow older (Lee, Palmer, Turnbull, & Wehmeyer, 2006). Choice-making research has been limited for high school students with mild to moderate intellectual disability (Dibley & Lim, 1999; Manhertz, 2006; Shevin & Klein, 2004). The purpose of this study was to determine if high school students with intellectual disability, when given choice training, would improve their choice selections. This study involved an investigation of choice-making instruction intervention with individuals with intellectual disability. The researcher used a multiple probe design with one replication for six students with intellectual disability. The study took place in one 9-12 public high school classroom. One specialized classroom with a special education teacher who served students with mild to moderate intellectual disability was used in this study. Students received daily instruction with choice-making scenarios using still picture photographs. Choice-making training scenarios embedded real life situations that teenagers face daily. Real life choice situations were (a) making a choice on how to tell a friend that you are going to attend his or her birthday party, (b) making a choice on what and how you will spend your money, and (c) making a choice on what to wear to a job interview. This study involved an investigation of daily life choices and choice-making options that high school age students are given everyday. Lastly, the maintenance of choice-making skills in high school age students with intellectual disability was explored. The results of this study will add to the choice-making body of literature. Additionally, this study provided strategies for teachers to implement choice-making with a variety of students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563643
Increasing Choice-Making and Choice Awareness for Students with Intellectual Disability
ProQuest LLC
Ph.D. Dissertation, University of Nevada, Las Vegas
2013-00-00
978-1-3035-3074-6
197
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601603
2016
As Provided
JAN2020
No
Ideology
Decision Making
School Counseling
School Psychologists
Pilot Projects
Online Surveys
Religious Factors
Correlation
School Policy
Political Attitudes
Vignettes
Brenner, Michelle Klein
Dissertations/Theses - Doctoral Dissertations
English
The present study built on the design and results from the pilot study in an attempt to explore the relationship between psychologists' personal ideologies and the decisions they make in school-based counseling. Of particular interest was whether higher levels of self-reported ideology were related to support of relevant school policies. Participants included 166 psychologists who responded to an online survey that included questions related to personal and professional ideologies, attitudes toward school policies, training and preparedness in four areas of interest, and hypothetical scenarios. Consistency among responses in areas including theoretical orientation, political party, and training and preparedness in ethics and multicultural issues limited the analyses that could be performed to compare different populations. Correlation data indicated that there was no relationship between those who reported to be religious and those who reported that they were not religious, though slight differences were noted qualitatively. There was also no difference between responses of individuals who had not taken a class but felt prepared as compared with responses of the rest of the population. Correlation data also indicated some associations between the school policies related to liberal/conservative political views and the vignette designed toward that ideology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563644
Ideology and Decision Making in School-Based Counseling
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-3035-3290-0
118
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601695
2016
As Provided
JAN2020
No
African American Students
Mathematics Education
Mathematics Achievement
Achievement Gap
Academic Achievement
Intervention
Social Influences
Student Attitudes
High Stakes Tests
Control Groups
Accountability
Standardized Tests
Achievement Tests
Mentors
Empowerment
Low Achievement
Mathematics Anxiety
Mathematics Instruction
Instructional Effectiveness
Johnson, Willie F., Jr.
Dissertations/Theses - Doctoral Dissertations
Texas
Texas
English
In the United States, an academic achievement gap has prevented many African American students from advancement and educational empowerment. Guided by Bandura's theoretical belief, which posits a relationship between social factors and an individual's perception, this non-experimental, causal comparative, control treatment group design study explored the effect of a 12-week instructional and mentoring intervention program on African American students' mathematics achievement. Data from the high-stakes accountability exam, the Texas Assessment of Knowledge and Skills (TAKS), and the Assessment of Course Performance (ACP) were gathered from 42 African American students who were identified as underachieving; these students were designated as the intervention group. TAKS and ACP data were also gathered from 281 nonintervention students. An independent t test analyzed mean differences in scores between the samples, before and after the intervention. According to study results, although not statistically significant, comparable growth in scale scores occurred for intervention students as compared to nonintervention on the state's accountability exam. More growth, although not statistically significant, was also noted on the Assessment of Course Performance. The outcomes led to the design of an intervention manual to address students not performing to target standard. These findings suggest that African American students' math performance can be interconnected with low self-efficacy, resulting in poor academic math performance. The use of this manual can provide a system of intervention services to successfully respond to these students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563645
Effects of a Math Intervention Program on Math Academic Performance among African American Students
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-3308-2
113
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601709
2016
As Provided
JAN2020
No
Secondary School Mathematics
Mathematics Education
Technology Uses in Education
School Restructuring
Educational Environment
Transformative Learning
Identification (Psychology)
Problem Solving
Learning Experience
Mathematical Models
Academic Achievement
Mathematics Curriculum
Teaching Methods
Doctoral Dissertations
Public Schools
Lucas, Roland
Dissertations/Theses - Doctoral Dissertations
New Jersey
New Jersey
English
Secondary Education
There are three hypotheses for this research: 1. High school mathematics students in urban public schools, who are provided interactive technology resources during normal course work, will experience a multiplier effect of enhanced learning in mathematics. They will have an increase in positive dispositions indicative of their identity development as competent doers of math. 2. Through focusing on solving problems that relate to the life-world of students, students will experience an increase in the levels of solidarity with participants of the course. This will have a positive impact of the learning experiences and achievement of students. 3. Students will develop increased value of using their developing competencies in math to model and analyze issues relevant to their communities. The purpose of this research is to study effective utilization of interactive technologies and math computer programs in public high school mathematics classes. The interactive technologies used in classes are to support graphical, tabluar, verbal and analytical representations of the mathematics in hopes of increasing the learning potential and math fluency of students. The research will serve as a basis for ongoing development of teaching practices that improve student achievement in mathematics. The research design is an interpretive / phenomenological study of evolving attitudes and practices of students as they are engaged with math problem solving. Students will not be asked to produce any data solely for the purposes of the research. All activities that students do, and all data that will inform the research, will emerge from best teaching practices, which are supported by the school principal and have been formally approved by the school board. All methods and strategies employed in this study are ones I have used, over the past six years, in my role as a highly qualified math teacher in Newark public schools. No changes in what happens will occur because of this dissertation study. The research design is an interpretive / phenomenological study of evolving attitudes and practices of students as they are engaged with math problem solving. Students will not be asked to produce any data solely for the purposes of the research. All activities that students do, and all data that will inform the research, will emerge from best teaching practices, which are supported by the school principal and have been formally approved by the school board. All methods and strategies employed in this study are ones I have used, over the past six years, in my role as a highly qualified math teacher in Newark public schools. No changes in what happens will occur because of this dissertation study. Not all teachers are implementing the best practices that this study focuses on. I want to shed light on these practices and show how they can become more common and done in a more collaborative way. Students can opt not to use technologies at all, but it is not likely they would want to since doing so would slow down their progress. Teachers, however, are required to teach math with using various technologies, such as in an advanced graphing calculator or an interactive smart board. This is a case of, students are using technology in classes, gaining advantages with this technology use, and I would just like to analyze it write about my findings in my dissertation. Please see the school issued student calculator contract included with this application. It shows that math teachers are required to teach with school approved technologies, in this case a newer handheld graphing calculator), but that students may opt not to use it. Furthermore, many teachers don't yet know how to use these newer school approved technologies and must be shown the methods and benefits. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563646
Restructuring High School Math Learning Spaces with Interactive Technology and Transformative Pedagogy
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-3035-3312-9
145
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601712
2016
As Provided
JAN2020
No
Middle School Teachers
Mathematics Teachers
Teacher Attitudes
Individualized Instruction
English Language Learners
Grade 6
Grade 7
Student Needs
Case Studies
Semi Structured Interviews
Communities of Practice
Coding
Professional Development
Teaching Methods
Educational Strategies
Educational Indicators
Murray, Vicki
Dissertations/Theses - Doctoral Dissertations
California
California
English
Middle Schools
Secondary Education
Junior High Schools
Grade 6
Intermediate Grades
Elementary Education
Grade 7
English language learner (ELL) mathematics students at a California middle school did not meet Adequate Yearly Progress (AYP) toward state standards in 2010. The purpose of this project study was to examine 6th and 7th grade mathematics teachers' perceptions regarding differentiated instruction for ELL students' specific academic needs and to reveal how these perceptions affected ELL students learning in mainstream classrooms. Hord's professional learning community (PLC) model grounded the conceptual framework for this study with a culture of continuous, shared inquiry based on collegial trust. The research question investigated teachers' perceptions regarding how PLC teachers are able to differentiate instruction for ELL students in mathematics classrooms. A case study design included transcripts from semistructured interviews, member checking, and PLC minutes. A purposeful, unique convenience sampling technique was used to recruit 4 mathematics teachers from both the 6th and 7th grade PLCs for a total of 8 interviews. The interview data were analyzed using descriptive coding and organized into categories. Themes emerged around teacher capacity, academic vocabulary, instructional challenges, PLC support, and outcomes. The findings revealed a need for a systematic method of providing professional development of differentiated instructional strategies. Implications for positive social change through this study may provide educators, administrators, and other researchers with instructional strategies that will improve ELL students' academic achievement, which is a positive outcome that also benefits the community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563647
Middle School Mathematics Teachers' Perceptions of Differentiated Instruction for English Language Learners
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-3318-1
244
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601717
2016
As Provided
JAN2020
No
High School Students
Grade 10
Reading Achievement
Mathematics Achievement
Standardized Tests
Scores
Outcomes of Education
Teacher Surveys
Program Effectiveness
Quasiexperimental Design
Smith, Christiana Helen Croson
Dissertations/Theses - Doctoral Dissertations
Wilcoxon Rank Sum Test
English
High Schools
Secondary Education
Grade 10
Drastic reform measures have taken place at Howard High School of Technology to incorporate a 10th grade small learning community. Due to the costs and resources associated with implementing small learning communities, it is important to examine if the 10th graders' achievement on the state tests in reading and math were significantly different after the implementation of this structure. This study can assist school administrators and district officials in making decisions regarding the implementation of small learning communities in their schools. Small learning communities stem from the distributed leadership theory, which provides teachers with opportunities to lead and make decisions in the school. The purpose of this quantitative quasi-experimental study was to examine the possible impact of a small learning community on 10th graders' state test scores in reading and math. A Wilcoxon rank-sum test was used to compare the students' 9th grade spring DCAS scores from the 2010-2011 school year to their 10th grade spring scores in the 2011-2012 school year. There was a positive significant difference from 9th grade to 10 th grade for students in both reading and math. The Collective Efficacy Scale is a 1-shot cross sectional survey given to teachers who were a part of the 2011-2012 10th grade small learning community. The results showed there was an average range of collective efficacy within the 10th grade small learning community teachers. The results of the study indicate that the school should continue to implement this model and the district should consider expanding the model into other parts of the school and district. This study will impact social change by informing educators of the possible positive impact of small learning communities on students' achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563648
A Small Learning Community's Impact on Students' Success Assessed by State Test Scores in Reading and Math
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-3328-0
111
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601727
2016
As Provided
JAN2020
No
Psychotherapy
Speech Acts
Case Studies
Physician Patient Relationship
Cognitive Processes
Intervention
Statistical Analysis
Allied Health Personnel
Patients
Interpersonal Communication
Counseling Techniques
Hypothesis Testing
Repetition
Qualitative Research
Vegas, Monica
Dissertations/Theses - Doctoral Dissertations
English
This study looked at the interplay of the analyst verbal speech acts and the process of change in a psychoanalytic treatment. Using a single case design on the session transcripts of the well studied case of Mrs. C., following Halfon and Weinstein's (2013) methodology the study tracked linguistic patterns as represented by the interaction of fixed/exact repetitions and representational language, assessed through the patient's use of Referential Activity (Bucci, 1997). These linguistic structures organize the psychodynamic content and meaning of the exchange that is taking place between the analyst and his patient. The representation of the different speech patterns in conjunction with the analyst's interventions allowed the creation of a map of the process inside the sessions at different points of the treatment. Results indicate that these speech patterns do not happen in a random way, 38% of the units evidenced a baseline speech pattern, 23% a symbolizing mode, 11% an overexcited mode, 8% a disengaged pattern and 3% of the units the patient was in a conflict mode. One important finding was the addition of the baseline pattern as a distinct mode of psychic functioning. By analyzing the baseline segments a picture emerged that was characterized by the patient's usual defensive style. In these instances the patient is adhering to the fundamental rule, the alliance is in place, and the potential for symbolization and discovery is within reach. 52% of the time the analyst intervened this is the type of speech pattern that preceded his interventions, 48% of the time after the analyst spoke the patient would go towards a baseline mode of functioning; both of these frequencies are significantly higher than those observed for any of the other reported patterns. It was hypothesized that interventions with exploratory functions would evidence a greater disorganizing potential, which would be reflected by increased repetitions. Additionally interventions with linking qualities were predicted to have greater organizing potential to be evidenced in speech with greater symbolizing qualities and more integration. Quantitative analysis showed no significant findings for either of these hypotheses. Qualitative analysis, however, indicated that the way the analyst intervenes has an effect on the response that can be observed in the patient's speech, it was therefore suggested that the measures employed failed to capture this effect. In terms of the evolution of the treatment it was predicted that the analyst would increase his level of activity as the treatment progressed and that he would use more interpretive comments in the later phases of treatment, additionally faster fluctuations in terms of the speech patterns would be observed as the treatment progressed. The data trended in this direction but statistical evidence was not found to corroborate these hypotheses. Qualitative observations note that interpretations become more detailed and transference based and that explorations are geared towards unconscious fantasies in the later stages of treatment. Finally integrating qualitative and quantitative results the questions of analytic technique and process will be revisited using the concepts of Vigotsky's zone of proximal development (ZPD), thirdness and symbolization following Norbert Freedman's contributions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563649
Therapeutic Communications and the Process of Change in a Psychoanalytic Treatment
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-3035-3334-1
201
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601733
2016
As Provided
JAN2020
No
Problem Solving
Programming
Mathematics
Satisfaction
Computation
Mathematical Logic
Artificial Intelligence
Computer Science
Educational Technology
Yun, Xi
Dissertations/Theses - Doctoral Dissertations
English
Constraint satisfaction problems are a powerful way to abstract and represent academic and real-world problems from both artificial intelligence and operations research. A constraint satisfaction problem is typically addressed by a sequential constraint solver running on a single processor. Rather than construct a new, parallel solver, this work develops convenient parallelization methods for pre-existing solvers, and thereby benefits from both state-of-the-art research and increasingly available computational resources. This work proposes and evaluates several approaches that exploit scheduling and partitioning. It formulates parallel algorithm portfolio construction as an integer- programming problem, and solves the problem with algorithms that combine case-based reasoning with either a greedy algorithm or a complete integer-programming solver. This work also develops a hybrid adaptive paradigm that learns critical information to support search and workload splitting while it solves the problem. Extensive experiments show that these approaches improve the performance of the underlying sequential solvers. The hybrid paradigm solves many difficult problems left open after recent solver competitions. Although the empirical results are mainly on constraint satisfaction problems, this work also generalizes the reasoning component of the parallel scheduler to a new, case-based paradigm, and successfully applies it to protein-ligand docking. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563650
Learning and Parallelization Boost Constraint Search
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-3035-3338-9
135
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601737
2016
As Provided
JAN2020
No
Special Education
Statistical Distributions
Psychometrics
Data Collection
Classification
Academic Achievement
Student Evaluation
Felder, Valerie
Dissertations/Theses - Doctoral Dissertations
English
Micceri (1989) examined the distributional characteristics of 440 large-sample achievement and psychometric measures. All the distributions were found to be nonnormal at alpha = 0.01. Micceri indicated three factors that might contribute to a non-Gaussian error distribution in the population. The first factor is subpopulations within a target population. The second factor is ceiling effects and the third factor is treatment effects that may change the location parameter, variability, or shape of the distribution. This present study examined the distributional characteristics of special education assessments and determined whether these distributions were differently distributed than Micceri's distributions. Three hundred ninety five datasets were collected, examined and classified according to distribution shape. The classification findings were compared with Micceri's (1989) classification of achievement and psychometric distributions. The findings indicate that there were more classifications of special education datasets and these distributions were differently distributed. There were 258, or 65.31%, of special education distributions that were different than Micceri's (1989) distributions. One hundred thirty seven, or 34.67%, of special education distributions were similar to Micceri's distributions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563651
Descriptive Statistical Attributes of Special Education Data Sets
ProQuest LLC
Ph.D. Dissertation, Wayne State University
2013-00-00
978-1-3035-3377-8
150
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601743
2016
As Provided
JAN2020
No
Preservice Teachers
Student Teachers
Student Teaching
Teacher Placement
Transformative Learning
Internship Programs
Comparative Analysis
Learner Engagement
Capacity Building
Interviews
Observation
Elementary Secondary Education
Rose, Jodie
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Elementary Secondary Education
The training and preparation of prospective teachers includes an important phase where the future teachers begin to make a transition from learner to teacher. During this time, prospective teachers begin to utilize the knowledge they have gained through coursework and life experience to begin teaching students of their own. During this time, assignments and activities that prospective teachers undergo become less about conveying personal knowledge to professors, being learners, and more about being able to effectively convey knowledge to others, being teachers. These initial experiences are valuable in the development of effective teachers. For many future teachers, these initial experiences occur during a phase in the university training called pre-student teaching. Pre-student teaching is a transitional phase between coursework and student teaching. At the school where this study was conducted, pre-student teaching takes place in two differing internship programs. In the more traditional program, pre-student teachers are placed in a K-12 classroom where they mostly observe the classroom teacher, but also participate in some teacher responsibilities, including a few experiences where they teach lessons to students. In the alternative program, pre-student teachers work with a partner pre-student teacher to instruct their own group of 12-year old students during a full-day Saturday extra-curricular program. To better understand the influence of these internship experiences on the prospective teacher's development, pre-student teachers from both programs were studied. The conceptual framework of Engagement, Capacity and Continuity, developed by Campbell, Jolly & Perlman (2004), anchored this study. Interviews, observations, and written artifacts were utilized during this study to illuminate the pre-student teachers' transitional process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563652
Engagement, Capacity, and Continuity: A Study of the Impact of Participation in Alternative Pre-Student Teaching Placements
ProQuest LLC
Ph.D. Dissertation, Wayne State University
2013-00-00
978-1-3035-3382-2
184
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601748
2016
As Provided
JAN2020
No
Foreign Countries
Blended Learning
Conventional Instruction
College Students
Poverty
Educational Attainment
Phenomenology
Student Attitudes
Teacher Attitudes
Models
Guidelines
Distance Education
Educational Theories
Learning Theories
Interviews
Telecommunications
Religious Factors
Academic Aspiration
Crime
Violence
Information Technology
Access to Information
Social Networks
Cooperation
Problem Solving
Academic Achievement
Technology Integration
Information Systems
Access to Education
Sandiford, Gladwyn A.
Dissertations/Theses - Doctoral Dissertations
Haiti
Haiti
English
Higher Education
Postsecondary Education
There is a lack of access to technology blended with face-to-face instruction and learning in Haiti. Despite this lack of access, some Haitian college students have nevertheless leveraged technology to overcome the obstacles of poverty and obtain a higher education. This phenomenological study explored the lived experiences of 20 adult participants, consisting of 8 Haitian adult college students, 4 teachers, 5 information systems technicians, and 3 administrators from the Carrefour community of Haiti, to help reveal the reasons behind these successes. The theoretical framework included transactional distance education theory, social learning theory, and use of the technology acceptance model (TAM). Data were collected through interviews that were conducted over the telephone and face-to-face; these data were then sorted, coded, and analyzed for categorical parts and central themes. Emergent themes included but not limited to (a) encouragement, sacrifice, and support from family in addition to personal determination and gratitude for survival (b) faith in God and desire to help others, (c) saw education as the only way to avoid involvement in crime and violence, and (d) motivated by the ability to use technology for research, collaboration, and problem solving, were factors in education achievement. The findings of the study suggested various forms of social media, such as Facebook or networking applications including ooVoo or Skype, should be integrated in the classroom to narrow the education achievement gap in Haiti. The results of the study might be helpful to Haitian college students and educational leaders in their efforts to create initiatives to support, promote, and encourage the implementation and usage of technology in blended learning classes and provide adequate training for teachers to increase technology adoption. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563653
Rebuilding Haiti's Educational Access: A Phenomenological Study of Technology Use in Education Delivery
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-3035-3383-9
298
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601749
2016
As Provided
JAN2020
No
First Generation College Students
Undergraduate Students
Educational Research
Inquiry
Academic Achievement
Transformative Learning
Summer Programs
Student Research
Student Improvement
Personal Narratives
Academic Discourse
Critical Thinking
Reflection
Interviews
Observation
Qualitative Research
Huerta, Andrew L.
Dissertations/Theses - Doctoral Dissertations
Arizona
Arizona
English
Higher Education
Postsecondary Education
With increasing numbers of first-generation college students enrolling in colleges and universities across the US, so too is the need to begin preparing such underrepresented students for graduate school and a career in academia. As a phenomenological case study of student transformation, this dissertation examines the experience of nine first-generation college students in the summer research portion of the Ronald E. McNair Achievement Program (McNair) at University of Arizona. The qualitative data collected includes in-depth interviewing, observing the students' in-class presentations on the progress of their summer research, and reviewing the students' written work. Drawing on Adult Transformational Learning Theory (Mezirow, 1991) and Gee's writings on student identity (2000) and Discourse (2005), this study primarily addresses the following questions: 1) How do UA McNair students take on and use the Discourse of research during the 10 week summer program? And 2) as they engage in the Discourse of research (in classes, with mentors, with peers, in written work), what academic identity transformations are observed (in the classroom, in interviews, and in written work)? Narrative inquiry (Clandinin & Connelly, 2000) was utilized to organize and examine the data, and research texts consist of academic biographies written for each student. Findings reveal that student transformation is the noticeable difference in the students' utilization and integration of a language system used to describe their summer research and to define their research interests. Defined as the Discourse of research, this becomes the basis for students enacting the identity of undergraduate researcher. As a cohort of nine McNair Scholars, students share the experience of undergraduate research and engage in conversations which address the insecurities they have as first-generation college students. Through this formation of an affinity group (Gee, 2005) and their utilization of the Discourse of research, students engage in critical reflection, reevaluate their academic identities, and begin preparing themselves for their transition from undergraduate students to first-year doctoral students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563654
First-Generation College Students and Undergraduate Research: Narrative Inquiry into the University of Arizona's Ronald E. McNair Achievement Program and the Phenomenon of Student Transformation
ProQuest LLC
Ph.D. Dissertation, The University of Arizona
2013-00-00
978-1-3035-3429-4
252
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601767
2016
As Provided
JAN2020
No
Videoconferencing
Computer Mediated Communication
Business
Cooperation
Technology Integration
Attitude Measures
Information Technology
Agnor, Robert Joseph
Dissertations/Theses - Doctoral Dissertations
English
Telepresence uses the latest video conferencing technology, with high definition video, surround sound audio, and specially constructed studios, to create a near face-to-face meeting experience. A Fortune 500 company which markets information technology has organizations distributed around the globe, and has extensive collaboration needs among those organizations. Having invested heavily in telepresence technology to assist in the collaboration, the company has experienced a broad range of use among departments, but some departments do not use it at all. The purpose of this research was to study the reasons for widely disparate levels of telepresence use. The research is based upon factors contained in the unified theory of acceptance and use of technology and assessed the impact of each upon the use of telepresence technology. The results of the research showed some factors affected telepresence acceptance and use while other factors had little or no effect. Underlying practices and conditions, such as the need to multi-task and to telecommute, impacted the factors. The research provided recommendations for assessing the likelihood of technology adoption before making investments, and for positively influencing adoption. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563655
Factors Affecting Use of Telepresence Technology in a Global Technology Company
ProQuest LLC
D.Sc. Dissertation, Robert Morris University
2013-00-00
978-1-3035-3485-0
144
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601772
2016
As Provided
JAN2020
No
Social Networks
Indexing
Online Searching
Audience Awareness
Experiments
Users (Information)
Statistical Significance
Alsarhan, Hesham
Dissertations/Theses - Doctoral Dissertations
English
Online social bookmarking systems allow users to assign tags (i.e., keywords) to represent the content of resources. Research on the effects of target audience on social tagging suggests that taggers select different tags for themselves, their community (e.g., family, friends, colleagues), and the general public (Panke & Gaiser, 2009; Pu & Chang, 2009). This experiment investigated whether the common ground theory proposed by (Clark, Schreuder, & Buttrick, 1983) could explain tag selection and assignment: whether knowledge presumably shared by the tagger and the target audience influences tag selection and assignment. Ninety subjects studying finance and journalism were randomly assigned to one of three groups. Each group then tagged the same set of 21 resources for a different target audience (i.e., self, colleague, or stranger). To explore the influence of shared knowledge on subjects' tagging behavior, the experiment addressed four questions: Does the number of tags assigned to resources vary across target audiences? Does the number of assigned tags appearing in tagged resources vary across target audiences? Does the number of concepts represented by assigned tags vary across target audiences? and Does the specificity of tags assigned to resources vary across target audiences? Analysis of tagging data showed that only the number of tags assigned to resources differed significantly between groups tagging for different target audiences. However, tag specificity and the number of tags appearing in the text of tagged resources showed patterns of tagging behavior suggesting the influence of common ground theory on tag production despite the lack of statistically significant differences. While findings for the number of tags assigned support the influence of knowledge presumably shared by the tagger and the target audience, research using larger samples is necessary to investigate the explanatory power of common ground theory for other aspects of tagging behavior. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563656
The Effects of Target Audience on Social Tagging
ProQuest LLC
Ph.D. Dissertation, Indiana University
2013-00-00
978-1-3035-3486-7
258
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601773
2016
As Provided
JAN2020
No
Hearing Impairments
Deafness
Assistive Technology
Speech Communication
Speech Skills
Perception
Acoustics
Phonetics
Cognitive Processes
Attention
Suprasegmentals
Feedback (Response)
Listening
Auditory Discrimination
Casserly, Elizabeth D.
Dissertations/Theses - Doctoral Dissertations
English
Real-time use of spoken language is a fundamentally interactive process involving speech perception, speech production, linguistic competence, motor control, neurocognitive abilities such as working memory, attention, and executive function, environmental noise, conversational context, and--critically--the communicative interaction between speakers and listeners. In this thesis, use of a novel portable, real-time vocoder (PRTV) allowed for exploration of these foundational interactions in a variety of new ways. Experiment 1 linked perception and production, describing the impact of real-time perceptual transformation of acoustic feedback on segmental acoustic-phonetics in speech production. Chapter 2 obtained evidence for links between cognitive/attentional resources and real-time spoken language processing; in a series of three experiments, supra-segmental changes in speech production consistent with effects of limited attention were found as a result of real-time feedback perturbation. The playback experiment reported in Chapter 3 examined the impact of feedback-related changes in speech production from the point of view of a listener, finding that naive listeners could accurately discriminate differences in speech produced under unprocessed versus real-time perturbation conditions. While Chapters 1-3 focused on interactive effects in speech processing over short time periods, Chapter 4 investigated the coupling between speech perception and production in two subjects over 16 hours of PRTV use, exploring the impact of dynamic change on the perception/production relationship. Finally, the two experiments reported in Chapter 5 link the communicative context of real-world spoken language use to the domains and effectiveness of short-term perceptual learning. These findings enhance our understanding of several foundational linguistic and psychological issues, from basic links between perception and production to the experience of deaf users of cochlear implants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563657
Effects of Real-Time Cochlear Implant Simulation on Speech Perception and Production
ProQuest LLC
Ph.D. Dissertation, Indiana University
2013-00-00
978-1-3035-3496-6
312
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601782
2016
As Provided
JAN2020
No
Morphology (Languages)
Phonology
Language Research
Syntax
African Languages
Intonation
Language Classification
Self Concept
Morphemes
Contrastive Linguistics
Verbs
Diachronic Linguistics
Foreign Countries
Hantgan, Abbie
Dissertations/Theses - Doctoral Dissertations
Mali
Mali
English
This dissertation provides a description of aspects of the phonology, morphology, and morphosyntax of Bangime. Bangime is a language isolate spoken in the Dogon language speaking area of Central Eastern Mali. Although the Bangande, the speakers of Bangime, self-identify with the Dogon, their language bears practically no resemblance to the surrounding Dogon languages. Bangime has limited productive morphological processes whereas Dogon languages are agglutinating, with productive morphemes to indicate inflectional and derivational verbal and nominal processes. Bangime has a complex tonal system. General tendencies of the tonal patterns are described, with the many exceptions which frequently occur also outlined. Nominal tonal melodies are apparent in plural forms. Objects in verb phrases receive tonal agreement with tones on the verb in accordance with the subject of the sentence. The tense, aspect, and mood system of the language is also complicated. Inflectional marking on the verb, auxiliaries, and the word order all contribute to the indication of the tense, aspect or mood of the sentence. An overview of these multifaceted phonological and morphological processes is provided in this dissertation with hypotheses as to how the language might have evolved. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563658
Aspects of Bangime Phonology, Morphology, and Morphosyntax
ProQuest LLC
Ph.D. Dissertation, Indiana University
2013-00-00
978-1-3035-3518-5
551
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601801
2016
As Provided
JAN2020
No
Role Playing
Educational Games
Social Change
Computer Simulation
Preadolescents
Early Adolescents
Programming
Video Games
Relevance (Education)
Social Problems
Student Attitudes
Thinking Skills
Logical Thinking
Planning
Ingram-Goble, Adam
Dissertations/Theses - Doctoral Dissertations
English
This is an exploratory design study of a novel system for learning programming and 3D role-playing game design as tools for social change. This study was conducted at two sites. Participants in the study were ages 9-14 and worked for up to 15 hours with the platform to learn how to program and design video games with personally or socially relevant narratives. This first study was successful in that students learned to program a narrative game, and they viewed the social problem framing for the practices as an interesting aspect of the experience. The second study provided illustrative examples of how providing less general structure up-front, afforded players the opportunity to produce the necessary structures as needed for their particular design, and therefore had a richer understanding of what those structures represented. This study demonstrates that not only were participants able to use computational thinking skills such as Boolean and conditional logic, planning, modeling, abstraction, and encapsulation, they were able to bridge these skills to social domains they cared about. In particular, participants created stories about socially relevant topics without to explicit pushes by the instructors. The findings also suggest that the rapid uptake, and successful creation of personally and socially relevant narratives may have been facilitated by close alignment between the conceptual tools represented in the platform, and the domain of 3D role-playing games. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563659
Playable Stories: Making Programming and 3D Role-Playing Game Design Personally and Socially Relevant
ProQuest LLC
Ph.D. Dissertation, Indiana University
2013-00-00
978-1-3035-3523-9
228
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601806
2016
As Provided
JAN2020
No
Coaching (Performance)
Transformational Leadership
Inquiry
Barriers
Instructional Effectiveness
Qualitative Research
Phenomenology
Interviews
Elementary Secondary Education
Data Analysis
Transcripts (Written Records)
Content Analysis
Holistic Approach
Theory Practice Relationship
School Culture
Norwood, Kathryn J.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Secondary Education
The purpose of this qualitative study was to explore possibilities for transformational coaching in education through the collaboration and cooperative argumentation of two researchers, one using appreciative inquiry to look at its transformative potential and the other using critical inquiry to investigate possible hegemonic and non-hegemonic barriers to this potential. Each researcher conducted separate research studies. The first researcher performed phenomenological interviews of 7 prominent coaches representing 5 different philosophical approaches to coaching that could enhance the potential for transformation in K-12 educational settings. Data analysis focused primarily on how the individual responses related to each other in terms of commonalities and distinguishing features regarding the phenomenon of the potential for transformation. The second researcher conducted phenomenological interviews of 10 coaches, 9 administrators, and 2 teachers in a single school district that has had an educational coaching program for 7 years. Interview transcripts underwent 3 levels of analysis, from topical organization of the raw data, to a more interpretive categorization of the data, to a final level where the categories of data generated theory about barriers to this district's coaching program. Results of the first research study indicate that holistic coaching approaches can enhance the transformative potential of educational coaching. These approaches require coaches who have achieved advanced levels of emotional maturity, mastery of their craft, and the ability to access "different ways of knowing" to help guide the coaching process. Results of the second study show that two aspects of school and district culture influence the viability of educational coaching: administrators' ability and willingness to understand and facilitate coaches' work, and varying degrees of openness to equitable practice among educators. Some of the barriers are hegemonic and others are not. We conclude that holistic approaches to coaching can offer transformative possibilities for educators. Educational coaches can develop themselves and achieve mastery and effectiveness by drawing from a more holistic and eclectic base of coaching theory and practice. Coaches can and must learn the art of detecting hegemony in others and in themselves to help assure optimal applications of this knowledge toward positive transformation in their schools. Recommendations for further research include research on transformative coaching practices in education, research on the developmental and maturation levels of coaches and their impact on school coaching, and research on hegemony that includes other school districts that represent a wide variety of demographic configurations. (Contains 3 Tables, 3 Figures, 12 Appendices). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563660
Transformational Coaching in Education: A Collaborative Look at the Bridges and Barriers to Learning
ProQuest LLC
Ed.D. Dissertation, Fielding Graduate University
2013-00-00
978-1-3035-3543-7
342
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601821
2016
As Provided
JAN2020
No
Allied Health Personnel
Dentistry
Dental Health
Service Learning
Teaching Experience
Barriers
Teacher Attitudes
Allied Health Occupations Education
Internet
Attitude Measures
Teacher Surveys
Statistical Analysis
Teaching Methods
Beginning Teachers
College Faculty
Comparative Analysis
Higher Education
Statistical Significance
Burch, Sharlee Shirley
Dissertations/Theses - Doctoral Dissertations
Mann Whitney U Test
English
Higher Education
Postsecondary Education
The purpose of this non-experimental causal-comparative study was to determine if service-learning teaching experience affects dental hygiene faculty perceptions of service-learning benefits and barriers in the United States. Dental hygiene educators from entry-level dental hygiene education programs in the United States completed the Web-based Faculty Service-Learning Beliefs Inventory (wFSLBI) and a short demographic survey to determine the perceived differences in benefits at the classroom and community levels, and barriers at the classroom and institutional levels. Independent samples t tests and Mann-Whitney tests were employed in data analysis. Results from 317 surveys revealed there was a statistically significant difference between dental hygiene educators' perceptions in three of the four areas (benefits at the classroom and community levels and barriers at the classroom level) based on their service-learning teaching experience. In regards to institutional barriers, there was no significant difference between the two groups. These findings suggest that service-learning teaching experience impacts United States entry-level program dental hygiene faculty beliefs about the educational pedagogy known as service-learning. This tentative evidence contributes valuable knowledge to the field of service-learning in dental hygiene education and the broader field of service-learning in health professions education. It is recommended that other investigations into the service-learning beliefs of higher education faculty include additional health professional educators for contrast and comparison. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563661
The Effect of Teaching Experience on Service-Learning Beliefs of Dental Hygiene Educators
ProQuest LLC
Ed.D. Dissertation, Liberty University
2013-00-00
978-1-3035-4173-5
146
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602287
2016
As Provided
JAN2020
No
Technical Institutes
Learning Readiness
Online Courses
Electronic Learning
Academic Support Services
Delphi Technique
Web Based Instruction
Academic Achievement
Success
Technical Support
Teacher Student Relationship
Interpersonal Communication
Computer Mediated Communication
Dowd, Nathan
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin
English
Two Year Colleges
Higher Education
Postsecondary Education
The purpose of this study is to determine how Wisconsin Technical College (WTCS) administrators and online instructors perceive the impact of online learner readiness and student support services to be on student success in online courses. The study used a modified three-round Delphi technique to determine to collect data. The results indicated that WTCS online instructors perceive that student access to IT help desk all hours of the day and days of the week is essential to promoting student success in online courses. The results also indicated that students would benefit from the development of a dedicated department of online learning, that student success in online courses depends on their readiness for online learning, and that self-direction was the most important student characteristic that promoted student success in an online course. The study makes four recommendations. First, in order to ensure optimal course success, students in online courses should be provided with IT help desk support 24 hours a day, 7 days a week. Second, students should be required to take an online readiness course prior to signing up for an online course or be given an online learning readiness assessment prior to registering for an online course. Third, support departments dedicated to online learning should prepare faculty to teach in online environments as well as prepare online readiness assessments and courses for students. Fourth, regular communication between the online student and instructor through technology, such as phones, emails, and voice over IP services, is essential for course success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563662
Technical College Instructors' Perceptions of the Impact of Online Readiness and of Student Support Services on Student Success in Online Courses
ProQuest LLC
Ed.D. Dissertation, Edgewood College
2012-00-00
978-1-3035-4179-7
132
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602292
2016
As Provided
JAN2020
No
Communities of Practice
College Students
Graduation Rate
Academic Persistence
School Holding Power
Questionnaires
Peer Relationship
Academic Achievement
Student Participation
Qualitative Research
Lorge-Grover, Christina
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin
English
Higher Education
Postsecondary Education
This qualitative study examined first-year Interest Groups (FIGs) that resulted in higher graduation rates at the University of Wisconsin-Stevens Point. Participants in this study included eight former FIG participants from the academic years 2008-2011. This researcher created a questionnaire guided by Astin's theory of involvement, that analyzed the first-year interest group program, along the areas of peer interaction, staff interaction, faculty interaction, academic activities, and out-of-class activities. The findings of the study supported Astin's theory, along with the literature on college student persistence and retention. The key finding of the study was the importance of peer interaction in college student success. This study also found that out-of-classroom activities were also a condition in college student success. These out-of-class activities were typically based in peer interaction, but changed the environment for these interactions to occur. Surprisingly, staff and faculty interactions were not considered notable conditions of the FIG program. Recommendations included working with college leaders to incorporate more opportunities for peer interaction to occur on campus and to intentionally work to create opportunities for additional faculty and staff interaction outside the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563663
The Impact of First-Year Interest Groups on Retention and Graduation Rates
ProQuest LLC
Ed.D. Dissertation, Edgewood College
2013-00-00
978-1-3035-4193-3
102
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602301
2016
As Provided
JAN2020
No
Veterans
College Readiness
Transitional Programs
Program Effectiveness
College Students
Mixed Methods Research
Academic Persistence
Academic Achievement
Veterans Education
Morris, Brett Eugene
Dissertations/Theses - Doctoral Dissertations
Kentucky
Kentucky
English
Higher Education
Postsecondary Education
Adult Education
This study examined whether a bridge program designed to remediate academic deficiencies for a cohort of student veterans has any bearing on their post-secondary success and persistence. Specifically, this study examined the Veterans Bridge to College Success (VBCS) pilot program at Eastern Kentucky University, which provides an admission pathway for student veterans with low ACT or SAT test scores, no test scores, or marginal high school or college GPAs. The study utilized both quantitative and qualitative analyses to determine whether student veterans with known academic deficiencies prior to enrollment would persist and perform at similar rates as their academically proficient peers and examine whether their academic and social cohort experience in the VBCS program had any lasting effect upon their persistence. The study examined both groups during their third and fourth academic terms when all participants were considered fully academic ready and enrolled full-time in credit bearing coursework. The quantitative results of the study show evidence that the academic performance and retention rate of students who continued to pursue their degree after completing VBCS program did not differ significantly from their college-ready student veteran peers who did not participate in the cohort-based program. Furthermore, the qualitative portion of the study confirmed that members of the VBCS group reported lasting effects of the VBCS program on their desire to persist. Chapter 5 of the study reflects upon the value of the research in regards to policy, practice and for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563664
A Bridge Program's Effect on Non-College Ready Student Veterans
ProQuest LLC
Ed.D. Dissertation, Eastern Kentucky University
2013-00-00
978-1-3035-4199-5
166
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602304
2016
As Provided
JAN2020
No
Secondary School Teachers
Urban Teaching
Emotional Intelligence
Case Studies
Teacher Attitudes
Training
Interviews
Qualitative Research
Teacher Education
Communities of Practice
Ethnocentrism
Teacher Collaboration
Positive Attitudes
Onipede, Vanessa Yvonne Stuart
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
In the last ten years, education reform in this country has led to keen emphasis on student achievement at every level. Since then, many research studies have been dedicated to closing the student achievement gap through the examination of teacher training & development. Research has also incited awareness in the value of "emotional intelligence" (EI) inclusion into teacher preparation programs. This qualitative study explored the post training perceptions and learning outcomes of 12 secondary school teachers within a city school district, specifically concerning the incorporation of EI in their training program and their utilization of it in the classroom. The data findings of this single case-instrumental case study indicated an overall positive perception of EI infused training. The following four overarching themes emerged from the analysis of the qualitative interviews: EI: education of educators, cultural norms collide with EI, the EI effect, and system of support. Additionally, the underlying issues embedded within these aforementioned themes such as disparities in teacher education content regarding EI, relationship between EI and teacher motivation, professional learning communities: culture of collaboration and overcoming ethnocentrism are also deliberated. Finally, this research exploration provided recommendations for future research and explicated ways to enhance the content and delivery of future teacher training; thus adding a unique dimension to the body of knowledge on this topic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563665
Emotional Education: A Case on the Perceptions of Secondary School Teachers' Emotional Intelligence Leadership Training
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-4203-9
169
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602307
2016
As Provided
JAN2020
No
Beginning Teachers
Teacher Attitudes
Professional Development
Technical Institutes
Feedback (Response)
Check Lists
Teacher Surveys
Interviews
Raehpour, Julia
Dissertations/Theses - Doctoral Dissertations
Wisconsin
Wisconsin
English
Two Year Colleges
Higher Education
Postsecondary Education
This mixed-methods study used an online survey and interviews to explore perceptions of 21 first-year faculty in the Wisconsin Technical College System to determine which professional development activities were important to their teaching needs and concerns and whether there were differences between occupational and general education faculty. Danielson's "Framework for Teaching" was used to ground the exploration of professional development activities germane to technical college teaching. The combined findings from the survey and interviews revealed that instructional as well as organizational development were primary needs of new faculty during the first year with informal support and getting frequent, meaningful feedback as most beneficial in preparing them to teach. Differences between occupational and general education faculty indicated a need to provide separate professional development topics to reflect a distinction in daily work and responsibilities. The researcher made 11 recommendations and a checklist for designing and evaluating professional development programming. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563666
Perceptions of New Full-Time Faculty on Professional Development in Wisconsin Technical Colleges
ProQuest LLC
Ed.D. Dissertation, Edgewood College
2013-00-00
978-1-3035-4207-7
215
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602311
2016
As Provided
JAN2020
No
Undergraduate Students
School Holding Power
Liberal Arts
Private Colleges
Student Surveys
Factor Analysis
Socialization
Regression (Statistics)
Statistical Significance
Student Adjustment
Grade Point Average
Academic Achievement
Expectation
Educational Indicators
Peer Relationship
Academic Persistence
Sunleaf, Arthur W.
Dissertations/Theses - Doctoral Dissertations
United States (Midwest)
English
Higher Education
Postsecondary Education
The purpose of this study was to identify variables that influenced first-year retention at a small, private, and Midwestern liberal arts college. A survey was administered to first-year students; factor analysis of the data produced variables representing academic and social integration as well as perceptions of institutional support. Regression analysis estimated effects of factor variables on departure decisions and some regression equations explained more than 50 percent of the variance. Variables representing quality of students' personal relationships and social community fit had large and statistically significant coefficients in most or all regressions. The most important academic integration factor was academic performance, which included anticipated GPA, academic performance compared to expectations, and other academic performance indicators. The policy implications were to provide an interactive academic setting and maximize student achievement, and develop more ways for students to interact with each other so that they build strong peer relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563667
First-to-Second-Year Undergraduate Student Retention at a Small Midwest Four-Year Liberal Arts College
ProQuest LLC
Ed.D. Dissertation, Edgewood College
2013-00-00
978-1-3035-4212-1
168
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602316
2016
As Provided
JAN2020
No
Computer Networks
Failure
Coding
Database Management Systems
Efficiency
Computation
Mathematics
Programming
Computer Simulation
Engineering
Avci, Serhat Nazim
Dissertations/Theses - Doctoral Dissertations
English
Link failures in wide area networks are common and cause significant data losses. Mesh-based protection schemes offer high capacity efficiency but they are slow, require complex signaling, and instable. Diversity coding is a proactive coding-based recovery technique which offers near-hitless (sub-ms) restoration with a competitive spare capacity requirement with respect to other techniques. In this thesis, an optimal algorithm is developed for pre-provisioning of the static traffic using both systematic and non-systematic diversity coding. A Mixed Integer Programming (MIP) formulation is developed for systematic diversity coding which requires many fewer integer variables and constraints than similar optimal coding-based formulations. In all scenarios, diversity coding results in smaller restoration time, higher transmission integrity, and much reduced signaling complexity than the existing techniques in the literature at the expense of slightly lower capacity efficiency than Shared Path Protection (SPP) and p-cycle protection. The drawbacks of the earlier implementations of diversity coding are the low scalability and restricted coding structure. To overcome these, a simple column generation-based design algorithm and a novel advanced diversity coding technique to achieve near-hitless recovery over large networks are proposed. The design framework consists of two parts: a main problem and sub problem. Simulation results over large networks with arbitrary topologies suggest that both the novel coding structure and the novel design algorithm lead to higher capacity efficiency for near-hitless recovery. Moreover, this thesis presents a bidirectional coding-based scheme, named Coded Path Protection (CPP). In addition to a systematic approach of building valid coding structures, this paper presents an optimal and simple capacity placement and coding group formation algorithm. The algorithm converts the sharing structure of any solution of an SPP technique into a coding structure with minimum extra capacity. Simulation results confirm that the CPP is significantly faster than both SPP and Shared Link Protection (SLP) and more capacity efficient than SLP. This thesis also investigates the dynamic provisioning of the traffic on-demand. In dynamic provisioning, an Integer Linear Programming (ILP)-based optimal algorithm covers both of the systematic and non-systematic diversity coding. The performance of proposed dynamic provisioning technique is similar to that of pre-provisioning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563668
Optimal Near-Hitless Network Failure Recovery Using Diversity Coding
ProQuest LLC
Ph.D. Dissertation, University of California, Irvine
2013-00-00
978-1-3035-4233-6
146
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602325
2016
As Provided
JAN2020
No
Adults
Dyslexia
Speech Communication
Etiology
Hypothesis Testing
Phonological Awareness
Reading Difficulties
Comparative Analysis
Novelty (Stimulus Dimension)
Pictorial Stimuli
Repetition
Phonemes
Recall (Psychology)
Conner, Peggy S.
Dissertations/Theses - Doctoral Dissertations
English
A high percentage of individuals with dyslexia struggle to learn unfamiliar spoken words, creating a significant obstacle to foreign language learning after early childhood. The origin of spoken-word learning difficulties in this population, generally thought to be related to the underlying literacy deficit, is not well defined (e.g., Di Betta & Romani, 2006; Jakoby, 2010, 2011). Although it is widely accepted that dyslexia is characterized by a core deficit in phonological processing, considerable debate remains regarding the etiology of this deficit and how it hinders reading and writing development. This study investigates two prominent hypotheses about why people with dyslexia struggle with learning to read and write and examines how these may explain spoken-word learning difficulties. These hypotheses are the phonological representations hypothesis that proposes poorly specified phonological representations can largely account for the literacy difficulties experienced by people with dyslexia, and the perceptual anchoring deficit hypothesis that suggests these challenges stem from a reduced ability to implicitly benefit from repetitions of phonological information. Thirty-nine individuals, 16 with and 23 without dyslexia were given novel spoken words paired with pictures of novel objects in a story format. The relative contribution of the participants' phonological knowledge (sublexical and lexical representations) and perceptual anchoring (the ability to benefit from stimulus-specific repetitions) to this novel word-learning task was measured by two aspects of a production task. The independent variables of the phonological properties of the word forms and the effects of repetitions over test time informed us about phonological knowledge and perceptual anchoring respectively. The participants' novel word productions in a picture-naming task served as the dependent variable. By measuring the participants' progress in learning words, we quantified the potential benefit provided both by the speech-sound characteristics and by repetitions of the novel words over test time. The results suggested that deficits in phonological knowledge and perceptual anchoring make independent contributions to novel spoken-word learning and that a combination of deficits in the two areas contribute to word-learning difficulties in learners with dyslexia. The single best predictor for both groups was a task of phonological awareness, phoneme reversal. Apart from this task, a measure of verbal recall of real words appeared to be a better predictor for typical learners whereas a measure of spelling had greater predictor value for the learners with dyslexia. Spoken-word learning as a dynamic interaction of implicit and explicit memory processes is presented and discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563669
Novel Spoken Word Learning in Adults with Developmental Dyslexia
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-3035-3586-4
120
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601865
2016
As Provided
JAN2020
No
Foreign Countries
Communities of Practice
Teacher Attitudes
Statistical Analysis
Online Surveys
Administrators
School Districts
Instructional Leadership
Values
Feedback (Response)
Peer Evaluation
Egbune, Francisca
Dissertations/Theses - Doctoral Dissertations
Nigeria
Nigeria
English
Elementary Secondary Education
The purpose of this quantitative study was to examine whether educators perceive the existence of the five dimensions of Professional Learning Communities (PLCs) in Delta State Schools in Nigeria. This study used an online survey to assess 105 teachers' and administrator's perceptions from six randomly sampled Delta State Central Senatorial District schools. The analyzed results of the data from the online survey with the t-test statistical techniques revealed that four out of the five dimensions of PLCs were perceived by the educators to exist in the Nigeria schools. The dimensions are: Shared and supportive leadership, shared values and vision, collective learning and application of learning, and supportive conditions and capacities. But the educators did not perceive that shared personal practice--peer performance review and feedback--exists in their schools. Since all five dimensions provided by Hord (1997a) were identified as key characteristics that exist in schools that encouraged the development of PLCs, the study suggests that educators did not perceive that PLCs exist or is practiced in Nigeria schools. Also, the study revealed that there exists no statistically significant difference between the teachers and administrators perceptions in all the five dimensions of PLCs. However, it suggested for a further study to be replicated in other States schools' districts in Nigeria in order to ascertain whether there is concurrence perception nationally. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563670
Examining the Five Dimensions of Professional Learning Communities in Nigerian Schools: A Study of the Perceptions of Educators in Delta State Schools
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-3588-8
157
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601867
2016
As Provided
JAN2020
No
Grammar
Generative Grammar
Semantics
Form Classes (Languages)
Finno Ugric Languages
Diachronic Linguistics
Coding
Syntax
Code Switching (Language)
Contrastive Linguistics
Ferrazzano, Lisa Reisig
Dissertations/Theses - Doctoral Dissertations
English
There is significant variation in the literature on how demonstratives are characterized semantically, leading to divergent syntactic analyses of demonstratives. A major source of this disagreement regards how distance specifications relate to the demonstrative: whether [+/- speaker] is an integral property of the demonstrative or not. I argue that distance-marking divides the class of demonstratives into strong and weak, along the lines of what Cardinaletti and Starke (1999) propose for pronouns. Strong demonstratives possess a [+/- speaker] feature, while weak demonstratives have a neutral [speaker] feature, corresponding to a distance-neutral interpretation, and the pragmatic notion of immediate accessibility of the referent (Lyons 1999). The diachronic component of this work serves as a lens through which to view the demonstrative's synchronic behavior. I argue that the process of grammaticalization (Meillet 1912) allows us to "see" certain aspects of a demonstrative's meaning (and, I argue, corresponding internal syntactic structure) getting peeled away as the demonstrative evolves. Latin "ille" and spoken Finnish se provide evidence that demonstratives pass through a distance-neutral phase before being analyzed as definite articles, suggesting that strong and weak demonstratives should receive distinct analyses in the synchronic domain. I argue that strong and weak demonstratives can be viewed as synchronic imprints of a diachronic process. In addition to teasing apart different semantic types of demonstratives, this dissertation seeks to identify differences between demonstratives and definite articles. I propose that the demonstrative is specified for (i) [(+/-) speaker], (ii) [+contrastive] (encoding contrast), and (iii) [+identifiability], and that these features are encoded on functional heads in the extended projection of the demonstrative. The complex demonstrative is merged in a dedicated functional projection ([Spec, TrackerAdjP) within the DP. The definite article, in contrast, expresses only [+identifiability], and is merged directly in the DP projection. I argue that the common core of [+identifiability] helps explain the synchronic and diachronic dependency between the demonstrative and the DP projection, and sheds light on our discussion on the phenomenon of apparent "double definiteness." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563671
Demonstratives in Motion: The Grammaticalization of Demonstratives as a Window into Synchronic Phenomena
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-3035-3589-5
276
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601868
2016
As Provided
JAN2020
No
Reading Instruction
Intervention
Electronic Learning
Reading Habits
Study Habits
Correspondence Study
Books
Electronic Publishing
Military Personnel
Reading Strategies
Learning Strategies
Questionnaires
Hypermedia
Isreal, Kenith R.
Dissertations/Theses - Doctoral Dissertations
Motivated Strategies for Learning Questionnaire
Motivated Strategies for Learning Questionnaire
English
Electronic books have rapidly moved through the entertainment community and are rapidly making their way into the academic environment. Public and private schools, libraries and training organizations use eBooks for research and instruction. This study sought to enhance the learning habits of students taking self-paced correspondence courses delivered in the eBook format. Course distributors produce courses formatted for personal computers, tablets, and a host of electronic devices. This study limited its focus to eBook courses taken on personal computers in military work center environments. Research techniques use the mix method (quantitative/qualitative) approach to data collection and analysis. The sample audience for this study was 44 persons filling supervisor (S = 22) and trainee (T = 22) duty positions at four military installations. The trainee participants used the eBook courses configured with text markup features to complete skill advancement training; supervisors directed volume completion and managed the training programs. The intervention taught participants how to study eBooks by introducing an active reading process and text markup techniques to enhance their existing learning habits. Learning habits were assessed using the Motivated Strategies for Learning Questionnaire prior to and after the application of techniques presented in the researcher designed active reading and eBook text markup guide. The study revealed differences in learning habits of participants in supervisory roles as compared to participants in trainee positions. The study also revealed how learning techniques used to study printed material could be transferred to material delivered in eBook formats as long as the eBooks had a text markup configuration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563672
An Active Reading Intervention for the Electronic Career Development Course (eCDC) Program
ProQuest LLC
D.Ed. Dissertation, Capella University
2013-00-00
978-1-3035-3597-0
109
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601876
2016
As Provided
JAN2020
No
Allied Health Personnel
Technology Integration
Health Services
Information Literacy
Technological Literacy
Knowledge Level
Competence
Information Science
Action Research
Skill Development
Palkie, Brooke N.
Dissertations/Theses - Doctoral Dissertations
English
The Health Information Management (HIM) profession is evolving to meet the technology demands of the current healthcare landscape. The 2009 enactment of the HITECH Act has placed unprecedented emphasis on utilizing technology to improve the quality of care and to decrease healthcare costs. Expectations of deep analytical skills have set the stage for HIM professionals to exert leadership in terms of infrastructure, governance, data analytics and health informatics. The adoption of health information technology is expected to increase with the arrival of big data and due to the Title XIII (HITECH Act) of the ARRA. In order to meet these goals, healthcare will need an increase in professionals with the appropriate health informatics training and data analysis skills. This study helps to identify the perceived knowledge of the emerging health informatics competencies by HIM professionals as the needs of the healthcare industry shifts to a health informatics driven era. Several categories emerged from the study that can be used to help strengthen HIM curriculum and HIM professional initiatives in the workforce. Of the identified categories, the strongest predictor of HIM competency tended to be education. Greater years of experience was also associated with greater knowledge in various HIM categories, and greater knowledge of health informatics competencies was associated with health information technology (HIT) use. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563673
Improving the Understanding of Progressing and Emerging Health Informatics Roles and Skill Sets among Health Information Management Professionals: An Action Research Study
ProQuest LLC
D.Ed. Dissertation, Capella University
2013-00-00
978-1-3035-3608-3
173
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601887
2016
As Provided
JAN2020
No
Two Year Colleges
Mathematics Teachers
Teacher Motivation
Student Evaluation
Mixed Methods Research
College Outcomes Assessment
Educational Practices
Community Colleges
Interviews
Teacher Surveys
Teacher Participation
Educational Planning
Mathematics Curriculum
Curriculum Development
Departments
Bruley, Marie N.
Dissertations/Theses - Doctoral Dissertations
California
California
English
Two Year Colleges
Higher Education
Postsecondary Education
This study utilizes a mixed methods exploratory design to examine the nature of math faculty engagement in the student learning outcomes assessment cycle. The focus of the study is on the types of changes that math faculty are implementing as a result of assessment outcomes and the institutional environmental factors that impact faculty engagement in the assessment cycle. The study fills a gap in the research on student learning outcomes assessment by focusing on how assessment is impacting math faculty teaching practice. This study is of particular importance because of the importance in helping students meet math requirements so they can achieve their educational goals and because of poor success rates in math courses that show room for improvement in math instruction. This study uses a pragmatic framework to explore faculty engagement. The study participants are math faculty from community colleges in the state of California. The mixed methods design utilized math faculty interviews and a survey instrument designed to describe math faculty engagement in student learning outcomes assessment cycles throughout the California community college system. The findings indicate that math faculty are actively participating in assessment and implementing improvement plans that are developed either by individual faculty or by departments. The typical changes that are being implemented are more time or emphasis for particular elements of the content of courses and revisions to SLO statements. Factors impacting math faculty engagement in assessment are faculty workload, obtaining meaningful assessment data, and departmental environment. The math faculty indicate that the types of support they would like their institutions to provide are release-time and support for adjunct faculty involvement in assessment. The math faculty report that there are differences in the changes applied to courses at different levels of the mathematics curriculum due to a number of factors that are either systemic or due to department environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563674
Outcomes of Math Faculty Engagement in Student Learning Outcomes Assessment in the Two-Year Colleges
ProQuest LLC
Ed.D. Dissertation, California State University, Stanislaus
2013-00-00
978-1-3035-4236-7
338
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602328
2016
As Provided
JAN2020
No
School Orientation
Academic Achievement
Outcomes of Education
Rural Schools
Community Colleges
School Holding Power
Data Analysis
Grade Point Average
Credits
Credentials
Academic Persistence
Regression (Statistics)
Educational Policy
Policy Formation
Best Practices
Statistical Analysis
Davis, James Michael
Dissertations/Theses - Doctoral Dissertations
Appalachia
English
Two Year Colleges
Higher Education
Postsecondary Education
Economic and fiscal challenges, increased public scrutiny, and calls for accountability from stakeholders necessitate that community colleges work diligently to improve student success outcomes. Programs, services, and initiatives need to be developed and implemented that will increase student retention. Orientation is an important intervention service that can help new students to acclimate and make a more successful transition to college. There is a need to study programs that increase student success, and new student orientation programs have demonstrated their promise in reducing student attrition. This quantitative study examined a first year new student orientation program at a rural community college in Appalachia and its impact on term-to-term retention for credential seeking students. Academic and other non-academic information for all first-time, full-time status incoming students in the Fall 2010 were collected and compared between those students who participated in the Academic Orientation Program (AOP) and those who did not. Data utilized to measure student success outcomes were cumulative grade point average, total credit hours earned, the number of credentials earned, as well as term-to-term persistence and retention rates for both groups over a two full academic year period. Independent samples T-tests were performed as well as linear regressions, both of which resulted in positive findings that showed the overall positive impact of the AOP on student success. Implications for policy development, best practice, and further study are discussed, and an example of the AOP curriculum plan is provided in the appendix. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563675
The Impact of Orientation Programming on Student Success Outcomes at a Rural Community College
ProQuest LLC
Ed.D. Dissertation, Eastern Kentucky University
2013-00-00
978-1-3035-4238-1
128
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602330
2016
As Provided
JAN2020
No
Reading Instruction
Testing Programs
Reading Tests
Evidence Based Practice
Program Implementation
Reading Achievement
Early Childhood Education
Educational Practices
Instructional Effectiveness
Statistical Analysis
Teacher Surveys
Teaching Experience
Inferences
Correlation
Reading Strategies
Phonemic Awareness
Phonics
Vocabulary
Reading Comprehension
Fedor, Linda C.
Dissertations/Theses - Doctoral Dissertations
Pennsylvania
Pennsylvania
English
Early Childhood Education
In 2000, the National Reading Panel (NRP) identified scientifically based reading instructional practices in the five key areas of phonemic awareness, phonics, fluency vocabulary, and comprehension. The purpose of this study was to determine the strength of the relationship between the degree of implementation of scientifically based reading instruction in K-3 and Grade 3 Pennsylvania System of School Assessment (PSSA) Reading achievement in school districts in Northeastern Pennsylvania (NEPA). Research indicates that throughout the past decade, these same instructional practices were found to be effective. As educators in K-3 worked to prepare students for high-stakes testing in reading, the degree of implementation of these instructional practices were being examined. In this quantitative study, 132 K-3 classroom teachers in 20 schools completed the Revised Teacher's Implementation of Scientifically Based Reading Instruction (TISBRI) survey to determine the school-wide level of implementation of scientifically based reading instruction. Teacher experience within each school was also studied. The results of the survey were compared to the 2012 Grade 3 PSSA Reading mean scale score for each school. Inferential statistics determined that no correlation existed between the level of implementation of scientifically based reading strategies and Grade 3 PSSA Reading achievement. There was a correlation between years of teaching experience and level of implementation of scientifically based reading strategies. The study also concluded that scientifically based fluency instruction correlated to scientifically based reading instruction in phonemic awareness, phonics, vocabulary, and comprehension. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563676
The Relationship between the Level of Implementation of Scientifically Based Reading Instructional Practices in K-3 and Grade 3 Pennsylvania System of School Assessment Reading Achievement in Northeastern Pennsylvania
ProQuest LLC
Ed.D. Dissertation, Wilkes University
2013-00-00
978-1-3035-4240-4
116
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602332
2016
As Provided
JAN2020
No
Educational Legislation
Federal Legislation
Tutoring
Program Evaluation
Program Improvement
Models
Tutors
School Districts
Scores
Standardized Tests
Interviews
Tutorial Programs
Academic Achievement
Outcomes of Education
Social Change
Disadvantaged Schools
Educationally Disadvantaged
Minority Group Children
Supplementary Education
Grainger, Michael J.
Dissertations/Theses - Doctoral Dissertations
No Child Left Behind Act 2001
California
California
No Child Left Behind Act 2001
English
Under the mandates of No Child Left Behind, supplemental educational services (SES) in the form of tutoring are provided to eligible students who attend schools in the 3rd year of program improvement status. A local suburban school district in the southern California currently uses a 3rd party tutoring model to provide tutoring services in both mathematics and language arts. State approved tutors are reimbursed by the school district using Title 1 funding up to a per-student revenue allocation that is determined by the amount of Federal funding each school district receives. A review of archival student data reflects that the current model is ineffective in increasing student test scores in mathematics and language arts on the California Standardized Test. An improvement-oriented formative program evaluation was proposed to investigate the current 3rd party tutoring model and to formulate revisions to the current SES tutoring program. The study was based on the constructivist theories of Vygotsky and Kolb, which emphasized the active role of learners in building understanding and making sense of information. A thematic analysis of data obtained from 10 interviews with state-approved tutors provided insight into the impact of the current 3rd party model on current stakeholders. Program evaluation findings outlined in the executive summary will include recommendations on how the current tutoring program may be augmented to improve learning outcomes for eligible students. The implementation of these recommendations for program improvement will serve as a catalyst for positive social change as student learning outcomes improve and schools emerge from under the academic sanctions of No Child Left Behind. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563677
A Utilization-Focused Program Evaluation of a Supplemental Educational Services Third-Party Tutoring Model
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-4246-6
183
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602338
2016
As Provided
JAN2020
No
High School Students
Career Planning
Special Education
High School Graduates
Certification
College Preparation
Graduation Requirements
Education Work Relationship
Price-Wright, Demetress LaGale
Dissertations/Theses - Doctoral Dissertations
English
High Schools
Secondary Education
There is a growing demand by our society and legislature to educate all students equitably in an inclusive general education setting. Societal trends vary as time progresses, but this does not eliminate the growing debate regarding diploma options, exit requirements and future career planning for high school graduates. What does a future look like for a special education student who graduates without a recommended diploma? Who is responsible for career planning? How do we ensure that transition plans are developed and implemented? Post-secondary opportunities require advanced preparation from grade school throughout high school. College and career readiness is a growing theme among the field of education. Does this inadvertently impact decisions regarding career planning for special education students who graduate with a non-college preparatory high school diploma? How is the availability of post-secondary opportunities impacted by diploma status upon completion of high school? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563678
Career Planning without a Regular Diploma: A Study of High School Students Who Received "Special" Diplomas
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-3612-0
164
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601891
2016
As Provided
JAN2020
No
Linguistic Borrowing
Language Research
Language Proficiency
Spanish
English (Second Language)
Second Language Learning
Spanish Speaking
Immigrants
Statistical Analysis
Correlation
Middle Class
Educational Attainment
Prediction
Puerto Ricans
Self Efficacy
Vocabulary
Working Class
Metalinguistics
Language Fluency
Code Switching (Language)
Bilingualism
Speech Communication
Hispanic Americans
Language Variation
Varra, Rachel Marie
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
This dissertation investigates lexical borrowing in Spanish in New York. English-origin lexical material was extracted from a stratified sample of 146 Spanish-speaking informants of different ages, national origins, classes, etc., living in New York City. ANOVAs and Pearson correlations determined whether lexical borrowing frequency and the type of vocabulary used (i.e. idiosyncratic and shared) were correlated with speaker traits. Results show that all speakers, regardless of their English proficiency or how long they have been in the U.S., borrow. However, borrowing frequency is best predicted by immigrant generation. Furthermore, borrowing rate may play a distinct role for first and second generation Spanish speakers. In the first generation, the middle class, those with more education, better proficiency in English and more Spanish confidence borrow most often. In the second generation, Puerto Ricans and those with more English confidence borrow most. Results for borrowing vocabulary suggest that the middle class is more responsible for introducing novel vocabulary to the Spanish-speaking community than the working class. Overall, though, both novel and shared vocabulary are integral components of speakers' borrowing inventories. Finally, this dissertation examines flagging (e.g. pauses, fillers, metalinguistic commentary) near other-language strings to determine whether flagging is indicative of language awareness or linguistic disfluency. Results showed no support for the latter; but evidence for the former interpretation suggests that a simultaneous, albeit slight, process of deborrowing accompanies lexical borrowing in New York. The findings and the methodology of this dissertation contribute to several fields of language study. First, the definition of lexical borrowing used makes it germane to studying borrowing in situations of on-going, face-to-face contact in multidialectal communities. Furthermore, a corpus-based approach to differentiating between two types of bilingual speech phenomena, lexical borrowing and codeswitching, is offered. Second, findings show that borrowing in New York is not a "deficit" behavior and that some aspects of identity (such as arrival age and class) cross-cut traditional (i.e. regional) characterizations of U.S. Latinos. Finally, findings for bilingual speech partially corroborate models describing the long-term outcomes of contact that predict that the quantity of contact features observable in a language is a function of the intensity of contact. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563679
The Social Correlates of Lexical Borrowing in Spanish in New York City
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-3035-3620-5
302
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601898
2016
As Provided
JAN2020
No
Autism
Teaching Methods
Scripts
Interpersonal Competence
Social Development
Behavior Change
Cues
Stimuli
Young Children
Generalization
Siblings
Family Environment
Peer Relationship
Sibling Relationship
Program Effectiveness
Wichnick, Alison Marie
Dissertations/Theses - Doctoral Dissertations
English
A critical component of teaching social skills to people with autism is the generalization of behavior change across a variety of untrained situations during which social skills are appropriate. The script-fading procedure is an effective technology for teaching social skills to people with autism, but few researchers have established cues in the natural environment as the discriminative stimuli for social initiations. The purpose of this study was to use a script-fading procedure to teach young children with autism to initiate to one another across various activities in the school setting, and to program for generalization across untrained stimuli in the school setting and in the untrained home setting with a sibling. The three participants, ages 7 to 10 years, demonstrated deficits in social initiations with their peers. During the baseline condition, the participants did emit initiations to one another, although this behavior was variable and did not endure over time. With the introduction of the script-fading procedure, however, social initiations increased systematically for all participants. Moreover, the data demonstrated that the effects of the script-fading procedure generalized across untrained stimuli, responses, and to an untrained setting with an untrained conversation partner. Overall, this study demonstrated the effectiveness of the script-fading procedure in teaching children with autism to initiate to their peers. This study has expanded upon previous research by demonstrating generalization from school with peers to the home setting with siblings, and by providing social validity data obtained through outside observers that support the effectiveness of the script-fading procedure in producing an important behavior change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563680
Script Fading for Children with Autism: Generalization of Social Initiation Skills from School to Home
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-3035-3621-2
176
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601899
2016
As Provided
JAN2020
No
Community Colleges
Service Learning
Learner Engagement
Qualitative Research
Case Studies
Learning Activities
Integrated Curriculum
Interdisciplinary Approach
Educational Practices
Arnaud, Velda
Dissertations/Theses - Doctoral Dissertations
English
Two Year Colleges
Higher Education
Postsecondary Education
Community college graduation rates are low, and community colleges have been tasked with producing more graduates to meet workforce needs. Research has determined that engaged students remain at their institutions and complete their degrees. Service learning has been identified as a high-impact practice that engages students with their learning and builds connections between students and campus personnel. The majority of service-learning research, having been conducted with 4-year colleges and universities, may have limited applicability to the community college population. This qualitative descriptive case study describes how institutionalized service learning on 1 community college campus is structured, supported, and operated. The study used the framework of student success, service learning, and institutionalization to determine how the college provided resources and opportunities for service learning. Participants for the study were selected using mixed purposeful sampling to identify individuals recently involved with service learning at the college; data came from document reviews, campus and Internet observations, college staff interviews, and student group online discussions. Data were collected and analyzed using a spiraling technique. Findings indicated that the college's curricular and cocurricular service-learning activities were integrated throughout the campus in many departments and with different groups. While the service-learning coordinators made distinctions between curricular and cocurricular service learning, student participants did not make such distinctions. Students in this study were engaged with their service learning. These findings have applicability for all community college educators, demonstrating that institutionalized community college service learning might lead to greater retention through graduation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563681
Institutionalized Community College Service Learning to Promote Engagement
ProQuest LLC
Ph.D. Dissertation, Walden University
2013-00-00
978-1-3035-3629-8
195
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601905
2016
As Provided
JAN2020
No
Community Colleges
At Risk Students
Dropouts
Graduation Rate
Dropout Rate
Transfer Rates (College)
College Transfer Students
Higher Education
College Attendance
Two Year College Students
Student Attrition
Attendance
Academic Achievement
Withdrawal (Education)
Predictive Validity
Academic Failure
Regression (Statistics)
Bachler, Paul T.
Dissertations/Theses - Doctoral Dissertations
New York
New York
English
Two Year Colleges
Higher Education
Postsecondary Education
Community colleges have been criticized for having lower graduation rates than four year colleges, but few studies have looked at non-graduation transfer, in which a student leaves the community college for a four-year college without taking an associate degree. The current study utilizes institutional data and a discrete-time event history model to predict non-transfer attrition in community colleges. The data utilized include five years of institutional data from 21,724 first-time freshmen from the six community colleges of the City University of New York. The study includes students who resided in New York City and its two adjacent suburban counties and who matriculated in the fall of the 2004 and 2005 academic years. Multinomial logistic regression was employed in an event history model of student absence and transfer; models were developed for both the first and second spells. Data on students who transferred were obtained from the National Student Loan Clearinghouse (NSLC). Continuation or type of leaving following each semester constituted the dependent variable. Many of the risk factors for leaving were related to academic performance. Students who were writing proficient and who had higher GPAs and more credit completion were more likely to remain enrolled or to transfer; students who failed were more likely to leave. Notably, course withdrawal was a greater risk factor for leaving than course failure. Financial aid in the form of grants and loans was associated with a decreased risk for attrition, and weekly travel was associated with an increased risk for leaving as well as an increased risk for transfer. Smaller class size and time spent on campus and especially in class was associated with lower risks for attrition. Three models were employed, two of these modeled transfer as separate form of leaving; one included transfer together with graduation and continuation as a successful semester outcome. Parameters obtained from the 2004 cohort were applied to the 2005 cohort to assess each model's predictive validity in a naive dataset. The most successful model for the first spell correctly identified 34.6 percent of the leavers in the semester in which they left, with a 35 percent false positive rate. The most successful model for the second spell identified 49.6 percent of leavers with a 30.8 percent false positive rate. If a false positive rate of 50 percent is allowed, about 60 percent of leavers in the first spell and about 80 percent of the leavers in second spell can be detected. Remedial study does not present a risk, but the data suggest that remedial education may be using too much of a student's grant money. It is suggested that additional study may be needed to determine how to effectively remediate students in math and writing, and that a model for course withdrawal and failure using interim grades be developed. Since withdrawal and failure present acute risks, it is suggested that a student's fitness and prerequisite skills for courses be assessed prior to course enrollment. Since many of the risk factors are interrelated, it is suggested that a structural model may be needed to assess each predictor's relevance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563682
Using Institutional Data to Identify Students at Risk for Leaving Community College: An Event History Approach
ProQuest LLC
Ph.D. Dissertation, City University of New York
2013-00-00
978-1-3035-3646-5
223
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3601911
2016
As Provided
JAN2020
No
Case Studies
Technology Uses in Education
Models
Educational Technology
Questionnaires
Longitudinal Studies
Graduate Students
Educational Innovation
Higher Education
Carmo, Monica Cristina
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
This case study developed an instructional technology assessment process for the Gevirtz Graduate School of Education (GGSE). The theoretical framework of Adelman and Taylor (2001) guided the development of this instructional technology assessment process and the tools to aid in its facilitation. GGSE faculty, staff, and graduate students responded to a technology questionnaire that sought to gather data about their current satisfaction with the School's technology infrastructure, their preferences for future training and technology investments, and their understanding and use of current classroom, research, and administrative technologies. With an overall participation rate of 65% faculty, 64% staff, and 22% of students the questionnaire strategy of assessment seems to be a viable method of collecting technology related data. Findings from the questionnaire revealed that most faculty, staff, and graduate student respondents were highly satisfied with the GGSE's Information Technology Group (ITG) as their main resource for technology help and guidance, however, Academic Technology Specialists (ATS) had the lowest use for faculty, 0% use by staff, and lowest use for student respondents. All three stakeholder groups have the strongest priority for spending technology monies for technology within "support" and "research software training." Some stakeholders expressed an overall desire for definitions of technology tools and services listed on the questionnaire to provide clarification for their responses. The frequent need for clarification shows that some stakeholders are not taking full advantage of some technologies and services available to them because they do not know they exist or how to access them. This institutional study is considered a case study for a future longitudinal study to investigate the effectiveness of the GGSE assessment process as a method of sustaining innovations and the satisfaction levels of stakeholders. The intended audience for this assessment development project is college technology leaders interested in creating their own technology assessment process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563683
Sustaining Innovation: Developing an Instructional Technology Assessment Process
ProQuest LLC
D.Ed. Dissertation, University of California, Santa Barbara
2013-00-00
978-1-3035-3786-8
165
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602015
2016
As Provided
JAN2020
No
Undergraduate Students
Hispanic American Students
Academic Persistence
Institutional Characteristics
Academic Aspiration
Phenomenology
Educational Environment
Nontraditional Students
English Language Learners
Second Language Learning
Arbelo Marrero, Floralba
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Higher Education
Postsecondary Education
This study examined the academic persistence of 10 undergraduate Hispanic nontraditional students enrolled at a public and a private not for profit Hispanic Serving Institution in the southeastern region of the United States, each in their last year of a bachelor degree program. Using a phenomenological research design and an ecological and sociocultural framework the findings indicated that family context, personal aspirations, campus environment within Hispanic Serving Institutions, life challenges, and English language learning each play a vital role in the persistence behaviors of this population. These factors interact at the student and institutional levels to provide students with internal and external resources and motivators that influence their academic persistence at Hispanic Serving Institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563684
Exploring Factors That Contribute to Academic Persistence for Undergraduate Hispanic Nontraditional Students at Hispanic Serving Institutions in the Southeast
ProQuest LLC
Ed.D. Dissertation, Liberty University
2013-00-00
978-1-3035-4169-8
169
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602283
2016
As Provided
JAN2020
No
Community Colleges
College Presidents
Administrator Role
Administrator Responsibility
Educational Administration
Governance
Stakeholders
Opinions
Facilitators (Individuals)
Darin, Joseph
Dissertations/Theses - Doctoral Dissertations
California
California
English
Two Year Colleges
Higher Education
Postsecondary Education
This study sought to bring clarity to the discussion regarding various recommendations over the past 25 years to strengthen the California Community Colleges Chancellor's Office. Using a review of historical documents and administrating a survey and using follow-up interviews, the study attempted to establish a general sense of community college stakeholders' responses to these recommendations in an attempt to identify areas of agreement and disagreement, classify perceived obstacles, potential benefits, negative impacts, and actions necessary for implementation. The study found that most respondents were interested in a Chancellor's Office whose primary role was to support the community colleges as they provide their services, do so as a facilitator instead of a regulator, and with as little interference from the Chancellor's Office, legislature and governor's office as possible. The study also reinforced a commonly understood idea that the community colleges are extremely protective of their local control. The researcher hoped to assist future policy makers in understanding the issues relating to modifying the governance of the California community college, including promoting sensitivity to the language being used to describe those modifications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563685
An Examination of the Persistent Recommendation to Grant the California Community Colleges Chancellor's Office Greater Authority and the Reactions of Stakeholders to This Recommendation
ProQuest LLC
Ed.D. Dissertation, University of California, Davis
2013-00-00
978-1-3035-3814-8
146
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602037
2016
As Provided
JAN2020
No
Problem Solving
Undergraduate Students
Chemistry
Science Instruction
Ethnography
Teaching Methods
College Faculty
Science Laboratories
Classroom Environment
Instructional Effectiveness
Kalainoff, Melinda Zapata
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Studio classrooms, designed such that laboratory and lecture functions can occur in the same physical space, have been recognized as a promising contributing factor in promoting collaborative learning in the sciences (NRC, 2011). Moreover, in designing for instruction, a critical goal, especially in the sciences and engineering, is to foster an environment where students have opportunities for learning problem solving practices (NRC, 2012a). However, few studies show how this type of innovative learning environment shapes opportunities for learning in the sciences, which is critical to informing future curricular and instructional designs for these environments. Even fewer studies show how studio environments shape opportunities to develop problem solving practices specifically. In order to make visible how the learning environment promotes problem solving practices, this study explores problem solving phenomena in the daily life of an undergraduate General Chemistry studio class using an ethnographic perspective. By exploring problem solving as a sociocultural process, this study shows how the instructor and students co-construct opportunities for learning in whole class and small group interactional spaces afforded in this studio environment and how the differential demands on students in doing problems requires re-conceptualizing what it means to "apply a concept". [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563686
Making Visible the Complexities of Problem Solving: An Ethnographic Study of a General Chemistry Course in a Studio Learning Environment
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Barbara
2013-00-00
978-1-3035-3910-7
300
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602111
2016
As Provided
JAN2020
No
College Students
Student Teaching
Student Teachers
Place Based Education
Outreach Programs
Educational Strategies
Lesson Plans
Grade 5
Field Trips
Outdoor Education
Video Technology
Observation
College School Cooperation
Nilsen, Katherine Joy
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
This study explores how university students (i.e., undergraduate and graduate students) participating in a place-based outreach program practiced teaching strategies on four field trips. The outreach program, Learning in Place-Based Environments (LPBE), provided opportunities for the university students to teach fifth grade students about place, including through focusing on the natural attributes of a place, promoting sustainable living in a place, and integrating the diverse meanings that a place holds (see Semken, 2005). This research is informed by the literature on science teacher effectiveness, science outreach programs that provide teaching opportunities, learning to teach through apprenticeship, and place-based education. The intended and enacted curricula of the LPBE program were studied. The field trip station lesson plans were reviewed for evidence of place-based teaching strategies. Videotapes of the university students teaching fifth grade students in different outdoor locations were analyzed according to the types of teaching strategies that they practiced. In addition, the frequency and co-occurrence of various teaching strategies were examined. Overall, the university students practiced relatively few place-based teaching strategies. Also, challenges that the university students faced while teaching fifth grade students on the field trips are outlined. This study has implications for developing training opportunities for educators to learn about how to incorporate place into their educational programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563687
Graduate and Undergraduate Students' Teaching Practices in a Place-Based Outreach Program
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Barbara
2013-00-00
978-1-3035-3997-8
248
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602176
2016
As Provided
JAN2020
No
Adult Learning
Computer Assisted Instruction
English (Second Language)
Second Language Instruction
Self Efficacy
Qualitative Research
Immigrants
Adult Students
Ethnography
Student Surveys
Interviews
Second Language Learning
Observation
Sanchez, Karen Renee
Dissertations/Theses - Doctoral Dissertations
English
Adult Education
This study explores the self-efficacy of students learning English as a Second Language on the computer-based Rosetta Stone program. The research uses a qualitative approach to explore how a readily available computer-based learning program, Rosetta Stone, can help adult immigrant students gain some English competence and so acquire a greater self-efficacy in their working lives. There is literature on self-efficacy and computer-based learning but not on how erudition on computers encourages learning in adult ESL students. This ethnographic research explores how teacher's classroom practice takes into account the varied educational and language competence backgrounds of adult students in an ESL setting and how using a computer program, Rosetta Stone, encourages these students achieve self-efficacy in language learning. I make use of my ethnographic observation notes as a teacher ethnographer, the student computer and language experience surveys, as well as the adult school demographic data available to the teacher. The survey responses are coded and grouped into two groups those with high and low computer experience and high and low English skills. A subset of students was interviewed by selecting the samples from the high and low groups. The morning classes are activity based and the evening classes are computer based leading to differing types of efficacy. The course was effective in different ways given these differences between morning and evening classes. The main finding describes how the majority of the adult students' perceived self-efficacy tended to increase when students gained a more varied language learning experience in a routine program. Considering the problem of computer-based learning efficacy in schools, the research regarding self-efficacy and computer-based learning technology is limited. The research presented here demonstrates only a small aspect of future research focused on ESL classroom structure. Finally, a last implication addresses the ways teachers in ESL adult classes adapt, transform, redesign, and teach their classes, which constitutes further development and exploration utilizing an empirical approach as to how studying English as a Second Language advances self-efficacy and adult ESL student employability while leading the students toward their vision of living the American Dream. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563688
Adult Learning in a Computer-Based ESL Acquisition Program
ProQuest LLC
Ed.D. Dissertation, University of California, Santa Barbara
2013-00-00
978-1-3035-4049-3
189
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602208
2016
As Provided
JAN2020
No
Language Planning
Refugees
Ideology
Land Settlement
Educational Policy
Welfare Recipients
Educational Needs
Needs Assessment
Curriculum Design
English (Second Language)
Language Proficiency
Poverty
Program Development
Foreign Countries
Interviews
Ethnography
Feuerherm, Emily
Dissertations/Theses - Doctoral Dissertations
Iraq
Iraq
English
This dissertation explores the creation and development of a community based language and health program for Iraqi refugees. The need for the program is contextualized by international, national and local policies of refugee resettlement, policies for language and education, and the interpretation of these policies on the ground. Ideologies evident in these policies stressing early self-sufficiency are contrasted to the lived experiences of refugees and the limited supportive resources available to them. The dissertation shows that a paradox exists between the discourses in policies and education, and the lived realities of refugee resettlement: refugees are viewed by policymakers as burdens on the state, yet the policies and programs as they are instituted ensure that most will rely on welfare rather than become self-sufficient. Additionally, Iraqi refugees' life history narratives are explored regarding emergent identities and positionings related to resettlement, which are then compared to the underlying ideologies of resettlement policies. The research on policies and identities is tied into the local development of the Refugee Health and Employment Attainment Program, and the building of its participatory curriculum. The dissertation outlines methods regarding participatory adult language program and curriculum building, and provides sample lessons for multiple levels of English proficiency. The research includes: critical discourse analysis of media articles, policies and educational resources; a critical interpretive approach to keywords in life history narratives; interviews regarding the linguistic and educational needs of newly arrived Iraqi refugees; and ethnographic field notes of the community-based language and health education program. The gap between refugees' needs, the resources available to them and the policies which maintain the status quo of poverty and disenfranchisement are challenged by a participatory orientation to program development. This research demonstrates that a participatory program can help bridge this gap and address the diverse and changing needs of refugees. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563689
Language Policies, Identities, and Education in Refugee Resettlement
ProQuest LLC
Ph.D. Dissertation, University of California, Davis
2013-00-00
978-1-3035-3845-2
222
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602059
2016
As Provided
JAN2020
No
Secondary School Teachers
High Schools
Questioning Techniques
Discussion (Teaching Technique)
Mathematics Teachers
Student Teachers
Video Technology
Interviews
Reflection
Gaspard, Cathy
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
Higher Education
Postsecondary Education
This study examined four high school mathematics student teachers' questions and responses in whole class discussion for eight weeks. Throughout the eight weeks, student teachers were teaching full time. With the use of video, interviews and written reflections the results make visible that student teachers attempted to ask questions that required students to explain their thinking. Early in the eight weeks, student teachers attempted to ask more questions that required students to explain their thinking, but over time, student teachers asked fewer of these questions. Results make visible that negative student responses to student teachers' questions influenced the decisions they made about the questions they asked. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563690
Secondary Mathematics Student Teachers' Questions and Responses in Whole Class Discussion: Influences on Instructional Decisions
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Barbara
2013-00-00
978-1-3035-3860-5
180
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602070
2016
As Provided
JAN2020
No
Personal Autonomy
Undergraduate Students
Correlation
Student Experience
Student Attitudes
College Faculty
Teacher Behavior
Student Interests
Physics
College Science
Science Instruction
Assignments
Learner Controlled Instruction
Gender Differences
Hall, Nicholas Ron
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a Self-Determination Theory perspective with two studies. Study I, a correlational study, investigated whether certain aspects of the student experience correlated with how autonomy supportive (vs. controlling) students perceived their instructors to be. An autonomy supportive instructor acknowledges students' perspectives, feelings, and perceptions and provides students with information and opportunities for choice, while minimizing external pressures. It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (beta = 0.31***) and negatively correlated with student anxiety about taking physics (beta = -0.23**). It was also positively correlated with how autonomous (vs. controlled) students' reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to vs. had to; beta = 0.24***). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (beta = 0.17*). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (beta = 0.25**). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable experience in the course. If greater autonomy support was in fact the cause of a more favorable student experience, as suggested by Self-determination Theory and experimental studies in other contexts, these results would have implications for instruction and instructor professional development in similar contexts. I discuss these implications. Study II, an experimental study, investigated the effect, on the student experience, of the number of opportunities for choice built into the course format. This was done by comparing two sets of classes. In one set of classes, students spent each class period working through a required series of activities. In the other set of classes, with additional choice, students were free to choose what to work on during nearly half of each class. It was found that the effect of additional choice on student interest and enjoyment in learning physics was significantly different for men vs. women, with a Cohen's d of 0.62 (0.16-1.08; 95% CI). Men became somewhat more interested with additional choice and women became less interested. This gender difference in interest and enjoyment as a result of additional choice could not be accounted for by differences in performance. It was also found that only in classes with additional choice did performance in the course correlate with the degree to which students reasons for studying physics became more autonomous during the quarter (beta = 0.30*). I discuss the implications that these effects of additional choice have for instruction and course design in similar contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563691
Autonomy and the Student Experience in Introductory Physics
ProQuest LLC
Ph.D. Dissertation, University of California, Davis
2013-00-00
978-1-3035-3872-8
132
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602079
2016
As Provided
JAN2020
No
Visual Perception
Attention
Visualization
Measurement
Cognitive Processes
Brain
Cognitive Psychology
Haroz, Steve
Dissertations/Theses - Doctoral Dissertations
English
This work examines how a better understanding of visual perception and attention can impact visualization design. In a collection of studies, I explore how different levels of the visual system can measurably affect a variety of visualization metrics. The results show that expert preference, user performance, and even computational performance are all related to how our eyes and brain work to see the world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563692
Perception and Attention for Visualization
ProQuest LLC
Ph.D. Dissertation, University of California, Davis
2013-00-00
978-1-3035-3878-0
70
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602084
2016
As Provided
JAN2020
No
Information Technology
Information Processing
Information Systems
Markov Processes
Information Theory
Prediction
Measurement
Information Storage
Scientific Concepts
Computation
James, Ryan Gregory
Dissertations/Theses - Doctoral Dissertations
English
How much information do natural systems store and process? In this work we attempt to answer this question in multiple ways. We first establish a mathematical framework where natural systems are represented by a canonical form of edge-labeled hidden fc models called e-machines. Then, utilizing this framework, a variety of measures are defined and algorithms for computing them from an e-machine are described. The first two measures defined are related to the length of time a system remembers. The first, the Markov order, is a well-known measure of the time one must observe a system in order to make accurate predictions. Despite its statistical nature, it is shown to be a topological property of the process's e-machine. The second, the recently defined cryptic order, quantifies the ability to retrodict a system's internal dynamics. It is also shown to be a topological property of the e-machine, and efficient algorithms for computing both quantities are given. The second batch of metrics quantify information generation and storage in a system by partitioning the observations. By considering the role of both the past and the future behavior of a system, a semantic understanding of information generation emerges, labeling some information generation as "ephemeral," having no lasting effects on the system, and the rest as "bound," playing a role temporal structure. Following through with this decomposition, other quantities of less straight-forward interpretation are also defined. This is followed by a thorough discussion of these quantities and other derived quantities. Lastly the decomposition of the entropy rate into ephemeral and bound components is applied to several standard chaotic systems through a duality between the entropy rate and the Lyapunov exponent. This exposes new structural behaviors hitherto unknown in these systems. These revolutions hint at a method for tuning natural or engineered systems so as to maximize the ability to harness their intrinsic computing abilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563693
Measures and Metrics of Information Processing in Complex Systems: A Rope of Sand
ProQuest LLC
Ph.D. Dissertation, University of California, Davis
2013-00-00
978-1-3035-3900-8
91
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602104
2016
As Provided
JAN2020
No
Mathematics
Visual Aids
Information Science
Liao, Wenjing
Dissertations/Theses - Doctoral Dissertations
English
This dissertation is composed of two parts. In the first part techniques of band exclusion(BE) and local optimization(LO) are proposed to solve linear continuum inverse problems independently of the grid spacing. The second part is devoted to the Fourier phase retrieval problem. Many situations in optics, medical imaging and signal processing call for solutions of linear continuum inverse problems. Spectral estimation is an example among those. A commonly used method is to seek a discrete, approximate solution for the continuum problem by discretizing the problem on a finite grid, but meanwhile, a gridding error, roughly proportional to the grid spacing, arises in the discretization process. When the grid spacing is above the Rayleigh length, the gridding error can be as large as the data themselves, creating an unfavorable signal to noise ratio. To reduce the gridding error, one has to refine the grid. However, when the grid spacing is reduced below the Rayleigh length, sensing matrices become underdetermined and highly coherent, resulting in the failure of many existing compressive sensing(CS) algorithms. In order to fill the gap, we propose the techniques of BE and LO to deal with coherent sensing matrices on a fine grid. These techniques are embedded in the existing CS algorithms, such as Orthogonal Matching Pursuit(OMP) and Basis Pursuit(BP), and give rise to the modified algorithms, such as BLO-based OMP (also called BLOOMP) and BLO-based BP (also called BP-BLOT) respectively. We have proved that, under certain conditions, BLO-based OMP is capable of reconstructing sparse, widely separated objects within one Rayleigh length in bottleneck distance independent of the grid spacing. Detailed numerical comparisons with other algorithms designed for the same purpose, such as the Spectral Iterative Hard Thresholding (SIHT) and the analysis-based BP, demonstrate the superiority of BLO-based algorithms. The second part of this dissertation is mainly concerned with the Fourier phase retrieval problem: reconstructing an unknown image from its Fourier magnitude measurements. This problem arises frequently in a number of different imaging modalities including X-ray crystallography, coherent light microscopy, astronomy, etc. It is well known that traditional phasing methods have stagnation problems of outputting an image that is not fully reconstructed, due to non-convexity as well as non-absolute-uniqueness, with absolute uniqueness being referred to as uniqueness up to a constant global phase. In the phasing literature a lot of emphasis has been put on the algorithm designs or the utilization of a priori information in order to avoid stagnation. Instead, we attack the Fourier phase retrieval problem using well-designed illuminations. Specifically we explore a phasing method based on a random phase mask(RPM) that randomly modifies the phases of the original image. We demonstrate that the use of RPM in Fourier phasing not only results in an absolute uniqueness but also leads to superior numerical performances, including rapid convergence, much reduced data and noise stability. More importantly, Fourier phasing with RPM does not rely on accurate information of the phase mask. We show that nearly perfect recovery can be achieved in the case of phase-uncertain mask where one's estimates on the mask phases differ from the true mask phases within certain level. Absolute uniqueness results are generalized to the case of phase-uncertain mask, stating that under certain conditions both the image and the mask within the image support are uniquely determined up to a constant global phase with high probability. A numerical scheme alternating between the image update and the mask update is proposed to recover the image and the mask simultaneously. Our numerical simulations demonstrate that nearly perfect recovery can be achieved by RPM with high uncertainty in mask phases. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563694
Grid-Independent Compressive Imaging and Fourier Phase Retrieval
ProQuest LLC
Ph.D. Dissertation, University of California, Davis
2013-00-00
978-1-3035-3944-2
149
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602136
2016
As Provided
JAN2020
No
Correlation
Dormitories
Ethnic Groups
Ethnicity
Hispanic American Students
Cultural Influences
Student Attitudes
Comparative Analysis
Student Characteristics
Preferences
Mann, Danny Stephen
Dissertations/Theses - Doctoral Dissertations
English
This study explored the relationship between students' residence hall preference and ethnic identity. The study explored differences in ethnic identity development among first-year Chicano/Latino college students who actively requested to live on a culturally themed living learning community and were placed there; Chicano/Latino students who actively requested the culturally themed community and were not placed there; and those who actively requested to live in a non-culturally themed community. The sample of 116 students all resided in University owned housing of similar size, resources, and staff. Overall, results reflected students that requested and lived on the cultural floor differed only from the students that requested a traditional residence hall on scores of "exploration" and "resolution," but not for "affirmation." Students who requested the cultural floor but did not live there did not significantly differ from either group on any three of the subscales ("exploration," "resolution," and "affirmation"). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563695
The Relationship between Ethnic Identity and Residence Hall Preference
ProQuest LLC
D.Ed. Dissertation, University of California, Santa Barbara
2013-00-00
978-1-3035-3959-6
65
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602147
2016
As Provided
JAN2020
No
Preservice Teachers
Secondary School Teachers
Mathematics Teachers
Knowledge Base for Teaching
Pedagogical Content Knowledge
Preservice Teacher Education
Longitudinal Studies
Problem Solving
Thinking Skills
Student Attitudes
Transfer of Training
Algebra
Qualitative Research
Interviews
Moon, Kyunghee
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Secondary Education
This study examined how preservice secondary mathematics teachers developed mathematical knowledge for teaching (MKT) around representations and big ideas through mathematics and mathematics education courses. The importance of big ideas and representations in mathematics has been emphasized in national standards as well as in literature. Yet, many studies suggested that teachers' conceptions or understandings of representations and big ideas are problematic. Nonetheless, there is a lack of attention from the mathematics education community regarding how and in what ways teachers develop knowledge in these areas. This is a longitudinal study focusing on three preservice secondary teachers who had taken mathematics and mathematics education courses for two years, one year as undergraduates and the other year as graduates in a teacher education program. The courses emphasized representations and big ideas and were designed to help preservice teachers develop MKT through problem solving and analysis of student thinking. As such, it was expected that preservice teachers would develop beliefs/conceptions and knowledge that were oriented around representations and big ideas. This study used qualitative methods to analyze classroom data, two individual interviews, and teacher assessment portfolios from student teaching. Three areas of knowledge were examined: ability in problem solving, knowledge of tasks, and knowledge of student thinking. The results showed that the participants improved knowledge and beliefs/conceptions with regard to representations and big ideas within the courses. However, they had difficulties transferring their knowledge to their practice. In the area of problem solving, they were able to successfully solve problems at the grade 5-8 level with which they were familiar through the courses, when they were prompted to use non-algebraic approaches. Yet, they had difficulties solving many high school level Cartesian representation-related problems even with prompts. They also showed tendencies to use algebraic approaches in problem solving for both grade 5-8 and high school level problems when they were not prompted. In the areas of knowledge of task and knowledge of student thinking, they were able to design tasks and analyze student thinking with an eye on representations and big ideas, when they were familiar with them through the courses. However, they had an eye mostly on procedural skills and students' errors rather than on big ideas and students difficulties with big ideas, when they had to design their own tasks and analyze their students' mathematical thinking during student teaching. Their lack of profound content knowledge in the topics they taught was one of the major contributing factors for those phenomena. It is advisable that secondary teacher educators pay extra attention to developing teachers' content knowledge as well as knowledge of student thinking. Without knowledge in these areas, it is unlikely that secondary teachers could help students understand critical mathematical ideas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563696
Preservice Secondary Mathematics Teachers' Development of Mathematical Knowledge for Teaching and Their Use of Knowledge in Their Instruction
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Barbara
2013-00-00
978-1-3035-3980-0
219
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602166
2016
As Provided
JAN2020
No
Semantics
Pragmatics
Linguistic Theory
Ambiguity (Semantics)
Sentences
Language Research
Comparative Analysis
Context Effect
Case Studies
Generalization
Spewak, David Charles, Jr.
Dissertations/Theses - Doctoral Dissertations
English
The primary concern of this dissertation is determining the distinction between semantics and pragmatics and how context sensitivity should be accommodated within a semantic theory. I approach the question over how to distinguish semantics from pragmatics from a new angle by investigating what the objects of a semantic theory are, namely expressions or utterances. In Chapter 1, I investigate the preceding question. I am approaching the question of how to draw the line between semantics and pragmatics by first considering what the objects of a semantic theory are. This is an under-appreciated point in this discussion. By beginning with this question I am approaching this from a new and important angle. For if we are interested in what literal meanings are assigned to, it is a necessary step to consider what the objects of a semantic theory are. This dissertation proceeds in answering this question over what the objects of a semantic theory are by arguing that they are expression types relativized to contexts, or expressions-in-context, by relying on arguments presented by David Kaplan. In addition it is argued that the way we approach language is expression based in that we often assign semantic content to sentences that are not a part of any obvious utterances. Moreover, it is then argued that semantics based on expressions-in-context provide a clear account of examples of the historical present without positing additional ambiguity. In Chapter 2, I approach a powerful objection to an expression based approach to semantics, that of true demonstratives, i.e. expressions the use of which require an actual demonstration. If semantics proceeds by assigning content to expressions-in-context, how can it assign different contents to "that" occurring more than once in the same sentence while maintaining that it has the same linguistic meaning? Stefano Predelli defends the view that by representing the linguistic meaning, i.e. character, of 'that' as a function from the context and an integer, representing the location of "that" in the sentence, to the demonstratum in that context, we can maintain a single meaning for all demonstrative occurrences of "that". I develop this idea further and compare it with Nathan Salmon's approach to demonstratives whereby the relevant demonstration is in the formal context rather than the demonstratum. I conclude by arguing that by taking expressions-in-context as the objects of a semantic theory, rather than utterances, we can still formally account for true demonstratives, and as a result show that the approach developed in the first chapter can handle this objection. In Chapter 3, I approach the question of how we might determine if apparent contextual influence on communication is semantically required or pragmatically influencing the communicated content. If we approach semantics as expressions rather than utterances, we must find a method for determining whether contextual features are triggered by the linguistic meaning of expressions. In the hopes of getting clearer on when context is semantically relevant I consider numerous tests that have been presented in the literature, but find them all wanting. These have been put forward by Cappelen and Lepore, Cappelen and Hawthorne, and Jason Stanley. I evaluate each in turn and conclude that although someone may be able to develop tests to provide some evidence for when an expression is context sensitive, no test is immediately forthcoming. As a result of this conclusion, the best that we can do is evaluate complete theories based on coherency and explanatory power. In Chapter 4, my final chapter, I apply the results set out in earlier chapters to a particularly problematic case study: negative existentials. Negative existentials present a pressing case because any purely semantic approach will find a problem with them. So, any solution to this problem will rest on the distinction between semantics and pragmatics. I develop a theory of negative existentials based on Gricean generalized conversational implicatures within the framework provided by the distinction made in Chapter 1, where semantics assigns contents to expressions while pragmatics to utterances as well as the results of Chapter 3, namely that if we cannot test an expression for context sensitivity we must evaluate a more overarching theory for coherency. I argue that building on the discussion of an expression-based approach to semantics we have a better formula for explaining intuitions regarding negative existentials. To do this, I argue that names originating in fiction refer to genuinely existing abstract artifacts allowing negative existentials to have truth-values. This results in an elegant semantics and the intuition that the negative existential is true is handled by the Gricean theory of conversational implicatures. (Abstract shortened by UMI.). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563697
Semantics, Pragmatics, and the Nature of Semantic Theories
ProQuest LLC
Ph.D. Dissertation, University of California, Santa Barbara
2013-00-00
978-1-3035-4072-1
216
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602222
2016
As Provided
JAN2020
No
Interpersonal Communication
Cooperative Learning
Discourse Analysis
Abstract Reasoning
Science Process Skills
Science Education
Physics
College Students
Peer Teaching
Thinking Skills
Problem Solving
Cognitive Processes
Evidence
Comprehension
Measurement Techniques
Coding
Stone, Antoinette
Dissertations/Theses - Doctoral Dissertations
California
California
English
Higher Education
Postsecondary Education
The use of science classroom discourse analysis as a way to gain a better understanding of various student cognitive outcomes has a rich history in Science Education in general and Physics Education Research (PER) in particular. When students talk to each other in a collaborative peer instruction environment, such as in the CLASP classes (Collaborative Learning and Sense-making in Physics) at UC Davis, they get to practice and enhance their reasoning and sense-making skills, develop collaborative approaches to problem solving, and participate in co-construction of knowledge and shared thinking. To better understand these important cognitive processes, an analysis tool for monitoring, assessing and categorizing the peer talk arising in this environment is needed as a first step in teasing out evidence for these processes inherent in such talk. In order to meaningfully contribute to the extensive body of knowledge that currently exists, deeper, more insightful answers to the question of what happens linguistically when students struggle to "make sense" and how students use language to mediate these important cognitive outcomes is needed. To this end, a new tool for interpreting particularly qualitative linguistic data is needed, and the first part of the dissertation expounds on the development of a discourse analysis tool that has as its underpinnings a framework for coding borrowed extensively from Systemic Functional Linguistics Theory (SFL). The second part of this dissertation illustrates multiple ways in which the tool is used and how it can be utilized to address many current research questions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563698
Assessing Student Peer Dialogue in Collaborative Settings: A Window into Student Reasoning
ProQuest LLC
Ph.D. Dissertation, University of California, Davis
2013-00-00
978-1-3035-4080-6
178
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602228
2016
As Provided
JAN2020
No
Secondary School Teachers
High Schools
Writing Teachers
Writing Instruction
Writing Tests
High Stakes Tests
Accountability
Mixed Methods Research
English Teachers
Pedagogical Content Knowledge
Student Needs
Teacher Surveys
Componential Analysis
Case Studies
Preservice Teacher Education
Inservice Teacher Education
Professional Development
Wahleithner, Juliet Michelsen
Dissertations/Theses - Doctoral Dissertations
English
Secondary Education
High Schools
Higher Education
Postsecondary Education
Knowing how to write is critical to students' post-secondary success, yet concerns with students' writing have persisted for nearly four decades. Few reports, however, document high school English teachers' lack of preparation to teach writing or the pressures they face as they negotiate accountability policies and diverse student need. This negotiation directly impacts teachers' instructional decisions and, ultimately, the conditions in which students learn to write. Using a two-phase, mixed methods approach, this dissertation study examines three factors related to high school English teachers' instruction of writing: teachers' perceived knowledge of writing instruction, their students' diverse needs related to writing, and the pressures of high stakes accountability policies. Specifically, within this study I examine the tensions that arise as teachers negotiate these three factors and the ways in which the tensions teachers experience vary depending on teachers' knowledge of writing instruction, the diverse needs of their students, and local accountability pressures. The first phase of the study included a 40-item survey administered to 171 high school English teachers who taught a representative sample of California high school students. Survey results were analyzed first using descriptive statistics and then using Principal Components Analysis. Preliminary findings from the survey informed participant selection for phase two, case studies of eight teachers. Data collected from each case study teacher included beginning and end-of-year interviews, one to two-day observations at four points in the school year, and collection of instructional documents related to writing. Together, the two phases yield nuanced understandings of the interplay of teacher knowledge, student need, and accountability policies on writing instruction. Findings from the survey illustrated that teachers in all but the highest performing schools (according to Academic Performance Index score) faced pressures from various accountability policies that impacted their instruction of writing. These findings were further substantiated by data collected from the case study teachers. Additionally, although survey respondents overall reported that they had the necessary knowledge to teach writing to their students, case study findings illustrated that most teachers receive little formal preparation to teach writing. Ultimately, accountability policies had the biggest impact on what writing was taught. Taken together, the results of this study demonstrate the need for more attention to writing in both teachers' pre-service teacher preparation and in-service professional development. Additionally, the results illustrate the impact of the current high stakes accountability assessment on high school teachers' instruction of writing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563699
High School Teachers' Instruction of Writing: Negotiating Knowledge, Student Need, and Policy
ProQuest LLC
Ph.D. Dissertation, University of California, Davis
2013-00-00
978-1-3035-4101-8
304
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602243
2016
As Provided
JAN2020
No
Oral Reading
Reading Skills
Reading Achievement
Reading Tests
Predictor Variables
High Stakes Tests
Elementary School Students
Scores
Grade 1
Grade 2
Grade 3
Standardized Tests
Correlation
Devena, Sarah
Dissertations/Theses - Doctoral Dissertations
United States (Southwest)
English
Elementary Education
Grade 1
Primary Education
Early Childhood Education
Grade 2
Grade 3
Current emphasis on adequate academic progress monitored by standardized assessments has increased focus on student acquisition of required skills. Reading ability can be assessed through student achievement on Oral Reading Fluency (ORF) measures. This study investigated the effectiveness of using ORF measures to predict achievement on high stakes tests. Study participants included 312 students across four Title 1 elementary schools in a Southwestern United States school district utilizing the Response to Intervention (RTI) model. Participants' ORF scores from first through third grade years and their third grade standardized achievement test scores were collected. In addition, information regarding reading interventions was obtained. Pearson product-moment correlations were used to determine how ORF scores and specific reading skills were related. Correlations were also used to assess whether the ORF scores from the fall, winter, or spring were most related to high stakes test scores. Additionally, the difference between computer-based versus instructor-led interventions on predicting high stakes test scores was assessed. Results indicated that correlation coefficients were larger between ORF and reading comprehension scores than between ORF and basic reading skills. ORF scores from spring were more highly related to high stakes tests than other times of the year. Students' ORF scores were more strongly related to high stakes tests when in computer-based interventions compared to instructor-led interventions. In predicting third grade high stakes test scores, first grade ORF scores had the most variance for the non-intervention sample, while third grade ORF scores had the most variance for the intervention sample. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563700
Relationship of Oral Reading Fluency Probes on Students' Reading Achievement Test Scores
ProQuest LLC
Ph.D. Dissertation, Arizona State University
2013-00-00
978-1-3035-6318-8
101
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602853
2016
As Provided
JAN2020
No
Correlation
Socioeconomic Influences
Low Income Groups
Academic Achievement
Teacher Surveys
Positive Attitudes
Negative Attitudes
Elementary School Teachers
Elementary School Students
Grade 3
Grade 5
Grade 4
Reading Achievement
Scores
Fenske, Mark S.
Dissertations/Theses - Doctoral Dissertations
English
Elementary Education
Grade 3
Primary Education
Early Childhood Education
Grade 5
Intermediate Grades
Middle Schools
Grade 4
The correlation between income level and achievement has led some educators to believe that low-income students cannot learn at the same level as can middle-class and affluent peers. This problem is significant because as more families become impoverished, more students may be at risk for failure. Many studies have identified challenges facing low-income students, but few have quantified the relationship between teachers' perceptions of low-income students and achievement. This study investigated the impact of perception on the achievement of low-income elementary students. In the 1st phase, 55 educators were surveyed with the Low Income Student Belief Inventory (LISBI). The median score identified teachers with a positive and negative attitude toward low-income students. The 2nd phase examined the correlation between perceptions of each group and reading achievement of 522 low-income students in Grades 3-5. Reading scores from the Illinois Standards Assessment Test (ISAT) were collected. Sample means were compared via an independent t test. Results indicated that the positive group had a higher percentage of low-income students meet or exceed standards. However, achievement was not statistically higher among low-income students taught by educators with a positive attitude compared to those with a negative attitude. The study demonstrated a relationship between positive perceptions and reading achievement, and further identified that effective pedagogy adjusts instruction to accommodate for differences found in the experiences of low-income students. These findings suggest that effective pedagogy also builds positive relationships with students and provides for the unique academic needs that low-income students bring to the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563701
Educator Perceptions of Low-Income Elementary Students and Their Effects on Reading
ProQuest LLC
Ed.D. Dissertation, Walden University
2013-00-00
978-1-3035-6319-5
124
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602854
2016
As Provided
JAN2020
No
Statistical Analysis
Writing Skills
Grade 5
Prompting
Educational Technology
Comparative Analysis
Gender Differences
Scoring Rubrics
Writing Assignments
Electronic Publishing
Elementary School Students
Heath, Vickie L.
Dissertations/Theses - Doctoral Dissertations
English
Grade 5
Intermediate Grades
Middle Schools
Elementary Education
This quantitative study explored if significant differences exist between how fifth-grade students produce a written response to a narrative prompt using online versus offline writing platforms. The cultural and social trend of instructional and assessment writing paradigms in education is shifting to online writing platforms (National Assessment Governing Board, 2011; National Writing Project, 2010). A mixed between-within subjects with repeated analysis of variance (ANOVA) and counter balance design was conducted to assess the effects of online versus offline writing platforms in the areas of topic/idea, convention, and gender. The Pennsylvania System of School Assessment Writing Rubric was used to rank students' written responses to a narrative prompt. The findings suggest that a significant difference in students' writing performance is positively affected when students' blog. Evidence suggests blogging encourages students' awareness of audience and social interaction. Further studies are needed in the area of online versus offline writing platforms with elementary children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563702
Elementary Writing Assessment Platforms: A Quantitative Examination of Online versus Offline Writing Performance of Fifth-Grade Students
ProQuest LLC
D.Ed. Dissertation, Indiana University of Pennsylvania
2013-00-00
978-1-3035-6324-9
243
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602856
2016
As Provided
JAN2020
No
Self Efficacy
Teacher Effectiveness
Preschool Teachers
Early Childhood Education
Teacher Competencies
Autism
Pervasive Developmental Disorders
Mixed Methods Research
Vignettes
Surveys
Behavior Problems
Antisocial Behavior
Student Behavior
Intervention
Semi Structured Interviews
Shelton, Tricia H.
Dissertations/Theses - Doctoral Dissertations
English
Preschool Education
Early Childhood Education
The purpose of this research was to explore the teacher self-efficacy beliefs of early childhood preservice educators and their preparedness to teach students with Autism Spectrum Disorder (ASD). Phase One of this mixed-methods approach asked preservice early childhood educators (N = 34) to complete the short form of the "Teacher Sense of Efficacy Scale" (Tschannen-Moran & Woolfolk Hoy, 2001) as well as an open-ended vignette survey which described common academic, behavioral, and social challenges of students with ASD. Respondents were assigned the task of identifying goals, resources, and strategies to address each scenario. In Phase Two of this research, participants from the larger population (N = 6) discussed their perceived preparedness to teach students with ASD in semi-structured interviews. Results indicated preservice educators have moderately high levels of self-efficacy in instructional practices, student engagement, and classroom management. However, reported goals, resources, and strategies for students were broadly defined and lacked ASD specificity. Further, interviewees recognized the positive influence of experience with students with ASD on their preparedness to teach this population of students, but were cognizant of deficits in their knowledge and skills. Consequently, respondents expressed plans to pursue ASD-specific professional development. This study demonstrated that early childhood educators complete teacher training with high self-efficacy, but are underprepared to address some of the challenges of teaching students with ASD. Implications of this research suggested several modifications in teacher preparation. First, preservice educators should have greater experience with ASD embedded into course assignments, discussions, and fieldwork. Second, novice educators need to learn to seek teacher-centered resources, such as collaboration with colleagues and families, to help address gaps in ASD understanding. Third, beginning teachers must commit to ongoing ASD professional development. The combination of these experiences encourages the reflective practices that foster mature teaching repertories. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563703
Exploring Preservice Early Childhood Educators' Self-Efficacy Beliefs and Preparedness to Teach Students with Autism Spectrum Disorder (ASD) in Inclusive Classrooms
ProQuest LLC
D.Ed. Dissertation, Indiana University of Pennsylvania
2013-00-00
978-1-3035-6332-4
266
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602860
2016
As Provided
JAN2020
No
Outsourcing
Correlation
Information Technology
Administrator Surveys
Online Surveys
Regression (Statistics)
Statistical Analysis
Eichman, Bruce W.
Dissertations/Theses - Doctoral Dissertations
English
Organizational executives are concerned with the insufficient alignment of Information Technology (IT) investments to achieve computed based information systems effectiveness. Survey results of senior executives determined that in spite of applying enormous amounts of resources and energy attempting to prioritize and effectively align these investments with the most urgent business objectives, less than 20% of these executives believed they were successful. Public and private sector executives across multiple industries were surveyed to examine the IT correlative effects of outsourcing with agility, strategic alignment, and effectiveness. One hundred eighty-six people responded to an online survey representing approximately 3% of the targeted sample population. The research design used a quantitative research strategy with correlation and regression analysis techniques to examine construct relationships. Correlation analysis showed information technology outsourcing was not significantly correlated with effectiveness (p = 0.113). There was a significant relationship between outsourcing and agility (p < 0.001) and with strategic alignment (p < 0.001). Information technology strategic alignment and agility showed a positive and significant correlation (p < 0.001) with effectiveness. Four levels of information technology outsourcing were examined using a reduced regression model that revealed significant relationships between outsourcing and agility (p < 0.01) when 1%-24% of the IT budget was allocated to outsourcing. The strongest regression coefficient existed between outsourcing and strategic alignment (p < 0.05) with 25%-74% of the IT budget allocation. This study provided empirical research results supporting IT outsourcing as a viable means for competitive advantage. There was a 57% agreement among the respondents that outsourcing improved the control of expenses, improved firm performance, and allowed a refocusing on strategic and business plans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563704
An Examination of the Correlative Effects of IT Outsourcing with IT Agility, IT Strategic Alignment and IT Effectiveness
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-6348-5
204
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602871
2016
As Provided
JAN2020
No
Action Research
Special Schools
Autism
Pervasive Developmental Disorders
Foreign Countries
Qualitative Research
Program Effectiveness
Parent Attitudes
Teacher Attitudes
Educational Practices
Teacher Competencies
Barriers
Social Development
Play
Curriculum
Individualized Education Programs
Educational Environment
Teaching Conditions
Liu, Jerry
Dissertations/Theses - Doctoral Dissertations
China (Shanghai)
China (Shanghai)
English
This action research started in year 2009 at LIU Shanghai, a private school for children with autism spectrum disorder, to serve the needs of challenged students. The purpose of this qualitative study was to identify the strengths and challenges of the program, plus solicit recommendations from the parents and teachers for making improvements. The parents' identified several strengths: teachers' care and patience with students and the ability to encourage engagement, the assessment tool and process, individualized learning plans, and noticeable results. They identified the challenges as not enough education about the LIU curriculum, inability to continue training at home, long distance from home, limited space at the training facility, safety during physical activities, poor air circulation, and the distance between the classroom and the bathroom. Their main recommendations were to incorporate social and play elements into the curriculum, provide learning sessions for better understanding the LIU curriculum, and getting a larger teaching facility. The teachers' perception of the strengths included assessment of students, individualized learning plans, systematic approach for student development, support for teachers with the curriculum, stimulating and challenging environment, encouragement from leadership, and opportunities for career development. Teachers reported the challenges as preparation time for the curriculum, teaching multiple children in one session, parental concerns about the curriculum, teacher turnover, personal safety, classroom design, organization and cleanliness of the space, and children's safety and protection. The teachers recommended having learning sessions for parents, more teacher development training, and increasing safety. As the Director of LIU Shanghai, I added some plans for the next cycle of this action research: incorporating more social interaction and play in the curriculum, providing more learning sessions for parents, including parents in student training sessions, expanding teacher development, increasing safety, conducting exit surveys, and informing practice with more data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563705
Serving the Needs of Challenged Students at a Private Shanghai School: An Action Research Approach
ProQuest LLC
Ed.D. Dissertation, Fielding Graduate University
2013-00-00
978-1-3035-6355-3
139
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N/A
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602877
2016
As Provided
JAN2020
No
Student Motivation
Student Surveys
Two Year College Students
Adult Students
Enrollment
Ethnic Groups
Achievement
Student Attitudes
Racial Differences
Lynch, Ebony D.
Dissertations/Theses - Doctoral Dissertations
United States (Southeast)
English
Two Year Colleges
Higher Education
Postsecondary Education
Adult Education
Achievement motivation has played an integral part in the psychology and educational fields. Since achievement motivation made its debut in education and psychology fields, there continues to be some discrepancy in the studies that focused on achievement motivation based on traditional students and adult students. This study investigated the discrepancies or inconsistencies within those studies by examining the potential trends among these students. A survey was used to examine the differences in achievement motivation of traditional and adult students while focusing on enrollment status, ethnicity, and motives for enrolling in college as the key variables of the study. The sample was taken from the community college population located in the southeastern region of the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ED563706
A Survey Study of Achievement Motivation, Enrollment Status, and Ethnicity on Traditional and Adult Students
ProQuest LLC
Ph.D. Dissertation, Capella University
2013-00-00
978-1-3035-6356-0
95
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http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3602878
2016
As Provided
JAN2020
No
Nursing Students
Nursing Education
Critical Thinking
Student Attitudes
College Faculty
Teacher Attitudes
Case Studies
Observation
Interviews
Documentation
Content Analysis
Teacher Student Relationship
Interaction
Learner Controlled Instruction
Nontraditional Students
Adult Learning
Rogers, Carmen
Dissertations/Theses - Doctoral Dissertations
English
Higher Education
Postsecondary Education
Adult Education
This study was designed to identify and investigate nursing faculty and student perspectives of self-directed learning in a practical nursing program. It also explored the degree to which student's perceptions of self-directed learning exhibited factors consistent with that of critical thinking. This study is important because self-directed learning and its critical thinking elements are essential in providing safe, competent, effective, and efficient nursing care within practice and education. Using an explanatory case study design the practice of self-directed learning within a practical nursing program was examined through the use of: classroom observations, interviews with nursing faculty, nur