College of Education and Human Development

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This collection contains ETD documents from the College of Education and Human Development.

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The Effect of Nature of Science Metacognitive Prompts on Science Students' Content and Nature of Science Knowledge, Metacognition, and Self-Regulatory Efficacy
(2007-10-03T18:00:41Z) Peters, Erin; Peters, Erin
The purpose of the present quasi-experimental mixed-method design is to examine the effectiveness of a developmental intervention (4-phase EMPNOS) to teach the nature of science using metacognitive prompts embedded in an inquiry unit. Eighty-eight (Nˆ) eighth grade students from four classrooms were randomly assigned to an experimental and a control group. All participants were asked to respond to a number of tests (content and nature of science knowledge) and surveys (metacognition of the nature of science, metacognitive orientation of the classroom, and self-regulatory efficacy). Participants were also interviewed to find problem solving techniques and shared experiences between the groups. It was hypothesized that the experimental group would outperform the control group in all measures. Partial support for the hypotheses was found. Specifically, results showed significant gains in content knowledge and nature of science knowledge of the experimental group over the control group. Qualitative findings revealed that students in the control group reported valuing authority over evidence, while the experimental group reported that they depended on consensus of their group on the interpretation of the evidence rather than authority, which is more closely aligned to the aspects of the nature of science. Four-phase EMPNOS may have implications as a useful classroom tool in guiding students to check their thinking for alignment to scientific thinking.
A Study of the Effectiveness of an Alternative Licensure Program for Urban Elementary Teachers of English Language Learners
(2007-12-12T20:05:32Z) Wesley-Nero, Sabrina; Wesley-Nero, Sabrina
This study examined the qualifying portfolios of graduates of an alternative teacher licensure program to determine the extent to which the teachers evidenced effective instructional strategies for English language learners (ELLs). All study participants taught during the 2004-2005 school year in elementary classrooms in New York City public schools where at least 20% of the students were ELLs. The teachers in this study graduated from the Mercy College New Teacher Residency Program, a master's degree and alternative teacher licensure program. This study used the standards for the preparation of teachers of ELLs produced by Teachers of English to Speakers of Other Languages (TESOL) and the National Council for Accreditation of Teacher Education (NCATE) and the relevant research on the effective instruction of ELLs as an evaluative framework. Data revealed that the study participants did not satisfy the requirements of the TESOL/NCATE standards. However, the teachers demonstrated some instructional practices effective for ELLs as defined in the TESOL/NCATE standards and the research literature by implementing content-area instruction that was assessment-driven, standards-based, and differentiated according to students' academic needs.
Assessing SCORM 2004 for its Affordances in Facilitating a Simulation as a Pedagogical Model
(2007-12-19T18:16:42Z) Gallagher, Patrick; Gallagher, Patrick
This study assessed SCORM 2004 for its affordances facilitating the implementation of specific requirements representing a simulation-based model optimized for interoperability and reusability. The overarching assessment methodology consisted of a gap analysis. A specific set of requirements called the Simulations Requirements Framework (SIMREF) derived from an existing online simulation learning environment was developed as the criterion and the Run-time Environment (RTE) and Sequencing of the SCORM 2004 technical architecture were targeted as the condition. To achieve the gap analysis, 26 experienced SCORM developers employed in industry, government, standards/specifications entities, and academia were surveyed. Participants were asked to provide levels of agreement to indicator statements of the relevance of the SCORM 2004 technical architecture targets to the SIMREF requirements at both the individual and set levels. As such, data were collected and analyzed to determine the relevance of SCOs, functional or typed SCOs, extending SCORM 2004, extending Sequencing, relevance of SCO to SCO data sharing, and the utilization of a LMS thick client. Participants were also asked to describe alternate standards, specifications, technologies, and capabilities necessary to fulfill the requirements. The findings from the data analyses indicated that according to the SCORM development community gaps do exist in the implementation of the SIMREF with respect to SCORM 2004 technical architecture as well as in common implementation practice. These gaps occurred within the communication affordances in the RTE and in the data value/variable management and if-then logic within Sequencing. Gaps are also present in the common implementation practice of using SCOs purely for content presentation. One prominent implication is the need for persistent arbitrary SCO to SCO communication which could be accomplished through the inclusion of the IMS SSP specification. Also implied, are gaps in the field of instructional design in relation to designing SCORMbased solutions as well as gaps in the understanding of IT engineers and practitioners in relation to learning theories and practices. In respect to SCORM 2004 and simulations as a pedagogical model to produce more meaningful learning, the underlying behaviorist pedagogy inherent in its design needs to be revisited and in so doing the academic community needs to become more involved in its evolution.
An Examination Of Changes In Teachers‘ Attitudes, Teaching Practice, And Perceptions Toward Student Achievement As A Result Of Professional Development In Arts Integration
(2008-05-06T20:30:29Z) Spencer-Chapman, Betty Jean; Spencer-Chapman, Betty Jean
Many schools, nationally and internationally, have embraced arts integration as an effective instructional tool to increase students’ ability to acquire and retain information. Schools and school systems that embrace the integration of the arts into the core curriculum for grades 6-8 must provide professional development activities to assist their staff in the implementation of arts integration (McDonald & Fisher, 2002; Snyder 2001). The arts contribute to student achievement in many ways-- student engagement, motivation, and social skills (Catterall, 2002). Teachers, who effectively integrate the arts enjoy, increased student cognitive skills, participation, and attendance (Catterall, 2002; Horowitz, 2005; Rooney, 2004; Stevenson & Deasy, 2005). The integration of the arts provides an enriched learning and teaching environment where teachers facilitate meaningful and engaging activities that increase student achievement. The purpose of this research study was to identify changes in teachers’ attitudes, teaching practice and perceptions towards student achievement as a result of their participation in professional development activities related to arts integration. The data was analyzed to determine if there was a correlation between primary subject matter taught, total years of teaching experience, years at current school and frequency of attendance at cultural events, and teachers’ willingness to integrate the arts in their classroom. For the purpose of this research such an impact was studied using the Changing Education Through the Arts program (CETA) professional development program model. Arts Integration Impact Survey (AIlS) was developed to examine changes in teachers’ attitudes, teaching practice, and perceptions towards student achievement as a result of their participation in professional development related to arts integration. It was expected that that the survey would reveal pertinent information in these areas. Descriptive statistics, including frequency and percentages of responses distributions, means, and standard deviations, were used to report the profiles of participants and to provide a comparative representation of the findings for the research questions. Descriptive statistics also included bivariate correlations; multiple linear regressions were used to assess the relative value of each to the independent variables explicated in hypothesis 6 in accounting for the variance in teachers’ perceptions of the impact of arts integration on students’ achievement. A probability level of p<.05 significance was used in all inferential tests. Results showed that subject matter taught generally did not have an impact on teachers’ perceptions, except in the case of perceptions of arts integration in their classrooms, for which Math and Science teachers had more negative views. The main teacher characteristic that was related to perceptions towards arts integration in the classroom was the frequency with which the teacher attended cultural events.
Curriculum Enhancements in Inclusive Social Studies Classrooms: Effects on Students with and without Disabilities
(2008-05-16T20:59:58Z) Marshak, Lisa R.; Marshak, Lisa R.
The purpose of this study was to obtain evidence of potential efficacy of supplementary social studies materials providing differentiated curriculum enhancements for students with and without disabilities in seventh grade social studies classrooms. Eight inclusive seventh grade social studies classes were randomly assigned to either the curriculum enhancement or traditional instruction conditions. Differentiated curriculum enhancements included peer mediation using materials containing embedded mnemonic strategies, which could be used when necessary to provide strategic information and supplemental practice with important content, and necessary levels of support for students with disabilities. The curriculum enhancements were relevant to the 7th grade social studies end-of-year Standards of Learning (SOL) Assessment. Participants included 186 seventh grade students, including 42 students with disabilities, and 16 students in the English Speakers of Other Language program. Three general education teachers and two special education teachers participated in this study. Students received instruction over three units for approximately10 weeks and were pre and post tested on all content covered. Overall findings revealed, that students in the curriculum enhancement condition statistically outperformed students in the comparison condition on content learned and that students with disabilities in the treatment condition statistically outperformed students with disabilities in the comparison condition. Moreover, it appeared the embedded mnemonic strategic items may have facilitated recall of additional content in the unit. Students and teachers reported enjoying the use of the peer mediated curriculum enhancement materials. Findings are discussed with respect to future research and practice.
Quantifying “the Ripple in the Pond”: The Development and Validation of the Teacher Change Agent Scale
(2008-06-06T18:18:52Z) Lukacs, Karrin S.; Lukacs, Karrin S.
The purpose of this study was to develop and validate a reliable scale for measuring teachers' willingness to initiate change efforts in their schools. A 64-item pilot instrument was developed by a panel of experts (n=4) and administered to a group of classroom teachers (nv). While it was hypothesized that eight factors (content/pedagogical knowledge, ownership, self-efficacy, empowerment, motivation, risk-taking, micropolitical expertise, and community membership) would underlie the items, an initial factor analysis suggested the presence of three factors. Fifteen items were retained for the final version, which was administered to another group of classroom teachers (nv). A second factor analysis confirmed the presence of the three factors accounting for 49.2% of the total variance; each factor had a Cronbach's coefficient of internal reliability consistency higher than .70. These factors were subsequently labeled contextual expertise, collaborative expertise, and problem-solving expertise. Additional data analysis indicated that the Teacher Change Agent Scale (TCAS) is a valid and reliable instrument for use with classroom teachers. It is suggested that future research should involve larger samples and/or make efforts to assess the criterion-related validity of the TCAS.
Lights! Camera! Captions!: The Effects of Picture and/or Word Captioning Adaptations, Alternative Narration, and Interactive Features on Video Comprehension by Students with Intellectual Disabilities
(2008-06-11T19:46:38Z) Evmenova, Anna S.; Evmenova, Anna S.
This rigorous single-subject research study investigated the effects of alternative narration, highlighted text, picture/word-based captions, and interactive video searching features for improving comprehension of non-fiction academic video clips by students with intellectual disabilities. Two experiments combining multiple baseline across participants, alternating treatments, and elements of ABAC single-subject research designs across the primary and counterbalancing studies were employed to evaluate factual and inferential comprehension by 11 postsecondary participants with intellectual disabilities. Comprehension was measured by the number of correct oral (Level 1) and multiple choice (Level 2) responses after watching regular, non-adapted videos in the baseline phases, as well as after watching adapted videos and after searching videos for answers via hyperlinks in the treatment and maintenance phases. All adaptations were validated by existing research, a pilot study, and expert panel reviews. Visual analyses of data, percents of non-overlapping data, and statistical analyses via randomization tests were conducted. The major findings included: (a) the participants significantly improved their factual comprehension as well as showed relative but more modest increases in their inferential comprehension of non-fiction video content after viewing videos modified with alternative narrations and various captioning adaptations, which significantly improved further after students had an opportunity to search the video for answers and adjust their original oral responses; (b) adapted and interactive videos enabled students to provide the correct oral responses more frequently than with non-adapted videos, eliminating the need for a more concrete multiple choice questioning format; (c) the majority of participants performed equally well regardless of the type of the captions (highlighted text or picture/word-based); and (d) there was no significant difference in comprehension measures between motion videos and static images taken from the video for any of the participants. Subsequently, social validity interviews were conducted to determine participants' perceptions towards usefulness and effectiveness of various video adaptations. Additional findings are discussed with respect to the importance of randomization procedures and tests in single-subject research, study limitations, implications and recommendations for both practical implementation and future research. Overall, adapted videos offer innovative, universally designed solutions for legally required access and active participation of students with intellectual disabilities in grade and subject-linked academic general education curriculum (Agran, Cavin, Wehmeyer, & Palmer, 2006; Browder et al., 2007; Dymond & Orelove, 2001; IDEIA, 2004; NCLB, 2001; Wehmeyer, Lance, and Bashinski, 2002).
A Cross-Cultural Comparison of Cognitive Styles in Arab and American Adult Learners Using Eye-Tracking to Measure Subtle Differences
(2008-06-13T12:23:55Z) Qutub, Jolin Adeeb; Qutub, Jolin Adeeb
People of different cultures tend to have different cognitive processing styles. Philosophers throughout the years have believed that culture fundamentally shapes human social practices and intellectual processes (Nisbett, 2004). Cognitive styles have been found to be significantly associated with cultural background and learners' academic achievements (Bahoora, 1996; Kogan, 1976a; Witkin et al. 1954). One increasingly employed method of investigating various issues related to perceptual cognitive and visual processes is the study of eye movement. Over the last decade, eye movement has fulfilled its potential as a performance measure and window into observers' visual and perceptual cognitive processes (Salvucci & Goldberg, 2000). Recent studies have concluded that Western learners tend to have more analytical perceptual learning style whereas East Asians tend to have more holistic or contextual perceptual learning style (Nisbett & Norenzayan, 2002). Only a limited number of studies have examined cognitive perceptual differences between Middle Eastern and Western learners. This study aimed to help close this research gap by exploring cognitive perceptual differences among three groups who come from different cultural backgrounds: Saudi Arabians, immigrants living in the United States, and Americans. The different levels of cognitive perception were measured using the Tobii eye-tracking system during three different tasks: a visual attention, Group Embedded Figure Test (GEFT), and visual problem-solving task. The importance of this study lay in its ability to highlight the differences between Middle Eastern (Saudi Arabian) and Western (American) learners' perceptual cognitive styles and examine if there were associated gender differences across the two cultures. The results of this study yielded important insights for both educators teaching Arab students living outside their country of origin and instructional designers charged with improving educational systems in Saudi Arabia. The results led to the conclusion that Americans and immigrants apply a more characteristically analytical cognitive style whereas Arabs apply a more characteristically holistic cognitive style to most tasks. Although the results from all three tasks did not show any significant differences between the genders, some differences arose while testing and analyzing some of the visual behaviors dealing with the allocation of visual attention and during problem-solving tasks.
Virtual Voices: Online Teachers‘ Perceptions of Online Teaching Standards and Competencies
(2008-06-13T13:24:50Z) Smith, Robin Davidson; Smith, Robin Davidson
This study addressed questions related to online teachers' perceptions of the tasks actually performed in their online teaching practice and the relevance of online teaching standards published in 2006 by the Southern Regional Education Board (SREB) and National Education Association (NEA). There were four research questions: 1. How do online teachers rate the importance of specific existing online teaching standards to their online teaching practice? 2. How do online teachers rate the frequency of use of specific knowledge and skills to their online teaching practice? 3. How do online teachers rate the importance of specific knowledge and skills to their online teaching practice? 4. According to online teachers, what are the most effective ways to prepare and support online teachers? This mixed methods study consisted of an online survey of 49 online teachers from 4 online schools and interviews with 2 teachers from each school, 1 humanities teacher and 1 math/science, a total of 8 interview participants. The online survey had 3 parts: demographics, including preparation for online teaching; the frequency with which online teachers performed and the importance to their teaching practice of 76 teaching tasks, and the importance of the 2006 SREB and NEA online teaching standards. The 76 tasks were based on the SREB (2006) Standards for Quality Online Teaching and the NEA (2006) Guide to Teaching Online Classes. Overall, participants reported both sets of standards as being important, but teachers from all schools found the NEA standards to be of slightly more importance to their online teaching practice. The 76 teaching tasks were separated into five categories: written communication, pedagogy, technology use, course design, and course management. Clearly, teaching roles were not the same for all online teachers in this study. Their responses to the standards and to the frequency and importance of tasks were colored by their individual roles, which varied according to the course model used by their online schools. Participants reported the need for experience as an online learner, specific professional development before online teaching, and ongoing professional development directed at increasing levels of expertise. In addition, participants reported a need for recognition of the validity, complexity, and time-consuming nature of their online teaching as well as equity in pay and benefits.
An Examination of Motivational Strategies and Academic Achievement in an Online High School Learning Environment
(2008-06-13T13:59:38Z) Little, Anne Miller; Little, Anne Miller
The objective of this study was to examine the relationship between a student's motivational strategies and academic achievement. It was framed by the following research questions: 1. Is there a relationship between students' demographic characteristics (age, gender, subject area, previous grade in the subject, and reason for taking the online course) and academic achievement (as measured by final course grade and score on Standards of Learning exam)? 2. Do students' initial self-reported goal orientation, self-efficacy for learning, learning strategies, and attribution survey responses predict academic achievement (as measured by final course grade and score on Standards of Learning exam)? 3. Is there a significant difference between student's self-reported pre-course measures of goal orientation, self-efficacy for learning, learning strategies, and attribution and student's self-reported post-course measures (as reported upon completion of their online course)? 4. Is there a significant difference between student's self-reported pre-course measures of goal orientation, self-efficacy for learning, learning strategies, and attribution and student's self-reported post-course measures and are these differences associated with the student's level of academic achievement? Participants were high school students participating in online courses provided by The Online Academy during a summer time frame. The Motivated Strategies for Learning Questionnaire (MSLQ) was the primary instrument used in this study. Academic achievement was measured by final course grade and the score on the Virginia Standards of Learning (SOL) exam. This study utilized a pre-test/post-test format. Multivariable regression analyses were conducted to answer the first two research questions. A series of paired t-tests were conducted to answer the last two questions. Analysis shows that age, grade in school, and previous grade in subject area were useful predictors of final course grade and SOL exam score. Intrinsic goal orientation and self-efficacy for learning were useful predictors of final course grade. Internal attribution, critical thinking, self-efficacy for learning and performance, extrinsic goal orientation, time and study environment and elaboration were useful predictors of SOL score. The only motivational strategy measure that changed significantly was effort regulation. The levels of change in measures were consistent among high and mid level achieving students.
Project Science Inquiry: An Exploration of Elementary Teachers’ Beliefs and Perceptions about Science Teaching and Learning
(2008-06-13T15:49:22Z) Wilcox, Dawn Renee; Wilcox, Dawn Renee
This dissertation examined elementary teachers' beliefs and perceptions of effective science instruction and documents how these teachers interpret and implement a model for Inquiry-Based (I-B) science in their classrooms. The study chronicles a group of teachers working in a large public school division and documents how these teachers interpret and implement reform-based science methods after participating in a professional development course on I-B science methods administered by the researcher. I-B science teaching and its implementation is discussed as an example of one potential method to address the current call for national education reform to meet the increasing needs of all students to achieve scientific literacy and the role of teachers in that effort. The conviction in science reform efforts is that all students are able to learn science and consequently must be given the crucial opportunities in the right environment that permits optimal science learning in our nation's schools. Following this group of teachers as they attempted to deliver I-B science teaching revealed challenges elementary science teachers face and the professional supports necessary for them to effectively meet science standards. This dissertation serves as partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education at George Mason University.
What Makes Public School Teachers Stay, Leave or become Non-teachers? An In-depth Understanding of their Personal Characteristics, Beliefs and Perceptions
(2008-06-16T18:32:13Z) Mittapalli, Kavita; Mittapalli, Kavita
The purpose of this study was to analyze public school teachers' personal characteristics, beliefs, and perceptions leading to their decision to either leave or stay in teaching. The study differentiated three groups of public school teachers—Leavers (who leave teaching entirely), Non-teaching educators (who take jobs within the education system), and Stayers (who remain in teaching) using the NCES dataset Baccalaureate and Beyond (B&B) 1993/2003. Low pay was considered one of the major reasons for leaving teaching by Leavers, while getting a job within education was the main reason for Nonteaching educators to leave teaching. Student's t-tests results suggested that higher ability individuals (with higher GPAs) were more likely to leave teaching. A majority of Leavers opened their own business/self-employed in addition to joining the non-education related business/private/professional industry. Among Non-teaching educators, school counseling was the major non-teaching position. ANOVAs were conducted to compare various aspects of current job satisfaction among the three groups. Overall, compared to Leavers and Non-teaching educators, Stayers were more satisfied with their current job/position in several aspects of their current job such as— fringe benefits, challenge of work, further education. Finally, beliefs and perceptions regarding staying and being satisfied with teaching for the Stayers were analyzed using ANOVAs and decision tree prediction models. Stayers were likely to stay and be satisfied with their professions when they had autonomy running the classroom, student discipline and class size were not a problem, when they received support from parents and students had motivation to learn in class. Decision tree models showed that younger teachers were more likely to be satisfied than older teachers with student motivation and support from parents. The study findings are useful to inform researchers, policymakers and administrators to weigh in competing policies regarding issues of teacher turnover, attrition, and retention.
An Exploration of Middle School Literacy Coaching Across the United States
(2008-06-18T14:35:00Z) Calo, Kristine Miller; Calo, Kristine Miller
This study explores the roles and responsibilities of middle school literacy coaches around the United States, specifically looking at how these coaches work with content-area teachers to support students' comprehension of multiple texts. A survey was mailed to 125 randomly selected middle school literacy coaches across the continental United States. Interviews were used to gather information about the roles, responsibilities, and experiences of literacy coaches. Seven coaches representing different regions of the country were interviewed to gain a deeper understanding of what literacy coaching at the middle school level actually looks like in schools and districts across the country. All interviewees were experienced educators, having been in education for 10 to 30 years. The findings from this study indicate that the roles and responsibilities of middle school literacy coaches are diverse and multifaceted, and currently there is not one consistent view of literacy coaching at this level. Instead, the roles and responsibilities fall along a continuum, influenced by the school and community contexts within which coaches work and the experiences and backgrounds of each individual coach. Satisfaction with various job aspects also was explored. The prediction of literacy coaches' satisfaction with teacher support by satisfaction with principal support and conferencing with teachers was found to be statistically significant. Recommendations to principals, district administrators, and schools of education for providing support to middle school literacy coaches are included. Advice from current middle school literacy coaches to future literacy coaches also is discussed.
From Teachers’ Perspective: Implementation of Literacy Materials in Middle School Science
(2008-07-02T17:36:35Z) Weingartner, Judith A.; Weingartner, Judith A.
Documentation of adolescents’ difficulty in comprehending textbooks spans a century. For just as long, researchers have advocated that explicit instruction of reading strategies can help students’ comprehension of text; many have recommended that the best place to teach these strategies is within the content classroom (science, math, etc.), and taught by the content teacher. Despite this research, reading strategy instruction in content classrooms is not a common occurrence. In a large district with 300 middle school science teachers, some science teachers expressed concern about their students’ reading difficulties with the district’s science text. In response to those concerns, the middle school science coordinator organized a small committee to develop the Reading Strategies Handbook for Middle School Science for Teachers (the Handbook), believing that this tool would guide teachers’ in implementing the Handbook’s reading strategies and improve students’ comprehension of the text. This was a qualitative study that explored 11 middle school science teachers’ responses to implementing the Handbook. Data for this study were gathered through an emailed questionnaire, a classroom visitation, and one interview with each teacher participant. The study found that teachers’ varied backgrounds influenced their beliefs about teaching and learning, and impacted their classroom practices. Teachers faced their district’s expectations to implement reading strategies in the Handbook with minimal support and cited influences beyond their control that created tension with their decision whether to implement the Handbook. Teachers commented that a “one size fits all” curriculum and textbook-specific issues influenced their degree of using the Handbook’s reading strategies. In addition, teachers identified time and pressure to cover curriculum as obstacles to implementing the Handbook. Implications of these findings include: (a) Professional development studies related to content literacy are needed that include attention to teachers’ beliefs and attitudes, and (b) Policy makers need to direct funding for the professional development needs of content-area teachers.
Impact of an Integrated Science and Reading Intervention (INSCIREAD) on Bilingual Students’ Misconceptions, Reading Comprehension, and Transferability of Strategies
(2008-07-17T13:58:42Z) Martínez, Patricia; Martínez, Patricia
This thesis describes a research study that resulted in an instructional model directed at helping fourth grade diverse students improve their science knowledge, their reading comprehension, their awareness of the relationship between science and reading, and their ability to transfer strategies. The focus of the instructional model emerged from the intersection of constructs in science and reading literacy; the model identifies cognitive strategies that can be used in science and reading, and inquiry-based instruction related to the science content read by participants. The intervention is termed INSCIREAD (Instruction in Science and Reading). The GoInquire web-based system (2006) was used to develop students’ content knowledge in slow landform change. Seventy-eight students participated in the study. The treatment group comprised 49 students without disabilities and 8 students with disabilities. The control group comprised 21 students without disabilities. The design of the study is a combination of a mixedmethods quasi-experimental design (Study 1), and a single subject design with groups as the unit of analysis (Study 2). The results from the quantitative measures demonstrated that the text recall data analysis from Study 1 yielded near significant statistical levels when comparing the performance of students without disabilities in the treatment group to that of the control group. Visual analyses of the results from the text recall data from Study 2 showed at least minimal change in all groups. The results of the data analysis of the level of the generated questions show there was a statistically significant increase in the scores students without disabilities obtained in the questions they generated from the pre to the posttest. The analyses conducted to detect incongruities, to summarize and rate importance, and to determine the number of propositions on a science and reading concept map data showed a statistically significant difference between students without disabilities in the treatment and the control groups on post-intervention scores. The analysis of the data from the number of misconceptions of students without disabilities showed that the frequency of 4 of the 11 misconceptions changed significantly from pre to post elicitation stages. The analyses of the qualitative measures of the think alouds and interviews generally supported the above findings.
The Effects of i-Claim, an Instructional Technology Tutorial, on First-Year College English Composition Students' Argumentation Skills: An Exploratory Study
(2008-08-15T13:50:20Z) Beach, David R.; Beach, David R.
This dissertation describes the effectiveness of the use of i-Claim, an instructional technology tutorial for argumentation skill development. Because persuasion is a critical skill in college writing, argumentation is introduced in the first-year English composition course, and students practice writing arguments in that course and beyond. With an increased use of instructional technology in higher education, can instructional technology tutorials help students develop stronger and more effective argumentation skills in their writing? This study explores that question by investigating the relevance of developing argumentation skills, theoretical models of argumentation in modern composition pedagogy, empirical studies on argumentation skills, and technology-supported interventions to develop argumentation skills and student confidence in learning. This study examines the use of i-Claim in six first-year English composition courses and its effect on students‘ argumentation skill development. The findings were inconclusive as to its effectiveness because of the small sample size and limited exposure to the intervention. However, the study concludes by exploring how instructional technology interventions can best be used in instruction of argumentation skills and how to encourage students to use technological tools to support their learning.
When Laptops Come to School: How Digital Immigrant Teachers Cope
(2008-08-21T18:53:13Z) Foote, Nancy I.; Foote, Nancy I.
Ten evaluative reports and two case studies have explored how a one-to-one laptop program functions in a school setting. However, little research has focused solely on teachers. Consequently, the purpose of this study is to investigate how six digital immigrant teachers coped with an education laptop innovation. Seven research questions informed this research, focusing on the impact of being a digital immigrant, problems to be solved, what teachers have stopped doing in order to use the laptops, new activities that have emerged, the perceived benefits and obstacles involved, and the laptop attributes and the program‟s implementation. In order to ensure the voices of the six participating teachers were heard, a qualitative case study approach using interviews and classroom observations was conducted, involving as well nine administrative interviews to create the case profile. One of the major assumptions in this research was that teachers, who were at least 40 years old, would have problems using student laptops. However, the label of “digital immigrant” is not a homogenous concept as the study showed the range of responses to using technology varied considerably, from almost total to very little integration. A number of innovation adoption systems have described a set of integration stages with the underlying assumption that all teachers move through these stages at various speeds and requiring a variety of support. This study has found, however, what is necessary, for a resister teacher to undertake small integration steps, is entirely different from what an innovator teacher would need. A one-size-fits-all approach based on a set of stages cannot effectively meet such teachers‟ needs. The literature on technology has described sets of characteristics for various adoption categories. This study has found three more – specificity of language, reaction to new technology, and filters for successful integration. In addition, the classroom observations have revealed four important characteristics that can play a role in integration – whether an instructional niche is present; who takes responsibility for learning; where the placement of attention occurs in instruction; and teacher beliefs about the relationship between computers and the learning process. Finally, the study has found that teachers are not actors in their classrooms. There were no inconsistencies between interview data and class observations. Likewise, the context of the high school and its corresponding laptop program were essential to understanding how these digital immigrant teachers coped with student laptops.
Using Pictures to Stimulate Development through Learning Words: The Effect of Personal Photographs and Picture Communication Symbols on Increasing Sight Word Vocabulary for Students with Severely Limited Reading Ability
(2008-09-22T19:59:16Z) Maher, Mary Kathryn; Maher, Mary Kathryn
The purpose of this study was to examine the effects of a reading intervention on increasing the sight word recognition using language books across three instructional phases for three students with moderate disabilities. Students’ attitudes and parents’ perceptions of the instructional methods employed were also assessed. A multiple baseline design across participants was implemented to examine the effect of reading strategies on increasing sight word vocabulary for children with moderate disabilities who were an average age of 17.7 years. All the participants were able to understand simple directions and had limited conversational speech. Target words were selected using parent input. Following baseline condition, during which student performance was assessed using flash cards containing words, the three treatment phases included use of: (a) phase I: personal photographs embedded within the new vocabulary words; (b) phase II: picture communication symbols; and (c) phase III: generalization to flash cards containing only words. Student maintenance of word recognition was also measured. Reading accuracy data were collected during each phase. Participant surveys and parent interviews were analyzed to examine the attitudes and perceptions of their parents. Visual inspection of the data revealed that all the participants increased their sight word vocabulary using both reading strategies, including personal photographs and picture communication symbols. These findings were also supported by exceptionally high levels of percent of nonoverlapping data from baseline to treatment phases and statistical significance on randomization tests. Two of the three participants were able to generalize their knowledge during the flashcard phase. Survey results revealed that two of the three students preferred using personal photographs for learning new vocabulary words. All parents were positive in their assessment of the instructional methods used and reported that their expectations for instruction were met. These findings support previous studies demonstrating that certain reading strategies can be effective for increasing sight word vocabulary for individuals with moderate intellectual disabilities who have severely limited reading ability. Future research can address which of the strategies implemented may be more powerful for similar students.
Examining the Role of Various Factors and Experiences in Technology Integration: A Description of a Professional Model
(2008-11-18T23:54:06Z) Cenzon, Carlos G.; Cenzon, Carlos G.
A mixed-design study investigated relationships among several factors and descriptions of particular experiences of graduates in a professional development program in technology integration. The quantitative aspect examined how demographic variables (age, gender, number of years as an educator, and length of time since graduating from the program) and attitudes (about technology and learning, technology tools, and instructional strategies) contribute to practice of technology integration. It also examined differences in attitudes, practices, and support on technology integration between early and recent graduates. The qualitative aspect explored participants’ thoughts on the program’s best and least helpful attributes and changes they think could make the program better. Results showed that attitudes toward technology tools in addition to attitudes and use of technology-enhanced instructional strategies significantly contribute to the use of technology tools. Second, attitudes and use of technology tools as well as attitudes about technology-enhanced instructional strategies significantly contribute to the use of technology-enhanced instructional strategies. Third, weak but significant differences were found between early and recent graduates on two aspects. Earlier graduates value technology-enhanced instructional strategies and take college or university courses to keep up-to-date slightly more than recent graduates. Qualitative analyses revealed that the use of authentic problems, collaboration, and hands-on approach were considered the best attributes of the program. The greatest challenges were time factor, readings, and lack of differentiation. In terms of changes to the program, the top answer was to have no changes, followed by more differentiation, and the learning of more skills and technologies. This study confirmed the relative success of constructivist strategies in implementing professional development in technology integration. The conclusion includes recommendations for practice and further study.
Undergraduate Critical Thinking Assessment Processes and Effects in a Public University Case Study
(2008-12-12T18:13:58Z) Zamon, Mary E.; Zamon, Mary E.
This case study follows the work of a large state university tasked with designing and completing state-mandated assessment of undergraduate student critical thinking competency. A participant researcher case study examines assessment records, field notes, and data collected from faculty and administrators through interviews and questionnaires. The research followed how this assessment was carried out, what processes and decisions were involved, the effects of the process of assessment on the institution, and used assessment, critical thinking, group work and institutional renewal concept models to propose future research and best practice directions. Findings and conclusions include a new Process Self-Renewal Model which can be applied in future research and suggestions for specific best practices in assessment.

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