Thesis (Ph. D.)--Texas A&M University, 2005. / "Major Subject: Curriculum and Instruction" Title from author supplied metadata (automated record created on Feb. 23, 2007.) Vita. Abstract. Includes bibliographical references.

Thesis (Ph. D.)--Texas A&M University, 2005. / "Major Subject: Curriculum and Instruction" Title from author supplied metadata (automated record created on Feb. 23, 2007.) Vita. Abstract. Includes bibliographical references.

Thesis (Ph. D.)--Texas A&M University, 2006. / "Major Subject: Curriculum and Instruction" Title from author supplied metadata (automated record created on Feb. 23, 2007.) Vita. Abstract. Includes bibliographical references.

This study is intended to examine the relationship between peer coaching skills and the improvement in instruction among preservice special educators. The study will examine: a) preservice teacher instructional skill before and after coaching, b) the effects of lesson planning activities by the preservice teacher on classroom instruction, and c) coaching methodologies and the use of systematic structured observation instruments during coaching. Qualitative and quantitative analysis of case studies were utilized to ascertain the effect of peer coaching and coaching on a preservice teacher's ability to plan and implement improved instruction to their students. This study is intended to assist the improvement of preservice special education teacher training by enhancing their ability to provide feedback regarding effective instructional skills to their teaching colleagues, and subsequently to improve classroom instruction.

This investigation examined the extent to which teacher implemented systematic, explicit instruction affected the literacy achievement of kindergarten and first grade students. Two cohorts of students in a southwestern United States school district were utilized for this study. Cohort 1 (n=94) received classroom literacy instruction from the state adopted basal reading series. Cohort 2 (n=96) received literacy instruction from the basal series and an additional reading program designed to systematically and explicitly teach phonological awareness, letter name identification, and the alphabetic principle. Each cohort was followed from the middle of kindergarten through the end of first grade. Kindergarten measures included the Texas Primary Reading Inventory (TPRI) tests of phonological awareness, letter naming, letter sound knowledge, and listening comprehension, and were administered at the middle and end of kindergarten. At the beginning of first grade, TPRI phonological awareness, word reading, reading comprehension, and fluency were measured. Middle of year first grade variables were TPRI reading comprehension and fluency. End of the year first grade measures were TPRI word reading, fluency, reading comprehension, and Iowa Test of Basic Skills (ITBS) word analysis, reading comprehension, listening comprehension, vocabulary, and spelling. A MANCOVA was conducted at each interval using English language learner status as the covariate. Hierarchical regression analysis was conducted to determine which variables best predicted end of first grade reading comprehension, word reading, and fluency. Results from the MANCOVA indicated that Cohort 2 outperformed Cohort 1 on kindergarten TPRI measures of phonological awareness, letter naming, and letter sound correspondences. Cohort 2 also performed better than Cohort 1 on first grade TPRI reading comprehension, fluency, and end of year word reading, however, there were no statistically significant differences on the ITBS measures. Conclusions and recommendations for further research and for practice are also discussed.

Today the application of the embedded system is more complex. Especially the multimedia function is most popular. But it is still difficult to work smooth on the embedded systems. However, there are some solutions to solve this problem, like DSP and some specific codec chips. But these methods are almost outside of the embedded microprocessor. Here we advance a new architecture, Multimedia Operation Register. We use the bit slice concept to design operation pair which combining bit storage cell and bit computation. Sixty four operation pairs form a MOSU¡]Multimedia Operation Storage Unit¡^. One MOSU could execute all multimedia instructions. We using multiple MOSUs and three register addressing modes to achieve optimal SIMD. The number of MOSUs in Multimedia Operation Register could be determined flexibly by different kinds of operation efficiency requirement. On the other hand we design new instruction set based on the Intel MMX instruction set and the operation feature of H.26x video codec series. According to the simulation in 6th chapter, new instruction set is more efficient than the Intel MMX instruction set, and the Multimedia Operation Register architecture compared with C64 DSP could obtain 105% performance enhancement.

The research describes the experience of a beginning special education teacher who examined and adapted her teaching practices to attempt to meet the learning needs of the young struggling readers and writers with whom she was working. Autoethnography allowed the researcher to probe and analyze her classroom practice. As the researcher shares her teaching experiences simplistic solutions to reading difficulties are discounted as ineffective. The hegemony of standards-based instruction and assessment practices are challenged. An educational system whereby some students are labeled as deficient due to their sociocultural or socioeconomic differences is viewed through a critical lens. The researcher proposes that fostering students’ freedom to express their knowledge using multimodal expression while supporting students within their zones of proximal development is the key to enhancing literacy learning. Creating learning opportunities that allow students to build on their strengths and pursue their interests ameliorates the injustice of the typical skill drill lessons regularly prescribed for students struggling in school. Teachers need to be respected as professionals who can make programming decisions that are specifically designed to support students at their level of need.

This project has developed programmed instruction material to teach seventh grade students in a preparation for cooking class. The four parts of the programmed material are measuring, cooking terms, identification of equipment, and safety precautions.In addition, the creative project has compared the teaching of the four designated areas of preparation for cooking by programmed methods and by traditional teaching methods.

This thesis has explored the procedure utilized in the writing, testing, and revising of a programed text on animal development. First, this study has discussed the need for self-instructional material in the schools of this country. Next, the study has provided evidence which shows the need for programed material on animal development for general biology classes at Ball State University.This study has then described a procedure for organizing and writing the programed material. Following this, the thesis has outlined a methodology for testing the program, treating the data, and revising the program. Finally, the study has included a discussion of the specific revisions in the program based on the test results.Included in the appendix of this thesis is a final draft of the manuscript of the program.

This study addresses the problem of a lack of culturally responsive literacy instruction in poorand marginalized communities, in developing countries. Relatedly, the study addresses factors that affect the implementation of this instruction, specifically the training of teachers to provide culturally responsive literacy instruction. This research provides a grounded description of how teachers in a Bolivian Fe y Alegria school use culturally responsive literacy instruction in the classroom and what factors affect their ability to do so. This case study was based on qualitative data collected from participant interviews, classroom and community observations and analysis of school and government documents. This study concludes that in this setting, despite the Fe y Alegria school's philosophy that reflects the aspects of culturally responsive instruction, few instances of this type of pedagogy in practice were observed. The data revealed rich and varied literacy practices within the community context. However, the data also suggested gaps between the home literacy practices and the literacy practices students were exposed to at school. As well, during the course of teacher interviews regarding formal and informal training, the data supports previous findings in other research that teacher training programs in the developing world were theory laden and for the most part impractical. This study contributes to a small but, hopefully, growing base of research on culturally responsive schools, give educators much needed information on how to consider and utilize the communities' cultural contexts when planning and teaching their students and highlight some of the factors, such as teacher training, that hinder or help the implementation of this type of instruction.