The purpose of this investigation was to describe tenth grade students' views of the purposes of geometric proof within the context of their learning. Classroom observations, the curriculum, assessment tools, journal questions, and a preconceptions questionnaire were used to provide context for the views expressed by students from a single classroom. Eleven classroom episodes selected from the classroom observations were used to describe the instructional context as well as discourse among the students during group work. The episodes provided details about how and when the classroom teacher addressed various purposes of proofs involving geometry concepts throughout two instructional units on coordinate geometry proofs and two-column proofs. The episodes also consisted of student discourse relating to the purposes of geometric proof as students worked on assigned proof problems. The students' views were examined through journal questions given at the beginning of selected days and through a post-instruction questionnaire and individual interviews. There were three main findings of the study. First, several students experienced difficulty in expressing their views of the purposes of geometric proof when asked directly. One-third of the students could only list properties or theorems they encountered during the unit on geometric proof. However, when these students were asked to describe the purpose for each column, all of the students listed both explanation and verification. Second, the students expressed limited views of the purposes of proof, referring mainly to verification. Only a few students mentioned explanation, systematization, and communication. However, students generally referred to at least two purposes of proof (explanation, verification, and communication) when describing the proving process involved in coordinate geometry. Third, the students' views of various purposes of geometric proof were diverse. Recommendations for future research include the examination of students' views of the purposes of geometric proofs for students who use paragraph form and studies to investigate the development of students' views of the purposes of proof as they gain more experience with formal proof writing and other methods of proof. / Graduation date: 2004

I assessed influences on women's attitudes toward and experiences with menarche and menstruation using feminist qualitative methodologies. Bronfenbrenner's ecological model interpreted through a feminist lens was the organizing framework for the study, focusing as it does on the sociohistorical and multilayered context wherein the women developed. Fourteen college women between the ages of 18 and 25 completed the Menstrual Attitude Questionnaire (MAQ) for Adult Females and engaged in open ended, tape-recorded interviews. Information was gathered related to their first menstrual period their current attitudes about menstruation, and factors they felt had influenced their beliefs about menstruation. Special attention was focused on women who have reclaimed menstruation as a positive, natural event. Four groups of women were created along the continuum of menstrual attitudes. Those categories included; (a) reclaimers, (b) positive, but not reclaimers, (c) middle, and (d) negative. Scores on the MAQ and interview transcripts were used to support my classification of women as reclaimers or as occupying another place along the continuum of menstrual attitudes. The aim of this study was to examine women's views of menstruation, with a focus on the aspects of a woman's life that have led her to possess reclaiming views or views elsewhere on the continuum of menstrual attitudes. Key factors in leading women to become reclaimers, included exposure to nontraditional attitudes and alternative menstrual products from one's peers in late adolescence or early adulthood. Reclaiming women also tended to be feminists and concerned about the environment. Knowing the factors in a woman's life that lead her to possess reclaiming views, makes it possible to develop educational programs that will help other women to view their bodies and natural bodily functions in an affirmative light. When women are able to accept their bodies and reject cultural messages that menstruation is a dirty event and something to be hidden, there is potential for all women's lives to be improved. It is time for more women to believe menstruation is a natural event, worthy of celebration and pride. / Graduation date: 2004

Educational institutions are exposed to a continuously changing environment. As in business, they experiment with their methods and techniques to improve their outputs. Performance assessment, both in education and business is a gray science. It is not just a question of evaluating performance. Performance is comprised of a number of components such as motivation, ability, organizational support, and rewards. This study looked at the relationship between educational assessment and the performance components. An assessment tool called the Balanced Scorecard, which has seen great success in the world of business, was adapted for use in the classroom. The study utilized quasi-experimental design to compare the effects of the broad-based holistic measurement associated with a balanced scorecard, and a traditional grading structure in two topics-based college courses. The study found that motivation, individual equity, satisfaction, and student engagement were all significantly higher in the experimental group by comparison. This evidence suggests that by utilizing a broad base of performance measures, one can increase student motivation and engagement in the learning process. / Graduation date: 1999

Thesis (M.A.)--Ohio State University, 1984. / Includes bibliographical references (leaves 96-99). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--University of Washington, 1983. / Vita. Bibliography: leaves 110-115.

The purpose of this study was to develop a model describing the relationship of inquiry-based teaching elements on middle school students’ science, technology, engineering, and mathematics (STEM) interests and belief changes. The study utilized pretest/posttest, correlational, and longitudinal designs. Classroom inquiry data (N = 139) and middle school students’ attitudinal data (N = 1779) were collected in middle school classrooms within a 40 mile radius of Texas A&M University during the 2004-2005 and 2005-2006 school years. Results indicated 24% of the variation in middle school students’ change in science, technology, engineering, and mathematics (STEM) interests was explained by the inquiry-learning element “teacher as listener” was very characteristic of this classroom.” STEM interest change explained 55% of the variation in middle school students’ STEM belief change. Analyses indicated NSF Fellows and teachers affected the rate at which middle school students’ STEM beliefs and interests changed. Middle school students’ STEM interests and beliefs remained significantly unchanged from pre- to post-NSF Fellow each year of the study. Classroom inquiry levels did significantly increase from beginning of school-year to end of school-year each year of the project. NSF Fellows had a positive relationship with the one inquiry element “teacher as listener” was very characteristic of the classroom; which explained middle school students’ change in STEM interests. NSF Fellows had negative relationships with the inquiry elements, lessons involved fundamental concepts of the subject; lessons were designed to engage students as members of a learning community; lessons promoted strong conceptual understanding; and elements of abstraction were encouraged when it was important to do so. No inquiry elements were associated with middle school students’ change in STEM beliefs. Middle school students’ change in STEM interests were positively associated with three inquiry elements, “teacher as listener” was very characteristic of the classroom; students were involved in the communication of their ideas to others using a variety of means and media; and student questions and comments often determine the focus and direction of classroom discourse. The inquiry element, instructional strategies and activities respected students’ prior knowledge and the preconceptions inherent therein, was negatively associated with changes in middle school students’ STEM interests.

You can always fall back into teaching. This thesis explores the meaning of this statement as it pertains to teachers’ motivations related to their careers, the decisions they make in both their daily work and their professional goals, and the consequences of those decisions. I investigate why teachers choose to teach. What are the reasons that lead teachers to ‘fall back’ into teaching? Upon beginning their career, what do these teachers experience during their daily work in the classroom? How do they negotiate how they feel with what they do? Falling back into teaching is an arts-informed thesis. I am an artist and a researcher who communicates in text and images. I combine autobiographical writing and the language of art, the elements of design, to explain my academic and artistic journey. The thesis employs the metaphor of a triptych, a three-paneled painting that has been and continues to be used specifically by visual artists. The left panel encompasses the introduction; a definition of 'fallback', an explanation of arts-informed inquiry as a method for researching fallback, and a first meeting with my parents and me who inform the thesis. The middle panel follows my research process in understanding 'fallback' using the elements of design: line, shape, space, colour, value and texture. The final panel provides a reflection on the process and a response to those who have read and relate to 'fallback'.

This study examined the experience of three secondary science student teachers from Western Oregon State College in Monmouth, Oregon during the Spring quarter of 1990. The question was: What is student teaching like from the point of view of the student teacher? The research methodology was qualitative, more specifically participant observation, prolonged engagement, and using the Constant Comparative Model. Data sources included audio taped journals from the student teachers, transcribed audio tapes from seminars, video tapes of teaching, rich descriptions from field notes made by the researcher, a journal from one cooperating teacher, and a journal kept by the researcher. Analysis of the data set produced 81 coding categories. A data set was marked, cut and filed under these coding categories. Patterns and generalizations were drawn from the categorized data set. The three student teachers had widely varied experiences. The analysis of data resulted in the generation of seven hypotheses concerning student teaching. They were as follows: 1. Student teachers react to the student teaching experience differently. 2. The student teaching experience may be so complex that a total, Gestalt, understanding of it is not possible. 3. For some student teachers, there is a critical point, called The Wall. 4. The nature of the critical point and the outcomes of the experience vary greatly among the student teachers. 5. Student teachers need a support group or support individual available during the student teaching experience. 6. The cooperating teacher(s) is/are a stronger influence on the student teacher than is the college supervisor. 7. The predictors for success in student teaching that were used in this study are likely unreliable. / Graduation date: 1991

The purpose of this project was to examine the perceptions of private studio-based music teachers regarding recruitment and retention of students. Gaining insight and understanding into the careers of private studio-based music teachers is a way to help practicing teachers and educate students who aspire to have a similar career path. Research questions included: (a) How do students and teachers become acquainted with one another? (b) What strategies do private studio-based teachers use to attract students? (c) What factors impact the effectiveness of recruitment and retention strategies used by private studio-based music teachers? (d) Why do students choose to begin privately studying music? (e) Why do students discontinue lessons? Ultimately, private studio-based teachers were found to rely on many factors and phenomena to help them recruit new students. Word of mouth, location, reputation, presence in schools, and performance were discovered to be common attractions to potential students. After a student began lessons the following aspects impacted the retention period: Enjoyment or fun, achievement, teaching methods, distractions, parental involvement, and the teacher’s perception of retention. / School of Music

You can always fall back into teaching. This thesis explores the meaning of this statement as it pertains to teachers’ motivations related to their careers, the decisions they make in both their daily work and their professional goals, and the consequences of those decisions. I investigate why teachers choose to teach. What are the reasons that lead teachers to ‘fall back’ into teaching? Upon beginning their career, what do these teachers experience during their daily work in the classroom? How do they negotiate how they feel with what they do? Falling back into teaching is an arts-informed thesis. I am an artist and a researcher who communicates in text and images. I combine autobiographical writing and the language of art, the elements of design, to explain my academic and artistic journey. The thesis employs the metaphor of a triptych, a three-paneled painting that has been and continues to be used specifically by visual artists. The left panel encompasses the introduction; a definition of 'fallback', an explanation of arts-informed inquiry as a method for researching fallback, and a first meeting with my parents and me who inform the thesis. The middle panel follows my research process in understanding 'fallback' using the elements of design: line, shape, space, colour, value and texture. The final panel provides a reflection on the process and a response to those who have read and relate to 'fallback'.