A total of 84 students from a lower economic area, aged 8 to 14, were interviewed about their understanding of decimal fractions. Results showed that most students could give a context in which they saw decimal fractions outside of school. The vast majority could draw a diagram of how a cake or field could be divided equally among 10 or 100 people. However, few students under 14 could give either decimal fraction symbols or common fraction symbols to represent these divisions. Less than half of the students at ages 10, 11 and 12 could visualize what might come between 0 and 1. About half of the students aged 11 and 12 could indicate what 0.1 or 0.01 meant. It was inferred that difficulty in relating these symbols to referents might be an important source of difficulty in understanding decimal fractions. Therefore, these interviews were followed by an intervention study that examined if working with contextualized decimal fractions aided understanding of these numbers when they were presented without context. Half of a group of 16 similar students, aged 11 and 12, were asked to solve problems in which numbers that incorporated decimal fractions were contextualized, and the other half were asked to solve similar problems given in purely numerical form. Students worked in pairs, on problems which incorporated common misconceptions. The group who worked on contextualized problems gained significantly more understanding than did the group that worked on purely numerical problems, as measured by the difference between pretest and posttest scores. Transcripts of the students' discussions were analysed for the effect of prior learning, aspects of peer collaboration that appeared to be beneficial to learning, and the effect of cognitive conflict. The students who gained most from collaboration were not too distant in initial expertise, showed a degree of social equity, and worked on contextualized problems. Much of students' learning appeared to result from needing to reconsider their views following a conflict between their expectations and the results of operating on a calculator or in writing, or hearing an alternative view. / Subscription resource available via Digital Dissertations only.

A total of 84 students from a lower economic area, aged 8 to 14, were interviewed about their understanding of decimal fractions. Results showed that most students could give a context in which they saw decimal fractions outside of school. The vast majority could draw a diagram of how a cake or field could be divided equally among 10 or 100 people. However, few students under 14 could give either decimal fraction symbols or common fraction symbols to represent these divisions. Less than half of the students at ages 10, 11 and 12 could visualize what might come between 0 and 1. About half of the students aged 11 and 12 could indicate what 0.1 or 0.01 meant. It was inferred that difficulty in relating these symbols to referents might be an important source of difficulty in understanding decimal fractions. Therefore, these interviews were followed by an intervention study that examined if working with contextualized decimal fractions aided understanding of these numbers when they were presented without context. Half of a group of 16 similar students, aged 11 and 12, were asked to solve problems in which numbers that incorporated decimal fractions were contextualized, and the other half were asked to solve similar problems given in purely numerical form. Students worked in pairs, on problems which incorporated common misconceptions. The group who worked on contextualized problems gained significantly more understanding than did the group that worked on purely numerical problems, as measured by the difference between pretest and posttest scores. Transcripts of the students' discussions were analysed for the effect of prior learning, aspects of peer collaboration that appeared to be beneficial to learning, and the effect of cognitive conflict. The students who gained most from collaboration were not too distant in initial expertise, showed a degree of social equity, and worked on contextualized problems. Much of students' learning appeared to result from needing to reconsider their views following a conflict between their expectations and the results of operating on a calculator or in writing, or hearing an alternative view. / Subscription resource available via Digital Dissertations only.

A total of 84 students from a lower economic area, aged 8 to 14, were interviewed about their understanding of decimal fractions. Results showed that most students could give a context in which they saw decimal fractions outside of school. The vast majority could draw a diagram of how a cake or field could be divided equally among 10 or 100 people. However, few students under 14 could give either decimal fraction symbols or common fraction symbols to represent these divisions. Less than half of the students at ages 10, 11 and 12 could visualize what might come between 0 and 1. About half of the students aged 11 and 12 could indicate what 0.1 or 0.01 meant. It was inferred that difficulty in relating these symbols to referents might be an important source of difficulty in understanding decimal fractions. Therefore, these interviews were followed by an intervention study that examined if working with contextualized decimal fractions aided understanding of these numbers when they were presented without context. Half of a group of 16 similar students, aged 11 and 12, were asked to solve problems in which numbers that incorporated decimal fractions were contextualized, and the other half were asked to solve similar problems given in purely numerical form. Students worked in pairs, on problems which incorporated common misconceptions. The group who worked on contextualized problems gained significantly more understanding than did the group that worked on purely numerical problems, as measured by the difference between pretest and posttest scores. Transcripts of the students' discussions were analysed for the effect of prior learning, aspects of peer collaboration that appeared to be beneficial to learning, and the effect of cognitive conflict. The students who gained most from collaboration were not too distant in initial expertise, showed a degree of social equity, and worked on contextualized problems. Much of students' learning appeared to result from needing to reconsider their views following a conflict between their expectations and the results of operating on a calculator or in writing, or hearing an alternative view. / Subscription resource available via Digital Dissertations only.

A total of 84 students from a lower economic area, aged 8 to 14, were interviewed about their understanding of decimal fractions. Results showed that most students could give a context in which they saw decimal fractions outside of school. The vast majority could draw a diagram of how a cake or field could be divided equally among 10 or 100 people. However, few students under 14 could give either decimal fraction symbols or common fraction symbols to represent these divisions. Less than half of the students at ages 10, 11 and 12 could visualize what might come between 0 and 1. About half of the students aged 11 and 12 could indicate what 0.1 or 0.01 meant. It was inferred that difficulty in relating these symbols to referents might be an important source of difficulty in understanding decimal fractions. Therefore, these interviews were followed by an intervention study that examined if working with contextualized decimal fractions aided understanding of these numbers when they were presented without context. Half of a group of 16 similar students, aged 11 and 12, were asked to solve problems in which numbers that incorporated decimal fractions were contextualized, and the other half were asked to solve similar problems given in purely numerical form. Students worked in pairs, on problems which incorporated common misconceptions. The group who worked on contextualized problems gained significantly more understanding than did the group that worked on purely numerical problems, as measured by the difference between pretest and posttest scores. Transcripts of the students' discussions were analysed for the effect of prior learning, aspects of peer collaboration that appeared to be beneficial to learning, and the effect of cognitive conflict. The students who gained most from collaboration were not too distant in initial expertise, showed a degree of social equity, and worked on contextualized problems. Much of students' learning appeared to result from needing to reconsider their views following a conflict between their expectations and the results of operating on a calculator or in writing, or hearing an alternative view. / Subscription resource available via Digital Dissertations only.

While researchers in the developed world have focused on the benefits of incorporating engaging forms of ICT (such as games) into education, comparatively little research has been done on the impact of ICT in no-access regions. This thesis is an attempt to fill that research void. It does so by proposing an engaging ICT model that was developed for, and tested in, a low-access region of Mexico.

While researchers in the developed world have focused on the benefits of incorporating engaging forms of ICT (such as games) into education, comparatively little research has been done on the impact of ICT in no-access regions. This thesis is an attempt to fill that research void. It does so by proposing an engaging ICT model that was developed for, and tested in, a low-access region of Mexico.

A total of 84 students from a lower economic area, aged 8 to 14, were interviewed about their understanding of decimal fractions. Results showed that most students could give a context in which they saw decimal fractions outside of school. The vast majority could draw a diagram of how a cake or field could be divided equally among 10 or 100 people. However, few students under 14 could give either decimal fraction symbols or common fraction symbols to represent these divisions. Less than half of the students at ages 10, 11 and 12 could visualize what might come between 0 and 1. About half of the students aged 11 and 12 could indicate what 0.1 or 0.01 meant. It was inferred that difficulty in relating these symbols to referents might be an important source of difficulty in understanding decimal fractions. Therefore, these interviews were followed by an intervention study that examined if working with contextualized decimal fractions aided understanding of these numbers when they were presented without context. Half of a group of 16 similar students, aged 11 and 12, were asked to solve problems in which numbers that incorporated decimal fractions were contextualized, and the other half were asked to solve similar problems given in purely numerical form. Students worked in pairs, on problems which incorporated common misconceptions. The group who worked on contextualized problems gained significantly more understanding than did the group that worked on purely numerical problems, as measured by the difference between pretest and posttest scores. Transcripts of the students' discussions were analysed for the effect of prior learning, aspects of peer collaboration that appeared to be beneficial to learning, and the effect of cognitive conflict. The students who gained most from collaboration were not too distant in initial expertise, showed a degree of social equity, and worked on contextualized problems. Much of students' learning appeared to result from needing to reconsider their views following a conflict between their expectations and the results of operating on a calculator or in writing, or hearing an alternative view. / Subscription resource available via Digital Dissertations only.

Doctor of Philosophy / Department of Curriculum and Instruction / Margaret G. Shroyer / John R. Staver / This study explored the inclusion of creative drama into science teaching as an instructional strategy for enhancing elementary school students' understanding of scientific concepts. A treatment group of sixth grade students was taught a Full Option Science System (FOSS) science unit on Mixtures and Solutions with the addition of creative drama while a control group was taught using only the FOSS teaching protocol. Quantitative and qualitative data analyses demonstrated that students who studied science through creative drama exhibited a greater understanding of scientific content of the lessons and preferred learning science through creative drama. Treatment group students stated that they enjoyed participating in the activities with their friends and that the creative drama helped them to better understand abstract scientific concepts. Teachers involved with the creative drama activities were positively impressed and believed creative drama is a good tool for teaching science. Observations revealed that creative drama created a positive classroom environment, improved social interactions and self-esteem, that all students enjoyed creative drama, and that teachers' teaching style affected students' use of creative drama. The researcher concluded that the inclusion of creative drama with the FOSS unit enhanced students' scientific knowledge and understanding beyond that of the FOSS unit alone, that both teachers and students reacted positively to creative drama in science and that creative drama requires more time.

Doctor of Philosophy / Department of Curriculum and Instruction / Marjorie R. Hancock / To become lifelong readers, young children require instruction from teachers who integrate their knowledge of the reading process and expert instructional skills to support students' progress in reading and writing. These teachers are entitled to support from professional development to assist their implementing instructional approaches, which lead to student achievement. The purpose of this qualitative case study is to describe the impact of a year long balanced literacy professional development on 13 K-2 teachers and their students. The study focuses on the potential impact of ongoing professional development and literacy coaching. Participants engaged in study sessions to expand their understanding of literacy learning processes, to read recent reading research, and to implement guided reading instruction. Three of the participants allowed me to act as their literacy coach in their K-2 classrooms. Results of this study suggest that participating teachers made changes in instructional practices, which aligned with balanced literacy practices. The three teachers who worked with me as their literacy coach expressed positive impacts from the opportunities to collaborate in their classrooms with a coach. Results of the study reflect differences in teachers' responses to professional development and to literacy coaching. Even with trusting relationships, not all teachers became reflective or analytical. The findings of this study confirm and support the literature and research that show the literacy goals of all children can be met through a balanced literacy approach to instruction which is designed and guided by focused and sustained professional development to deepen teachers' understandings.

Doctor of Philosophy / Curriculum and Instruction Programs / John A. Hortin / This dissertation investigated parental roles in mediating television, music, and the Internet for their children--specifically their fifth graders. Seventy two parents, representing forty seven fifth graders took part in the study. The Television Mediation Scale (Valkenburg, Kremar, Peeters, & Marseille, 1991) provided a framework for the instrument used. Parents were asked a series of questions dealing with television, music, and the Internet. Responses were given on a four point Likert scale. Additionally, participants were asked to estimate the amount of time spent with each medium, discuss the rules in place, the concerns they have with the media, and what principles guide their decisions about how their child uses each type of media. Regarding television, results indicated that parents utilized the restrictive mediation style in which parents set rules for viewing television programs or even prohibit certain shows from being seen. Although parents report using restrictive mediation, more than likely co-viewing is being used most frequently (Weaver & Barbour, 1992). This is plausible when applied to this study considering how close the Mean values are between restrictive mediation (3.36) and co-viewing (3.28). Statistically, no significant findings were reported in regards to music and Internet mediation. However, from a qualitative viewpoint, a wealth of data was gathered regarding the guiding principles and rules that are in place in each home regarding the media. Overall, parents report being knowledgeable of the media that their child uses and are comfortable with the rules in place and the principles that guide their decisions. The results of the study indicate that parents are aware of how their child/children interact with the media but an element of education for parents and even educators in the schools may be missing. Parents must stay abreast of new technologies and continually monitor ways in which their child/children use that technology. If parents believe that they are helpless against the power the media has over their children they are conceding a loss to the media's influence. However, if parents stay involved in their child's life and stay up-to-date on the newest technologies and what children gain from using this technology, then there is no reason to believe that we are powerless against the media.