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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
121

How Elementary Teachers Use Classroom Mini-Economies When Guided by the C3 Framework

Day, Stephen Harlan 17 June 2016 (has links)
<p> A mini-economy is an ongoing classroom project in which elementary school students apply for jobs, receive simulated income, go shopping at the classroom store, and ultimately create their own businesses. This study uses design-based research methodology to find out what classroom practices emerge when the College, Career, and Civic Life Framework for Social Studies State Standards (C3 Framework) (National Council for the Social Studies, 2013) is used by elementary teachers as the basis for instruction in the context of a classroom mini-economy, and how analysis of those practices can be used to improve instructional design. Design-based research seeks to simultaneously create and analyze teaching materials, with the purpose of improving both the materials themselves and the research literature on which the materials are based. In this case, the goal of the teaching materials was to improve the authenticity and rigor of the teacher-participants&rsquo; classroom mini-economies. Therefore, the study draws upon research literature in Authentic Intellectual Work, as well as inquiry teaching in social studies, particularly in economic education. </p><p> Authentic Intellectual Work (AIW) is a way to think about curriculum, instruction, and assessment. It seeks &ldquo;to identify some kinds of intellectual work as more complex and socially or personally meaningful than others&rdquo; (King, Newmann, &amp; Carmichael, 2009). It consists of construction of knowledge, disciplined inquiry, and value beyond school (Scheurman &amp; Newmann, 1998). Inquiry teaching in social studies has taken many forms, most currently in the C3 Framework, which was the approach used in this study. The C3 Framework conceptualizes inquiry as &ldquo;the disciplinary concepts and practices that support students as they develop the capacity to know, analyze, explain, and argue about interdisciplinary challenges in our social world&rdquo; (National Council for the Social Studies, 2013, p. 6). Classroom mini-economies in particular fall within the realm of the social science of economics, so the study pays special attention to the literature on K-12 economic education. </p><p> The study reveals ways in which teachers were able to use the C3 Framework to build authenticity in the mini-economy, though it also reveals that teachers were willing to dilute the quality of the inquiry process when it fit with their larger goals. The findings suggest that inquiry as conceived in the C3 Framework can be used as a powerful tool for equipping students for an increasingly complex social world. However, the inquiry process is at its best when lesson materials that use it are carefully designed to meet teachers&rsquo; desires to provide interdisciplinary and real-world experiences for their students.</p>
122

The effectiveness of project based learning in eighth grade social studies on academic achievement, attendance, and discipline

Mika, Cynthia A. 21 May 2016 (has links)
<p>Education today needs to be different than the education that has been prevalent in U.S. public schools for generations of students, in part because of the rapid rise of technology in recent years. Students need to be able to employ 21st century skills in today&rsquo;s workforce. The current study&rsquo;s purpose was to measure the educational impact of Project Based Learning (PBL) in eighth grade social studies on students&rsquo; academic achievement, attendance, and discipline in a north Texas School district. The researcher analyzed historical State of Texas Assessment of Academic Readiness (STAAR) data, attendance data, and discipline data housed in the Public Education Information Management System (PEIMS). Achievement results were measured using scale scores from the STAAR eighth grade social studies, reading, and mathematics tests. The groups (PBL and nonPBL) were then compared using independent sample t-tests and a series of MANOVA tests to compare the specific objectives within the subject tests. The results of the study indicated that PBL students performed better on the STAAR social studies test and all four of the social studies objectives tested by STAAR than nonPBL students. Attendance and discipline rates were then compared using independent sample t-tests. </p><p> The results showed that PBL students do not have higher attendance rates and lower discipline rates than students in nonPBL settings. Recommendations made by the researcher related to further expansion of PBL within social studies and science classrooms in the District as well as additional research opportunities. </p><p> <i>Keywords</i>: project based learning, accountability, student engagement, student attendance, student discipline, student achievement, 21st century skills </p>
123

Work satisfaction among nurse case managers: A comparison of two practice models

Lancero, Ann Wyckoff, 1947- January 1994 (has links)
Case management by professional nurses is a rapidly expanding function within managed care systems. The purposes of this study were to describe the extent of perceived control over nursing practice, job stress, and work satisfaction among 30 Nurse Case Managers (n = 30) practicing in two different models of nursing case management and to describe the impact of control over nursing and job stress on work satisfaction. Three instruments were used: Control Over Nursing Practice Scale, Nurse Case Manager Job Stress Index, and Index of Work Satisfaction for Nurse Case Managers. Work satisfaction was positively correlated with control over nursing practice (r =.65, p =.01) and a negatively correlated with job stress (r = -.43, p =.01). Demographic characteristics were not correlated with the variables under study. Control over nursing practice had a stronger impact (B =.59) on work satisfaction than did job stress (B = -.33); together they explained 53 percent of the variance in work satisfaction.
124

Interpreting our own: Native peoples redefining museum education

Morris, Traci Lynn, 1965- January 1997 (has links)
For my Master of Arts in American Indian Studies at the University of Arizona I have done a comparative analysis of the Docent program's at the Arizona State Museum and the National Museum of the American Indian. A docent program or guided tour program, is part of educational programing at each museum. In order to fully understand and appreciate objects in a museum, especially those in exhibits dealing with Native Americans, requires interpretation. The guided tour is one of the most popular interpretive techniques. In this particular study, I focus on the use of storytelling as an interpretive technique. This study was done in an educational setting through informal observation of the docents, personal interviews and discussion with the docents and Educational Coordinators at each museum, examination of educational training, examination of Native American education techniques, and investigation of storytelling and its relationship to museums and Native peoples.
125

Guidelines for the design and development of consumer performance assessments relevant to social service environments

Unknown Date (has links)
The purpose of this study was to correct certain deficiencies in performance assessment as currently practiced in social service programs by providing measurement and evaluation specialists with guidelines for designing and developing sound performance assessment instruments tailored to the requirements of social service program evaluations. Such guidelines serve two purposes--as a process for planning and developing consumer performance assessment systems and as a set of criteria for evaluating the utility of performance assessments currently employed in social service programs. / Two activities were conducted to meet these purposes. First, a set of design and construction consumer performance assessment guidelines that embodied the characteristics of the assessment process in social service agencies were developed. As part of the development process, guidelines were revised on the basis of a formative evaluation conducted with experienced evaluators. Second, the consumer performance assessment guidelines were field tested on an assessment instrument used by a state agency. These guidelines were judged by agency personnel to be a valid framework for evaluating existing performance assessment instruments and for developing more valid performance assessments applicable to social service contexts. / The conceptualization of the guidelines was based on a grounded theory approach to the assessment development process and a review of the characteristics and assumptions of performance assessments conducted in educational and social service settings. These field based analyses revealed major differences between the education and social service context with respect to the contextual components of the assessment process, the roles of participants in the testing process, and the utility of assessment results. A review of current testing and program evaluation standards also pointed to the need for consumer performance assessment guidelines for social service programs. / A professionally defined basis for judging performance assessment instruments from the consumer's perspective has not been available to evaluators. By providing a concise set of professional guidelines, this study constitutes a first step in filling that void. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0784. / Major Professor: Garrett Foster. / Thesis (Ph.D.)--The Florida State University, 1992.
126

Perception of population change and the implementation of population education: A case study in North Sulawesi, Indonesia

Unknown Date (has links)
This study assessed the relationship between teachers' perception of population change and their implementation of population education conditioned by such background factors as sociodemographics, school environment, and population education program facilities. The general hypothesis was that teachers with a positive perception of population change were more inclined to implement population education in their courses. Theoretically, the scope of population education can be explained through a perception-behavior model which was presented as a perception-implementation relationship derived from the results of this study. / A self-administered questionnaire was used to collect data from the general public secondary schools in North Sulawesi, Indonesia. With a multi-stage purposive sampling design, a sample of 455 teachers were selected to respond to the questionnaire. Data were analyzed utilizing a two-stage least squares method with additional descriptive procedures. / The findings indicated a strong relationship between perception and implementation with r =.316. Using first stage least squares on the seven background variables; exposure, place of residence, and teaching assignment shared a great amount of the variation in perception. These variables, together with educational background and school level, affected implementation. / Teachers who were more exposed to population education program facilities, who lived in rural areas, and who taught geography, civics, economics, and biology had higher perceptions of population change. Together with those having low academic backgrounds and working in the middle schools, they effectively implemented population education. / Although the background variables influenced implementation more than perception in the ordinary (first stage) least squares analysis, the second stage analysis showed that estimated perception was a more powerful predictor than estimated implementation. This suggests a background-perception-implementation model to be recommended for population education programs, research, and evaluation. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0769. / Major Professor: Byron G. Massialas. / Thesis (Ph.D.)--The Florida State University, 1992.
127

The impact of classroom climate on students' attitudes and behavior toward matters related to population: A case study in public high schools, the province of West Java, Indonesia

Unknown Date (has links)
This study examined the impact of classroom climate on students' population attitudes and behavior. The inquiry teaching method--which develops students' critical thinking and ability to use rational examination toward social problems--was assumed to shape an open-classroom climate. The study surveyed a sample of 685 students from 65 West Java public high schools coupled with observations of 35 classrooms. / The major findings showed that classroom climate, as the reflection of using both non-inquiry and the occasional practice of inquiry teaching methods in teaching population matters, affected students' population attitudes significantly but it had no effect on students' population behavior. The latter seems to be influenced largely by variables other than classroom climate. Students' place of residence, the size of family in which students are raised, access to sources of information, students' academic major and their family educational and occupational background affected students' population attitudes and behavior significantly. Access to sources of information about matters related to population had a meaningful effect on students' population attitudes and behavior. The role of persons (parents, relatives, peer groups, community leaders, teachers, and government officials) as the agents of population socialization have been replaced by the mass media, both the electronic and printed media. / The information gathered from classroom observations was in agreement with the results of the quantitative findings. Most social studies teachers used a one-way instructional method, frequently recited teaching materials and provided almost no chance to discuss population issues with students in an open classroom climate. Findings from the observations of 35 classroom activities showed that social studies teachers frequently used non-inquiry teaching method when they taught their students with matters related to population. The inquiry teaching method was occasionally practiced by a few social studies teachers in West Java public high schools. Therefore, if there was an influence of classroom climate on students' population attitudes, it was the effect of using both non-inquiry and the occasional practice of inquiry teaching methods in teaching population matters. / Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2231. / Major Professor: Byron G. Massialas. / Thesis (Ph.D.)--The Florida State University, 1992.
128

A comparison of situated cognition and traditional instruction in teaching map skills

Unknown Date (has links)
The purpose of this investigation was to investigate the comparative effectiveness of two instructional methods, one based on the tenets of situated cognition and the other a traditional classroom-based presentation. Two intact classes of fourth graders from the Florida State University School completed instruction in the area of map skills. Statistical analyses of the groups conducted prior to the treatment indicated that there were no significant differences between the groups in terms of race, gender, and prior achievement. / Following the instruction, both groups completed three posttests on map skills, a written assessment and two performance assessments, one of which was designed to assess far transfer of knowledge. The results of the study indicated that the situated cognition group performed significantly better on the performance test than did the traditional instruction group. There were no statistically significant differences between the two groups' performances on either the written posttest or the performance measure of far transfer. It was concluded that the situated cognition approach led to better outcomes on a performance assessment of map skills and did not impair performance on either a written assessment or a transfer performance assessment of map skills, and thus should be further investigated in other settings and with other students as the situated cognition learning theory continues to be defined. / Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2299. / Major Professor: Marcy Perkins Driscoll. / Thesis (Ph.D.)--The Florida State University, 1992.
129

No crystal stair: An ethnographic study of the social construction of achievement in rural females

Unknown Date (has links)
Through ethnographic interviewing and participant observation, this study examines the motivation of sixteen women of different ethnic backgrounds to attend college and to major in a helping profession. The women, aged nineteen to forty-two, come from low-income rural areas of the southeastern United States. The study is set in a two-year unit of a state university system. / The existing literature appears to establish the motivational factors for white, urban, middle-class males. Researchers know less, however, about the factors influencing working-class people, females, or members of minorities. The dominant view associates academic achievement with the Protestant work ethic and success orientation as measured by grades and test scores. Findings incorporate motivations for enrollment, factors affecting persistence, post-enrollment changes in motivation, and the modifications in achievement anticipated after graduation. / The investigation focused on the importance of the participants' concept of education and the resulting effects on motivation for achievement, on the role of children both as motivators and as impediments to scholastic success, on the impact of menial or manual labor, and on the respondents' attitudes toward men, welfare, and dependency. Findings include the following: (1) in contrast to males in other studies, women in this study rank motivating factors in a different order of importance, (2) different considerations shape their primary motivators, and (3) enrollment motivators for women can become barriers to success in higher education. / Among these participants, social forces leading to the desire to matriculate and to the ability to persevere in higher education differ from those found in traditional participants. Whereas "mainstream" studies noted that mate selection was among women's motivators for attending college, this study found that the desire to escape abusive men was a major motivator for returning women. Some motivators also became pressures that impeded success when the women became students (e.g., need for child care, lack of money). In their drive for upward mobility, these women often were caught between family responsibilities and school or between community and classroom. The study integrates critical theory with constructs from developmental psychology and sociology to explain behaviors in this group. / Source: Dissertation Abstracts International, Volume: 52-05, Section: A, page: 1706. / Major Professor: Rodney F. Allen. / Thesis (Ph.D.)--The Florida State University, 1991.
130

Toward an integrated approach in the study of correctional reform

Unknown Date (has links)
Previous research on correctional reform has been empirically fragmented and guided by narrow theoretical frameworks. The research has been empirically fragmented because analysis of correctional reform has been "disconnected;" studies have viewed the origins, operations and outcomes of correctional reform as distinct and separate units of analysis. Moreover, singular explanatory frameworks (i.e., critical, organizational) have dominated the research, facilitating a narrow understanding of the origins, operations, and/or outcomes of reform. In essence, theoretical divisiveness and a limited empirical focus have impeded our ability to fully comprehend the meanings and consequences of correctional reform. / This study proposes an integrated and comprehensive approach to the study of correctional reform. The approach incorporates components of several theoretical perspectives (i.e., social context, organizational, professional-ideological) that, collectively, advance understanding of the salient processes involved in correctional reform. Moreover the approach views correctional reform as a comprehensive process, whereby the origins, operations, and outcomes of reform are parts of a connected whole. / The utility of an integrated and comprehensive approach is explored through its application to the origins, operations, and outcomes of a county intermediate punishment system. This illustrative case study, in effect, responds to the calls in the punishment literature for theory integration, and a concrete level of analysis that captures the day to day empirical reality of correctional reform processes. The study concludes with discussion of the theoretical and policy implications of an integrated and comprehensive approach. / Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3999. / Major Professor: Thomas Blomberg. / Thesis (Ph.D.)--The Florida State University, 1994.

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