This study examined the nature of social interactions taking place between students working with computers in three inner-city school classrooms. Its main objective is to present a descriptive analysis of the impact of computers on the social relations between students in a bilingual/multicultural setting. The social interactions between students in the classroom are assumed to be an important dimension of their learning experience, especially for students from subordinate cultures. It is further assumed that student-student interactions take place within the context established by the teacher and the school, and within the general context of the society. The micro context (student-student interactions) can not be analyzed in isolation from the macro context (the society). Student interactions were defined as a verbal or non-verbal transaction between two students. These interactions were analyzed by using three major categories of interaction: (1) type of interaction, (2) form of interaction, and (3) mode or expressive style. Classroom sessions were videotaped for a period of 4 weeks near the end of the school year. In addition, fieldnotes were taken to complement the videotaped material. A crosstabulation analysis was conducted to examine the relationship between the categories of interaction and the demographic characteristics of the students initiating or receiving those interactions. Data on the students' demographic characteristics, such as ethnicity, socioeconomic status, sex, and ability level, were gathered through the use of a questionnaire. It was found that all of the determinants of access to the computers and learning tended to favor Anglo students and did not facilitate the success of Hispanic and other minority students. On the other hand, Anglos usually assumed the dominant role in the interactions with Hispanic students. In general, the social interactions between students was determined by a combination of factors, including socioeconomic status, ethnicity, ability level, and sex. These factors played an important role in determining the type, form and mode of social interaction between students, but they should not be seen in isolation from each other. The powerless status of Hispanics in the school and the city, and the generalized presence of Anglos in positions of authority are additional factors that contribute to explain this phenomenon.

This study investigated the effects of two computerized reading programs, Headsprout and Lexia, on the early reading skills of Kindergarten students. The Kindergarteners included typically developing students, as well as students at-risk for reading problems, behavior problems, and both reading and behavior problems. Risk status was determined through the use of the Systematic Screening for Behavior Disorders (SSBD) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). A treatment comparison design was used, whereby 42 students in one school received computerized supplemental reading instruction via the Headsprout program, while 44 students in another school served as the comparison group and used the computerized reading program, Lexia. Both schools used the computerized programs as supplements to the Scott Foresman reading curriculum. Data were collected on early literacy skill development using the DIBELS and the Group Reading Assessment and Diagnostic Evaluation (GRADE). The social validity of the Headsprout program was assessed through a survey administered to the teachers. Overall, the group receiving the Headsprout intervention outperformed the group receiving the Lexia intervention on all dependent measures, and statistical significance was found for two of the outcome measures. Limitations of the study, implications for educators, and suggestions for future research are also discussed.

Proficiency in mathematics is necessary for both in-class achievement and future career success. Researchers have pinpointed several variables which contribute to success in mathematics, including cognitive factors, such as mathematics fluency and strategy use, and social factors, including academic self-concept. These factors have also been linked to gender differences in mathematics performance, a topic that has garnered intense interest from both academic and non-academic audiences. The present study was designed to assess the relationship between social and cognitive variables and mathematics achievement before and after a computer-based mathematics intervention, and also to determine the most effective way to improve competence in mathematics in early elementary school children. Second grade students completed a battery of tasks designed to assess their actual mathematics competence and their perceptions of competence prior to the onset of an intensive intervention. Students were randomly assigned to one of four intervention conditions: three experimental mathematics conditions and one control reading condition. At the conclusion of the intervention, students completed alternate versions of the pre-test tasks. Gender differences were found on many pre-test variables and these differences were in line with common gender stereotypes. The intervention, however, did not have a significant impact on the existence of gender differences. Students in all three of the mathematics intervention conditions showed gains in certain tasks, though students in the combined fluency and strategy groups appear to have benefited the most from the intervention.

The focus of my dissertation deals with ways that early identification and preventative measures can reduce the high number of African American students who do not fare well in school. The goal of this study was to explore ways to enhance the cognitive and social development of low ability African American kindergartners. It was an attempt to investigate how certain strategies and practices can reduce the rate of failure in the upper primary grades. The proposed investigation involved five case study participants with four cross case study participants. The research design also involved the use of qualitative and quantitative paradigms in the form of participant observations, survey interviews and student assessments. An individualized curriculum was developed for each case subject during this investigation, that was designed to address their academic and social needs. Varied methods of instruction such as one to one instruction, heterogeneous grouping, whole language and integrated learning were used during this investigation. Parent involvement strategies were also developed during this investigation to facilitate information and to disseminate materials as part of a home based learning program (which supplements the subject's individualized curriculum). Parent surveys and regular home-school collaborations have occurred as part of this procedure.

Three computer-aided tutoring procedures were devised to teach multicolumn addition according to the standard school algorithm, one procedure to each of three groups of 2nd-grade children. The key differences between groups were the demands placed on short term memory and the amount of conceptual understanding the procedures attempted to teach. Each child solved a sequence of two-digit problems on a computer screen by touching each digit with a light pen in the correct sequence. The control group did not receive on-screen number-fact assistance. One treatment ("assisted") group did receive on-screen number-fact assistance, testing the hypothesis that the algorithm is learned more effectively when learned first as a sequence of procedural steps alone, without subjects' need to recall number-facts. A second treatment ("simulation") group received the same on-screen assistance along with an additional display of simulated blocks which, like concrete manipulative materials, represented symbol manipulations. The simulation group tested a second hypothesis that a concurrent display of the meaning of procedural steps contributes to even more effective algorithmic learning. T-tests (one-tailed, 5% level) applied pair-wise to pretest/posttest difference scores indicated support for the first hypothesis but not for the second, an indication that 2nd-grade children learn the addition algorithm more effectively if demand on short term memory is temporarily lifted. A descriptive framework called "superposition of frames" is proposed to account for anomalies in findings and for the rich diversity of errors generally manifested by children in multidigit addition. Drawing on current concepts in cognitive psychology and mathematics education, this description suggests that children's mathematical knowledge is fragmented into isolated, unstable, and sometimes entrenched frames of knowledge. When a child finds appropriate correspondences between frames and initiates a superposition of frames, the child's procedural and conceptual knowledge, previously in disarray, may then become integrated. Implications for elementary mathematics instruction are discussed.

<p>This quasiexperimental single group design study investigated the validity of the Vocabulary Levels Test (VLT) to identify fourth and fifth grade students who are at-risk in vocabulary development. The subjects of the study were 88 fourth and fifth grade students at one elementary school in Washington State. The Group Reading Assessment and Diagnostic Evaluation (GRADE), a previously validated vocabulary assessment with fourth and fifth grade students, was used to determine concurrent validity with two VLT subtests, the 2000 level and Academic Word Level. The two VLT subtests and GRADE vocabulary subtests were administered over one academic week near the end of the 2011-2012 school year. </p><p> Prior research has identified vocabulary knowledge and development as a key indicator in reading achievement. However, there is currently a lack of assessments able to identify students who are struggling with vocabulary development. The VLT is a well-established and researched vocabulary test which identifies levels of vocabulary knowledge, but it has been used exclusively with English language learners primarily at the university level. The study, therefore, expands on the current research base on the VLT with a new population to determine if the VLT is a valid vocabulary assessment for fourth and fifth grade students. </p>

<p> The purpose of this study was to discover the meaning of school body mass index (BMI) screening and referral to parents. The goal of school BMI screening and referral is to provide information to compel parents to change their child&rsquo;s diet and activity levels when overweight and obesity are identified. Measuring BMI in schools and alerting parents to findings above what is considered normal is one intervention to reduce overweight and obesity that has been utilized since 2001 in Florida. </p><p> To determine the meaning of BMI screening and referral to parents a mixed methods approach was utilized. Voluntary interviews of 20 parents who had received BMI referrals for their children were conducted. Analysis of the interviews was guided by phenomenology, as delineated by van Manen (1997). A cross sectional survey developed by Ruggieri (2012), was distributed to measure parent beliefs and opinions regarding the BMI screening and their reaction to referrals.</p><p> Findings from interviews indicated that parents ascribe different meaning to school BMI screening and referral. Overarching themes of changing and reflecting were discovered. The themes were manifested as dichotomies; some parents reflected on their role as parent and were more satisfied with the process; they reported change of diet and activity for their families upon receipt of a BMI referral. Others reflected on the role of the school in their child&rsquo;s life. They were more dissatisfied with the school screening and recommended changes in the screening and referral process. Suggested changes for school screening and referrals included subthemes: sensitivity, accuracy, privacy, and notification. </p><p> Parents responded in the survey that they would change diet and activity for their families if they were told by the school that their child had a weight issue. Actions taken upon receipt of a BMI referral were not limited to changing diet and activity levels but also included discussing weight with their child and others. Parents denied they would be offended by a BMI referral. School BMI screening and referral is a valuable and effective intervention to address child overweight and obesity, especially if the process is accomplished with characteristics that parents deem caring.</p>

Thesis (Ph.D.)--Victoria University of Wellington, 2009. / Includes bibliographical references.

Thesis (M.S. in Education)--Shenandoah University, 2003. / Includes bibliographical references.

Thesis (Ed. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 128-137).