The dissertation examines the effects of a six-week, skills-based, orthographic awareness / phonics / handwriting intervention on the spelling and writing fluency of third-grade students identified as low-performing writers. Discussion centers on the relationship between spelling, handwriting, and writing fluency. Data are presented to document gains in spelling fluency. Students did not show evidence of gains in handwriting or writing fluency. Hypotheses are presented to explain lack of growth on handwriting and writing fluency measures, and possible shortcomings of CBM-Writing as an outcome measure is discussed.

The unfavorable impact of didactic teaching methods upon students' learning and attitudes toward education and the lack of research on teaching methods at the post-secondary level are the major problems addressed by this study. It was the author's intent that specific teaching alternatives be tested and analyzed as to their effectiveness in terms of both quantitative and qualitative outcomes. The study assessed student educational values and learning preferences and experimented with the creation of a classroom learning environment conducive to more meaningful learning experiences. Subjects consisted of two intact Introduction to Psychology sections with an approximate enrollment of 35 students per section. One group was arbitrarily selected as the experimental group, while the other constituted the control or contrast group. Treatment consisted of providing limited academic freedom within the confines of a traditional and conservative institution. In contrast to the control group which was taught in the traditional didactic manner, the experimental group had a series of alternate optional learning activities from which to choose or add their own. If they decided to do the alternate activities, their exams were counted as single value. In the control group exams counted double; this was also the case for experimental group section students who decided to earn their grade in the traditional manner or by exams only. Both groups were administered a Checklist of Educational Views as a pre and post dependent variable measure. Student course satisfaction was also measured. In order to appreciate the kind of climate which was to be facilitated by the instructor in the experimental section, senior psychology students observed and recorded classroom behaviors on a daily basis. Results of the statistical analyses indicated that there was no significant change in views toward education as measured by the checklist. Qualitative data, however, demonstrated a clear preference (in both groups) for permissive classroom environments. Experimental group students were quite pleased with having experienced the permissive environment and those who did alternate learning activities seemed to have had a more meaningful learning experience.

This study documents perceptions by seventeen students from special education self-contained classrooms in an urban junior high school who participated in some regular classes. Massachusetts and federal laws mandate placement in the least restrictive setting for all students in the expectation that "mainstreamed" students will feel better about themselves and gain more academically. Yet evidence suggests that few students are mainstreamed and that the benefits to students are not self-evident in most schools. The evidence presented in this dissertation came from two loosely structured interviews with seventeen students who were selected because they seemed to have had a reasonably successful experience in regular classroom placements in a school with a strong commitment to mainstreaming. As teenagers who were in a self-contained setting primarily because of behavioral issues, they could handle academic work and were at an age when peer relationships are crucial. Because the researcher had already established positive relationships with the students, the interviews reflected apparently honest responses--including both positive and negative judgments. The study also explored attitudes of 10 teachers in the school toward mainstreaming. The interviews showed the debilitating effects of isolated classroom placement as stated by special education students in self-contained classrooms for behavioral reasons. Sixteen of the respondents who participated in the study preferred mainstreaming in regular education classes over remaining in one classroom the entire day. The student who dissented experienced difficulty in changing classes and adjusting to different teachers. Feelings of embarrassment, worthlessness and in general, low self-esteem were experienced by the students. Being mainstreamed in regular education classes enabled them to feel "normal" and part of the school environment. Their transportation to school on special buses with mentally handicapped students reinforced feelings of being classed as "mentally retarded." Mainstreaming, irrespective of teacher attitudes and academic problems, was preferred over special education classrooms. The mixed responses of these students indicates that the goals of mainstreaming are worth pursuing but staff need more preparation if P.L. 94-142 is to meet its full promise.

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During the 2005-2006 school year, 967 students returned from incarceration and were assigned to RETI-WRAP (Re-Entry Transition Initiative-Welcome Return Assessment Process), a ten-day transition program operated by the School District of Philadelphia designed to review, evaluate, and make recommendations for appropriate school placement upon their return to the public school system. The current study employed a retrospective analysis of archival data from the ’05-’06 school year in order to identify those variables that predict successful transition (active in school or graduated). The data included demographic information (e.g., gender, grade, high school credits, and race), educational placement (e.g., regular or special education), severity of crime and reading and math scores as determined by standardized testing conducted by RETI-WRAP personnel. Eight variables were used to determine the prevalence, relationships, and predictive power of demographic, academic, and crime-related variables. Frequency distributions, Pearson correlations, Phi coefficients, and discriminant function analysis were conducted to examine prevalence, associations between variables, and predictions to successful re-entry. A significant Wilks’ Lamba of .945 was obtained for the sole discriminant function. Three variables emerged as significant predictors of successful re-entry: the number of credits obtained, the severity of the crime committed, and the age of the student. Younger students with more credits who committed less severe crimes were more likely to have achieved a successful transition. The amount of variance (5%) explained by the statistical model was limited by the imbalanced nature of the sample, in that few students (21.9%) experienced a successful transition. The current study highlighted the dynamics and overall profile of one of the most challenging and vulnerable populations in the public school system. By using database decision- making and providing a comprehensive framework to understand the characteristics of students who transition successfully, policy makers are in a better position to identify an optimal placement match based on empirical findings, thus decreasing the number of students who drop out of school or who remain involved with the juvenile justice system. / School Psychology

The purpose of this study was to provide insight on whether providing a single sex educational environment to inner-city African-American students helped to improve students' achievement and school engagement. A purposive sample of all students in grades three through six enrolled in single sex classrooms in a public school in a large urban city was included in this research. Comparison groups were selected from a neighboring public schools, ensuring the most consistency across demographic variables. Students completed two surveys: the School Engagement Survey (Fitt & DuCette, 2001) and the Estes Attitude Scale - Revised (Estes, Estes, Richards & Roetiger, 1981). Also, achievement data for these students were collected via a state sponsored school district data warehousing system. Students were also asked to participate in same sex, same grade focus groups. Ten teachers of these students were asked to participate in individual interviews. Results indicated that students in single-sex classes had statistically higher means than students in coeducational settings on the School Engagement Survey sections of Positive Self Perception, Positive Teacher Belief, and Positive School Environment. Also, students in coeducational settings had statistically higher means on the Estes Attitudes Scales for the subject of mathematics. Students who were enrolled in single-sex classes for more than one year had higher scores on standardized mathematics tests. Although single-sex and coeducational students start at approximately the same level for both reading and math, the single-sex students consistently score higher than their coeducational counterparts. Additionally, the results showed no significant gender differences on any of the measures of attitudes or achievement. Teachers did not drastically change their instructional approach after being assigned to a single-sex classroom but they did change their approach to behavior management. Teachers do not participate in quality, ongoing professional development to support their practice as teachers of a single-sex class. Both boys and girls seem to enjoy the attention they receive in single-sex classes. Boys and girls also expressed a feeling of comfort in the single-sex setting. Boys and girls alike expressed enjoyment of all school subjects including mathematics and science. Girls and younger boys perceived themselves as being much more academically successful in the single-sex classroom. Boys in grades five and six perceived themselves as failing academically and they blame the bad behavior exhibited in their all boys' classes. / Educational Psychology