Call number: LD2668 .T4 1986 E49 / Master of Science / Special Education, Counseling and Student Affairs

Doctor of Education / Department of Educational Leadership / Teresa N. Miller / This case study explored multiple teachers’ instructional strategies in several eleventh grade Language Arts classrooms in one successful Midwest school. A “successful” Midwest school was defined as having attained AYP at least three consecutive years. The study focused on the specific instructional strategies and activities used when preparing disadvantaged students for the state reading assessment. The strategies were implemented with disadvantaged students who were difficult to motivate, were slower learners, and were categorized in at least one subgroup. Interviews were conducted with the eleventh grade Language Arts teachers to determine (a) the strategies used when motivating and preparing disadvantaged students for state assessments, (b) the formative practice assessment data used, (c) the instructional changes made based on the formative practice assessment results, (d) the perceived impacts of the preparation process on student improvement, and (e) the recommendations of the eleventh grade Language Arts teachers in preparation for the state reading assessment. Furthermore, this case study explored the perspectives of administrative leaders on the preparation of eleventh grade Language Arts teachers preparing eleventh grade disadvantaged Language Arts students for the state reading assessment. Interviews were conducted with the administrative leaders to determine (a) the resources available in the school district to assist eleventh grade disadvantaged Language Arts students in preparation for the state reading assessment (b) the workshops and conferences that the school district allowed eleventh grade Language Arts teachers to attend in order to increase their understanding of different strategies, and (c) the recommendations of the administrative leaders in preparation for the state reading assessment. Data support that the components of the framework (recognition, memorization, conservation of constancy, classification, spatial orientation, temporal orientation, and metaphorical thinking) were implemented by all of the eleventh grade Language Arts teachers in a variety of ways. The eleventh grade Language Arts teachers also implemented research-based strategies in the classroom to strengthen the framework. The research-based strategies included: structured lessons, relevant curriculum, comprehensive instruction, collaborative learning, strategic tutoring, formative assessment, drill and practice, test-taking strategies, hands-on experience, special privileges, and extra time. Furthermore, the eleventh grade Language Arts teachers administered four formative practice assessments. With the results of these assessments, the eleventh grade Language Arts teachers determined what the eleventh grade disadvantaged Language Arts students understood and what the students did not understand. Based on the formative practice assessment results, the eleventh grade Language Arts teachers changed their strategies and focused on the components in which the eleventh grade disadvantaged Language Arts students were weak.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Since the inception of the Higher Education Reauthorization Act of 1998 by the United States Congress, there has been limited research conducted on parental notification policies on campuses of Higher Education concerning alcohol and drug offenses committed by students. This study surveyed parents of incoming freshmen at the University of North Texas regarding their perceptions of Parental Notification policies and their perceptions of underage alcohol offenses by gender, age, ethnicity, and parental status. The relationship between parental notification and underage alcohol offenses was also examined. This study, conducted in the summer of 2002, at the University of North Texas had 539 respondents. An instrument developed to determine parental perceptions of underage alcohol use and parental notification consisted of 20 dichotomous questions. Chi-square tests of independence were used to analyze the data because it could calculate the relationships between two sets of nominal data. Data show that most parents want to be notified in all situations involving underage alcohol offenses and their offspring. Generally, parents do not believe their offspring will use alcohol underage as they enter college and that they are not binge drinkers. Females want to be notified about their student's underage alcohol offenses at a higher rate than males. Males want to be notified at a higher rate than females if using alcohol jeopardizes housing or enrollment in school for their student. Native Americans have great concern for their students in all areas of alcohol use and binge drinking. Parents should stay actively involved in the lives of their offspring as they attend institutions of higher education as well as stay involved with the University community in which their student attends.

Pasaulyje ir Lietuvoje yra atlikta daug įvairių specialybių studentų judėjimo gebėjimų, jų fizinio aktyvumo nustatymo tyrimų. Nustatyta, kad vyresnių klasių mokinių, studentų fizinis aktyvumas yra nepakankamas. Merginos dar mažiau fiziškai aktyvios už vaikinus. Remdamiesi šių tyrimų rezultatais mokslininkai teigia, kad kasmet blogėja studentų sveikata, didėja sergamumas, prastėja ir su sveikata susijusios fizinės ypatybės (Poteliūnienė ir kt., 2007; Baceнкoв, 2008; Juškelienė, Ustilaitė, 2009; Dadelo ir kt., 2010). Mūsų universiteto kūno kultūros specialybės studentų per dešimt pastarųjų metų judėjimo gebėjimai turėjo tendenciją blogėti, o studenčių bėgimų, šuolių, metimų rezultatai reikšmingai pablogėjo (Radžiukynas, Žilinskienė, Kemerytė-Riaubienė, 2013). Mažiau žinoma, koks kūno kultūros specialybės studentų fizinis aktyvumas, kokie jų judėjimo gebėjimų rodikliai, kokią įtaką fizinis aktyvumas daro judėjimo gebėjimams (Mishigoj-Durakivich, 1998; Radžiukynas, Kemerytė-Riaubienė, 1999; Radžiukynas ir kt., 2000; Meckel et. al., 2011; Nikolaidis, Sacklova, 2011). Todėl aktualu tirti kūno kultūros studentų judėjimo gebėjimus, fizinį aktyvumą ir šių rodiklių tarpusavio ryšį. Todėl kyla probleminis klausimas: Koks ryšys tarp kūno kultūros specialybės studentų fizinio aktyvumo studijų sąlygomis ir judėjimo gabėjimų rodiklių? Hipotezė – tikėtina, kad kūno kultūros specialybės studentų fizinis aktyvumas studijų sąlygomis gerina jų judėjimo gebėjimų rodiklius. Tyrimo objektas - LEU... [toliau žr. visą tekstą] / There are many researches performed worldwide as well as in Lithuania about students` of different ratings movement skills and physical activeness. It is revieled, that higher grade students lack physical activeness. The girls tend to be more inactive than boys. According to this finding, the researchers claim, that there is a tendency of annualy declining students` health, the growing morbidity and physical education skills (Poteliūnienė et al., 2007; Baceнкoв, 2008; Juškelienė, Ustilaitė, 2009; Dadelo et al., 2010). In the recent 10 years there has been a tendency of decreasing movement skills of male students studying in our university, moreover female students have demonstrated weaker results in track, jumping and trowing events (Radžiukynas, Žilinskienė, Kemerytė-Riaubienė, 2013). There is less information about the physical education students` physical activeness. There is no evidence about the index of their movement skills and what influence might the physical activeness make to their movement skills (Mishigoj-Durakivich, 1998; Radžiukynas, Kemerytė-Riaubienė, 1999; Radžiukynas et al., 2000; Meckel et. al., 2011; Nikolaidis, Sacklova, 2011). For this reason, it is relevant to explore the movement skills of physical education students, as well as their physical activeness and the relation between these two indexes. The problem of the fianl thesis is to investigate what is the relation between physical activeness and movement skills indexes of physical education... [to full text]

Magistro darbe atlikta teorinė specialiųjų ugdymosi poreikių mokinių bei jų įprastos raidos bendraamžių bendravimo, sąveikos ypatumų analizė. Interviu metodu buvo atliktas tyrimas, kurio tikslas - apklausiant 3-4 ir 7-8 klasių specialiųjų ugdymosi poreikių ir įprastos raidos mokinius išsiaiškinti šių moksleivių tarpusavio sąveikos ypatumus. Atlikta turinio (content) analizė duomenims apibendrinti. Tyrime iš viso dalyvavo 32 bendrojo lavinimo mokyklos mokiniai besimokantys 3-4 ir 7-8 klasėse. 21 mokinys – įprastos raidos, 11 – turintys specialiųjų ugdymosi poreikių. Empirinėje dalyje nagrinėjamas bendrojo lavinimo mokyklos mokinių gebėjimas atpažinti bendraklasio SUP, šio klasės draugo patiriamų sunkumų suvokimas, mokinių sąveika su SUP klasioku pamokų metu ir po jų, su kokiu požiūriu į specialiuosius ugdymo poreikius normalios raidos mokiniai susiduria savo artimiausioje aplinkoje. Svarbiausios empirinio tyrimo išvados: 1. Dominuoja daugiau teigiama 3-4 klasių mokinių sąveika. Tą įrodo mokinių galimybės būti lygiaverčiais grupės nariais, palankus savo klasės vertinimas, bendradarbiavimas pamokoje, noras bendrauti ne tik mokykloje, kada sąveikos ne visada galima išvengti, bet kartais kuriamos ir papildomos sąveikos galimybės po pamokų. 2. Dominuojančią teigiamą sąveiką 7-8 klasėse rodo tai, jog dauguma linkę bendrauti ir bendradarbiauti su silpniau besimokančiais bendraklasiais, nesistengia jų išskirti, stengiasi padėti sunkumų metu. Dalis paauglių kuria papildomos... [toliau žr. visą tekstą] / The paper deals with the theoretical analysis of the interaction peculiarities of children who have special educational needs with their peers. Interview method was conducted with the objective - interview 3-4 and 7-8 special educational needs pupils and their typically developed peers to find out the interaction features. The data of the research was generalized using the content analysis 32 persons studying in 3-4 and 7-8 grades participated in the research: 11 schoolchildren who have special educational needs and 21 pupils whose development was typical. The empirical part analyses the abilities of general education pupils to recognize their peers with special educational needs (SEN), understanding the experienced difficulties of the classmate, interaction of students having SEN with their classmates at school and beyond, the attitude towards SEN in the immediate environment of regular education students. The main conclusions of the research: 1. Interaction of 3-4 grades pupils is more positive. This demonstrates the possibility for students to be equivalent to the group in favor of his class evaluation, co-lesson, the willingness to communicate not only at school when it’s not always possible to avoid the interaction, but sometimes they create additional opportunities to interact after school, too. 2. The fact that the majority of 7-8 grades students tend to interact and collaborate with SEN classmates, do not try to distinguish them, try to help during difficulties... [to full text]

This study examines students&amp / #65533 / perceptions about level of communication, online course support, satisfaction in a web enhanced course and students&amp / #65533 / feelings about computers and the web. Addition to them gender differences in students&amp / #65533 / perceptions were studied. The data were collected by using survey at the end of the term and analyzed by using descriptive statistical analyzing methods. Results showed that students&amp / #65533 / feelings about computers and the web were slightly positive. Students&amp / #65533 / perceptions about online course support were slightly positive. Students&amp / #65533 / perceptions were neutral about level of communication and satisfaction results. No difference has found in students&amp / #65533 / computer and the web feelings, level of communication, online course support and satisfaction results in terms of gender.

This study expands on the current literature base that investigates the use of voice recognition software (VRS) as a compensatory strategy for written language difficulties often experienced by postsecondary education students receiving services under the category of learning disabled. The current literature base is limited to one study (Higgins & Raskind, 1995) which found that subjects' writing samples, completed with VRS, had higher holistic scores than the samples completed with a transcriber, and without assistance. While these findings are positive many questions remain unanswered. The research conducted in this dissertation investigated three such questions. The questions and corresponding findings follow. 1. After being trained on VRS will persons, in postsecondary education, receiving services under the category of learning disabled, continue to use it to complete their academic course work? Will they further use the software for purposes other than academic study? Two individuals continued to use the software. One of these two used the software for multiple purposes. 2. Does the ongoing use of VRS, by postsecondary education students receiving services under the category of learning disabled, improve their written performance when assessed with Fry's Readability Graph? Two subjects each submitted three writing samples: one completed without the use of VRS and two completed using VRS. One subject's grade level equivalency went from 4.5 (sample completed without using VRS) to 6.5 (samples completed using VRS). There was no change in the grade level equivalency of the writing samples for the second subject. 3. What are the contributing variables that influence the continued use, or non-use, of VRS by postsecondary education students receiving services under the category of learning disabled? Numerous variables emerged from the data including: time, access to a personal computer, ease of use, personal issues, use of standard English, the specific limitations associated with a persons disability, whether or not the subjects had other compensatory strategies in place, and the acquisition of the skills necessary to use the software. The findings contribute to the field by providing a framework from which to assess who mayor may not benefit from the use of VRS.

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 147-158). Also available on the Internet.