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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.
1

Implementation of response to intervention models and job satisfaction of school psychologists

Hill, Stephanie Lois 01 January 2010 (has links)
Previous research has indicated that school psychologists have greater job satisfaction when they engage in more intervention and consultation activities and fewer assessment activities. The use of response to intervention (RTI) as a way to identify specific learning disabilities is a recent development in the Individuals with Disabilities Education Act that involves more intervention activities for school psychologists and provides earlier interventions for students. The way that RTI is implemented may affect job satisfaction of school psychologists. Grounded in the theory of work adjustment, this study used a causal comparative design to examine if there is a significant difference between 2 models of RTI and job satisfaction of school psychologists in a southwestern US state. Survey data were collected using the Minnesota Satisfaction Questionnaire from a convenience sample of school psychologists using a prescriptive model (leading to decisions of eligibility) of RTI (n = 26) and those using a flexible model (interventions and assessments to determine eligibility) of RTI (n = 26). ANOVA was conducted to determine if there were significant differences in school psychologists' job satisfaction, by group (flexible RTI vs. prescriptive RTI), years of experience (less than 6 years vs. 6 years or more), age (less than 40 years vs. 40 years and older), and gender (male vs. female). Results revealed similar levels of job satisfaction for school psychologists using both flexible and prescriptive models of RTI. Findings are important because they provide information about establishing and maintaining job satisfaction of school psychologists. This study may influence social change by assisting school districts in making decisions about RTI that directly impact educational outcomes for students.
2

"Teaching in the Eyes of Beholders": Preservice Teachers' Reasons for Teaching and Their Beliefs About Teaching

Unknown Date (has links)
The purpose of the present study was to investigate Preservice Teachers' (PT) reasons for teaching and their beliefs about teaching. Specific reasons of PTs for entering the teaching career, and typologies (clusters) of PTs based on their reasons for teaching were investigated. Further, across the clusters of PTs, their beliefs about teaching were examined, in the context of PTs' understanding of their goals to become teachers. Mixed methods were used for data collection: survey and interviews. Participants were undergraduate students enrolled in the EDF 4210 Educational Psychology and EDF 4430 Classroom Assessment courses for the Spring semester 2007. The study was conducted in two phases. In the first phase, 215 participants completed a survey about PTs' demographic data, PTs' reasons for teaching and their beliefs about teaching. An initial quantitative analysis of participants' responses for the Reasons for Teaching Questionnaire (RTQ) was made using factor analysis and cluster analysis to establish groups/clusters of individuals displaying similar patterns regarding their reasons for teaching. For the second phase of the study, a selected number of participants (n=25) from the three clusters were recruited for an in-depth interview. The purpose of the interviews was to explore more deeply PTs' understanding of their goal to become a teacher, as well as similarities and differences across the clusters. Overall, the study results indicated a variety of reasons for teaching and beliefs about teaching expressed by PTs in their survey and interview responses. Survey results indicated six main categories of reasons (i.e., factors) as influential to PTs' career choices. These were reasons related to PTs' identity issues, reasons related to PTs' subject matter, reasons related to PTs' meaningful relationships, reasons related to the teaching job benefits, reasons related to PTs' holistic views of profession and reasons related to job opportunities through teaching. Three different clusters of PTs were obtained by conducting a cluster analysis, and specific reasons were found to be relevant for each cluster as related to their teaching career choices. One-way analysis of variance (ANOVA) and post hoc tests, conducted to further explore the differences across clusters of PTs regarding their beliefs about schooling and beliefs about the teaching career, showed significant differences across the three clusters of PTs. The interview results provided more support to understanding the interplay among PTs' motivation and beliefs about teaching in the context of their understanding of the teaching goal development. A grounded theory model was developed to represent PTs' understanding of their teaching goal development as related to four major categories: Motivators, Beliefs, Context, and Strategies. Results from this study showed that PTs' understanding of their goal development was related to different types (or combination) of motivators for teaching, specific beliefs about the teaching career, all these applied to a specific context (i.e., past school experiences, emotions etc). How PTs perceived themselves as teachers, and how they perceived teaching represented a major influence in their career choices. Research from this area can bring a significant contribution to understanding PTs' beliefs in connection with their reasons for teaching as related to their attitudes toward teaching and their future professional practices. From this perspective, the issue of teacher education quality programs can be addressed, and stress the importance of studying PTs' views of teaching as related to their future instructional practices. Findings from such research may also bring a contribution to understanding motivational aspects for continuing teaching and job satisfaction, and indirectly may provide support to understanding various teacher attrition issues. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Spring Semester, 2008. / Date of Defense: November 5, 2007. / Motivation, Teacher Education, Beliefs / Includes bibliographical references. / Jeannine E. Turner, Professor Directing Dissertation; Stacey Rutledge, Outside Committee Member; Alysia Roehrig, Committee Member; John Keller, Committee Member.
3

Beliefs and knowledge of school counselors and school psychologists about grade retention

Haro, Debra 16 July 2015 (has links)
<p>ABSTRACT BELIEFS AND KNOWLEDGE OF SCHOOL COUNSELORS AND SCHOOL PSYCHOLOGISTS ABOUT GRADE RETENTION DEBRA HARO Grade retention long has been a controversial approach to supporting struggling students. The current study used a survey method to investigate the knowledge and beliefs of school psychologists and school counselors as to the efficacy of grade retention. In total 383 school psychologists and 108 school counselors participated in the survey which consisted of 20 Belief Statements and13 Knowledge questions. Results show that school psychologists? beliefs are more similar to research that has been done over the past several years than the beliefs of the school counselors in the current sample. The results of the Belief portion of the survey indicated that the school counselors in the sample favor retaining students for lack of maturity and poor attendance more than the school psychologists do, with the school psychologists? beliefs being more in line with research. Both groups agreed with the ideas that a student should only be retained once and students who are receiving support from a special education teacher should not be retained. On the Knowledge portion of the survey the school psychologists obtained an average of 67.644 and the average for the school counselors was 44.515, with a statistically significant difference between the means. This indicates that the school psychologists have a significantly higher amount of knowledge on the subject of grade retention. The school psychologists and school counselors were asked to identify their sources of knowledge in order to determine if they were practical or propositional. The school psychologists were fairly split on their responses, with 51 percent indicating that they had obtained their knowledge through a propositional source. The school counselors indicated that 84.3 percent had obtained their knowledge through practical means, which may explain the difference in beliefs and levels of knowledge.
4

A comparison between selected psychological and educational factors and academic performance of students enrolled in alternative and traditional schools

York, Emma L. 01 July 1986 (has links)
Purpose of the Study The purpose of this study was two-fold: (1) to analyze the personal characteristics of high school students enrolled in an alternative school with those enrolled in a traditional school and (2) to compare the achievement observed in selected psychological and educational factors by these students during a semester. Significance of the Study A review of the literature pertaining to high risk students revealed that the majority of the studies focused on the acquisition of basic skills to the relative exclusion of other important areas. For example, there was a paucity of research related to the affective domain. No attempt is made to diminish the importance of reading writing and arithmetic in the student’s academic behavior but equal attention needs to be given to the psychosocial factors that impact on the academic behavior of students. Methods and Procedures. The ex post facto research design was employed in this study. It permitted the investigator to compare the differences between alternative school students and traditional school students on selected psychological and educational variables. The dependent variables were the measure of academic achievement, academic performance, attendance, career maturity, and disruptive behavior. Participants The participants consisted of seventy adolescent students. Instruments The following instruments were utilized to collect data for this study: the Basic Skills Assessment Program, the Career Maturity Inventory, the How I See Myself Scale, the attendance reports, and the discipline records of the participant. Conclusions The following general conclusions were drawn from the findings of this study: 1. Since there was no statistically significant difference between the levels of self-concept and academic achievement of students enrolled in alternative and traditional schools it may be concluded that these students have similar self-concepts and academic achievement. 2. The nature of student academic achievement in alternative schools parallel academic achievement of students enrolled in traditional schools. 3. There is a strong similarity between the academic performance of students enrolled in traditional schools. 4. Students in alternative schools and students in traditional schools have similar attendance patterns. 5. Students in alternative schools experience the same level of career maturity as students in traditional schools. 6. Students in alternative schools experience the same level of disruptive behavior as students enrolled in traditional schools.
5

Chinese teachers' judgment of academic achievement and social behaviors

陳惠敏, Chan, Wai-man, Michelle. January 2006 (has links)
published_or_final_version / abstract / Educational Psychology / Master / Master of Social Sciences
6

An experimental study of the effect of reciprocal inhibition therapy on anxiety in adolescents

Bhatia, T R 11 1900 (has links)
Effect of reciprocal inhibition therapy
7

Evaluation Use and Influence among Project Directors of State GEAR UP Grants

Burr, Erin Mehalic 01 August 2009 (has links)
Evaluation use is a major goal of program evaluators, because it can lead to program improvement and sustainability. This dissertation adds to the literature on ―Gaining Early Awareness and Readiness for Undergraduate Programs‖ (GEAR UP) grant evaluation use by assessing (1) the extent to which project directors of state grants use evaluation results (i.e., instrumental use, conceptual use, persuasive use, and/or process use), (2) the extent to which the evaluations of the state GEAR UP grant programs have had an influence at the individual, interpersonal, and collective levels, and (3) what factors have an impact on the use of those results (i.e., quality of the evaluation, decision and policy setting factors). Additionally, this dissertation provides insight into GEAR UP administrators‘ expectations for evaluation use among state GEAR UP grant project directors and support systems for evaluation use. The participants in this study were 17 current state GEAR UP grant project directors. Electronic copies of surveys and links to an online survey were emailed to participants and paper-and-pencil surveys were distributed during the 2009 National Council for Community Education Partnerships (NCCEP)/GEAR UP Capacity Building Workshop in New Orleans, LA. Telephone interviews were conducted with former NCCEP officials. Descriptive analyses were used to address each research question. Results indicated that GEAR UP project directors are using their programs‘ evaluations for instrumental, conceptual, symbolic, and process-related purposes. Project directors reported evaluation influence at the individual, interpersonal, and collective levels. Both implementation factors and decision and policy setting factors had an impact on project directors‘ decisions to use their programs‘ evaluations. Most of the former NCCEP staff interviewed had high expectations for use of evaluation results by state project directors. Former NCCEP staff members were able to provide a number of examples of cases where states were using their programs‘ evaluations. All of the former NCCEP staff members interviewed said that they thought project directors had been encouraged and trained to promote use. Former NCCEP staff also identified a number of barriers to directors‘ use of their programs evaluations and provided some suggestions for addressing these barriers.
8

Life Lived Well: A Narrative Analysis of One Woman‟s Wellness Across the Life Span

Jarnagin, Whitney Locke 01 August 2009 (has links)
The Indivisible Self (Myers & Sweeney, 2004; Myers & Sweeney, 2005a) model of wellness was proposed in the counseling literature to serve as a framework for enhancing wellness across the life span. Numerous researchers conducted a variety of investigations related to this model; however, gaps in the literature still exist. The aim of the current study was to add to the body of existing literature by investigating one woman‟s wellness across the life span utilizing qualitative methods. The senior adult participant provided a narrative of her life in the form of an oral history. This narrative was then analyzed through the lens of the Indivisible Self model of wellness. The result of this analysis was a descriptive picture of wellness for this woman over the course of her life as it relates to the five Second Order factors of the Indivisible Self model. These five Second Order factors are the Creative Self, Coping Self, Social Self, Essential Self, and Physical Self. In addition to this descriptive picture of wellness, several themes were identified that were central to the participant‟s stories. These themes were Activity, Pleasure, Faith, Relationships, and Helping. The relationship between these themes and concepts from the Indivisible Self model are discussed. Implications of the findings and directions for future research are provided.
9

Do Measures of Emotional Intelligence Predict Social Acceptability?

Windingstad, Sunny Marie 01 August 2009 (has links)
The concurrent and predictive utility of three measures of Emotional Intelligence (EI) were determined by administering the Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version (MSCEIT:YV; Mayer, Salovey, & Caruso, in press), the Emotional Quotient Inventory: Youth Version ( EQ-i:YV; Bar-On, 2000), the Emotional Aptitude teacher rating scale of the UNIT: Gifted Screening Scale (UNIT: GSS; McCallum & Bracken, in press) and a sociometric measure to 102 third, fourth, and fifth grade students in two rural elementary schools in the Southeastern United States and one elementary school in the North Central United States. Pearson product-moment correlation coefficients of scales across instruments ranged from .20 (p < . 05) to .39 (p < .01) Results from dependent t tests showed no significant difference between overall mean scores of the EQ-i:YV and MSCEIT:YV (p <.05) but did show a significant difference between the UNIT:GSS Emotional Aptitude Scale scores of male and female participants (p < .01. Only the UNIT:GSS EAS predicted results of the sociometric in stepwise multiple regression, though the relationship was modest (R2 = .07, p < .01). Apparently, the three instruments assess EI somewhat independently and relate to a peer-based sociometric only modestly.
10

Composition Classroom Narratives of Teaching and Learning

O'Dowd, Annie J 01 December 2008 (has links)
This was an action research study examining 1) narratives community college writing students had about themselves as writers in a college-level writing course and 2) the connection between those narratives and student experience of collaborative learning activities. The study of narrative is particularly useful in determining how people make meaning of experiences in their lives. The class utilized three types of teaching and learning to explore the writing process, including lecture, discussion groups and collaborative learning activities. Students and teacher used a social-constructionist approach to conversation that implemented a process of reflective dialogue about writing and writers' strategies. At the end of the course, which began with thirty students, nineteen students out of twenty anonymously volunteered to participate in the study. A neutral third party randomly selected twelve names for final participation. The researcher conducted a phenomenological analysis of audio taped entrance and exit interviews of the twelve students. The study also utilized relevant examples from student journals and researcher field notes. Data analysis yielded themes that the researcher subjected to metaphorical analysis. Findings revealed what narratives students had about themselves as writers upon entering and exiting the course. Results showed that using collaborative learning activities in the writing classroom influenced student narratives of themselves as writers. Students experienced interpersonal and technical gains from participation in social-constructionist-oriented classroom dialogue about writing and from certain, specific aspects of a learning environment that incorporated collaborative learning activities. Conclusions linked the use of collaborative learning in the college writing classroom to the creation of a “novelesque” and process-oriented class experience that lent itself to the meaning-making of college writing. There were additional implications from this study concerning composition studies and student retention of college freshmen.

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