Thesis (Ph.D.)--Lehigh University, 2009. / Adviser: Edward S. Shapiro.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Gary A. Cziko. Includes bibliographical references (leaves 82-87) Available on microfilm from Pro Quest Information and Learning.

<p> Women have historically been underrepresented in the fields of science, technology, engineering, and math (STEM fields). The underrepresentation of women in STEM may be attributable to a variety of factors. These may include different choices men and women typically make in response to incentives in STEM education. For example, STEM career paths may be less accommodating to people who are less resilient. Another factor may be that there are relatively few female STEM role models. Perhaps strong gender stereotypes discourage women from pursuing STEM education and STEM jobs. The factors that contribute to success and the barriers that impeded success must be identified before any steps can be taken to improve the educational outcomes for women in STEM disciplines. Consequently, relatively little is known about the role of resilience in academically successful adult women in rural community colleges enrolled in STEM disciplines and the mechanisms that underlie the performance deficits that occur as a result of stereotype threat effect. This mixed method study addressed those knowledge gaps by determining: (1) if high resilience is positively correlated to high grade point average for women enrolled in STEM disciplines in rural community colleges in North Carolina, and (2) if stereotype threat effect is a risk factor for these women. Quantitative data were collected by using "The Resilience Scale" (Wagnild &amp; Young, 1987) and through examination of grade point average of students from Datatel data management software. Qualitative data were collected through semi-structured focus group interviews. Findings from this study indicate high resilience is positively correlated to high grade point average for women enrolled in STEM disciplines in rural community colleges in North Carolina, and stereotype threat effect was a risk factor for low-scoring women (i.e. those women who reported resilience scores less than 121 and grade point averages lower than 2.70) and was not a risk factor for high-scoring women (i.e. those women who reported resilience scores of 147 or higher and grade point averages of 2.70 or higher). Overall, qualitative data analysis revealed both high-scoring and low-scoring women in STEM disciplines were affected by stereotype threat effect. However, low-scoring women were negatively impacted by stereotype threat and high-scoring women were able to use pressures associated with stereotype threat as motivation for success. Based on results from this study four principal factors were found that influence the success of women in STEM disciplines. These factors include elimination of stereotype threat, enhancement of resilience of female students, expansion of female gender representation on community college campuses, and development of positive instructor-student and advisor-student relationships. While this study does not, and cannot, explain why gender differences in STEM exist, it does provide data and insight that will enable more informed policymaking for community college administrators in order to increase success of women in STEM disciplines. The findings provide definitive evidence of a need to encourage and support women in STEM education with a goal of gender parity. </p>

<p> The relatively little amount of time that some college students spend reading their textbooks outside of lectures presents a significant threat to their academic success. One possible solution to this problem is the use of digital games as an alternative to outside-of-class textbook reading, but a review of previous research did not reveal much information on their efficacy when compared to traditional textbooks. Using Astin's theory of student engagement as a framework, the purpose of this quantitative causal-comparative study was to determine whether a significant difference in engagement, as indicated by mental effort and time on task, existed for college students who used a digital game-based textbook versus students who used a traditional print-based textbook. The 54 undergraduate college students in this convenience sample were randomly assigned to one of the two textbook types and completed an activity session at an individual workstation. Time on task was measured with a stopwatch and mental effort with the Mental Effort Scale. The results showed a statistically significant difference in engagement between participants in the digital game-based and traditional print-based textbook groups, Hotelling's <i> T</i>²(2, 52) = 25.11, <i>p </i>&lt; .001, D²=1.86. In the post hoc analyses, the digital game-based group had significantly higher time on task scores than the traditional print-based textbook group (<i>t</i> = 34.61, <i>p</i> &lt; .001). The mental effort difference was not significant, although the mean mental effort score was higher for the digital game-based group. These results provide evidence of a digital game-based textbook's utility, and may inform college educators in their efforts to support a more diverse group of learners.</p>

<p> A leadership program was created for students to gain skills and/or change their behavior using Appreciative Inquiry and Video Self Modeling, VSM. In 2011, a youth that experiences a disability had been unable to achieve a skill utilizing traditional methods of skill acquisition. He employed the Appreciative Inquiry and VSM leadership program and was able to achieve 100% skill acquisition. Appreciative Inquiry was used to gather information on what makes a participant who experiences a disability feel successful and the theme of the greater organization/class which was independence, provided guidance for examples of success. Videos were created showing students succeeding in activities that they have not yet achieved or participated in with low frequency. These activities were documented as a barrier to success typically in the Individual Education Plan, IEP. Viewing these videos aids the individual in achieving a goal as they viewed this desired future as the present in the majority of cases. </p><p> Keywords: Appreciative Inquiry, Video Self Modeling, Skill, Behavior, Disability, Leadership, Education</p>

<p> Many preschool students enter kindergarten without the oral language and phonetic awareness skills necessary for academic success. Qualitative research is also limited about the instructional practices preschool teachers use to improve the literacy skills of their students. The purpose of this study was to explore how teachers used developmentally appropriate instructional practices to improve the literacy skills of preschool students. The conceptual framework was based on the theories of Piaget and Vygotsky in relation to language development. A multiple case study research design was used. Participants included 6 teachers from 3 different preschool programs in an urban school district in the eastern United States. Data were collected from individual interviews with preschool teachers, observations of literacy instruction in classrooms, and related program documents. For the single case analysis, coding and category construction were used to analyze the interview data, and descriptive statistics were used to analyze the observation data. A content analysis was used to analyze the documents. For the cross case analysis, data were examined across all cases for emerging themes and discrepant data. A key finding was that preschool teachers used developmentally appropriate instruction to improve oral language, phonological awareness, and written expression and supported play through learning centers; however, limited teacher&ndash;child interaction was found in relation to quality of feedback and language modeling. This study contributes to positive social change by providing educators with a deeper understanding of the need to improve the literacy skills of young children.</p>

<p> Graduate students in Communication Disorders were found to become enculturated in the use of a specific literacy strategy to help struggling young readers. Supervisors used four transmission modes: modeling, feedback, collaboration and humor as symbolic channels to transmit knowledge and actions (defined as mechanisms) that were needed for the enculturation process. Mechanisms included negotiating power, linking classroom to the clinic, employing reflection, planning, extending thinking, using contrastiveness, verification, affiliating, making positive acknowledgements, employing cognitive dissonance, highlighting, using recurrency, explicit contextualizing, and employing independence. Situated learning experience was also identified as a necessary aspect of enculturation. Powerful mechanisms for struggling students were identified as reflection, employing cognitive dissonance and peer sharing (employing independence). </p>

<p> Focusing on Science, Technology, Engineering and Mathematics (STEM) literacy is a national priority for the United States. As competition increases internationally for scientific and technological innovations, the United States is concentrating on building its STEM capacity (Stephens, 2011). Despite the numerous STEM reform efforts there continues to be a decline in STEM graduates and STEM competencies (McNally, 2012; Langdon, Mckittrick, Beede, Doms, &amp; Khan, 2011; Herschback, 2011). With attention focused on increasing STEM college majors and occupations among the student population, the current research investigation centered on the role of parent aspirations, student self-beliefs, and activities outside the classroom to determine the outcome of middle and high school students choosing a STEM college major. Research suggested that students formulate their degree attainment during their middle and high school years, and even earlier (Roach, 2006; Maltese &amp; Tai, 2011); therefore, it was logical to investigate STEM persistence during middle and high school years. </p><p> The study analyzed NELS:88, a longitudinal national public data set created by the National Center for Educational Statistics that used 12,144 participants. The students' self-reported data spanned over a 12-year period. Students completed five surveys in the NELS:88 data collection (NCES, 2011). Binary and multivariate logistical regressions determined if activities outside the classroom, parent aspirations, and student self-beliefs influenced STEM college majors. Conclusions of the study found significant relationships between the variables and STEM persistence. Individuals who participated in STEM activities after school were more likely to major in STEM (p&lt;.001,Exp(B)=1.106). There was a significant positive relationship between parent aspirations and increased odds of choosing a STEM major (p&lt;.0001, Exp(B)=1.041). There was a significant relationship between student self-beliefs and choosing a STEM major as students with higher self-beliefs had a decreased odds of choosing a non-STEM major (p&lt;.05, Exp(B)=.988). When all three variables were considered together, self-beliefs were no longer significant (p&lt;.166) but parent aspirations, (p&lt;.0001, Exp(B)=1.034) and activities outside of the classroom (p&lt;.0001, Exp(B)=1.097), both significantly predicted STEM participation. </p><p> The results of the research inform policy makers in regard to funding decisions and the development of programs, especially ones that occur outside of the school day. The analysis may guide decisions for school administrators on how to influence student retention within the STEM pipeline. The findings add to existing research and provide a better understanding of predictors affecting student persistence in STEM.</p>

<p> Because of the increase of online education options and the continuously increasing demands on teacher time, this case study analyzed online mentoring's effectiveness for beginning teachers in one Midwestern school. Specifically, the case study analyzed what, if any, the effects were of including an online learning forum to modify the traditional teacher mentoring program as well as the experiences of the mentees. A further analysis was conducted considering the administrator's role in the creation and facilitation of an online learning forum for teacher mentoring. To guide the creation and maintenance of the online learning forum, the participating teachers completed the survey 'Beginning Teacher's Views on Practice' three times throughout the year of research. Both quantitative survey data as well as qualitative data including in-depth interviews and discussion board posts were later analyzed. From the survey analysis it was concluded that of the 12 areas of needed development indicated by the participating teachers, nine indicated minimal to strong positive growth. This level of growth indicated the online learning forum was able to provide beginning teachers with necessary career development. In regard to the experience of the mentees, through indepth surveys it was indicated that the online mentoring program often reflected aspects of previously conducted research; however, most importantly, the online learning forum experience provided a structured but personalized approach to learning. Considering the administrator's role in the facilitation of the online learning forum, it was concluded that the role is complex in that no matter the amount of trust and community built between the administrator and the beginning teachers, there is still a supervisor-subordinate relationship that is difficult to overcome. Although this case study offers a general context of an online learning forum for beginning teachers, further studies should investigate a larger number of participants who span several schools or several districts to increase participation and variety of perceptions and experiences. Further, it would be advantageous to investigate how multiple, non-administrative mentors who maintain the online learning forum affect the participants' experiences.</p>

Thesis (Psy.D.)--Fairleigh Dickinson University, 2001. / Source: Dissertation Abstracts International, Volume: 62-01, Section: B, page: 0532. Chairperson: Linda Reddy. Available also in print.