Thesis (Ed.D.)--Boston University.

Thesis (Ed.M.)--Boston University

No description available.

The purpose of this study was to determine whether 120 fifth-grade students composed significantly better writing using word processors than using pencil and paper. The subjects included 65 males and 55 females. Following an introductory lesson in keyboarding and instruction on the Bank Street Writer word processing program, randomly selected control and treatment groups participated in sixteen 45-minute sessions of prewriting, writing, and revising expository paragraphs and essays. Both groups used a process approach to writing. Trained scorers evaluated the compositions. Results were tabulated using MANOVA to test for significant differences between groups. Level of significance was set at .05. Though results indicated a trend toward improved writing with word processors, no significant difference was found in overall treatment effects. However, significant differences between students' writing by teacher were established. This study indicated that, over the short term, use of the word processor by students does not result in significantly better writing. Researchers seeking more immediate results might investigate teacher variables. Further study over a longer duration using older subjects more familiar with word processing may substantiate a positive relationship between word processing and improved writing.

The following work has compiled over the course of my time spent at Claremont Graduate University. Through my time in the program I have not only developed as an educator but an individual as well. My journey began simply by looking at myself and who I am. I thought I knew who I was, but as I continued with my courses, spent more time in the classroom, and engaged in professional relationships I began to wonder. Throughout this ethnography, I will share my experiences and journey through this roller coaster year. However, as I reflect now, I can begin to appreciate the journey I have been on and look forward to what lies ahead. I began my journey fresh out of my undergrad program ready to begin my teaching career. Coming into this program I felt ready to take on anything they threw at me because, obviously, I was prepared. My work through this ethnography has shown me that although my past experiences did provide a great foundation, there was much more to learn and experience. As I spent the second portion of this writing getting to know my focus students, I realized that I had spent so much time in my own world that I needed to step back and observe and appreciate all that was around me. This idea lent itself to the third section of my ethnography. Here I was at a school seven minutes from my home and I had never seen it. There was this whole world down the street that I had never experienced, but my students lived every single day. My work this past year has been a reflection of my growth as a teacher, a person, and a student. The adage “You learn something new everyday” has never been more prevalent than on my journey through the Claremont Graduate University, Teacher Education program. However trying and overwhelming it all was, I still had my family, my friends, and my students to keep my head above water and keep me going. I dedicate this ethnography to them all because without their love and support through this tumultuous journey, I would not be walking away the educator I am today.

Source: Dissertation Abstracts International, Volume: 38-08, Section: A, page: 4568. / Thesis (Ph.D.)--The Florida State University, 1977.

The purpose of this study was to determine if training children to recognize differences in similar word pairs during message production can facilitate their ability to detect subtle distinctions in similar word pairs during message evaluation. / The subjects, 64 fifth graders, were randomly assigned, 16 each, to a four-group design. One group received a pretest and training, whereas, a second group received a pretest and no training. A third group received training, but no pretest. A fourth group, however, received neither training nor a pretest. All groups were each administered three posttests--a posttest for the immediate effect of training, maintenance of the training effect, and a transferable effect of training. / Data were analyzed using a two-way analysis of variance. Groups were compared in the following manner: (a) the two experimental groups with the two control groups, (b) the two pretested groups with the two unpretested groups, and (c) the pretested experimental and control groups with the unpretested experimental and control groups. / Although the unpretested treatment subjects outperformed the pretested treatment ones, training improved the performance of both groups relative to the control groups. Maintenance of the training effect lasted at least one month. Also, the experimental subjects scored higher than the control subjects on the listener task. Results of this study indicated that training children to speak for the purpose of identifying differences in similar word pairs enhanced their ability to listen for the purpose of evaluating messages on word-pair tasks. / Source: Dissertation Abstracts International, Volume: 47-03, Section: A, page: 0787. / Thesis (Educat.D.)--The Florida State University, 1986.

No description available.

There is no abstract available for this dissertation.

Thesis (Ed.D.)--Liberty University School of Education, 2009. / Description based on print version record. Includes bibliographical references.