Thesis (M.Ed.(Curriculum Studies)) -- University of Pretoria, 2007. / Includes bibliographical references (leaves 103-115)

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 248-252). Also available via the Internet.

Thesis (M.S.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 170-173).

Thesis--University of Massachusetts. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 143-148).

Thesis (Ed. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 17, 2006) Vita. Includes bibliographical references.

<p> With the continued emphasis in the United States on science teaching reform as a way to increase science learning and the scientific literacy of all, the integration of informal science learning activities like citizen science is emerging as a possible way to enhance formal science teaching and learning. There is a limited but growing number of studies indicating that the general public is learning science content and process from participating in citizen science, but research in this area is just beginning and the use of citizen science projects by teachers in formal classroom settings has barely been examined at all. This qualitative study examined three research questions: 1) What motivates experienced middle school science teachers to use citizen science programs in their classrooms? 2) What do experienced middle school science teachers perceive to be the impact on their students as a result of using citizen science in their classrooms? and 3) What do experienced middle school science teachers perceive as the challenges in using citizen science in their classrooms? Twenty-two middle school teachers from across the United States were interviewed about their motivations and expectations regarding their use of citizen science projects in their classrooms. Using a basic thematic analysis, responses from these semi-structured interviews were coded and themes were developed. Findings indicated that teachers use citizen science to engage their students in authentic science experiences that make a contribution to science and society. Also, teachers perceive that citizen science activities broaden students&rsquo; perspectives and build their agency to make a difference in their environment. Teachers perceived two main challenges with citizen science: making the task meaningful and ensuring that students experience the whole scientific process. This study makes a start at understanding why teachers use citizen science and how they perceive it to impact their students. </p><p>

<p> American students&rsquo; continued struggle with math proficiency has led to a body of research defining effective instructional principles for math. Those principles have been incorporated into interventions for students struggling with mathematical word problems. One such intervention utilizes a &ldquo;cognitive-metacognitive&rdquo; approach to solving any type of word problem. The &ldquo;cognitive-metacognitive&rdquo; approach teaches students to use a set of directive steps to work through a problem and to use a set of self-reflective steps to help the student understand, implement, and monitor each directive step. <i>Solve It!</i>, a commercially available cognitive-metacognitive intervention for word problem-solving, and variations of <i>Solve It!</i> have been found effective for students with various disabilities. Many of the populations that are subject to the existing body of research relating to <i>Solve It!</i> and variations of <i> Solve It!</i> display executive functioning deficits that are targeted by self-reflective steps included in the intervention. Students with attention deficit/hyperactivity disorder (ADHD) are one population that often display executive function deficits; however, no published research has examined the effectiveness of <i>Solve It!</i> or variations of <i>Solve It!</i> with this population. The present study builds on the existing research examining the effectiveness of <i>Solve It!</i> and variations of <i>Solve It!</i> by examining the effectiveness of a variation of <i>Solve It!</i> with three 4^th-grade students diagnosed with ADHD.</p><p>

<p> This study consisted of a mixed-methods comparative analysis of the implementation of the Multi-Tiered Systems of Support (MTSS) in public school districts in the state of Missouri. The researcher surveyed nine public school districts similar in demographics of socio-economic representation, free and reduced lunch percentage, and average daily fund expended to educate students. One district administrator responsible for the implementation of MTSS represented each school district. In the qualitative component of the study, the researcher utilized an original electronic survey to gather insights into the unique implementation path each district employed. Coding and analysis resulted in identification of themes, similarities, and differences. The researcher interviewed 2 state-level leaders integral in the design and implementation recommendations from a state-level perspective. Coding and analysis of interview responses resulted in identification of similarities and differences in state and district-level implementation of MTSS. The quantitative component of study included collection and analysis of secondary data obtained from the Missouri Department of Elementary and Secondary Education via the Missouri Comprehensive Data System. The researcher obtained and analyzed elementary achievement and student attendance data to determine a difference within districts with full and partial implementation of MTSS. Through analysis of the qualitative surveys and interviews, the researcher found unique implementation paths among the study districts. All nine study districts implemented differently and none utilized a recommended path or blueprint. District implementations varied from perceptions held among the state-level leaders interviewed. Through analysis of the quantitative component of the study, the researcher identified no difference in achievement and student attendance in districts deemed full implementation in comparison to partial implementation. The researcher recommended continued attention to successful implementation of MTSS at state and district levels. Future attention with focus on increased technical support and funding at the state level held the promise of prompt, appropriate supports to students who struggle in the academic, behavioral, and social skill areas.</p><p>

<p> The purpose of the study was to explore how the use of technology can support parent/caregiver-teacher communications, thus allowing for parent/caregiver-teacher involvement through contemporary approaches. The study looked at how parent/caregivers and teachers define parent/caregiver involvement, what they see as barriers to parent/caregiver involvement, and how they believe technology can support the involvement experience.</p><p> The review of literature examines varying factors that influence parent/caregivers&rsquo; level of involvement in their children&rsquo;s schooling, as well as three major influences that have the greatest impact on student achievement: family, school, and community. It also identifies barriers to parent/caregiver involvement. Although challenges exist at the family, school, and community levels, the review of literature shows that the child receives maximum benefit when all parties collaborate.</p><p> Interviews and surveys reveal how parent/caregivers and teachers of third-graders feel about parent/caregiver involvement and how technology affects communications between parent/caregivers and teachers. Findings indicate that parent/caregivers and teachers believe the use of technology supports parent/caregiver-teacher communications, therefore fostering parent/caregiver involvement. They believe it eases communication processes and allows parent/caregivers to be involved despite busy schedules. Parent/caregivers and teachers communicated that they still desire personal conversations with one another to address topics of concern, but, overall, they feel technology cultivates and supports parent/caregiver involvement.</p><p>