Thesis (Ed. D.)--Duquesne University, 2004. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 60-73) and index.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 298-315). Also available on the Internet.

This master thesis deals with programming education on first grade of primary schools in application EasyLogo. The theoretical part consists of analysis of education of an original set of short programming exercises. Based on observation of teaching at schools and following interactions with teachers and students was the set modified and supplemented by new exercises. The new educational set includes 52 exercises divided into seven sections which keep the teaching process following the taught steps. The master thesis consists of descriptions and previews of new exercises, guidelines for teachers and as an attachment there is a complete list of exercises divided into sections.

One of the major educational problems in Peru is the low level of efficiency attained in elementary schools. In this paper we analyze the impact of two types of preschool programs, Centros de Educación Inicial (CEI) and Programas No Escolarizados de Educación Inicial (PRONOEI). We carried out a retrospective survery in nine public schools in Lima that had a high repetition rate. Among children with preschool education at CEI the probability of getting a higher achievement increases in 25% in language and 22% in mathematics. Among children with preschool education at PRONOEI, the probability of obtaining a higher achievement increases in 15% in language and 17% in mathematics. / Uno de los problemas más importantes de la educación en el Perú es la baja eficiencia de la primaria pública. En el presente artículo se analiza el impacto de dos tipos de programas de educación inicial pública, los Centros de Educación Inicial (CEI) y los Programas No Escolarizados de Educación Inicial (PRONOEI). Para ello se utilizó una encuesta retrospectiva, realizada en nueve escuelas públicas de Lima que mostraron altas tasas de repitencia. Entre aquellos niños que pasaron por un CEI, la probabilidad de obtener un resultado satisfactorio en lenguaje aumentó en 25%, mientras que en matemática aumentó en 22%. Para los niños que pasaron por un PRONOEI, estas probabilidades aumentaron en 15 y 17% en lenguaje y matemática, respectivamente.

M. Ed. / By virtue of the nature of the affliction, the auditory world of Chronic Otitis Media (COM) children is likely to be one of frequent insecurity and confusion. Fluctuations of volume, tone and clarity of sound must be very unsettling for young language learners. If the significant others in their lives are not fully informed about the nature, effects and potential impact of the illness on the developmental processes of the sufferer, then psychological, social and scholastic manifestations of the inevitable inner confusion will probably result:In South Africa today, fewer professional resources are available to meet the needs of a greater number of people. One creative solution to this problem could be the growing trend away from a predominantly one-to-one approach towards a consultative function for Educational Psychologists, with relevant psychometric and therapeutic intervention. With this in mind, the purpose of this study is to explore and illuminate the experiential world of the school beginner who suffers from COM to parents and teachers alike. With the growing emphasis on the integrated, whole language approach to teaching and learning in many South African schools, the focus of this study is on how the school beginner with chronic Otitis Media experiences his new learner status. The initial aim of the exercise is to expose this experience and examine it within the context of sound theory. Further, the study is intended to be the first, small step in a process intended ultimately to benefit the wider population of COM afflicted learners by raising new awareness and understanding of their special needs in their teachers. The theoretical foundation that undergirds this study incorporates a multidisciplinary review of the literature encompassing the anatomical structure of the ear, the mechanical, physiological and neuro-sensori process of sound reception and processing (which constitutes hearing), and the normal, integrated developmental stages of the infant. This foundation is established with the aim of providing support and structure for the research questions posed. The nature of the research problem under investigation dictates the type of research design used. The Case Study was sek licted as possessing the most appropriate characteristics and methods of data collection for the planned research process. The samples selected for the study complied with specified criteria relating to the onset, intensity and chronicity of Otitis Media experienced during infa ncy. Cases were to be six to seven years of age and in the beginning stages of their formal learning process. The study falls within the qualitative research paradigm and is presented as a description and discussion of the experiential world of the school beginner with chronic Otitis Media. Where `appropriate, a tentative explanation of outcomes is given and a behavioural profile compiled for discussion with teachers, and with further exploration in mind at some future time

Orientador: Flávia da Silva Ferreira Asbahr / Resumo: A presente pesquisa, realizada à luz da análise do comportamento, apresenta como escopo principal identificar, descrever e analisar quais comportamentos de Ensino de uma docente no primeiro Ano do Ensino Fundamental de nove anos viabilizam o desenvolvimento da alfabetização e da aprendizagem, tendo como base de análise a expectativa de aprendizagem de número 2 (ler ainda que não convencionalmente) da disciplina de Língua Portuguesa, pertencente ao documento: “Expectativas de Aprendizagem para o Primeiro Ano do Ensino Fundamental de nove Anos”, considerando as especificidades presentes nesta etapa de transição. Como foco metodológico utilizou-se de uma estratégia muito empregada no âmbito científico, denominada Estudo de Caso, a qual contemplou visitas e observações in loco, utilização de vídeo-filmagens e informações transcritas em um caderno de campo, em uma escola estadual que atende ao público do primeiro ano do Ensino fundamental na cidade de Bauru. A obtenção bem como análise dos dados foi realizada sob um viés qualitativo, com foco na descrição dos comportamentos emitidos pela docente em relação às respostas apresentadas no repertório dos discentes. Observou-se a partir dos dados coletados que as ações da docente não somente contemplavam as expectativas de aprendizagem do documento, como também iam para além deste. Atividades planejadas, com objetivos claros e delimitados, a flexibilidade e variabilidade comportamental para o ensino foram fatores indispensáveis para o a... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present study, based on the behavior analysis, presents as its main scope to identify, describe and analyze which teaching behaviors of a teacher in the first year of Elementary School nine years enable the development of literacy and learning, based on the analysis the expectation of learning number 2 (read even if not conventionally) of the Portuguese language subject, which belongs to the document: "Learning Expectations for the First Year of Nine-Year Elementary School"," considering the specificities present at this transitional stage. As a methodological focus, it used a strategy widely used in the scientific field, called Case Study, which included on-the-spot visits and observations, use of video-filming and information transcribed in a field book, in a state school that meets the public of the first year of elementary school in the city of Bauru. The acquisition as well as data analysis was performed under a qualitative bias, focusing on the description of the behaviors emitted by the teacher in relation to the responses presented in the student repertoire. It was observed from the data collected that the actions of the teacher not only contemplated the expectations of learning of the document, but also went beyond this. Planned activities, with clear and limited objectives, the flexibility and behavioral variability for teaching were indispensable factors for the attainment of the educational success of the first year students of elementary school, considering t... (Complete abstract click electronic access below) / Mestre

"This experimental study is an effort to determine whether or not purposive effort on the part of the school and parents to develop desirable democratic attitudes and attributes in the first grade will result in more progress along these lines than allowing the development of these characteristics to be an un-sought-for by-product of the school program"--Introduction. / "August, 1953." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fullfilment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaves 74-76).

The purpose of the current study was to examine how well the Narrative Language Measure (NLM) of Listening predicts the NLM Reading measure and the extent to which brief narrative-based listening and reading comprehension assessments administered to first, second, and third grade students demonstrate symmetry and equity. A total of 1039 first graders, 395 second graders, and 501 third graders participated in this study. The students were administered the NLM Listening and NLM Reading, and their scores were examined to address the research questions. Students with incomplete data sets and students who performed 1.5 standard deviations (7th percentile based on the local dataset norms) below the mean within their respective grade using local norms on a either the first or second winter benchmark reading fluency measure were removed from the participant pool. A correlation and regression analysis indicated that the NLM Listening was weakly predictive of NLM Reading. The means and standard deviations of listening comprehension and reading comprehension were compared, with the expectation that the means from both tasks would not be significantly different. This was examined using repeated measures ANOVA. Results indicated that for the first, second, and third-grade students, while removing those who scored at or below the 7th percentile, there was a statistically significant difference between the means for both the NLM Listening Benchmark 1 and NLM Reading Benchmark 1, as well as the NLM Listening Benchmark 2 and NLM Reading Benchmark 2. An equipercentile analysis determined the first-grade students scored higher in the listening comprehension than reading, and the second and third-grade students scored higher in the reading comprehension. While the data from this study indicate that the NLM Listening is not an adequate proxy for the NLM Reading measure, this study is another step in laying a foundation that a narrative-based assessment with carefully constructed parallel forms that reflect written academic language has the potential to produce scores in listening and reading comprehension that are symmetrical and equitable, in order to justify the use of one measure as proxy for the other.

The purpose of this quantitative study was to examine the effects, if any, of a supplemental phonics curriculum, Saxon Phonics, on the reading achievement of first-grade students in one mountain-west, semirural, school district. The design was casual-comparative and ex post facto, and answered the questions: (1) Do students taught using a traditional basal program and students taught using both the traditional basal program and a supplemental phonics program (control vs. treatment) differ on selected end-of-year reading achievement scores (i.e., portions of the DIBELS Next assessment—nonsense word fluency [NWF], oral reading fluency [ORF], and accuracy [ACC])? (2) do any possible interactions among selected variables (i.e., instructional program, gender, and beginning-of-year reading level) exist related to performance differences on end-of-year reading achievement scores among students receiving reading instruction with or without a supplemental phonics program? The independent variables were the instructional program Saxon Phonics, a traditional/basal reading curriculum and the reading levels of low, medium, and high. The dependent variables were oral reading fluency, accuracy and nonsense word fluency, measured by the DIBELS Next assessment. The 2014-2015 and 2015-2016 DIBELS Next data were collected from the school district database upon approval from the Institutional Review Board in January of 2017. A mixed effects model was utilized to explore the relationship between use of the selected supplemental phonics curriculum and selected reading achievement scores of first-grade students. Results revealed that there was no significant difference between the control and treatment groups, though there was a statistically significant improvement of low readers in the treatment group over the control group.

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