The purpose of this study was to analyze the effects of (1) training the accurate completion of an assignment form, (2) providing feedback on accurate reporting of homework completion, and (3) consequences for completion or non-completion of homework. All students exhibited highly accurate recording of information on assignment forms and reports of what homework had been completed or not completed. Delivering consequences for completion or non-completion of assignments had a modest effect on homework completion. This package increased the proportion of homework assignments completed on time for all students in at least one, or as many as three, academic subjects. This package can be an efficient tool for teachers to monitor homework completion.

BACKGROUND: In America, stroke is the fifth leading cause of death taking more than 130,000 people every year. Early recognition is imperative as survival increases with prompt intervention. Unfortunately, many Americans including children do not know the acute signs and symptoms of stroke, especially those in high-risk communities. Due to the significance surrounding the public health burden of stroke, the purpose of this project is to evaluate a time efficient, mobile device supported stroke education program for fifth graders and their parents who live in a multi-ethnic community. DESIGN: This DNP project implemented a prospective descriptive study. SETTING: The study took place at a local public elementary school in Phoenix, Arizona within a multiethnic community with predominately Hispanic children. DATA COLLECTION: The data was collected in the form of pre and post-tests from the fifth-grade students. Surveys were also given to parents and the teacher. RESULTS: Results from 19 students indicated fifth graders can learn about stroke, recognize the early warning signs, and seek help fast. Data from parental surveys indicated students talked to their parents about what they learned and shared the stroke phone app with them. The study also found a positive teacher perception of incorporating technology-supported stroke lesson into fifth-grade curriculum. CONCLUSION: This study found increasing stroke knowledge among fifth graders using a novel mobile technology supported school-based intervention is possible and, in fact, found students shared the information and stroke application with their parents and families at home. Findings also support the need for continual research on educating today’s youth, targeting high-risk populations, and further fine-tuning this sustainable stroke knowledge program for middle schools across Arizona.

The purpose of the study was to determine whether students' timbre preferences in the sixth grade remain stable through the tenth grade. The investigation also examined whether gender, band instruction, or musical home environment makes any difference in influencing the stability of students' timbre preferences from grade six through ten. Students' timbre preferences at the beginning of the study were compared to their preferences four years later. The students' timbre preferences were obtained by employing Gordon's Instrument Timbre Preference Test (ITPT). A questionnaire was also utilized at the conclusion of the study to determine which students had musical home environments and which did not. All sixth grade students enrolled in a single school district took the ITPT. Each student's scores were tallied and ranked in order to determine their timbre preferences; four years later they were retested and their scores were ranked again.

No description available.

No description available.

国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

The purpose of this dissertation research was to ascertain information from ninth-grade students about their perspective in reference to Response to Intervention (RTI) in their school and how it is impacting them as well as their perceived future implications on their education. In order to accomplish this overall objective, the following three research questions framed this study: 1. What are the perceptions of ninth-grade students concerning RTI? 2. What elements of RTI do they see as beneficial for them to progress to their sophomore year? 3. What are the RTI teachers doing to assist ninth-grade students to progress successfully to their sophomore year? A rural school in the Midwest was selected for this qualitative case study research. Document analysis of two websites, six papers, and student grades and test scores were used. Forty, ninth-grade students were surveyed, four students from this population were interviewed, and two core/RTI teachers were interviewed along with the building principal. Participants in the study self-selected pseudonyms for research anonymity purposes. The surveys were conducted in the ninth-grade English classes on one day, and interviews were conducted on separate days, face-to-face, and later transcribed for accuracy. There are three themes which emerged from the data: (1) students’ sense of accomplishment, (2) students’ sense of belonging, and (3) students’ sense of maturity. These findings describe students’ self-pronounced perceptions of their 8th hour RTI class and RTI’s effects on their learning. Based on this study’s findings, it is recommended that additional investigation into elements of RTI and student perceptions be conducted. Data collection and assimilation from one school year to the next and progress monitoring using norm-referenced tests need to be increasingly used in high schools. The schools should monitor RTI and student achievements and keep a record to improve their instruction. One way to screen the effects of RTI is to access students’ RTI perceptions and conduct longitudinal data collection and analysis from many school districts and populations.

This study explored the topic of motivation for intermediate students combining both an objective criterion measure (i.e., standardized test scores) and the self-report of students on self-concept and value of reading. The purpose of this study was to examine how third grade reading achievement correlated with the motivation of fourth grade boys and girls, and, in turn, how motivation related to fourth grade reading achievement. The participants were fourth grade students (n=207) attending two public, elementary schools in Miami-Dade County who were of primarily Hispanic origin or descent. Data were collected using the Reading Survey portion of the Motivation to Read Profile (1996) which measures self-concept and value of reading in order to measure motivation and the Third and Fourth Grade Reading Florida Comprehensive Assessment Tests 2.0 (FCAT 2.0) to assess achievement. First, a one way Analysis of Variance (ANOVA) was conducted to determine whether motivation differed significantly between fourth grade boys and girls. Second, a path analysis was used to determine whether motivation mediated or moderated the association between FCAT 2.0 third and fourth grade scores. Results of the ANOVA indicated that motivation, as measured by the Motivation to Read Profile did not differ significantly by sex. Results from the path analysis indicated that the model was significant and that third grade FCAT 2.0 scores accounted for a significant amount of the variance in fourth grade FCAT 2.0 scores once motivation was entered. Results of the study demonstrated that motivation partially mediates, but does not moderate the relationship between FCAT 2.0 third and fourth grade scores. In conclusion, it can be determined that past student achievement for fourth grade students plays a role in current student achievement when motivation is also considered. It is therefore important in order to improve the quality of fourth grade student’s current performance to take into account a student’s motivation and past achievement. An effort must be made to address students’ motivational needs whether through school wide programs or at the classroom level in addition or in conjunction with cognition. Future research on the effect of self-concept in reading achievement is recommended.

This study was concerned with the possibility of raising a fourth grade pupil's social status. The techniques used were those that could be used in nearly any fourth grade schoolroom.