Thesis (M.S.)--Oregon State University, 2005. / Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Tom Anderson, Florida State University, School of Visual Arts and Dance, Dept. of Art Education. Title and description from dissertation home page (viewed June 13, 2006). Document formatted into pages; contains x, 196 pages. Includes bibliographical references.

Thesis (M.S.)--Ohio University, November, 2006. / Title from PDF t.p. Includes bibliographical references.

xii, 188 p. / As part of a survey and correlational research design, this study used a web-based survey to collect descriptive data on the voluntary independent reading (VIR) behaviors of a convenience sample of 1,603 middle school students in Oregon. On average, participants reported reading 2 hours and 21 minutes over a 24-hour period, which was considerably more than reported in previously published research. Participants reported reading more electronic than printed texts, and popular topics included reading text by and about friends, adventure and action, and novels and stories. Most frequently read media included books, text messages, email, websites, and printed magazines. Statistically significant relations were obtained between amounts of VIR time and (a) academic performance (measured by participant language arts and math course grades), (b) reading achievement (measured by participant performance on the Oregon Assessment of Knowledge and Skills Reading and Literature Test), and (c) demographics (e.g. gender, grade level, ethnicity, socioeconomic level). These positive associations indicated that the participants in this sample who reported engaging in more VIR time also realized higher levels of academic performance and had attained a higher reading proficiency level. In general, relative to their peers, middle school students who were female, older, and of higher socioeconomic level and had cell phone access (especially cell phones with Internet access) engaged in VIR more often and for more total time. By examining these findings, educators and policymakers may more effectively understand the VIR behaviors of middle school students. This understanding may lead to improved instructional and program design, as well as increased learning, achievement, and total time students engage in VIR. / Committee in charge: Dr. Paul Yovanoff, Co-Chair; Dr. Edward J. Kame‘enui, Co-Chair; Dr. Philip McCullum, Member; Dr. Jean Stockard, Outside Member

This study provides a descriptive profile of substance use behavior and the prevalence of suicide indicators (thought about, considered, and planned) among rural middle school students and examines the association between substance use and suicidal indicators among middle school students participating in the Coordinated School Health Program in a rural state. During April and May 2004, 10,273 middle school students completed the middle school Youth Risk Behavior Survey. This study found that a large percentage of students had initiated substance use behavior, with the greatest number of students having tried cigarettes (40.9% females and 42.7% males), followed by alcohol use (37.2% females and 41.3% males). Additionally, suicidal ideation and behavior were prevalent. Significant associations were found between substance use and suicidal ideation and behavior among middle school students. Prevention programs for adolescent suicide should be implemented during the middle school years and should focus on preventing substance use given its relationship to suicide.

We investigated the relationship between family structure and substance use in a sample of 2,138 public middle school students in a southern state. The CDC Middle School Youth Risk Behavior Survey was utilized and adjusted logistic regression models were created separately for four race/gender categories (African American females/males, and Caucasian females/males) to examine associations among selected drug use variables (tobacco, alcohol, marijuana and inhalants). Analyses were adjusted for social economic status. Results suggested differences (p .05) among race/gender groups for the protective effect of living in an intact family (both mother and father, real or adoptive) regarding substance use among middle school students. In addition, family structure appeared to have a stronger relationship with substance use for Caucasians as opposed to African American adolescents. Caucasian adolescents living in cohabitated family households were more likely to report substance use, when compared to those living in intact two-parent households. Adolescents who are undergoing parental divorce may need special attention as they transition into new family structures.

This study looks at middle school students’ attitudes toward three dimensions of perceptions of science (interest, relevance, and competence) and compares student attitudes by gender, age, and race. These measures are expected to reflect the varying potential of these students’ interest in pursuing careers in STEM. A sample of 719 students in East-Central Mississippi were asked to rate their level of agreement with statements taken from common surveys for measuring attitudes towards science, the Test of Science Related Attitudes 2 (TOSRA 2) and the Views on Science and Education (VOSE) questionnaires. Logistic regression analyses showed that age is a more significant indicator of low interest and of low competence than gender, and that race does not play a significant role in any dimension. Findings indicate students lose interest earlier than high school, suggesting that earlier interventions may be better at increasing participation in STEM than programs targeting older students.

This study is an examination of whether a project-based mathematics curriculum would influence students' intended career paths related to science, technology, engineering, and mathematics (STEM) endeavors; perceived usefulness of mathematics; and perceived competence in doing mathematics. A review of the literature revealed that there are many shortages of professionals in STEM fields. United States women and men are not pursuing STEM endeavors in great numbers and the U.S. relies heavily on international students to fill this gap. The literature revealed that the girls who do not pursue STEM endeavors in great numbers do not perceive mathematics as a useful endeavor and do not think they are competent in doing mathematics. Boys who do not pursue STEM endeavors in great numbers also do not perceive mathematics as a useful endeavor. The study involved 7th and 8th grade school students enrolled in algebra classes in a private college-preparatory school. The students in the experimental group participated in a problem-based curriculum that integrated lecture-based methods with four major projects designed to have students apply mathematics out of the context through hands-on real-life problems. This particular quasi-experimental design was a nonequivalent pre-test/post-test control group design. Statistical analyses were done using a general linear model repeated measures. The results of the statistical analyses indicated that the students in the project-based group showed a statistically significant positive change in their perceived usefulness of mathematics when compared to the control group. A t-test revealed no statistically significant differences in academic achievement. Qualitative data analysis uncovered three emergent themes. Students indicated that they saw the usefulness of mathematics more clearly; students' independence from the teacher while doing the projects was unsettling; and students enjoyed the change of pace in class. The results of the study indicated that a project-based mathematics curriculum can help students see the usefulness of mathematics and can help students enjoy the pursuit of mathematics by this particular change of routine.

Student performance on measurement concepts in mathematics was the basis for this action research study. This study summarizes research conducted in a seventh grade classroom at an urban middle school during fall of 2005. The study investigated the practice of using hands-on activities in addition to the standard mathematics curriculum to improve student performance in measurement tasks. Students were asked to respond to questions posed by both teacher and other students in the classroom. Data were collected using measurement survey, focus group discussions, math journals, and teacher observations. Results of this study showed that student performance on measurement tasks increased throughout the course of the study. Student gains were recorded and analyzed throughout the eight-week study period. Twenty-one out of 26 students that participated in the study showed performance growth in measurement concepts.

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