An eight-day instructional vocabulary study was conducted to evaluate two methods of instruction for prefixed words for two methods, Morphemic Analysis and Whole Word Meaning. Seventy-five sixth-grade students from a rural middle school were part of this study. The Morphemic Analysis and Whole Word Meaning approaches were similar in a number of ways. Instruction consisted of eight lessons, six instructional lessons and two review lessons. Methods were similar in the specific prefixed words taught (24), duration (8 days/8-9 minutes per word), number of exposures (9), and inclusion of the following activities: Example and/or Non-example, Student Examples, Word/Meaning Match, and Word/Example Match. The major differences between the two methods occurred during the introduction of the prefixed words. Morphemic Analysis included a prefix component that focused on grouping prefixes by families, introducing each prefix meaning, and then analyzing the prefixed word by morphemes: root, prefix, and suffix (as needed). The meaning of the prefixed word was derived by combining the meanings of the parts: root, prefix, and suffix. Whole Word Meaning instruction focused on the prefixed word as a whole unit. Meaning for the prefixed word was developed from a Scenario and Question activity. This activity placed the lesson word into a meaningful written context, and a question followed that guided students to infer the words meaning. Also, a Prompt activity was used to extend the words meaning beyond the written passage. Analysis of data on the following three measures: 24 prefixes, 24 prefixed lesson words, and 24 untaught prefixed words, revealed students performance for the two conditions, Morphemic Analysis and Whole Word Meaning. The data revealed that students made a greater gain in prefix knowledge (17%) from Morphemic Analysis instruction. This gain could be attributed to the direct instruction of prefixes, a major component of the Morphemic Analysis method. On prefixed lesson words, Morphemic Analysis and Whole Word Meaning each showed large gains; thus, they could be considered equally effective methods of vocabulary instruction. The data on untaught prefixed words indicated that the Morphemic Analysis group outperformed the Whole Word Meaning group, by an advantage of two mean points (8%). The present study points to the benefits of prefix knowledge and transfer word knowledge for the Morphemic Analysis group. The similar performance by both methods on taught prefixed words was equally interesting and warrants further investigation into the components of effective vocabulary instruction.

Background - Cardiopulmonary resuscitation is a life skill that requires proper psychomotor skill development. It is a key component in the Concept of the Chain of Survival. Training in CPR has been advocated since 1974 with subsequent courses and training programs. Like many programs, the curricula tend to be instructor centered, few, if any of the curricula have addressed the issue of learning styles. There is a significant amount of literature describing the lack of success in the acquisition and retention of skills. Several investigations have demonstrated that this system may improve CPR delivery and skill retention. Individuals vary in their ability to perceive, organize, store, process, understand, and use information. These differences are known as cognitive styles. Methods - This project used an experimental design with an aptitude (learning style) treatment (feedback) interaction design. In this study two factors used in the analysis of variance. Subjects were administered the Group Embedded Figures Test to determine their level of field dependence. Groups were then randomized to receive feedback on skill performance. Following initial instruction subjects were asked to complete a three- minute bout of CPR each week for four weeks, using their assigned method of feedback. At the conclusion of the fourth week, subjects were tested without feedback. Performance measures were rate of compressions, mean depth of compressions, percentage of correct compressions, and percentage of correct ventilations. Results No significant interaction was found between learning style and method of feedback for any of the variables. No main effect was noted for any of the variables and learning style. A main effect was noted for method of feedback relative to the percentage of correct compressions and the percentage of correct ventilations. Both the computer auditory and computer visual groups achieved a greater percentage of correct compressions than instructor driven feedback. For the percentage of correct ventilations, computer auditory feedback resulted in a high percentage of correct ventilations compared to instructor driven feedback. Conclusions Computer feedback has been demonstrated to enhance student performance, irrespective of learning style. Enhanced performance has a clinical significance.

The professional development opportunities and the impact these opportunities had on teachers instruction were examined through a case study design. This school was selected because it was participating in a reform initiative and had improving student achievement scores. The research questions for this study included: (1) What was the nature of professional development in a Reading First School in which reading achievement improved and how were professional development activities made available to teachers? (2) What features of the professional development activity aligned with what was known about effective professional development and what were the similarities and differences in perceptions of teachers, coaches, and principal about the participation and characteristics of effective professional development? (3) What were teachers perceptions about how their involvement in professional development activities changed or influenced their instructional practices? (4) In what ways has professional development impacted teachers instruction? This study had ten participants; the principal, the full-time reading coach, the part-time reading coach, and seven teachers (i.e. grades 1-3 and special education were represented in this sample). A core reading program was implemented at this school. This study included a pre-observation interview, a classroom observation, and a post-observation interview. The findings for this study indicated that various professional development opportunities were available for teachers since the implementation of the Reading First grant. Also, although all participants in this study identified professional development opportunities that included characteristics of effective professional development, the literacy leaders (i.e. the principal and full-time coach) perspectives of influential professional development were different from the practicing teachers perspectives. Teachers perceived professional development to influence their knowledge of content, pedagogy, and curriculum. And finally, the professional development opportunities that most often influenced teachers classroom reading instruction were those that connected to the core reading program.

This dissertation explored the effects of two different interventions on the learning of statistics. Each intervention corresponded to a different conception of statistical learning and used a particular type of computer-tool. One intervention used data analysis tools and focused on authentic situations of statistical activity. The other intervention used simulations and focused on formal aspects of probability. Data Analysis (data) and Probability (chance) are the constituent parts of statistical inference and the two lens from which is possible to present this topic. In this study, both perspectives were compared in their effectiveness to teach ANOVA, a central topic in inferential statistics. The results of this study showed that the intervention that used simulations improved students knowledge about probability, sampling and sample size effects. Protocol analysis of students answers indicated that the gains in probability knowledge did not alter the way students explained group differences. The intervention that used data analysis tools showed no significant effects on students data analysis knowledge. Studying the evolution of a sub sample of students suggested that data analysis knowledge develops over periods of time longer than those of this study. Additionally, protocol analysis of students solving statistical questions showed that students use simple decision rules to evaluate sampling and data analysis problems. These rules allowed students coordinating simple descriptions of the problems elements with conclusions about significance and sampling effects.

The intent of this dissertation was to move toward a constructive grounded theory that portrayed the ways in which parents of preschool children with disabilities make meaning of their childrens social relationships. The rationale for this inquiry emerged from the confluence of four complex discourses: typical child development discourses with particular attention paid to the importance of social development; family discourses with particular attention paid to the role of the family in a childs social development; disability discourses with particular attention paid to the unique challenges families face in supporting the social development of their children with disabilities; and early childhood special education discourses related to family-centered approaches to educational intervention. Narrative vignettes were used to present the ground of the study. These vignettes were generated from conversational interviews with parents of preschool children with disabilities. Emerging meanings were constructed using a number of conventions of grounded theory analysis and include four conceptual categories: choosing your own reality, holding onto hope, striving to make connections, and struggling for recognition. Additionally, the core concept of living with shifting pictures in a kaleidoscopic world is discussed. This kaleidoscope metaphor is utilized as parents seem to struggle to find a place of belonging for their children represented by symmetry, while simultaneously struggling to avoid social isolation represented by asymmetry. However, as the research process moved toward culmination a variety of issues began to surface including a narrative shift from the more specific understanding of social relationships to an understanding of the myriad of concerns families face when parenting a preschool child with a disability. These concerns are discussed along with a critique of my use of interpretative grounded theory methods. Implications for practice include the reframing of normal, and the use of empathetic witnessing and reflection as core concepts of early intervention pre-service training and practice. Possible directions for future study may be the effects of HIPAA (the Health Insurance Portability and Accountability Act) and FERPA (The Family Educational Rights and Privacy Act) on the social relationships of children with disabilities, and an exploration of what sense of belonging parents may or may not have for their children with disabilities.

This study examined the relationship between amount and type of reading of 5th grade students and their reading achievement. To generate answers to the research questions, four variables were investigated: students' gender, students' self-concept as a reader, students' value of reading, and students reading achievement. The type of reading and amount of reading were then related to these variables. Fifty students completed a Daily Out-of-School Time Activity Log for a one-week period. They completed the Motivation to Read Profile (MRP) (Gambrell, et al., 1996) and a questionnaire about topics of interest to 5th grade students. The Stanford Achievement Test (SAT10) was used to determine students' reading level. The five most frequently selected materials were: novels, directions, Internet sites, electronic games, and something that the student wrote. The reading logs were analyzed to determine how many hours each student read during the 7 day time period. Approximately 36% of the students read at least one hour per day or more during this study. Thirty-eight (76%) of the fifty students read from 0 to 2 hours during the weekend and 15 (30%) students read from 0 to 2 hours during the weekday time period. There were no significant correlations found between amount of reading and any of the variables of self-concept, value of reading, total score on MRP, or SAT10. Above average readers had a tendency to score higher on value of reading and self-concept as a reader. There were no significant differences found between boys and girls between amount of reading and any of the aforementioned variables. There was a tendency for girls to value reading more than boys. Boys identified the reading of electronic games significantly more often than did girls. Type of reading was not significantly related to any of the variables. There was not much difference between girls and boys in relation to total hours reading and any of the variables. A total of 14 boys and 17 girls read something from the public library during their 7-day period. The participants chose to read as their favorite topics: fantasy characters, sports, and characters who do amazing things. This study revealed the important place that technology has in the reading lives of adolescents.

This study examines the impact of a series of workshops intended to assist elementary interns in meeting the needs of mainstreamed students whose first language is not English. Throughout this dissertation, students whose first language is not English and who are in the process of learning English at school will be referred to as English learners or ELs. (Diaz-Rico, 2008). Selected elementary certification candidates enrolled in the University of Pittsburgh's internship program participated in the workshop series. The workshops were designed to be collaborative following a sociocultural perspective on learning. The workshops focused on two major issues. First, the workshops addressed English learners' socio-affective issues. Secondly, the workshops addressed teaching strategies designed for teachers with mainstreamed English learners. Interns were asked to participate in a series of eight workshops and to incorporate instructional strategies presented in the workshops into their lesson plans. During the workshop series, qualitative data were collected and analyzed. The primary tools of data collection in this study were surveys, a questionnaire, videotaped classroom observations and workshop sessions, interns' lesson reflections and workshop reflections, interns' lesson plans, and writing samples from the English learners. The data were analyzed for evidence of change in the interns' understanding of their English learners and change in interns' lesson planning and instruction. The results of this study show that the interns learned to identify their English learners, learned about their English learners' cultural background and developed a deeper sense of empathy for the socio-affective issues encountered by English learners. The interns also learned to identify content vocabulary relevant to their lessons and use visuals to teach vocabulary; however, the interns did not learn to modify their teaching practices in ways that specifically meet the needs of English learners, such as teaching linguistic structures. Various implications on the field of teacher preparation can be made as a result of this study including the importance of training teachers to think linguistically and training teachers to have a positive view of culturally and linguistically diverse students.

This study uses discourse analysis to examine how scientific concepts (Vygotsky, 1997) develop in an English Language Arts class over the course of one curricular unit. The study focuses on how two students in one 12th grade English Language Arts classroom develop towards the scientific concept of summary. The study examines the teachers classroom discussion of the concept of summary, and the students development of the concept of summary. The development is investigated using Systemic Functional Linguistics to analyze the classroom and interview talk from both teacher and students. The use of concept mapping and SFL analysis (Halliday, 1994) focus on transitivity, interpersonal metaphor, and clause linking devices to enhance, elaborate, or expand the concepts web of relations. Understanding the initial developmental level of the concept helped to examine how the teachers discourse surrounding the concept mediated the concept of summary. Language and schooling as a part of the teaching and learning context and pedagogical issues are discussed.

This study examined the interactions that occurred in an on-line university course. The study used the verbal interaction categories identified in the Flanders Interaction Analysis Protocol (1970) and the Criteria for a Learning Community by Palloff and Pratt (1999). A qualitative research design was selected in order to analyze the content of the individual student posts, as well as to identify the strengths and weaknesses of the instruments used to measure interaction and community. The NVivo7™ research software was used to categorize and analyze the content of student interaction in threaded discussions for four individual cases. The results showed that students did form community to varying degrees and that the degree of community formed differed based on developmental factors and previous classroom experience. From the Flanders protocol, Lecturing-Citing Opinions and Agreement-Building on the Ideas of Others were the most common types of interactions. The study also identified several types of interactions that the Flanders instrument did not classify, such as Relating Personal Experience, Reflective Comments, Use of Flames/Emoticons/Text Message Language, and Expressions of Courtesy. The discussion text met many of the criteria identified by Palloff and Pratt (1999) for a learning community. The cases involving graduate students were more likely to meet the criteria for collaborative learning and socialization than the cases comprised of undergraduate students. None of the cases identified any instances of offers to evaluate the work of others, a Palloff and Pratt (1999) criteria. Recommendations were made for improving the design on on-line courses to be more intuitive and to allow for visual reinforcement of interaction types. Additionally, training for faculty utilizing on-line courses that identifies strategies to encourage and develop different types of interactions in the on-line classroom was recommended. Other recommendations included development of a series of Indicators that signify the development of community in the on-line classroom.

This study examined 56 middle school students' self-reflections and self-regulatory behavioral development in a project-based learning experience. Both qualitative and quantitative data were collected providing a more comprehensive evaluation of 1) students' perceptions of their self-regulatory behaviors in the project-based learning experience and 2) both the teacher's and students' perceptions of what aspects of the project-based learning experience were beneficial in facilitating students' self-regulatory behaviors. The overall findings in this study suggest that students had success in using metacognitive processes to self-monitor the development of their self-regulatory skills. The self-monitoring process was a deliberate approach used to teach students to self-identify their weaknesses and strengths in terms of three self-regulatory skills: learning strategy use, goal setting and time management. These skills are instrumental in students' achieving success by independently completing a project. The outcomes of the study imply that students need scaffolding support in project-based learning in order to facilitate the development of self-regulatory skills. As students completed the social studies class project, they required careful guidance to learn to sift through and to synthesize information from a variety of resources. It was important to design a collaborative learning environment where students were encouraged to share in the decision-making process of the project outcomes and the curriculum. Students used the Student Weekly Reflection Form (SWRF) to engage in self-reflection throughout the project. NUD*IST N6 was used to quantify and analyze the data obtained from the SWRF. Students' pre- and post-test scores on the Goal Orientation Index (GOI) (Atman, 1986) showed a significant increase in the Reflecting and Planning Subscales at the .01 level of significance using a one-tailed t-test. The Bandura Self-Efficacy for Self-Regulated Learning Scale (as cited in Pajares and Urdan, 2006) was used to measure students' perceptions of their self-regulatory abilities to complete goals. There was no significant difference between the students' pre- and post-test scores as measured by a one-tailed t-test. This study adds to existing social cognitive understanding. In order for students to identify and develop self-regulatory skills in this project, they first had to experience the opportunity to participate as managers in their own learning.