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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

An evaluation of an electronic performance support system implementation

Paschall, Edward D. Morgan, Robert. January 2004 (has links)
Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Robert Morgan, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed July 12, 2004). Includes bibliographical references.

An analysis of the cross-categorical special education program model design at McLane Elementary

Bobinski, Melissa Jean. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Using post-school status data for special education graduates for program decisions /

Johnson, Cinda E. January 2000 (has links)
Thesis (Ed. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 100-104).

Curriculum guide to orientation course in special education, Teachers College, Taiwan, Republic of China

Wang, Yvonne Ying Yang, January 1970 (has links)
Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers

Wright, Courtney Anne 11 June 2013 (has links)
The effects of a multi-component intervention on the directed communication between preschoolers with Down syndrome and their peers were studied. The intervention included (a) one-on-one training with a therapist using Enhanced Milieu Teaching strategies to teach spoken language and language on an SGD, (b) peer training including a short workshop about recognizing communication from the target child with DS and rules for talking to friends, and (c) a facilitated session with the triad in which the therapist prompted interaction between the target child with DS and the peer. Three children with Down syndrome between the ages of 43 and 56 months participated in this multiple baseline across participants designed study. Communication was measured during a 10-min therapist session, 5-min triad session and 2- to 5-min generalization session. All target children demonstrated small increases in their communication with the therapist after the introduction of the intervention. Results within triad sessions indicated a functional relation between the introduction of the intervention and a change in the unprompted, directed communication between the target children with DS and peers. Both target children and peers demonstrated some changes in their unprompted, directed communication during generalization sessions, although the data vary among participants. Modest results and variability in the data are partially explained by study procedures and strict definitions of unprompted, directed communication. Implications for practice include recommendations for peer training, measuring communication, and teaching social communication.


Brindle, Mary Elisabeth 03 July 2013 (has links)
The present study examined teacher characteristics that may impact teacher efficacy or distinguish between teachers with high and low efficacy in the area of writing. A random sample of 997 third and fourth grade teachers from the United States were sent a 118 item online survey, A National Survey of Teachers Preparation and Practices in Teaching Writing of Teachers in Grades 3 and 4, about their preparation for teaching, orientation towards teaching writing, attitudes towards writing and teaching writing, their efficacy and classroom writing practices. One hundred fifty seven teachers responded to the survey, 115 of who completed every question (response rate of 16% and 12% respectively) resulting in 129 missing items (1% of data). Missing data was imputed, where possible, resulting in a sample that ranged from 115 to 157 for the analyses. No statistical differences were found between responders and nonresponders. Results revealed three out of every four teachers received minimal to no preparation to teach writing in college. Teachers reported increased feelings of preparedness when post college experiences were considered. Overall, teachers expressed positive attitudes towards writing and teaching writing, but did not engage in writing outside of school purposes. Results indicate teacher efficacy and teacher writing efficacy are separable constructs. Teachers attitudes towards teaching writing were predictive of teacher writing efficacy, teachers reported use of classroom practices for teaching writing, and the amount of time students spent writing. Significant differences were found between low- and high-efficacy teachers. Implications, limitations, and directions for future research are discussed.


Morphy, Paul 31 July 2013 (has links)
Purpose. Black history as represented in social studies textbooks often lacks depth demanded by historians and authenticity required for cultural relevance to African American students. However, important Black historical narratives sometimes contain difficult prose and refer to times or circumstances that are far removed from students life experiences. In consequence, primary history texts may be excluded, or when included, may be taught in ways that seem irrelevant or uninteresting. Premised in research-based connections among self-relevance, interest, and knowledge, this study employed Writing to Read and Relate (W2R) as an interest-enhancing tool for generating knowledge from primary texts. Method. Participants in this study were 37 African American 8th grade students from a single high-poverty urban school. These students were randomly assigned to one of two tutoring conditions for learning the Narrative of the Life of Frederick Douglass (1845). W2R students outlined essays that compared their lives with that of Douglass, while Traditional Comprehension (TC) students learned vocabulary, reread passages, and rewrote segments in their own words. All students completed multiple measures of comprehension, knowledge, interest, and volition. Results. W2R students demonstrated significantly greater growth in cumulative knowledge about Douglass, evaluated Douglass circumstances as more self-relevant, and more often demonstrated their interest and volition by choosing to complete an extra-credit project focusing on Frederick Douglass. In addition, teacher reports indicated that W2R students demonstrated their interest through spontaneous student-initiated discussions about Douglass Narrative in and outside of their social studies class. Finally, W2R students comprehension performance did not differ significantly from that of TC students. Conclusions. W2R students outperformed TC students on measures of knowledge, interest, and volitional motivationmotivation that generalized to their classroom. As such, W2R has potential for teaching Black history to African American students in a way that is both academically rigorous and personally relevanta method that is both good to students and good for them.

Using emprical benchmarks to assess the effects of a parent-implemented language intervention for children with language impairments

Roberts, Megan York 14 October 2013 (has links)
The purpose of this study was to investigate the extent to which a parent-implemented language intervention, Enhanced Milieu Teaching (EMT), improved expressive and receptive language skills in children at risk for persistent language impairments as compared to a group of typically developing children. Participants included three groups of children between 24 and 36 months of age: (a) a control group of children with language impairments who did not receive EMT (n=18), (b) a treatment group of children with language impairments who received EMT (n=16), and (c) a group of children with typical language development (n=28). Participants in the EMT treatment group received 24, 1-hour sessions of intervention, bi-weekly for three months. Sessions occurred individually in the home and clinic. Participants in the control and normative groups did not receive any intervention but were assessed at the same times as children in the treatment group. Parental linguistic input and language-learning support strategies were measured across all three groups. Standardized, norm-referenced child assessments, as well as observational measures, were used to assess changes in childrens language growth over time. Results indicate that children in the EMT treatment group made greater gains than children in the control group on most language measures. While children in the EMT group had lower language scores than children with typical language following intervention, the rate of language growth was not significantly different between groups. Children in the control group had lower language scores than children with typical language at post testing and their language growth was significantly slower than typical children. Child receptive language and parent use of matched turns predicted expressive language growth in both children with and without language impairments. Directions for future research and implications for practice are discussed.

An Evaluation of Trial-based Functional Analyses in Classroom Settings

Lloyd, Blair Parker 17 July 2013 (has links)
Although the functional analysis (FA) remains the gold standard for identifying the function of problem behavior for students with disabilities, traditional FA procedures are typically costly in terms of time, resources, and perceived risks. The purpose of the current study was to replicate and extend a trial-based FA methodology that shows particular promise in the context of classroom settings. Participants included 4 teaching assistants and 4 students with disabilities and histories of high-frequency problem behavior who attended public elementary schools. Trial-based FAs were conducted in students usual instructional settings and outcomes were validated via subsequent contingency reversal intervention trials. Descriptive data on student problem behavior and environmental stimuli were collected prior to each trial-based FA to identify hypotheses and design experimental trials. Results of the current study add to the growing evidence validating the trial-based FA as a practical alternative to traditional methodologies that are difficult to implement in classroom settings.

Writing to Learn in Science: Effects on Fourth-Grade Students' Understanding of Balance

Gillespie, Amy Marie 18 June 2014 (has links)
In this study, 69 grade 4 students were randomly assigned to a writing to learn (n = 23), comparison (n = 23), or control (n = 23) condition. In treatment and comparison, students made predictions and recorded results for 30 balance trials which involved different configurations of weights on an equal arm balance beam. Treatment students wrote 4 short answer responses about what they were learning during the trials and wrote an extended response after the trials about what they had learned about balance. To control for writing time, comparison students wrote 4 short answer responses about their favorite parts of the trials and wrote an extended response about their favorite parts of science class. Students in the control condition (n = 23) participated in business as usual classroom instruction. There were no statistically significant differences between treatment and comparison conditions on a 20-item balance knowledge posttest. However, students in the control condition outperformed students in the treatment (ES = 0.89) and comparison (ES = 1.05) on posttest questions at the lowest level of balance understanding (i.e., level 1). For balance knowledge questions at the highest levels, levels 3 and 4, the treatment condition (ESs = 1.42 and 0.94, respectively) and the comparison condition (ESs = 1.62 and 1.37, respectively) outperformed the control. No statistically significant differences were found between conditions for total words written and level of balance understanding on a posttest extended writing prompt. Implications of these findings and directions for future research on writing to learn are discussed.

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