xi, 74 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This dissertation examines the effects of the UO Diversity-Building Scholarship (DBS) on the student outcomes of retention, graduation, and debt load upon graduation. Student outcomes were interpreted in the context of three research questions focusing on: (a) how DBS recipients compared with other funding groups; (b) how student outcomes differed by ethnoracial group; and (c) how outcomes differed by students' level of financial need. DBS recipients were compared with Staton and Dean's scholarship recipients and unfunded students. Study predictors were funding status, ethnoracial background, and financial need. Variables controlled for in study models were gender, parents' educational background, and standardized test scores. The effects of the DBS were analyzed using both descriptive and inferential (logistic and linear regression) analyses. Regression analyses yielded mixed results with regards to differential outcomes by funding group, ethnoracial background, and financial need. After discussing results in detail, I offer several policy and research recommendations in reaction to negative or unfavorable outcomes among DBS recipients. These recommendations focus on increased data gathering for UO scholarship recipients and formal evaluations of the impact of student support efforts directed at Diversity-Building scholars in particular and scholarship recipients in general. / Adviser: Joe Stevens

Climate change science is complex and controversial in nature, yet seen by educators and policy makers as an important topic to be taught within secondary science education. This is becoming increasingly evident with the inclusion of climate change into the Next Generation Science Standards (NGSS) for Earth and Space Sciences as well as Life Science courses (NGSS, 2013). An overwhelming amount of information is available to students; however, it is often misrepresented, politically inflated and falsified, and littered with misconceptions (Dawson & Carson, 2014; Gayford, 2002). It is critical to engage students in discourse that challenges them ethically in order for students to become more informed citizens, be able to develop skills necessary to take part in democratic discourse, and cultivate resolution (Gore, 1999; Lockwood & Harris, 1985; Reitano, Kivunja, & Porter, 2008) Teacher’s personal beliefs about the instruction of climate change within science education are unclear (Gayford, 2002). The presence of controversy can influence teachers’ instructional decisions and cause confusion about the science of climate change and many teachers may fear objection from community members (Maibach, Roser-Renouf, & Leiserowitz, 2008). Therefore, we must consider the role of teachers’ beliefs when examining their classroom instruction (Kagan, 1992; Nespor, 1987). This research study examines the complex nature of science teacher beliefs about climate change, their instructional practice in the marine science classroom, and the impacts on student outcomes. The study takes place within four marine science classrooms over the course of one semester. The teachers taking part in the study and their respective students are representative participants of the greater school district. The purpose of this study was to better understand teachers’ understandings and beliefs about climate change, and how individuals feel their beliefs impact instructional practices. Teacher and student data were collected from classroom observations, surveys, interviews, and a comprehensive midterm exam of the content. The qualitative and quantitative data collected were analyzed and compared through a fully mixed methods approach by which the findings of both types of data were compared and contrasted to triangulate findings. Findings from the study suggest teachers have strong beliefs about the causes and implications of climate change, they have high levels of concern for the impacts it will have on future generations, and value the topic as a necessary component of science education. However, this study revealed the controversial nature of the topic, current political climate, and potential resistance from stakeholders inhibited teachers from espousing these beliefs within their instruction of the curriculum. Results from the study found teachers’ personal beliefs had essentially no impacts on their classroom instruction or resulting student outcomes

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While much of the literature regarding college readiness focuses on student-specific factors, such as the individual's academic achievement; scores on college readiness assessments; and high school GPA, more research is needed to understand which school-level factors have the most influence on the percentage of college-ready graduates. The purpose of this research study was to explore the impact of various school-level factors (i.e., student demographics, college entrance exam facts, course offerings, and school characteristics) on the percentage of college ready graduates from Texas public high schools serving Grades 9-12 over a 3-year period. A multiple regression analysis conducted for each year's data resulted in three regression models, which identified various predictors (e.g. per-pupil instructional expenditures, teacher years of experience, taking advanced and/or dual credit coursework) of the percentage of college-ready graduates for schools accounting for 91.7%, 79.5%, and 65.6% of the explained variance in 2013, 2014, and 2015, respectively. Findings from this study provide educational leaders with data that could help them to make better-informed decisions regarding potential college readiness initiatives that, ultimately, could improve student performance.

This final column of the series is focused on how school and district teams can continue the forward motion toward positive student outcomes using data via continuous improvement cycles. We draw on the work of technical assistance providers and researchers from the National Implementation Research Network (NIRN; https://nirn.fpg.unc.edu) and the Center on Positive Behavioral Interventions and Supports (PBIS; https://www.pbis.org/). The key takeaway of this series is to describe how implementation of EBPs in schools can be enhanced when implementation teams “invest in the systems to support their implementation” (Kittelman et al., 2020, p. 96).

The purpose of this study was to test a causal analytic model for predictors of course outcomes and a second causal model for predictors of continued participation in post-secondary education. The demographic characteristics were compared for students who continued to participate in post-secondary education and those who did not continue to participate in post-secondary education after completing ALNU 1100 Basics of Patient Care at East Tennessee State University. The two models selected for testing were Henry and Basile’s (1994) “Decision Framework” for students’ decisions to continue participation, and Donaldson and Graham’s (1999) “Model of College Outcomes for Adults”, which focused on student outcomes. A review of recent literature was also conducted to ascertain and further identify additional factors. A descriptive correlational research design was used without any sampling (total population of interest was studied). The student population for this study consisted of all students who had enrolled and completed ALNU 1100 Basics of Patient Care course at East Tennessee State University. Causal models were developed using path analysis based on hierarchical multivariate linear and logistic regression. The factors that influenced student outcomes and continued participation in higher education were examined from the students’ perspectives, and causal models were constructed and presented in diagrammatic, tabular, and narrative form. The main findings were that the causal models in the present study were not the same as either the Donaldson and Graham model or the Henry and Basile model. There were as many similarities as differences, however the similarities were striking in both cases. Results from this study revealed that students, who continued in education, were males with a higher education level than average. There was also a tendency for those with a few children and high household incomes to be associated with continued participation. The most important categorical predictor of continued participation in higher education was the students’ perceptions of deterrents, course attributes, and institutional reputation. The most important categorical predictor of student outcomes was psychological values of the student.

The flipped classroom method is a popular way to use technology to assist with the delivery of educational experiences. Yet there is insufficient information regarding student opinions or outcomes about the flipped classroom method within physical therapy. The purpose of this case report was to describe student opinions and outcomes of the flipped classroom teaching and traditional lecture/lab methods of teaching within musculoskeletal physical therapy. Thirty-six (36) first-year physical therapy students enrolled at a regional physical therapy program completed an anonymous internet-based survey regarding their impressions of traditional and flipped classroom teaching methods. Flipped classroom and traditional teaching methods were both used within the same musculoskeletal course. The survey was created to aid in planning subsequent courses and asked questions about student's preferred teaching method (flipped, traditional, or both equal) across a variety of categories. Student exams scores, using the same question bank, were compared to the year prior as a quantitative outcome measure. Twenty-nine (29) students (81%) completed the survey. Generally, students preferred the flipped classroom. Compared to the previous year, test scores for all content areas were similar (± 4%) except cervical spine which was improved (>10%). When asked outright, 28/29 students preferred the flipped teaching method. Student opinions indicate the flipped classroom is preferable to traditional methods yet objective outcomes appear similar. Physical therapy educators seeking ways to improve the student experience using technology in the classroom may consider utilizing the flipped classroom method.

Demonstrating a direct link between teacher education programs and student growth is, to say the least, complex. Yet, using value-added systems as a means of holding teacher preparation programs accountable for the effectiveness of their graduates is a growing trend. However, few quantitative studies linking TPPs with the effectiveness of their graduates exist. The availability of student test scores linked to specific teachers in administrative databases makes it possible to use value-added modeling to obtain estimates of teacher effects. Only recently have researchers tapped into this expanding volume of data in an attempt to examine Teacher Preparation Programs as variables of student achievement. This study uses methodologies developed in the early stages of the Value-Added Teacher Preparation Program Assessment Model developed in Louisiana in 2006 as a guide. Using the HLM 7.0 software package, a statistical model was developed to determine if it were feasible to conduct an analysis using data from a single small school district and whether the results of such an analysis showed an impact of student characteristics and teacher experience and preparation program on student outcomes in mathematics.

The purpose of this study was to examine if differences exist in student learning outcomes between students who are instructed in a co-taught or non co-taught environment in secondary social studies classrooms implementing Content Enhancement Routines (CER). This study examined student and teacher data from seventeen matched pairs of co-taught and non co-taught middle and high school general education social studies teachers who participated in professional development in CER and professional development in co-teaching if applicable. Of the 34 participating teachers, 23 were visited by school district personnel to verify implementation of CER. Five co-teaching teams, each consisting of a general and special educator, completed a Coteaching Rating Scale (CtRS) (n=10) to analyze the level of co-teaching occurring in the classroom (beginning, compromising or collaborating stage). A systematic sample of students (n = 907) completed a CER Student Perception Survey to examine perceived differences of the use of CER in co-taught and non co-taught social studies classrooms. Student state assessment scores (n = 318) in co-taught and non co-taught classrooms were analyzed to distinguish differences in student learning gains. Specifically this study investigated if differences in student performance occur when a special educator is present in the classroom. Results indicate that although there was no statistically significant difference in student learning outcomes between the two settings, the impact of teacher preparation, professional development and the implementation of CER in the secondary social studies classroom may be determining factors in student success.