Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Briley E. Proctor, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed July 28, 2006). Document formatted into pages; contains x, 122 pages. Includes bibliographical references.

This study examined indicators of 3rd Grade students’ non-school activity participation (NSAP) for associations with measures of social competence and reading performance. The Early Childhood Longitudinal Study (ECLS-K), representative of a 1999 kindergarten cohort of more than 14,000 students was used. The study constructed social competence composites from responses provided by students, parents and teachers. Principal component analysis and iterative bivariate correlations were utilized to derive the most robust composite for use in tests of the main hypotheses of the study. Results confirmed prior research findings that social competence has strong positive associations with academic performance. Thereafter, the social competence composite and ECLS Reading IRT Scale Score were used as alternative outcome measures in the bivariate analyses and linear regressions on non-school activity participation (NSAP) and breadth of non-school activity participation (BNSAP) scores. Cluster and multiple regression analyses combined in the study and brought demographic and cognitive controls to bear on iterations of five distinct views of the independent variables. Results indicated that girls influenced the association strengths observed for NSAP, and boys seemed to drive the direction and strength of BNSAP associations. Although regression betas for total samples were nominal, when viewed by demographic cluster samples the values were appreciatively improved. The use of the cluster distinctions provided views of significant associations that were otherwise dissolved into nominal aggregates. The results of these analyses support the construct validity of applying the aggregate scoring metric of EAP research to NSAP. Regression results prompted a call for future inquiries into student self-selection.

The purpose of this study was to determine the preferences of two racial and two socio-economic groups for selected aspects of class-oriented reading materials. This was accomplished by checking each subject's visual perception of pictorial representations typical of both the lower-class and the middle-class, and by checking his preferences of story themes typical of both the middle and lower-classes.

The problem of this study was to measure the effectiveness of a public school Montessori program. The purpose of this study was to measure and compare student academic achievement and self-concept, attendance and promotion rates, and level of parental involvement in the schools of students enrolled in public school Montessori and traditional programs. The 95 subjects in this study were third-grade subjects selected from the student populations in Montessori and traditional school sites. The Iowa Test of Basic Skills (ITBS) was used as the pre-test scores, and the Norm-referenced Assessment Program for Texas (NAPT) was used as the post-test scores to compare academic achievement in reading and mathematics. Multiple regression was used to compare the levels of academic achievement and self-concept. Multiple regression was also used to test for possible relationship between the Montessori and traditional programs and gender and ethnicity.

This dissertation investigates the quality teaching practices of three third grade teachers within the context of high-stakes testing. Chapter 1 introduces my research question and important terms, such as quality teaching, standardized testing and success. Chapter 2 synthesizes relevant literature in the area of quality teaching and standards based accountability. The literature review seeks to highlight the significant attention paid to outcomes based education and, the lack of emphasis given to quality teaching in such contexts. Chapter 3 forwards the specific conceptual framework for this study while detailing the methodology that guided this investigation including data gathering and analysis. Chapters 4 and 5 present the findings from this research. Chapter 4 examines the quality teaching practices demonstrated by these teachers and found in the literature and chapter 5 presents notions of success and the unique ways that each teacher enacted quality teaching practices in his/her classroom. I highlight the specific way each teacher facilitated students' success and discuss the various ways that each teacher conceived of success, both within and outside the context of standardized testing. Chapter 6 draws comparison between the three teachers involved in the study highlighting overarching themes present in the ways they defined and created successful learning environments for students. This dissertation concludes with a discussion of implication for teachers, teacher educators and other stakeholders and, suggestions for future research. / text

A recent trend shows that activity levels in children are declining while obesity levels are increasing. To address this problem, after school programs are being introduced to increase activity levels in preadolescents and promote healthy lifestyles. Existing studies have suggested that a better understanding of the psychosocial influences on physical activity (PA) during preadolescence could assist efforts in school settings to promote lifelong PA. This study used a sample of third grade students to investigate the relationships between the psychosocial correlates of PA, Gender, Extracurricular PA Participation, Intention to Be Physically Active, and BMI among third grade children. Results indicated that Gender, Beliefs (about the consequences of being active), and Self-Efficacy were associated with Extra Curricular PA Participation while Beliefs and Self-Efficacy were related to Intention to Be Physically Active. This suggests that third grade children’s Extra Curricular PA Participation and Intentions to Be Physically Active can be improved by enhancing children’s Self-Efficacy and Beliefs about the consequences of being active. / Fisher Institute for Wellness and Gerontology

The focus of this study was to assess the ability to predict performance on the Indiana Statewide Test for Educational Progress (ISTEP) from oral reading fluency scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency Test (ORF). The scores of both assessments from 306 Indiana students from four different elementary schools were examined. Results of these students’ end of year (EOY) ORF scores were compared to their ISTEP scores in third grade in 2008-2009. During that school year ISTEP was administered twice, once in the Fall and once in the Spring. Results from both tests were analyzed using linear, multiple, and logistic regression models. The results showed r values between the ORF scores and the English/Language Arts portion of ISTEP to be .76 (Fall) and .72 (Spring). The correlations between ORF and ISTEP Math were .54 (Fall) and .61 (Spring). Regression coefficients ranged from 1.30 – 1.13 indicating a positive linear relationship between the results of the two assessments. The scores from demographic subgroups were also examined and some differences in the strength of the relationships were found among the groups. The oral reading fluency test was a better predictor for students generally considered at-risk (non-white, disabled, and non-English speaking). Logistic regression results showed a moderate to strong ability to predict whether or not students would pass ISTEP based on DIBELS scores. After using Beta values to calculate probabilities, it was found a DIBELS ORF score of 100 would provide a strong probability a student would pass ISTEP, both in English/Language Arts and Math. The results imply the need to monitor students’ oral reading and provide timely interventions when they struggle, and to focus more on helping children learn to read and less on preparing for ISTEP. / Department of Educational Leadership

Thesis (M.S.)--Florida State University, 2005. / Advisor: Dr. Joseph K. Torgesen, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed June 16, 2005). Document formatted into pages; contains vi, 37 pages. Includes bibliographical references.

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 25, 2010). Thesis advisor: Dr. Phillip E. Messner. Vita. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed March 3, 2006. Dissertation Committee: Paul J. Baker (chair), John A. Dossey, Frederick C. Genge, Ronald L. McIntire, Sally B. Pancrazio. Includes bibliographical references (leaves 101-104) and abstract. Also available in print.