ABSTRACT This qualitative study explores the relationship between six pre-service teachers' attitudes and beliefs about writing, writing instruction, and responding to student writing, and the strategies they chose to employ in providing feedback to high school students as part of a field experience component of an introductory course in secondary writing instruction at a southeastern university. The study was intended to discover if a correspondence obtained between the pre-service teachers' stated attitudes and beliefs and the methods and strategies they utilized in working with their high school writing partners. Additional targets of inquiry include the pre-service teachers' negotiations of their concurrent positions as students and teachers towards the development of their professional identities as well as the perceptions of the high school students of the pre-service teachers' methods of responding. Social Positioning Theory was utilized as an interpretive lens for discovering how pre-service teachers and their high school counterparts were negotiating rights and responsibilities during the revision process. Three data sources were utilized: (1) a 50-item Likert-style survey/questionnaire with seven open-ended questions, administered pre- and post- semester, (2) copies of essays or creative research pieces (two drafts per participant) written by the high school students and marked and commented upon by the pre-service teachers, and (3) audiotaped interviews of all pre-service teacher and high school student participants, conducted after the field experiences. Methods of analyses included coding the Likert-Style surveys for patterns in dispositions towards writing and instruction, using HyperResearch software to organize and code the interview transcripts, and classifying/interpreting the pre-service teachers' written commentary utilizing two reflective models that represent "teacher/student responsibility for revision" and "degrees of control." Although there was a correspondence between the stated attitudes and beliefs and response styles in four of the six cases, it was discovered that the pre-service teachers' backgrounds as student writers were more reliable as indicators of their initial response strategies, obtaining a correspondence in all six cases. In two cases, pre-service teachers working with reluctant writers altered their response strategies from their stated attitudes and beliefs between the first and second drafts (and first and second writing conferences). These changes in strategy and methods indicate that instructional circumstances can supersede attitudes and beliefs as markers for instructional practice where novice teachers interpret classroom contexts as being limiting or otherwise uncertain. In only two of the six cases does a correspondence obtain between the pre-service teachers' written commentary on the high school students' assignments and their willingness to position themselves as "teacher" during the writing conferences, indicating that written response is only one of several factors in determining how pre-service teachers' are negotiating their developing identities in the classroom. Implications for writing instruction and teacher education are discussed. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2012. / June 12, 2012. / High School Writers, Pre-Service Teachers, Responding to Student Writing, Social Positioning Theory, Teacher Education, Teacher Feedback / Includes bibliographical references. / Pamela Sissi Carroll, Professor Directing Dissertation; Jeffrey Milligan, University Representative; Michael Neal, Committee Member; Shelbie Witte, Committee Member; Kathleen Blake Yancey, Committee Member.

Undergraduate science education continues to develop new ways of improving the teaching and learning of science. This study describes the efforts of four science faculty members involved in developing and teaching an innovative sequence of introductory physics courses. These courses were designed in a studio format using the SCALE-UP course model, previously developed by other researchers in physics education. These four faculty members developed a cooperative group structure among themselves that was critical in sustaining these innovative courses. Using Wenger's Communities of Practice framework, the interactions of this faculty group with each other and with students through different pedagogical practices were explored for their impacts on the teaching and learning of physics. Further investigation explored the impact of multiple contextual forces operating at several levels on the development and maintenance of the studio physics program. The findings that emerged provide insight into necessary social elements for helping faculty to implement pedagogical change and offer evidence for their impact on a specific effort. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2012. / June 12, 2012. / Faculty, Pedagogy, Physics Education, SCALE-UP, Studio Courses, Undergraduate / Includes bibliographical references. / Sherry Southerland, Professor Directing Dissertation; Nora Underwood, University Representative; Victor Sampson, Committee Member; Robert A. Schwartz, Committee Member.

ABSTRACT Service-learning is a pedagogy that challenges students to create important connections between curricular content and their community. Experts in the field of early childhood education enthusiastically support learning opportunities and activities that underscore meaningful student involvement; purposeful collaboration; experiential learning; and socially constructed knowledge. Although service-learning provides a means by which to address these constructivist goals, there exists little research on the practice with preschool aged children. This qualitative case study investigates the practice of service-learning in the preschool classroom, how it can be implemented, how young children respond to it, and whether or not it adequately addresses the learning and developmental needs of this age group. The study chronicles the story of nineteen Voluntary Pre-Kindergarten students and their teacher as they experienced the practice of service-learning for the first time. Data was collected and analyzed over a ten week period in the fall of 2011. The data suggests that service-learning provides a valuable means to address the learning and developmental needs of preschool aged children. Additionally, it was discovered that the children in this study received the greatest benefit from service activities that provided high levels of community involvement and a great deal of exposure to the physical aspects of the projects. Moreover, the data provided evidence to support the notion that preschool aged children require frequent and intentional scaffolding from more competent others in order to make meaningful connections between curricular goals and service projects. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2012. / June 29, 2012. / Preschool, Service-Learning / Includes bibliographical references. / Diana Rice, Professor Co-Directing Dissertation; Vickie Lake, Professor Co-Directing Dissertation; Robert A. Schwartz, University Representative; Ithel Jones, Committee Member; Angie Davis, Committee Member.

This study examined students' movement in and out of special education and predictors for later special education placement. The sample (N = 556) came from a response to intervention (RTI) study, specifically, a cluster-randomized control field trial that undertook the development and study of a hybrid Tier 1 (classroom instruction) and Tier 2 (specific differentiated small group interventions) model in kindergarten during the 2007-2008 school year. On average, from kindergarten to third grade about 13% of the sample was classified for special education services. However, the students accounted for in that 13% varied greatly from year to year as many students exited special education while others entered it. The most movement out of special education occurred in the earlier grades. Specifically, 80% of the students in special education from kindergarten had been declassified from special education by the end of first grade, whereas only 0% and 2% exited special education from first to second grade and second to third grade respectively. Further, the students who exited special education were replaced by a significantly lower group of students from general education. Students with speech impairments, language impairments, specific learning disabilities, and developmental delays accounted for most of the declassification from special education. To determine students' responsiveness to instruction beyond placement in special education, a standard score of 90 on reading subtests of the Woodcock-Johnson Achievement Test-III was used as a cut point. In general, students who remained in or entered into special education had greater percentages of scores below 90, while students who remained in general education or exited special education had smaller percentages of scores below 90. Overall, the entire sample scored better on code-focused subtests (i.e., letter word identification and word attack) than on meaning-focused subtests (i.e., picture vocabulary and passage comprehension). Finally, logistic regressions run with Hierarchical Linear Modeling software revealed that no school- or classroom-level variables from the fall of kindergarten were significantly predictive of later placement in special education. Although treatment condition, which was assigned at the school level, was not predictive of later special education, children's performance during the fall of kindergarten on measures of letter naming fluency, picture vocabulary and cognitive processing speed were predictive of later special education placement. Also, being male significantly increased a student's odds of being in special education at the end of first grade, but not at any of the other grades. Further, although being African American never significantly predicted later special education placement, chi-square tests revealed that African Americans were significantly more likely to be placed in special education in first grade, but at no other grades. Recommendations for future research involving special education classification and declassification within RTI studies included using detailed child demographics, programmatic characteristics, well-described instructional practices, and longitudinal information. Implications for practice included: district reporting that demonstrates the movement both in and out of special education; policy requiring states to include separate special education classifications for students with speech impairments and language impairments; early literacy instruction that involves letter naming fluency; intensive vocabulary instruction during the reading acquisition years; and comprehension and meaning-focused interventions beginning by third grade. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring, Semester, 2012. / December 8, 2011. / response to intervention, special education classification, special education declassification, special education stability / Includes bibliographical references. / Stephanie Dent Al Otaiba, Professor Directing Dissertation; Carol Connor, University Representative; Jeanne Wanzek, Committee Member; Young-Suk Kim, Committee Member.

This research addressed the early reading instruction of students with cognitive impairments included in general education kindergarten classrooms. Research from 2002 to 2011 on early reading instruction for students with mental retardation were reviewed and current trends in measurement, typical instruction, intervention, and achievement were discussed. Seven limitations in the research base were identified, suggesting a large gap between policy, research, and practice. Extant data from a larger study on individualizing kindergarten Tier 1 literacy instruction was used to answer questions related to the reading growth and achievement of students with cognitive impairments compared to their typical peers. Hierarchical Linear Modeling was used to evaluate reading growth and achievement as a function of the differential influences of initial skills and Tier 1 Instruction. Results suggested that students with cognitive impairments in this study performed higher than students with mental retardation in previous studies, but poorer than their typical peers. However, when initial skills were accounted for, there were no significant differences between groups. There was relatively strong evidence that teachers individualized kindergarten Tier 1 instruction. Further, there were indications that typical students and students with cognitive impairments had differential response to certain types of instruction. While this study was able to address some of the gaps identified in the literature review, there continue to be significant knowledge and practice gaps that warrant further research with this population in this setting. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2012. / December 6, 2011. / Inclusion, Intellectual Disabilities, Kindergarten, Reading Growth, Reading Instruction, Response to Instruction / Includes bibliographical references. / Stephanie Dent Al Otaiba, Professor Directing Dissertation; Christopher Schatschneider, University Representative; Carol McDonald Connor, Committee Member; Barbara Foorman, Committee Member.

The purpose of this study is to explore instructional personnel participants' views on modeling instructional patterns from the reading frameworks used in their elementary classrooms during mathematics instruction and investigate how a mathematical literacy measure could be determined. By using this pedagogical approach, mathematics will be taught as a langugae development in the elementary grades instead of as five separate compartmentalized strands. The relationship between reading and mathematics will be explained using the qualitative data obtained from the participants and ideas will be presented that could develop an opportunity for professional development which focuses mathematics lesson planning on differentiation based on students' needs. If we could incorporate professional development early in the area of elementary level mathematics instruction that infuses current reading frameworks planning and direction, we may be able to intensify the quality of instruction per student and better prepare the students with the foundation they need to be successful in later mathematics courses. / A Thesis submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Master of Mathematics Education. / Summer Semester, 2011. / June 28, 2011. / Includes bibliographical references. / Elizabeth Jakubowski, Professor Directing Thesis; Marion Fesmire, Committee Member; Diana Rice, Committee Member; Kenneth Shaw, Committee Member.

The current prevalence of childhood obesity is becoming a critical social problem and cannot be solved effectively by any single solution. An underlying problem of interventions trying to prevent childhood obesity neglects children's own understanding of food, an important determinant for healthy eating habits. Therefore, the purpose of this study was to examine the influences of age, family socio-economic status (SES), and parents' food knowledge on preschool, kindergarten, and second-grade children's conceptual understanding of food. Fifty-two American parent-child dyads, 17 preschoolers, 17 kindergarteners, and 18 second graders, with different SES family backgrounds participated in this study. Parents completed a self-administrated survey at home and their children were interviewed by a researcher assistant at their school sites. Quantitative results suggested significant age influences on children's conceptual understanding of food. Significant differences were found in total food knowledge between preschool children and children in second grade. Significant differences were also found in food-body and food-fat knowledge between children from preschool and second grade, and between children from kindergarten and second grade. SES family background had no significant impact on children's conceptual understanding of food. No clear correlation was found for food knowledge between children and their parents. Qualitative results indicated children are aware of whether foods are healthy or not healthy, fruit and vegetable. They conceptualize the meals and snacks using portion size and associated food examples. Variations in children's conceptual understanding of food suggested that a nutrition education curriculum for young children should be age specific. / A Dissertation submitted to the College of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2013. / June 24, 2013. / age-related understanding of food, children's cognitive development, children's understanding of food, socio-economic status (SES) related food concepts / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Robert A. Schwartz, University Representative; Diana Rice, Committee Member; Thomas Ratliffe, Committee Member.

This study evaluates the impact of a 4 day out-of-school environmental educational assess the impacts of this program, 293 students completed pre and post drawings of their understanding of the plants, animals and processes of the longleaf pine ecosystem, as well as the Children's Environmental Perceptions Survey. Of these participants, 41 students were selected for post- attendance interviews to further understand the impact of the experience on the students as well as validate the interpretations of drawings. Analysis of drawings indicates that participation in the program had an impact on students; specifically with respect to awareness, knowledge and understanding of, and interest in, the longleaf pine ecosystem, while analysis of survey responses indicated no shifts in engagement or interest. As a result, there was no correlation between changes in pre/post drawings and changes in the pre/post survey responses. Possible reasons for the differing results are provided. Although no direct cause and effect relationship was identified, the results indicate of the longleaf pine ecosystem after attending the extended environmental education program, The data collected demonstrate that drawings, when accompanied by a suitable scoring rubric are an efficient and effective method to gauge student learning of an informal science experience such as the one in this research. In addition, the classification of the drawings into discrete mental model categories representing varying degrees of sophistication demonstrated that the program was successful in shifting students mental models from those that were classified as naïve to those that were more closely representative of conceptual models held by scientists. Remarkably, this shift was accomplished without being and explicit goal or component of the educational program. Given that other sources have identified that young people have limited knowledge or understanding about the environment, this research illuminates the continuing need for environmental education and the research that evaluates the impacts of such programs. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2013. / June 7, 2013. / drawings, environmental education, impact, informal, longleaf pine, mental models / Includes bibliographical references. / Alejandro Gallard, Professor Directing Dissertation; Carlos Bolanos, University Representative; Lawrence Scharmann, Committee Member; Lisa Scherff, Committee Member.

A multiple baseline design across three types of wh- questions was used to examine the effects of an intervention package in teaching wh- question answering skills to an adolescent with ASD. The intervention package consisted of a combination of (1) an iPad-based augmentative and alternative communication (AAC) application, Proloquo2Go; (2) a least-to-most prompting hierarchy; (3) interval reinforcement; (4) cue cards; and (5) question related visuals. The results of this study showed that using the intervention package is an effective way to teach wh- question answering skills to an adolescent with autism. / A Thesis submitted to the College of Education in partial fulfillment of the requirements for the degree of Master of Science. / Summer Semester, 2013. / June 26, 2013. / AAC, Autism / Includes bibliographical references. / Mary Frances Hanline, Professor Directing Thesis; Bruce Menchetti, Committee Member; Lindsay Dennis, Committee Member.

This qualitative case study examined the prospective mathematics teachers' conception of mathematics, proof, and mathematical definitions. Moreover, it also investigated their proof writing approaches, using mathematical definitions and validation assessment practice. Participants of the study were four prospective mathematics teachers in a large southern research university who had taken a proof transition course as well as Linear Algebra. Four semi-structured interviews were conducted to collect data. The first interview protocol was designed to determine participants' conception of mathematics, proof, and mathematical definitions. The other three were task-based interviews that were designed to investigate participants' use of mathematical definitions in simple exercises, proof production, and proof validation in three different content areas: Geometry, Set Theory, and Linear Algebra. Ernest's (1989) framework was used to identify the mathematical beliefs of participants, while Raman's (2002) framework guided the analysis of students' proof production and validity assessment practices. Results of the two cases were presented in this study. They were chosen based on their conception of mathematics: one held an instrumentalist view of mathematics and the other held a Platonist perspective of mathematics. The study intended to create a clear picture of the practices of students with different perspectives of mathematics. The results of the study suggested that students' mathematical beliefs might inform their proof production approaches. It was found that the student with an instrumentalist view tended to use heuristic approaches; on the other hand, the student with a Platonist perspective was inclined to use a procedural approach in proof production. Moreover, the study addressed that students' conception of proof was framed within the justification, verification, and occasionally the explanation role of proof. This limited conception of proof constructed their criteria to assess the validity of a given proof. Another finding of the study was that students tend to bypass the concept definitions as long as they can reach a conclusion with their concept images. Lastly, students' experiences within a mathematical context were distinctive in their comfort to make comments and develop connections between mathematical concepts to make logical deductions. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2009. / June 18, 2009. / Proof, Mathematical Definitions, Prospective Mathematics Teachers, Mathematics Education / Includes bibliographical references. / Elizabeth Jakubowski, Professor Directing Dissertation; Alec Kercheval, Outside Committee Member; Leslie Aspinwall, Committee Member; Kathleen Clark, Committee Member.