This study proposed to answer research questions about the efficacy of using computer-assisted instruction (CAI) to augment kindergarten emergent reading skills. Five assessment instruments were used to measure kindergarten students' emergent reading skills. In this quasi-experimental design (experimental school vs. control school), repeated measures were used (pretest and posttest). Change scores (posttest minus pretest) were calculated to run analyses. Morrow's Story Retelling was significant for the experimental group, p=.006. The Woodcock-Johnson Passage Comprehension (WJPC) subtest was significant for the interaction of group and type of kindergarten program, p=.005, meaning more children in full day programs and using CAI were reading and understanding passages. Unrelated to the hypotheses that were tested, the Phonological Awareness Test (PAT) was significant for culture, p=.006. Post Hoc results demonstrated significance between white students and English Language Learners (ELL) on the PAT, p=.003. The Concepts About Print Test was not found to be significant. No significances were found for the Woodcock-Johnson Letter/Word Identification subtest, either. In conclusion, CAI did have a positive impact on several measures of emergent reading skills. A Home Literacy Survey was completed by the parents of all participants. This survey provided extensive information about the type and frequency of literacy activities done in the students' homes to answer the research question concerning the value of home literacy activities in preparation for formal schooling. Significance was found for pretest scores on the WJPC, p=.004. The results were significant for Morrow's Story Retelling for change scores, p=.005. Conclusions can be drawn that literacy activities done in the home before coming to school do have an impact on reading/listening comprehension as measured by the WJPC and Morrow's Story Retelling. Finally, teachers in the experimental school were asked their opinions about CAI. They unanimously agreed that CAI was beneficial to students, especially low performing students. But reservations included the loss of class time to do computer lessons and the availability of a variety of CAI programs. There were also several complaints directed at the PLATO program examined in this study. The program was not user friendly for kindergarten children to operate independently, and there were reliability problems.College of Architecture / Department of Elementary Education

No description available.

No description available.

This investigation comprised two studies aimed at identifying the relationship, if any, between beliefs about the formal or functional nature of learning English as a foreign language and learning behaviour in a vocabulary learning computer environment. Two measurement tools were developed.A questionnaire was developed to measure beliefs of a general nature about the task of learning a foreign language, definition of the formal functional components of language learning activities, and beliefs about the efficacy of the same language activities. This was done to observe the correlations, if any, between formal-functional bias in general beliefs and preferences for specific activities which respondents have previously defined in formal-functional terms. A hypertext program was also developed. This program consisted of vocabulary learning materials with code built into the programming which recorded user interaction in log files. Using the logged data, general beliefs and beliefs about the efficacy of language learning activities could then be compared with preference for inductive and deductive learning, passive and productive practice, and effort invested in the task as measured by the number of screens accessed and time spent on the task. The two studies making up the investigation consisted of a pilot study to test the questionnaire and a main study, combining the questionnaire and software. The Main Study was done in four stages with the first three stages being used to pilot the software and the final stage functioning as the source of data on subject behaviour. Questionnaire data was compared with the logged data and post-hoc interviews served to triangulate the logged data. A qualitative analysis of subject behaviour in the computer environment was also carried out. Main findings for questionnaire data were that formal-functional bias in general beliefs may be related to preference for formal or functional activities. Beliefs regarding knowledge of target language culture or learning context may be more closely related to formal-functional preferences than beliefs regarding grammar or vocabulary. Regarding correlational relationships with logged data, beliefs appeared to be less important than prior knowledge of target vocabulary. Subjects showed a consistent pattern of variation of preferences according to level of prior knowledge while effort invested showed a bellshaped curve with increasing prior knowledge. Formal-Functional biases in general beliefs had correlational relationships with effort invested, but the direction of the relationships varied according to the belief. Main conclusions were that the pattern of interaction suggested subjects were acting autonomously. In exercising this autonomy, they were influenced by their beliefs, but level of prior knowledge of the task was more important in determining how they learned or practiced the target vocabulary. Regarding pedagogical implications, it was argued that the formal-functional distinction has little pedagogical value in terms of understanding language learners. Finally, it was concluded that this research has shown that language learners' metacognitive knowledge of the task of language learning is a resource which teachers ignore at their peril.

This thesis is concerned with sensitivity alterations of Fiber Bragg Grating (FBG), sensors through additive coatings produced by a combined Laser-Assisted Maskless Micro-deposition (LAMM) and electroless plating process. The coatings can also protect the brittle FBG used in harsh environments. The thesis encompasses design, fabrication procedures, modeling and comparison of experimental and modeling results to gain insight into the advantages and short-comings of the approach. Starting with the opto-mechanical modeling, a program is written in MAPLE to analyze the effect of different on-fiber metallic materials and coating thicknesses on the sensitivity of FBGs to temperature and axial force. On the basis of the proper material and thickness, the sensitivity of FBG at different thermal and loading strains are predicted. The optimal theoretical data suggests that if the thickness of the Ni layer is 30–50 μm, maximum temperature sensitivity is achieved. Some experiments are proposed to test the feasibility of the coated FBG sensors. LAMM is used to coat bare FBGs with a 1-2 μm thick conductive silver layer followed by the electroless nickel plating process to increase layer thickness to a desired level ranging from 1 to 80 μm. Our analytical and experimental results suggest that the temperature sensitivity of the coated FBG with 1 μm Ag and 33 μm Ni is increased almost twice compared to a bare FBG with sensitivity of 0.011±0.001 nm/°C. On the contrary, the force sensitivity is decreased; however, this sensitivity reduction is less than values reported in the literature.

There is emerging evidence that after infertility and assisted conception women are at increased risk of early parenting difficulties. The aims of this study were to characterize postpartum psychological functioning of women conceiving through assisted reproductive technology (ART) and to identify factors that may be associated with early parenting difficulties defined as: postpartum psychological distress, low maternal confidence and admission to residential early parenting services. (For complete abstract open document)

Thesis (M. P. A.)--Texas State University-San Marcos, 2004. / "Fall 2004." Includes bibliographical references (leaves 94-96).

Project (M.S.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2004. / Includes bibliographical references (p. 95-96).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph.D.) -- McMaster University, 1998. / Includes bibliographical references (leaves 203-211). Also available via World Wide Web.