Thesis (Ed. D.)--University of Georgia, 1997. / Includes bibliographical references.

Thesis (Ph. D.)--Southern Illinois University at Carbondale, 1997. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Academisch proefschrift--Nijmegen. / Summary in English. Includes bibliographical references (p. [136]-139).

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 299-322).

Bibliotherapy—the use of books to facilitate the recovery of people in distress from an emotional disturbance—has a history of nurturing metacognition to achieve a cathartic expression by verbal and nonverbal means. The support of a community with shared traumatic experiences, such as incarceration, can help sustain the benefits of bibliotherapy. This exploratory qualitative research study is focuses on a digital book club consisting of men and women with criminal conviction histories (CCH), along with the ways in which a work of fiction could promote self-reflection and resilience necessary for self-rehabilitation. Post-Incarceration Syndrome (PICS) is the leading cause of recidivism among both males and females in the United States, many of whom may have other mental disorders as well. Among those with PICS, incarceration transcends a physical location and becomes a state of mind: mental incarceration. The study’s participants were people who had served over one year of time in a minimum- to maximum-security or federal prison, and who had agreed to participate in an optional four-week digital book club focused on a selected work of fiction. This study contributes to the body of literature surrounding self-rehabilitation and social change by informing administrators, faculty, and staff involved in correctional education that a digital book club could be a viable means of self-empowerment for a person with a CCH, post-incarceration.

This study, investigating teaching style, was conducted as part of a curriculum development and research effort aimed at teaching students conceptualized skills considered useful in the analysis of public controversial issues. Approximately 220 junior students entering into an American history-problems of democracy two-year course sequence were taught the conceptualized analytic skills. Four teachers learned three teaching styles; namely, recitation, seminar, and socratic, The teachers used the three styles with small groups of students in discussions of case studies involving public controversial issues, In the discussions students were expected to use the analytic skills taught to them. This study investigated whether there was a differential impact of the three styles on student use of the analytic skills, Audio-tape recordings were made of "teacher-led" group discussions for analysis to determine whether the teachers were able to conform in their behavior to the three teaching styles, Additionally, tape recordings were made of "teacher-led" discussions (i.e., without tho presence of the teacher) for analysis to determine whether there was a differential impact of teaching style on student use of the analytic skills. An instrument for systematic observation of teaching behavior, adopted from an earlier similar study conducted at Harvard University, was used to determine whether the teachers conformed to the style models. Group discussions of issues in three case studies were scored by two trained observers using the observation system. A chi-square goodness-of-fit test was made to check inter-observer agreement in scoring. It was confirmed that the two observers were generally in agreement--of 288 chi-square computations, 47 were below the .50 acceptable probability lwel (not .05, as in the more common test of significance). The results obtained by the two observers were then analyzed using a three-way analysis of variance--teaching style by teacher by observation system category. It was determined that an overall style difference occurred although certain hypothesized category differences for the three styles failed to materialize. Individual category analyses showed significant style differences occurred in 9 of 15 categories. It was concluded that the four teachers were generally able to conform in their behavior to the three teaching styles. Next an analytic content observation system (ACOS) was developed to determine whether there was a differential impact of teaching style on student use of the analytic concepts. Two observers learned to use the system and scored the tape recordings of "teacher-less" discussions for three case studies. Again, chi-square provided the necessary test to determine whether the scorers were in agreement in their categorizations of student interacts considered to reflect student learning of the analytic skills. Only 1 of 72 chi-squares computed fell below the acceptable .50 probability level. A three-way analysis of variance was used--style by teacher by observation system category, to test for a differential impact of style. It was determined that no overall difference occurred among the three styles in student use of the analytic skills. There were, however, style differences reported for 1 of 16 categories. Further, an overall interaction of style and teacher was reported; an interaction of style and teacher occurred in three categories. It was concluded that, with the category exceptions noted, the study failed to show a differential impact of teaching style on student l earning of the conceptualized analytic skills.

Active teachers noted persistent problems in their classrooms, including low levels of student engagement and gaps in students’ use of evidence in forming arguments. Earth Science students provided written responses to two questions using the previously implemented Claim, Evidence, Reasoning (CER) framework. The first question was answered without a preceding discussion whereas the second question was answered following a discussion protocol—no discussion, discussion without Talk Science, and discussion with Talk Science. A ninth grade teacher more comprehensively implemented Talk Science by incorporating statements from all four goals whereas a seventh grade teacher did not. As a result, ninth grade students improved their use of evidence, reasoning, and content, but seventh graders did not show the same improvements. All students valued the discussion, but this study shows that Talk Science discussions can be used to improve students’ content knowledge and CER argumentation skills.

No description available.