Theses (Ed.S.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains v, 31 p. Bibliography: p. 18-20.

Thesis (PH.D.) -- Syracuse University, 2005. / "Publication number AAT 3207101."

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Jere Confrey and Jill A. Marshall. Vita. Includes bibliographical references.

Thesis (M. Ed.)--Lancaster Bible College, 2005. / Abstract. Includes bibliographical references (leaves 46-47).

<p> The purpose of this study was to explore gender differences in self-concept and achievement in math and reading among elementary-aged students. Research questions were constructed to explore (a) within-group differences of boys and girls in terms of their math and reading self-concepts and achievement scores, (b) between-group differences of boys and girls in areas of math and reading self-concept and achievement, and (c) the predictive utility of gender, math and reading self-concept, and the interaction of gender and math and reading self-concept in relation to math and reading achievement. </p><p> The study used archival data of 104 students in the third through the sixth grades, enrolled in a rural elementary school in Arizona. Approximately half of participants were male and half were female. Data were collected via file reviews for gender, demographic, and Terra Nova reading and math achievement scores. Survey research procedures were also utilized via questionnaires to collect self-concept data, using math and reading composite self-concept variables from the Self-Description Questionnaire, developed by Marsh (1990). </p><p> Bivariate and multivariate statistical procedures were used within a correlational design, with <i>t</i> test, repeated-measures ANOVA (RM-ANOVA), and hierarchical multiple regression analysis (MRA) procedures. Results of dependent-samples <i>t</i> tests demonstrated no significant differences in math and reading self-concepts or achievement scores for boys. Among girls, the only significant mean-level difference was found in higher reported reading self-concept scores, than math self-concept scores. Girls did not, however, exhibit significantly higher reading than math achievement scores.</p><p> Results of RM-ANOVA procedures revealed no significant differences between boys and girls in the domains of reading and math achievement. Similarly, no significant differences were obtained between boys and girls in either domain (math or reading) of self-concept.</p><p> Significant multiple regression models were specified for both reading achievement and math achievement. The independent variables were gender and reading self-concept in the first model, and gender and math self-concept for the second model. Dependent variables consisted of matched areas of reading and math achievement.</p><p> Although both MRA models were significant, they accounted for only about 9% of the variance in math and reading achievement. The gender by self-concept interaction variables were not significant for either model (math or reading), indicating that the relationships between domain-specific self-concept and achievement were not moderated by gender.</p>

<p> As a popular co-curricular activity, forensic participation is considered as an effective educational tool in sharping students&rsquo; logic thinking abilities (Allen &amp; Berkowitz, 1999; Bellon, 2000; Lieberman, Trumble &amp; Smith, 2000). However, in China, compared with the growing enthusiasm in debate among the Chinese students, research in this field is relatively thin. Therefore, in order to gain an in-depth understanding of how forensic participation influence students&rsquo; critical thinking abilities, I conducted this multiple case study which was grounded in the Paul-Elder Model of Critical Thinking.</p><p> My respondents are three national or regional champions from a well-known forensic team in Eastern China. My major data collection include three one-on-one interviews with the respondents, some secondary interviews with their coach and teachers, observations on their debate training, and some online data such as the official blog of the team, my e-mail correspondence with the students and information culled from their personal social networking sites. </p><p> My two research questions are &ldquo;How does college students&rsquo; thinking change as a result of participating in forensics?&rdquo; and &ldquo;What features of forensic participation support students&rsquo; development of critical thinking?&rdquo; In terms of research question one, I have found that first, as a result of forensic participation, my respondents&rsquo; questioning, critical reading, analyzing and evaluating skills have improved. Second, they developed some intellectual traits that are indispensable to their critical thinking abilities. Third, forensic participation has to some extent helped them to get rid of ego-centric and socio-centric thinking, which paved the way for them to become an accomplished and responsible thinker.</p><p> As to research question two, I found that both the educational and epistemic features support students&rsquo; development of critical thinking.</p><p> I also found out motivation plays such an important role in students&rsquo; critical thinking development that it could be added into the framework of Paul&rsquo;s Model of critical thinking. My recommendations include improving the instruction methods in debate courses and enhance both the quantity and quality of the intercollegiate and national competitions.</p>

<p> Understanding why some individuals trust the organization, why other individuals do not trust the organization, and how trust influences action and culture is an important organizational tool. For organizations, the relationship between these three concepts helps select, place, and manage employees.</p><p> This research examined the National Testing Site (NTS) in Mercury, Nevada during the Cold War as a total institution environment experienced by service members who were involved in the development and testing of thermonuclear weaponry. The intersection among the forces of trust, duty, and organizational culture, and how they affected a soldier&rsquo;s professional and personal actions, were the study&rsquo;s essential constructs. This study was guided by the following research questions: What role, if any, did the relationship among trust, duty, and organizational culture play as the service members experienced their environment? To what extend did the cultural imperatives of trust, duty, and organizational culture (including rank) influence the organization from the perspective of the service members at the NTS?</p><p> This research examined the service members&rsquo; sense-making processes related to their experience of their environment using Interpretive Phenomenological Analysis. Three sources of historical documents were analyzed: oral histories, court documents, and personal memoranda and letters.</p><p> Findings indicated self-identity determined the degree in which the individual trusted the command structure or scientific data and that self-identity predicted the object of the individual&rsquo;s trust and the degree of influence duty had in compliance with the organizational culture. Findings suggested both trust and distrust were evident in service members&rsquo; experience of the NTS. However, distrust was a fluctuating construct and occurred in tandem with trust and in isolation from trust. Finally, analysis revealed no direct references to patriotism, a remarkable finding in the Korean War and McCarthy Cold War era on a military base. These findings provided support for the understanding of organizational culture as dynamic, interlaced with individual identity, and as key factors in the relationship with trust and duty.</p>

<p> This research- and text-based project examined the influence of place-based field science education courses on the ethical development and awareness of land on participants through the lens of Aldo Leopold&rsquo;s &ldquo;The Land Ethic.&rdquo; Literature pertinent to the topic was scrutinized, with particular attention to: Aldo Leopold&rsquo;s life and influences, &ldquo;The Land Ethic&rdquo; and supporting texts, ethical philosophy, place-based education, experiential education, and conservation psychology. Five people were selected for interviews based on their standing as experts in their respective fields, representing the various pertinent underlying topics. Interviewees were asked questions surrounding the thesis question. Interview transcripts were qualitatively coded and analyzed for emergent themes and ideas and compared against the texts from the literature review. Though the literature and the research participants found value in place-based field science education in improving the academic skills of participants, they did not find that place-based field education courses would have a significant influence on the ethical development and awareness of participants due to the limited time of most courses. However, the findings of this thesis do not discount the value of place-based field education courses as transformative experiences that might still have a place within the ethical and educational development of some students.</p><p>

<p> Greater New Orleans, Louisiana (GNO) is a highly marketized school environment. The purpose of this study was to examine how marketization informs GNO academic high school leaders&rsquo; managerial decisions. While much had already been written on areas in this topic&rsquo;s periphery, nothing readily available in the theoretical knowledge base had sufficiently answered this question with respect to GNO high schools. This non-probability qualitative study provides rich descriptions of how a diverse range of GNO academic high school leaders&rsquo; experiences are affected by marketization. Participants were gleaned from GNO public high schools via expert sampling. Interviews were recorded, transcribed, and analyzed using the constant comparative analysis method (Merriam, 2009: <i>Qualitative research: A guide to design and implementation</i>). To this end, following each interview, the recorded interviews were transcribed and analyzed. After Interview 1, the responses from the remaining participants were compared to look for trends and consider additional questions. The overall findings from these responses indicated that academic high school leaders inform their managerial decisions in light of competitive school marketization. This is evidenced in working strategically to ensure full enrollments, from creating school-based teams and creating exciting, school-specific experiences, to the purported use of unethical and illegal practices.</p><p>

<p> This study sought to investigate and explain how a mentoring program influenced the academic experience of Black males at a predominately white institution (PWI). Nine research participants were selected based on the following four criteria: self-identified as Black males, completed their undergraduate degrees from Northern Illinois University (NIU), were alumni of the Black Male Initiative (BMI) program, and were willing to participate in the study. The following two research questions guided the study. What are participants&rsquo; perceptions of the BMI program and its impact on their academic experience at a PWI? What are the factors that influence these perceptions? A qualitative methodology and case study research design was utilized to collect data. Critical Race Theory is the theoretical framework that informed this study. Key processes from case study analysis were used to triangulate the date collected from interviews, field notes, and a reflective journal. Pattern coding and theme identification for each research participant case was conducted. Cross-case comparison of the coded and themes for the nine research participants were used to draw conclusions. There were three themes that emerged from the data related to the two research questions. These themes included: 1) the role and function of BMI, 2) characteristics of BMI advisor, and 3) university life outside of BMI. The role and function of BMI encompassed the following subthemes: academic support, brotherhood, community outreach, building a network, and promoting a positive image. The second and third theme did not encompass subthemes. </p><p> The findings associated with these themes and sub-themes suggested that the BMI program had a direct positive and long-lasting impact on the educational experiences of the research participants. The limitations of this study can be found in the small number of participants that were included in this study. The implications and recommendations regarding future research are included.</p><p>