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Thesis (Ph. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 3, 2005. Dissertation Committee: John R. McCarthy, G. Alan Hickrod (co-chairs), Robert L. Arnold, Ramesh B. Chaudhari, David L. Franklin. Includes bibliographical references (leaves 118-121) and abstract. Also available in print.

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<p> It has perhaps never been clearer that in order to effectively communicate with global governments and develop reasoned foreign policy, the United States Intelligence Community requires the support of trained linguists. The development of foreign language proficiency is a complex process requiring a significant investment of time and resources. For learners involved in intensive foreign language training within the United States Government (USG), the Department of Defense (DoD) has developed various Language Difficulty Categorization (LDC) frameworks aimed at standardizing the amount of time learners are given to meet established proficiency criteria. Despite the widespread adoption of LDC frameworks over the past 60 years, few empirical studies have examined the systematicity in proficiency patterns for languages grouped within the same difficulty category. By situating the analysis within the framework of a logic model, data-mining techniques were used to statistically model, via path analysis, the relationships between program inputs, activities, and outcomes. </p><p> Two main studies comprised the investigation. Study 1 employed a contrastive-analytic approach to examine the coherence with which both cognitive (e.g., general aptitude, language-specific aptitude, and average coursework outcomes) and non-cognitive (e.g., language preference self-assessment scores) variables contributed to the development of foreign language achievement and proficiency outcomes for three languages grouped within the same category. For Study 1, only learners who completed the entire foreign language-training program were included in the analysis. Results of Study 1 found a great deal of coherence in the role that language-specific aptitude and 300-level average coursework grades play in predicting end-of-program proficiency outcomes. To examine the potential hidden effects of non-random attrition, Study 2 followed the same methodological procedures as Study 1, but it imputed missing coursework and proficiency test score data for learners who attrited (that is, &ldquo;dropped out&rdquo;) during the intensive foreign language-training program. Results of the imputation procedure confirmed that language-specific aptitude plays a robust role in predicting average coursework outcomes across languages. Study 2 also revealed substantial differences in the role that cognitive and non-cognitive variables play in predicting end-of-program proficiency outcomes between the observed and imputed datasets as well as across languages and skills.</p><p>

<p> Student underachievement is a problem in some suburban public schools in North-central Kentucky with a higher than average student gap group. National test scores are more than four points below the national average, and motivation is low. Previous research revealed that infrequent use of methods that prompt students to actively participate in learning, is thought to contribute significantly to this issue. The purpose of this qualitative, multiple-case study was to develop an understanding of the types of teaching methods students these public schools experience, and why their teachers make pedagogical decisions they hope will increase engagement and achievement. Students at the school included in this study were 89% African Americans, Hispanics, Native Americans, eligible for free/reduced lunch, have limited English proficiency or disabilities. Including a sample of four self-selected experienced educators teaching a variety of subjects. This study, grounded in the theories of Dewey, Piaget, and Vygotsky, included observations and interviews in multiple classrooms and a review of existing data to provide broader insights into the realities of student experiences. Observation analysis took place through a framework developed by Guthrie and Schweisfurth, permitting a determination that, despite previous findings, most observed students at this low-performing public school experienced learner-centered instruction, though one less-experienced teacher interacted with learners through traditional methods, focusing on teacher control. Other findings detailed the teachers&rsquo; belief that absenteeism and low-motivation were problems, and developing relationships with students and those close to them positively impacted attendance, and investment. They said that project-based learning and the use of topics students related to, helped engage learners and gave them confidence. Perhaps more importantly, all but the least-experienced teacher interacted with their students in learner-centered ways. The current researcher recommends supporting less-experienced teachers early in their careers with training strategies so they can better-use learner-centered methods, and training that encourages all teachers to use more project- and inquiry-based lessons, and focus on culturally relevant topics. The most recent test scores showed a narrowing gap for the disadvantaged population at this school, and the actions and beliefs of these teachers suggests they are on track to positively increase student achievement.</p><p>