Thesis (Ph.D.)--Oklahoma State University, 2009. / Vita. Includes bibliographical references.

Thesis (M.S.)--Oklahoma State University, 2008. / Vita. Includes bibliographical references.

Thesis (M.S.)--Oklahoma State University, 2008. / Vita. Includes bibliographical references.

Thesis (Ed. D.)--Oklahoma State University, 2008. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Oklahoma State University, 2008. / Vita. Includes bibliographical references.

Thesis (Ed. D.)--Oklahoma State University, 2008. / Vita. Includes bibliographical references.

No description available.

This dissertation aimed to expand new educational information using different data mining techniques. The first article is a survey of literature that analyzes how researchers use text mining in educational studies. This study examined 161 articles that described or employed text mining techniques for research. This study provides useful information for future research in text mining for educational contexts. The second article presents research conducted using sentiment and topic modeling analyses to explore whether technologies can be properly used in education. This study provides broad insights into educational technology and could help schools and teachers choose appropriate technologies for future education. The final article reports a study that examined the Twitter interactions on the #WomeninSTEM site to support women in STEM education. This final study generates new and diverse insights to sustain women pursuing STEM education, and it should help education researchers find new opportunities to encourage women to enter STEM majors.

This study investigates how listening, as part of the literacy learning programme is planned for and taught in the grade one class. The data was produced through semi-structured interviews of five participants, who were grade one educators in the urban area of Durban, Kwa Zulu Natal. Findings suggested the many factors that accounted for why some children in the grade one class do not listen and that educators need to plan for the teaching of listening. The researcher examines the use of multiple strategies, such as teaching responsively, including stimulating tasks, reading aloud, creating a purpose for listening, setting the stage for listening and modeling as strategies to teach listening. The study ends with recommendations for the Department of Education to present workshops to educators on the teaching of listening and for module courses at colleges and universities to offer specialized courses on the teaching of listening. The aim of this research which was conducted in the urban area of Durban, Kwa Zulu Natal, was to investigate how grade one educators were planning for and teaching listening. During this study, data was produced through semi-structured interviews of five participants, who were grade one educators. Findings of this study suggest that there were many factors that accounted for why some children in the grade one class do not listen. Findings also indicated that educators need to plan for the teaching of listening. / Ed. (Didactics))

This study investigates how listening, as part of the literacy learning programme is planned for and taught in the grade one class. The data was produced through semi-structured interviews of five participants, who were grade one educators in the urban area of Durban, Kwa Zulu Natal. Findings suggested the many factors that accounted for why some children in the grade one class do not listen and that educators need to plan for the teaching of listening. The researcher examines the use of multiple strategies, such as teaching responsively, including stimulating tasks, reading aloud, creating a purpose for listening, setting the stage for listening and modeling as strategies to teach listening. The study ends with recommendations for the Department of Education to present workshops to educators on the teaching of listening and for module courses at colleges and universities to offer specialized courses on the teaching of listening. The aim of this research which was conducted in the urban area of Durban, Kwa Zulu Natal, was to investigate how grade one educators were planning for and teaching listening. During this study, data was produced through semi-structured interviews of five participants, who were grade one educators. Findings of this study suggest that there were many factors that accounted for why some children in the grade one class do not listen. Findings also indicated that educators need to plan for the teaching of listening. / Ed. (Didactics))