Thesis (Ph.D.)--Indiana University, Dept. of Economics, 2009. / Title from PDF t.p. (viewed on Feb. 4, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1367. Adviser: Gerhard Glomm.

<p>Student learning in upper-division physics courses is a growing area of research in the field of Physics Education. Developing effective new curricular materials and pedagogical techniques to improve student learning in upper-division courses requires knowledge of both what material students struggle with and what curricular approaches help to overcome these struggles. To facilitate the course transformation process for one specific content area -- upper-division electrostatics -- this thesis presents two new methodological tools: (1) an analytical framework designed to investigate students' struggles with the advanced physics content and mathematically sophisticated tools/techniques required at the junior and senior level, and (2) a new multiple-response conceptual assessment designed to measure student learning and assess the effectiveness of different curricular approaches. We first describe the development and theoretical grounding of a new analytical framework designed to characterize how students use mathematical tools and techniques during physics problem solving. We apply this framework to investigate student difficulties with three specific mathematical tools used in upper-division electrostatics: multivariable integration in the context of Coulomb's law, the Dirac delta function in the context of expressing volume charge densities, and separation of variables as a technique to solve Laplace's equation. We find a number of common themes in students' difficulties around these mathematical tools including: recognizing when a particular mathematical tool is appropriate for a given physics problem, mapping between the specific physical context and the formal mathematical structures, and reflecting spontaneously on the solution to a physics problem to gain physical insight or ensure consistency with expected results. We then describe the development of a novel, multiple-response version of an existing conceptual assessment in upper-division electrostatics courses. The goal of this new version is to provide an easily-graded electrostatics assessment that can potentially be implemented to investigate student learning on a large scale. We show that student performance on the new multiple-response version exhibits a significant degree of consistency with performance on the free-response version, and that it continues to provide significant insight into student reasoning and student difficulties. Moreover, we demonstrate that the new assessment is both valid and reliable using data from upper-division physics students at multiple institutions. Overall, the work described in this thesis represents a significant contribution to the methodological tools available to researchers and instructors interested in improving student learning at the upper-division level.

<p> The purpose of this qualitative study was to explore two elementary teachers' implementation of engineering design over two academic years and to describe how their teaching practice changed over the two instructional cycles. This study used field notes and audio transcripts of the teachers during their engineering design teaching, written reflections, and a final interview to generate data that were analyzed for emerging themes and patterns. These data answered the following research questions: (a) How do two fifth grade science teachers implement an engineering design activity? (b) How do these same two fifth grade science teachers' instructional practices change as they implement the same engineering design activity for a second time the following academic year? And, (c) What factors do the teachers identify as to why their practice changed? The findings of this study concluded that with experience teachers made more explicit connections to science and engineering content and practices. Additionally, they more actively facilitated deeper questioning and troubleshooting. An additional finding was that teacher change is not an isolated event, but a system of interacting influences. The findings in this research study provide insight and implication for supporting teacher change in practice in K-12 educational reform efforts as we move to implement engineering and engineering design into the K-12 science curriculum.</p>

<p> This research postulated that the cognitive impairments characteristic of students with high-functioning autism can be associated with specific types of reading comprehension difficulties. Descriptive data was collected from two case studies of adolescent students who were diagnosed with high-functioning autism. The researcher employed interactive questioning techniques, based on task-analysis theory, to develop hypotheses on the types of cognitive impairments that might be causing the participants in the study to experience reading comprehension difficulties. Based on these hypothesized associations between cognitive impairments and specific incidences of reading comprehension problems, the researcher selected and employed targeted reading comprehension interventions. Descriptive results suggest that incremental improvements in reading comprehension and expressive language occurred for the case-study participants.</p><p> <b>Keywords:</b> autism, high-functioning autism, reading comprehension, task analysis</p>

<p> The purpose of this study was to provide a case study on the application of service-learning curriculum in a youth ministry at a traditional mid-size church. The intent of the curriculum was to provide a new and creative way for the church to impact youth by getting them involved in actions that correspond with Biblical principles. Church leaders hope that this curriculum change will not only impact youth in their teens but also influence them to remain involved in a traditional church as they reach college and become young adults. </p><p> The researcher used the process model of curriculum study from Lawrence Stenhouse (Smith, 2000) to investigate the selection, implementation, and desired outcomes of service learning. The researcher, who also served as the Student Minister at the church, used qualitative data collection methods to discover the thoughts of students who left the ministry prior to service-learning implementation. He then compared that to focus-group research, survey responses, and interviews of youth and young adults as well as adult leaders of the youth ministry. </p><p> The research sought to demonstrate the impact of service learning on the youth ministry, as well as the potential impact on youth as they grow into young adulthood. The youth and adults involved had very positive reactions to the curriculum; however, the church did not share that reaction. In fact, certain elements of the church tried to block certain aspects of the curriculum. How the youth and the church respond organizationally and educationally in the future will determine the overall impact of the curriculum. If changes and improvements can be implemented, the present case study may provide a model for youth ministry that can have a positive impact on young adults as well as the larger Christian community.</p>

<p> Metro Nashville Public Schools has transitioned each of their 12 zoned high schools to the academy model. The original basis of this study was to analyze student achievement and engagement between the different academies within MNPS high schools. However, as the study proceeded with data analysis, a need for baseline data became evident due to lack of completion during the initial five years of the transition to the academy model. </p><p> The findings show with regard to student achievement that 50% of schools across the nation are scoring better than MNPS on the national percentiles for the PLAN ACT. The researchers chose to use PLAN ACT instead of ACT with regard to student achievement because it is a better predictor of student achievement for the purpose of this study. It can be concluded from the research that females had higher graduation rates overall. </p><p> With regard to student engagement, it can also be concluded that attendance rates among all twelve academies were over 85%. When disaggregated by ethnic groups in the sample it was found that all had at or above a 90% attendance rate. The researchers also drew the conclusion that there was a disparity between the ratios of in-school suspensions (ISS) and out-of-school suspensions (OSS). This could possibly suggest inconsistency in how these discipline measures were implemented across MNPS academies.</p>

<p> Metro Nashville Public Schools has transitioned each of their 12 zoned high schools to the academy model. The original basis of this study was to analyze student achievement and engagement between the different academies within MNPS high schools. However, as the study proceeded with data analysis, a need for baseline data became evident due to lack of completion during the initial five years of the transition to the academy model. </p><p> The findings show with regard to student achievement that 50% of schools across the nation are scoring better than MNPS on the national percentiles for the PLAN ACT. The researchers chose to use PLAN ACT instead of ACT with regard to student achievement because it is a better predictor of student achievement for the purpose of this study. It can be concluded from the research that females had higher graduation rates overall. </p><p> With regard to student engagement, it can also be concluded that attendance rates among all twelve academies were over 85%. When disaggregated by ethnic groups in the sample it was found that all had at or above a 90% attendance rate. The researchers also drew the conclusion that there was a disparity between the ratios of in-school suspensions (ISS) and out-of-school suspensions (OSS). This could possibly suggest inconsistency in how these discipline measures were implemented across MNPS academies.</p>

<p> This study seeks to extend the work done by Brasell and Beichner on the effect of the Microcomputer-Based Laboratory (MBL) on the quality of instruction in kinematics.</p><p> In this thesis, we investigate the idea that the automatic graphing process involved in a typical kinematics MBL has a black box effect on student understanding. In order to make students focus on the values that create the graph, a group of students first experienced kinematic graphs by drawing by hand before performing the MBL as normal. After testing this treatment with 246 students (141 received treatment, 105 were kept as a control), the results showed that there was a slightly positive but insignificant difference in gains between the two groups (<i>p</i> = 0.362), as measured by Beichner's Test for Understanding Graphs in Kinematics (TUG-K).</p>

<p>Researchers have calculated the relationship between human capital development and economic output by various means of econometric modeling and by use of numerous indicators under the context of an assortment of human capital theory. This study was conducted to identify new interpretations of the expansion of human capital in the form of tertiary education enrollment in the countries of Israel, Japan, and Norway from 2000 to 2010. The researcher applied an OLS non-linear regression to establish four hypotheses, including modeling with regional dummy variables to generate point estimates for each country in order to analyze each country&rsquo;s educational policy implementation. The researcher collected data from UNESCO UIS, OECD, and the World Bank on tertiary enrollments, tertiary expenditures, and other measures utilized during modeling. Regional dummy variables allowed the researcher to calculate educational returns for five different regions: Africa, Asia, Europe and the United States, Latin America, and Former Communist countries. Optimization of tertiary education enrollment to maximize the real growth rate in each region was estimated and point estimates were computed for Israel, Norway, and Japan. Results indicated that tertiary education did in fact effect economic growth, but whether this growth was positive or negative was dependent on a country-by-country basis. Israel and Norway reported positive returns to tertiary education in terms of economic growth, where Japan exhibited negative returns to tertiary education in terms of economic growth. Government and educational policy recommendations were made based on computed outputs. </p>

<p> This study utilized a qualitative case study interview methodology to explore the transition to postsecondary education and first-year postsecondary educational experiences of four students with Autism Spectrum Disorders (ASD). This research provided a comprehensive understanding of the first-year postsecondary educational experience of the students who were enrolled in a private, selective four-year postsecondary educational institution. It explored the ecological factors that impacted the students' first-year postsecondary experiences through analyzing the perspective of the students, the students' parents, and the students' disability resource and service (D/RS) provider. It also investigated how students' prior experience and perception of ASD influenced their first-year postsecondary experience. </p><p> Reviewed literature found that research focusing on postsecondary educational experiences was scarce and mainly consisted of anecdotal accounts of students with ASD and limited research on the experiences of students with ASD after their first year. There was no prior research focusing on the first-year postsecondary experiences of students with ASD. </p><p> The study's findings provide an analysis of each student's prior experience and first-year postsecondary educational experience and then present a cross-case analysis. The study revealed that the students' academic and transition services in high school and parental support were the most notable prior experiences that influenced the students' transition to postsecondary education. It also found that the students experienced academic and social successes and challenges. Internal attributes, including students' persistence and stress impacted their experience. Parental support and D/RS support were perceived to have positively impacted the students' experience. The study also found that the students perceived their diagnosis of ASD as both a positive asset and a hindrance to their experience. </p><p> The discussion provides an analysis of the factors within the postsecondary environment and from the students' prior experience that impacted their first-year and how these four students' experiences related to the previous literature. It also discusses the importance of implementing effective support services. Recommendations for policy, practice, and further research are also provided. </p>