This study is concerned with the development of a basic art program to meet the special needs of the Latin-American senior-high-school student.

Thesis (Ed.M.)--Boston University

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study investigated the concept of syntactic awareness as a reading strategy for complex sentence comprehension and the relationship between instruction in syntactic awareness and improved reading comprehension among mainstream high school students. When given the insight that sentences are important and when given simple rules to map syntactic structures onto thematic roles, with discussion and practice in simplification and restructuring of complex sentences, 91h and lth grade students demonstrated that they could significantly improve their reading comprehension abilities. The results support the concept that many high school students default to simple reading heuristics which work well on canonical sentence types, but which can fail with complex content-area texts. Sixty-three eleventh grade and forty-seven ninth grade mainstream students participated in a study in which one group of ninth and one group of eleventh graders, the experimental groups, were given a sentence comprehension strategy to help them when confronted with text that they block on, in many cases typical texts that are part of the high school curriculum. The control groups were given regular instruction in reading comprehension skills and strategies. Eleventh grade students who were enrolled in a SAT Preparation elective class were pre-tested and post-tested using both Real SAT tests from The College Board and the Stanford Diagnostic Reading Test (SDRT). A third group, the maturation group, was pre-tested and post-tested using the SDRT to control for normal academic growth. Ninth grade students who were enrolled in a reading elective course were pre-tested and post-tested using the SDRT. For the Eleventh Grade Experiment results were significant at the .01 level for the SDRT and at the .01 level for the SAT. The difference between the maturation group and the intervention group was significant at the .01 level but was not significant between the control and maturation group. The Ninth Grade Experiment results were significant at the .05 level for the SDRT. / 2031-01-02

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / There is little doubt that successful football coaches have tremendous amounts of tactical and technical expertise, but are the coaches also expert communicators? This study aimed at developing a greater understanding of mistake-contingent coach/player interactions and sought to identify and explore specific patterns and recurring themes in the subsequent reactive coaching behavior and communication that occurred within the dynamics of the natural setting as experienced by male high school football players and their elite coach. The participants for this systematic observational study included two "elite" high school football (n=2) with career records of 286-72-4 and 219-35-2 and respective career winning percentages of .790 and .827. The findings reveal that the coaches addressed a total of 5,053 mistakes over the course of a single week of practice and one game. There were three different types of errors that emerged from the data: tactical error (2191), technical error (1156), and effort error (1106). The findings also reveal that 13 different categories of feedback type emerged from the 7781 utterances of individual feedback identified in the data. The categories of feedback were: technical instruction (540), tactical instruction (804), general instruction (1240), criticism (722), modeling the right way (483), modeling the wrong way (317), hustles (450), rationale (510), scolds (618), praise (444), challenge (311), questions (860), and OK/Alright (482). The two main categories of voice power emerged from the data and were elevated, and neutral/even. The importance of this finding was twofold. First, it supported the hypothesis that these two great football coaches did in fact use concrete communication strategies with their players by revealing that even the power of the voice they used to deliver feedback may not have been the product of a spontaneous reaction to a specific event, but was actually rooted in a pre-determined feedback strategy that consistently emerged across all categories of error type. Second, this finding supports the idea that it voice power is a teaching tool in the hands of these great communicators. They do not just yell to be authoritative; but use the volume of their voice as a stimulus to strategically direct, reinforce, or extinguish a particular behavior. / 2031-01-01

This study was undertaken to assist the principal and faculty of the Richfield High School in their more or less continuous evaluation of the effectiveness of the school . The writer graduated from this school in 1943 and is at present living in the community after having graduated from Utah State University and teaching one year in the junior high school of a neighboring district.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 132-141). Also available in print.

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Contextual teaching is emerging as an important concept in education reform efforts. This field study attempts to clarify the concept of contextual teaching by defining and identifying characteristics found in the research literature, experienced teacher observations and practices, and students' views of contextual teaching. The foundation for this field study was developed out of a larger project funded by the U.S. Department of Education known as the Oregon State University Contextual Learning Institute and Consortium. The purpose of this project was to conduct research in contextual teaching and learning in five Portland, Oregon, high schools involving 32 teachers and 350 students. This field study involved three, of the five high schools (7 teachers and 11 students) and five experienced teacher/consultants. Those involved in this study define contextual teaching in varying ways, but there was unanimous agreement that the basis for contextual teaching is making the connections between what a student is trying to learn and some aspect of a real world experience. A consensus of teachers participating in this study define contextual teaching as school experiences that provide meaning, relevance, real life experiences, and connections. The key characteristics of contextual teaching as identified by this study included: 1) Students learn more by combining knowing and doing wherever possible. 2) Students see that learning expectations have some connection to everyday life. 3) Students draw connections between different subject-matter disciplines bringing together content and context of application. 4) Students and teachers use teamwork and collaboration to solve real-life problems. 5) Emphasizes that active and involved students learn more, while requiring creative ways of dealing with school structure and calendar. 6) Contextual pedagogy stresses teaching knowledge and skills differently, not teaching different knowledge and skills. 7) The role of the teacher changes from expert to that of coach. Based upon findings of this field study, contextual teaching can be defined as an educational and instructional strategy focusing on enabling students to see meaning and relevance in their education. Knowledge and application of knowledge are deliberately tied together in the teaching act. Contextual teaching aims at helping all students make connections between subject-matter content and context of application. / Graduation date: 1998

Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "May, 2006." Includes bibliographical references (leaves 118-122). Also available online in PDF format.

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