Thesis (Ed.D.)--Baylor University, 2005. / Includes bibliographical references (p. 173-180).

<p> The purpose of this study was to examine the High Tec Middle School teachers' and administrators' knowledge of the service learning model upon which the school's service learning program has been based, their views regarding their role in student character formation through service learning, and the teachers' feelings of ownership regarding the service learning program. </p><p> 1 overarching research question and 3 sub-questions were explored. The overarching question was: How do teachers and administrators at High Tec Middle School experience service learning? 3 sub-questions that aided in answer the overarching research question were: What is the High Tec Middle School teachers' and administrators' knowledge of the service learning model that serves as the foundation for the service learning program that has been implemented school wide? What are the views of the High Tec Middle School teachers and administrators regarding their role in the shaping of students' character through service learning? What, if any, feelings of ownership do the High Tec Middle School teachers and administrators experience regarding the service learning program that has been implemented school wide? </p><p> Data was collected from an online questionnaire and a focus group completed by 12 teachers and administrators who participated in the planning and implementation of the school's service learning program. Findings from the study showed that 4 primary factors influenced teachers' and administrators' feelings of ownership about the service learning project: belief that educating students in character is their responsibility, having a strong sense of caring, having sufficient knowledge of the service learning model, and feeling empowered by the implementing of service learning. </p><p> 2 primary conclusions were derived from the study. First, experiential learning was more important than academic learning in teachers and administrators understanding the service learning model used at the school. Second, the feelings of ownership of the SL program held by the teachers and administrators at the school are derived from (a) belief that educating students in character is their responsibility, (b) having a strong sense of caring, (c) having sufficient knowledge of the service learning model, and (d) feeling empowered by the implementing of service learning.</p>

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ed.D.)--Liberty University School of Education, 2009. / Includes bibliographical references.

<p> This study was designed to examine the ability of traditional and standards-based grading practices to predict student performance on the Missouri Assessment Program (MAP) Grade-Level Assessments at the middle school level. This study also explored the perceptions Missouri middle school teachers and administrators had concerning the use of standards-based grading and identified obstacles educators faced during and after its implementation. The research was conducted in phases to observe two sets of data. Phase One involved the collection and analysis of quantitative data from two schools in Missouri that use standards-based grading in the seventh and eighth grades and two schools in Missouri that utilize a traditional method of grading. Data consisted of semester grades and subsequent MAP achievement levels for each student in math and English language arts in the seventh and eighth grades. Student data were analyzed using the chi-square goodness-of-fit test to determine if a statistical difference existed between the ability of standards-based and traditional grading systems to predict MAP achievement. Phase Two included the collection and analysis of qualitative data which consisted of teacher and administrator responses to open-ended interview questions. Phase One data showed no ability of either standards-based or traditional grading to accurately predict subsequent MAP achievement levels. Phase Two data revealed that while the majority of respondents believed standards-based grading was a more accurate measure of student knowledge, teachers harbored negative feelings concerning this grading system, and administrators failed to provide adequate initial and ongoing professional development.</p>

<p> Assistive technology is used in education to support and increase students&rsquo; learning. Many of these are math and science virtual manipulative applications, studies of which are well documented. Studies documenting the effects of social studies software on special education students, however, are scarce due to the small number of applications and the difficulty of gathering consistent data. This is because students often suffer from mental, emotional, behavioral and physical instability. This study was intended to determine whether assistive technology is beneficial in this regard. The study used Study Island software, which provides students and teachers self-adjusting, customizable social studies coursework. The study examined the suitability of the software in increasing the academic performance of middle school special education students at Pandale School, a public separate school. This quantitative, experimental study compared two sets of randomly assigned students who used identical learning materials, presented in either print or software form. The demographics of the school dictated the participant pool, which consisted of 11-20-year-old African American males. Using two mixed model ANOVAs, the pretest and posttest scores and test completion times of each group were compared to determine the software's efficacy. Every experimental group participant saw an increase in test scores from pretest to posttest. After controlling for preexisting conditions, it was observed that the type of instruction variable explained 18% of the test score variance between groups, as represented by partial <i>&eta;²</i>, <i>p</i> &lt; .0001, indicating a rejection of the null hypothesis and a finding that the software had a positive effect on the participants' test scores. An analysis of test completion times for the pretest (<i>M</i> = 43.64) and posttest (<i>M</i> = 33.23) showed that the mean test scores differed significantly, <i> F</i>(1.000, 38.0000 = 90.184, <i>p</i> = 0.001) from pretest to posttest and amongst both groups, and suggested that the null hypothesis should not be rejected and that the Study Island virtual manipulative had neither positive nor negative effect on test completion times. Study results indicated the usefulness of Study Island as one tool of many in the classroom. Future studies targeting specific demographics and student needs are indicated. </p>

<p> The purpose of this mixed-methods study was to determine if the literacy intervention program for reluctant readers in one middle school was effective as measured by an increase in student reading scores measured by the Student Reading Inventory Assessment. I investigated perceptions of 100 students and 28 teachers regarding the literacy intervention program through the use of district-administered surveys. I also interviewed eight teachers regarding their delivery of the literacy interventions in the classroom setting.</p><p> The literacy intervention program targeted the population of students identified as reluctant readers who were not already receiving any reading intervention, but were reading below grade level. The study investigated whether or not the intervention contributed to an increase in student reading abilities with 44 students who read 0 to 6 months below grade level, as measured by the Student Reading Inventory Assessment. The study also investigated eight teachers' opinions of professional development that was implemented in 2014-2015 that focused on literacy instruction across all content areas, other than English Language Arts.</p>