The purpose of this research study was to provide training for peer tutors to use simultaneous prompting to increase the percentage of correct responses of sight words by students with moderate to severe disabilities. The study included four students with moderate to severe disabilities in an elementary school setting. A multiple probe (days) design across behaviors replicated across students was used to evaluate the effectiveness of the simultaneous prompting procedure used by peer tutors to teach students with moderate to severe disabilities in the general education setting. The results indicated the peers were able to reliably implement the procedures, but a functional relation was demonstrated with only one participant.

The purpose of the study was to provide training to peer tutors to teach students with mild and moderate disabilities sales tax computation using a simultaneous prompting procedure with fidelity. Non-target information presented during training sessions and generalization to natural environment settings was assessed. A multiple probe (days) across participants design was used to evaluate the effectiveness of the intervention on the dependent variables. The results showed peer tutors could use the simultaneous prompting procedure with fidelity to teach sales tax computation and students with disabilities could acquire sales tax computation. The students acquired the non-target information presented and generalization occurred in a natural setting.

abstract: Throughout the field of corrections in the United States, the prevalent question in regard to reentry preparation of offenders is, “what works?” With a renewed focus on providing meaningful program opportunities for offenders that enable real and sustained changes for reentry success, which has been partially driven by overcrowded prison systems and soaring corrections budgets, the quest has been energized for program models with results that are empirically based. As part of this quest, the Rand Corporation in 2014 (Davis, et al., 2014) published a comprehensive review of correctional education programs based on a meta-analysis of past studies and reported that offenders involved in education programs were significantly more likely to realize success after release from prison than those that were not involved in these programs. In their 2014 final report, the Rand Corporation made recommendations for research efforts at the state and federal levels (Davis et al., 2014). One of their recommendations was to determine what types of instruction and curriculum delivery are most effective in a correctional education setting. Another recommendation was to determine what principles from adult learning are applicable in correctional education. This study was designed to provide data for those two questions. This mixed methods, experimentally-designed study is framed in three research questions that are focused on gaining knowledge of the potential benefit of using trained peer tutors to supplement the instruction in adult basic education classes and General Education Development (GED) classes in a correctional environment. Theoretical applications are grounded in social learning theory and adult learning theories. Quantitative data were collected on academic performance, attendance, and perceived value and interest in education. Qualitative data supplemented and enhanced the quantitative data and provided an excellent insight into the thoughts of the tutors regarding their role in helping others. Statistical significance was found with the aid of the tutors in the adult basic education classes in terms of academic performance, but not with the GED class. Principles of andragogical instruction were examined, discussed, and supported by all students. Expressions of tutor support and help were repeatedly presented as beneficial during interviews. Further questions about attendance were raised. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

Self-determination and self-advocacy skills, necessary for students to successfully transition to secondary education and beyond, are often missing in students with disabilities. These skills are an important part of the process of addressing transition in an Individualized Education Program (IEP). The purpose of this case study was to gain an understanding of general education teachers' perceptions about self-determination and self-advocacy skills in students with disabilities. Guided by Deci and Ryan's self-determination theory, this study examined general education teachers' perceptions about self-determination and self-advocacy skills in students with disabilities, and attempted to determine how these skills changed after students with disabilities worked with a peer advocate. General education teachers' perceptions about self-determination and self-advocacy were identified, as well as differences in perceptions regarding students who worked with a peer advocate and those who did not. A purposeful sample of 5 general education teachers was selected to participate in this study. Teachers participated in 1 interview, completed an anonymous survey, and participated in 1 classroom observation. Descriptive analysis was used to present the information in a narrative. Participants felt that self-determination and self-advocacy skills were important for students with disabilities. Teachers with the experience of having peer advocates in their classroom noticed an increase of self-determination and self-advocacy skills in students with disabilities. This study may provide positive social change by giving insight to educators on ways to utilize peer tutors or advocates with students with disabilities to aid in their academic and social success, resulting in successful student participation in the IEP process and transitioning from middle school to high school.

The purpose of this study was to provide training to peer tutors in order to teach students with severe intellectual disability to initiate communication to obtain preferred objects. A multiple probe (days) across students was used to evaluate the effectiveness of the peer implementing a naturalistic time delay to teach the communication skill. Two of the four students were able to initiate communications with the peer tutors to use objects they preferred. One student showed increasing in responding prior to the implementation of the intervention. The results showed that the peers were able to maintain the instructional procedures to teach the skill.

The purpose of this qualitative study was twofold: (a) to investigate how a service-learning class assisted in achieving the goals of a comprehensive guidance and development program in a junior high school, and (b) to examine the effects of a service-learning class on junior high school students. Thirty students who had been in the service-learning class participated in semi-structured interviews. Parents and teachers were also interviewed to cross-validate student perceptions. Interviews were transcribed and analyzed to identify core meanings. Using phenomenological analysis, eight major themes were identified: personal awareness, social skills development, learning skills, career interests, character education, application of class, class satisfaction, and program administration. Each of the eight themes also had several sub-themes. Currently, there is a paucity of research regarding counselors using service-learning as a method to assist in achieving comprehensive guidance program goals. This study found that service-learning is an effective method of comprehensive guidance program delivery and is beneficial to students. Limitations of the study are described and ideas for future research are presented.

Hispanic students are falling behind their peers in reading fluency and are struggling to close the gap. This study examined the reading fluency influence on 73 Hispanic second and third grade students while receiving reading fluency support from middle school Hispanic tutors. These students were compared to Hispanic second and third grade students not receiving tutoring reading support. All students were assessed before the tutors gave reading support, mid-year and after the reading support finished using a school district fluency measurement. Findings found that students made rapid growth in reading fluency from the beginning of the tutoring support to mid-year. From mid-year to the end of the tutoring support, students continued to make growth but at a slower rate. The study used a Likert scale questionnaire given to the teachers and administrators to evaluate perspectives of the effectiveness of the tutors. The findings indicate that tutors are beneficial in supporting the increase in reading fluency achievement as well as being role-models for young Hispanic students. Results of the study suggest that small group instruction guided by a tutor is beneficial to second and third grade students.

The purpose of this quantitative study was to examine the relationship of participation and involvement in an undergraduate student success program to academic success and persistence among students in three programs sponsored by the Texas Higher Education Coordinating Board (THECB): the G-Force Collegiate Work-Study Mentorship Program, the Advancement Via Individual Determination (AVID) for Higher Education (AHE) program, and the THECB work-study program. The sample was identified using data from the THECB during the 2009-2013 academic years. Compared to THECB work-study students, significantly more AHE and G-Force students persisted toward graduation while engaged in the program (p < .001). ANOVA indicated that AHE students had a higher average GPA compared to G-Force and THECB work-study students, controlled for gender, race/ethnicity, pre-program GPA, and length of time in the position. Regression analyses found no statistically significant relationship between program associations and persistence towards graduation or GPA. Results suggest that although participation in a peer leadership programs such as AHE and G-Force encourage greater academic achievement and persistence, there is no direct relation to the achievement of these outcome variables. Implications of the study suggest the need for a deeper analysis into elements of peer leadership programs that contribute to student success, an expanded analysis of outcomes across a wider range of demographic variables, and an exploration of peer leadership programs across campuses for comparison of persistence and GPA outcomes.

Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / This study poses questions about the nature of tutoring processes in college level writing centers. As tutors engage student writers, they are presented with complex rhetorical and interpersonal decisions. This researcher seeks to understand deliberate strategies and thought processes applied by tutors to encourage critical thinking abilities in students. How do writing center tutors decide which strategies are needed for different tutoring situations? How do they perceive the reasons why they themselves apply particular strategies? In order to explore these and other questions, the researcher observes tutorial sessions conducted by ten college-level writing center tutors. Triangulated research methodologies are applied, including observation/video-taping, audio-taped think-aloud protocols, transcribed text analysis, a group exit interview, and external collaborator analysis. Immediately following each video-taped tutorial session, the researcher views the video-tape with each respective tutor. Following instruction in think-aloud protocol process, tutors are asked to reflect orally on the process and decision-making strategies applied throughout the tutorial session. Each of these think-aloud sessions is audio-taped. All ten of the video-taped and audio-taped tutorial sessions are then transcribed and coded for thematic patterns. Two credible outside co-raters are asked to analyze the texts, as well, providing interater reliability. Conclusions and implications about how writing center peer tutor perceive individual strategies applied in tutorial sessions are considered. How do tutors decide what types of questions and comments to ask? How do they facilitate the process of fostering student learning and critical thinking? What are the perceived barriers to success in each session?

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