Thesis--University of Wisconsin. / eContent provider-neutral record in process. Description based on print version record. Bibliography ; leaves 164-169.

Thesis (M.A.)--University of Wisconsin--Madison, 1973. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 30-32).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.) in Psychology--University of Maine, 2003. / Includes vita. "August, 2003." Includes bibliographical references (leaves 153-173). Also available in electronic format via Internet.

<p> This study investigates the experiences of underrepresented minority students pursuing studies in science, technology, engineering, and math (STEM) who learned Koru Mindfulness Meditation. Through in-depth qualitative data analysis of participant interviews, Koru Mindfulness check-in sessions, and reflection logs, findings examined student experience prior to, during, and after having completed Koru Mindfulness as well as the impact on their personal and academic lives. While many traditional interventions designed to address the persistent underrepresentation of minorities in STEM employ a deficit model, this study was interested in understanding the socio-historical and contextual complexity of the student experience prior to and during college which included mindfulness training. Findings were discussed through the theoretical framework of critical race theory (CRT) which argues that racism is a permanent construct of society with specific implications for social institutions, including education. This study also examined how stereotype threat (ST) and student sense of belonging were affected by mindfulness training. Finally, this study discusses the findings as they relate to the significance of material space in the context of race in education.</p><p>

This research investigation examined the effects of GO Solve Word Problems math intervention on problem-solving skills of struggling 5th grade students. In a randomized controlled study, 16 5 th grade students were given a 12-week intervention of GO Solve, a computer-based program designed to teach schema-based instruction strategies (SBI's) to solve math word problems and 16 control students continued with the standard school-based mathematics curriculum. A subset of items from the Massachusetts Comprehensive Assessment System (MCAS) as well as the Group Mathematics Assessment and Diagnostic Evaluation (GMADE) was used to measure student test performance. Examiner-made probes were given to both the treatment and control groups every other week to measure student progress. Results indicate that the mean difference scores of the experimental and control groups were statistically significant on a subtest of MCAS problems and a large effect size was reported. However, no statistically significant difference between the experimental and control groups was found on the on the Process and Application subtest of the GMADE. On examiner-made probes, there was a statistically significant difference between the experimental and control groups. Limitations of this study as well as implications for practice will be discussed.

No description available.

<p> This qualitative research study examined developmental reading instructors&rsquo; reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers.</p>