In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of remedial grade ten students. Mathematics is a gatekeeper course in high school, and students who are not successful with this subject are at a distinct disadvantage, both in terms of their education and in their future careers. A persistent source of difficulty for these students is related to language; students often struggle both to understand what is being taught, and how to explain concepts or problem solutions in their own words. Interactive journal writing was initiated as a means of addressing this situation, and of meeting the objectives proposed by the Quebec Education Plan, which specifies three closely related competencies: (1) solve situational problems; (2) use mathematical reasoning; (3) and communicate by using mathematical language. There is ample proof in the research literature that communication plays an important role in supporting learners by helping them clarify, refine and consolidate their thinking. / This study demonstrates the importance of allowing and encouraging students to use writing as part of their learning processes. By writing about what they are being taught, students are forced to slow down, examine and reflect on the steps they use to solve problems. Sharing what they write promotes meaningful dialogue and personal engagement, essential ingredients of successful learning.

This thesis undertakes a review of the Remedial Action Plans (RAPs) for the St. Lawrence River Area of Concern (AOC). As directed by Great Lakes Water Quality Agreement, RAPs are to take a systematic and comprehensive ecosystem approach to restoration, and ensure that the public is consulted about restoration activities. Through triangulation of three different research methods: twelve semi-structured interviews, observational research, and document analysis, this research explores how these two principles were incorporated into the St. Lawrence River AOC. This research draws from environmental management and governance literature in order to describe the implementation and decision-making frameworks of the RAP program. In theory an ecosystem approach is to be holistic and comprehensive in scope and application. In terms of the St. Lawrence River AOC, the holistic nature of the restoration process was hindered by the jurisdictional complexity of the region; Not only was there two federal governments, Canada and the United States, but the province of Ontario, state of New York, and the Mohawks of Akwesasne Nation. These jurisdictional divisions led to the eventual decision to separate the AOC into two RAPs at Massena, NY and Cornwall, ON. This division led to a divergence in impairment indicator identification and resultant restoration practices, timelines for RAP progress reports, availability of financial resources, and collective organization of restoration duties. The goal of each RAP is to eventually delist as an AOC. Through a review of the collective organization of the Cornwall RAP, it is best described as participatory and inclusive in terms of governance. There was representation and membership from government, industry, First Nations, and the public making the Cornwall RAP an example of solidarity in action. Because there has been a unification of visions through the RAP process, which is to have a clean and health St. Lawrence River, momentum has been generated to expand the ideals of the RAP to a broader St. Lawrence River collective. Lessons learned from this restoration process are constructive for cross-jurisdictional, multi-media restoration projects and serve to inform approaches to ecosystem restoration, planning, and management, especially that of the St. Lawrence River. / Thesis (Master, Environmental Studies) -- Queen's University, 2010-09-30 15:39:18.132

The present study was designed to see if children with learning disabilities could be taught three-row, double-digit addition problems using a dot-notation method. Three children with learning disabilities were selected for the study. Prior to the intervention, these students used a combination of count-all and count-on strategies when solving addition problems and used concrete referents such as fingers or tallies. A multiple-probe design was used to evaluate the effectiveness of the intervention with the 3 subjects. The experiment consisted of a teaching phase where students were taught to touch and count the dots on numbers 1 to 9 in a specified pattern and an intervention phase where students progressed through nine levels of addition problems. The final stage consisted of three-row, double-digit addition problems requiring regrouping with touch points removed. Results indicate that the 3 subjects were able to learn and apply the dot-notation method successfully and were able to retain the method from one and a half to four and a half months after completing instruction. Suggestions for future research and for teachers are discussed.

For years, basic writers have been identified and labeled as remedial. Several alternative approaches have had limited success in terms of developing basic writers' skills. My study explores the potential of in-class tutoring to serve as an educational alternative to working with basic writers. Once Ball State's in-class tutoring was in place, I was faced with evaluating and justifying in-class tutoring in terms of department pedagogies, Writing Center goals, and effect on basic writers. However, in order to understand the Writing Center's role in basic writing programs, I had to design a study which would incorporate the most important factors of evaluation: assessment data and observation. My study identified key factors of in-class tutoring, to justify the continued existence and development of in-class tutoring at Ball State and possibly beyond. By breaking my analysis down into two areas, assessment data and observation, I isolated the individual aspects which affected the program. Although this data does not offer conclusive evidence about the program itself, the assessment data offers some interesting patterns of growth, and the observational data proved to be useful in terms of evaluating the program from an administrative perspective. My analysis of the issues and data lead me to conclude that in-class tutoring is worth evaluating and researching. / Department of English

Basic writers often require different courses than traditional Freshman Composition 1 students to succeed in college. Ball State University's basic writing program offers a two-semester sequence that provides students with additional time and attention, thereby addressing these students' special needs. The program encourages students to see themselves as academic writers and as part of the academic community.This study examined the degree of presence of academic voice in students' writing as measured at four intervals during the program's initial year. A 2 x 4 analysis of variance measured change in academic voice for female and male students, using the Academic Voice Checksheet. In addition, students' levels of confidence was measured using the Daly-Miller Writing Apprehension Test (W.A.T.) and correlated to the presence of academic voice using the Pearson product-moment correlation. Findings are presented in an analysis of the study group as a whole and in an analysis of six individual students' work. Those students' profiles were examined for overall academic voice, discrete features of academic voice, the W.A.T. overall scores, and specific questions dealing with student confidence.The analysis revealed that a change in the degree of presence of academic voice occured during the two-semester sequence. However, male and female students were seen to have the same basic profile, thereby suggesting no difference according to sex of student, challenging current gender theory. A comparison of the initial measurement and the final measurement indicated a positive change in a majority of academic voice scores.A correlation between the academic voice score and a decrease in students' writing apprehension was found in the final measurements. Five percent of students' W.A.T. score may be explained by the academic voice measurement. In the study group, 65 percent of the students showed a decrease in W.A.T. scores between the two measurements, indicating a positive lessening of writing apprehension.This study suggests that the basic writing sequence at Ball State University is providing an environment that facilitates students' use of academic voice and lessens their writing apprehension. Both factors enhance students' opportunities for academic success. / Department of English

There is no abstract available for this dissertation. / Department of English

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1987. / Bibliography: leaves 133-143. / Photocopy. / xii, 143 leaves ill. 29 cm

Proefschr. Rijksuniversiteit Groningen. / Met lit. opg.-Met samenvatting in het Engels.

Research paper (M.A.)--Cardinal Stritch College--Milwaukee, 1968. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.