Browsing by Subject "Education -- Research papers (Graduate)"
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ItemThe Academic Effects of Kinesthetic Movement With Multiplication Fact Acquisition Instruction for Students in Third Grade(2016-05) Metzler, Rachel; Hecht, Allison; Quinton, Jan; Masters of EducationThe study evaluated the effects of kinesthetic movement used throughout instruction to determine whether or not there were academic benefits from the use of movement with third graders in a co-taught classroom. The students were learning multiplication (facts 0-10) over a three week period of time. In the class, students were matched based on ability and separated into standard (n = 9) and kinesthetic instruction (n = 9) groups. Both groups consisted of male and female students with and without IEPs. The traditional instruction group learned the multiplication facts while staying stationary and seated at their desks. The kinesthetic movement group learned the multiplication facts while jumping or hopping as they orally recited the facts. Next, students completed a post-assessment that was identical to the pre-assessment. The null hypothesis was used in the study. There was no significant difference in the post-test multiplication scores of the kinesthetic instruction group (Mean = 66.56, SD = 20.86) and the standard instruction group: (Mean = 60.33, SD = 23.89) [t(8) = .92, p = .39]. The null hypothesis was retained. Implications for future research regarding kinesthetic movement and instruction are discussed. ItemThe Academic Experience of Students of Color in a Liberal Arts Institution(2010-05) Brown, Ian; Masters of EducationThe purpose of this study is to determine whether students of color choose liberal arts colleges for similar or different reasons compared to white students, and during the liberal arts experience, how the selection of courses and majors of students of color compares to those of white students. This study involved interviewing four sample groups: freshmen of color and white freshmen, and seniors of color and white seniors. The reasons for choosing a liberal arts education were generally similar between students of color and white students. Their reasons included small size, sense of community, and rigor in both arts and academics. There were however, a few differences, possibly due to the fact that the students of color in liberal arts colleges, other than different skin color, do not bring much diversity. Therefore, despite the change in populations of the liberal arts college from its inception to today, it is still very selective as to what type of student of color is attracted based on her/his high school education. ItemAcademic Impact of Participation on a Division III Men’s Lacrosse Team(2014-12) Phelps, Jeremy; Masters of EducationThe purpose of this study was to determine if participation on an intercollegiate men’s lacrosse team would impact the academic performance of students. Data was gathered from the 2012, 2013 and 2014 academic years and compared through the use of a dependent t-test. The study showed no relation between participation on the men’s lacrosse team and positive or negative performance in the classroom. Research in the area of the impact of athletics on academic performance should continue as there are many other factors that could be considered in this area. ItemAccommodations for Students with Disabilities(2010-05) Thompson, Marsha S.; Masters of EducationThe purpose of this study is to determine whether general education teachers were knowledgeable about the types of accommodations needed by their students and whether they provide these accommodations. The measurement tool was a survey created by the researcher. This study involved general education teachers at Chesapeake High School. Results indicated that although 100% of the respondents are willing to provide accommodations fewer reported providing required accommodations. Research in the area of the benefits and obstacles to teachers to be able to provide accommodations to students with disabilities should be given priority. Although teachers appear to be willing to provide accommodations, full implementation of those accommodations is lacking. ItemADHD and Motivation(2010-05) Barnes, Amanda; Masters of EducationThe purpose of this study was to determine whether an arts integrated enrichment curriculum would have a greater increase on achievement over a direct instruction curriculum for students with ADHD. The findings showed higher achievement when using the enrichment curriculum than when the direct method was utilized. This indicates that for students with ADHD providing them with the opportunity to interact more the subject matter produced higher achievement. Research in the area of attention and achievement in ADHD students should continue given that there are more students diagnosed with ADHD each year and that classroom teachers are faced with the task of engaging each student and helping him/her reach his/her full academic potential. ItemAlternative Education: Two Examples In Rural New Hampshire(2011-07) Mitchell, John G.; Masters of EducationThis descriptive research paper investigates general characteristics of at-risk populations, the extent and effect of the U.S. dropout epidemic, and how alternative learning environments can effectively address individual, family, peer, school, and community needs of students at-risk of academic failure. Ten to twenty percent of adolescents in this nation are considered at-risk of not graduating high school or obtaining the necessary skills to become productive citizens. Large, traditional school environments may have contributed to this failure because of the challenges they face in differentiating instruction for each student and the pressure to achieve state and federal performance standards. Alternative learning environments have become an increasingly popular option for students who struggle to find success in traditional settings. However, these environments have their own challenges. Findings in this study are supported by interviews with students and faculty from two alternative learning environments in rural New Hampshire. It compares how a private alternative boarding school, Oliverian School, and a public charter school, Ledyard Charter School, address the needs of targeted populations. These schools have small student-teacher ratios, dedicated staff, focused school mission, flexible curriculum. By connecting education to real-world scenarios they promote confidence building and academic achievement. ItemAn Analysis of the Interaction between Continuous Personal Growth and Technological Change in the Work Place(2014-07) Ramina, Jennifer H.; Masters of EducationThe intent of this study was to determine if financial aid employees use computers to perform daily job responsibilities and if the users seek to improve their computer skills. The measurement tool was personal interviews with five financial aid staff members at a suburban, private liberal arts college. All workers interviewed reported using computers extensively every day. Males were more likely to practice using applications and to learn new programs in the pursuit of work and leisure activities. Numerous studies were done to determine computer use when organizations began implementing technology. Additional research is needed to determine the validity and advantages of continued technological training for users. ItemAre prerequisite skills needed in advanced placement courses?(2013-05) Marinucci, Mark; Masters of EducationThis Action Research attempted to determine if having prerequisite skills impact the success rate of the students in A.P. courses and if the students other courses were affected by the A.P. placement. One of the major decisions that school schedulers deal with is deciding who should be enrolled in Advanced Placement (A.P.) courses and who should not. One school of thought is that A.P. courses should be open for a greater amount of students who have not completed the prerequisite skills, as they would benefit from the additional rigor and demands of the course. Another school of thought is that by letting everyone into the class a teacher can only differentiate so much before the A.P. class becomes “watered down.” A third consideration is that minorities are underrepresented in A.P. classrooms across the country. What was found was that the students who had significant deficiencies in prerequisite skills also had significant disparities in their grades as compared to the grades of the students who did complete the prerequisite skills. ItemAthletes' Satisfaction with Coaching Style(2011-05) Weisbrot, Mitchell; Masters of EducationThe purpose of this study was to determine if athletes’ increased involvement in coaches training decisions would increase the enjoyment of the athlete in their sport. This study utilized a descriptive survey design that used a one-group post-test. The study included 90 male and female student athletes of eleven different NCAA sanctioned sports. The hypothesis was that the more involved the athlete is in the coaching decision-making process related to his or her sport, the higher the athlete’s satisfaction will be with participation in the sport. Results from the study demonstrated a positive relationship with the athletes’ satisfaction with their sport when the athletes were more involved in the coaching decision-making process related to their sport. The results in this study show coaches that athletes want to be a part of the decision-making process and when they feel they are more involved in this process, they then have a higher level of satisfaction with their team and coaches training. ItemAthletics and the Classroom: The Effect of Participation in School-Sponsored Sports on Academic Achievement and Perception of Classroom Work Habits(2016-05-12) Straub, Lauren; Waynant, Louise; Woods, Rebecca; Masters of EducationThe purpose of this research was to determine whether participation in school-sponsored sports was related to academic achievement, classroom work habits and students’ perceptions related to their courses and achievement. A survey was completed by 126 high school students whose second marking period grade point averages were accessed from school records. The investigator, a high school teacher and coach, compared self-report data regarding students’ decisions to play or not play a winter sport, athletes’ beliefs about whether their participation in sports affected their academic achievement, and all students’ perceptions of their classroom work habits and academic choices. The results indicated that student athletes’ mean grade point average was statistically significantly higher than that of the non-athletes. Student athletes also rated some of their classroom work habits as more diligent or rigorous than did non-athletes on average. Future research might inquire further about the motivations of student athletes in terms of course selection and work habits and how these further affect their options to participate in other activities, and how such participation affects their course selection and work habits. ItemAttention and Reading Achievement(2009-12) Carter, Melanie; Masters of EducationThis study examines the cause and effect relationship between attention and reading achievement. The study design relies on a correlational research process. Two sets of data were collected on the same group of students; the data collected was on student attention and reading achievement. The hypothesis is null the relationship between behavior management strategies and attention strategies for reading achievement, is supported by the study. There is no significant difference for all the areas tested; except for negative behavior which decreased significantly. The correlation test between negative and positive behavior and between reading error and reading time showed no significant difference either. ItemAttitudes of Coaches and Athletes: The Impact of Attitudes on Concussions in Athletics(2014-12) Valone, Stacie; Masters of EducationThe purpose of this study was to explore coaches and athletes understanding of concussions and comparing what coaches and athletes themselves say about concussions. This study involved the use of surveys designed specifically towards athletes and coaches about the awareness, diagnosis and educational background of concussions. Research in this area should continue as there is very little information available regarding educational implications of coaches and athletes about concussions. ItemBefore-School Intervention and Fifth Grade Mathematics Achievement(2012-04) Winaker, Matthew; Masters of EducationThe purpose of this study was to examine if a before-school mathematics intervention program would have an impact on student mathematics achievement. The study used a quasiexperimental pretest/posttest design to identify any effects of the before-school intervention program on the mathematics achievement of the participants. The instrument that was used to measure mathematics achievement was the Scholastic Math Inventory (SMI). The SMI is a computer-based assessment created by Scholastic. It is designed to measure all mathematical strands as outlined by the National Council of Teachers of Mathematics. The study began in November 2011 and concluded in April 2012. No significant improvement in mathematical achievement was observed for the students who participated in the intervention group. Future research on mathematical achievement could focus on the impact of an intervention program that focuses on struggling mathematics students. Future research could also incorporate an intervention program that lasts for an academic quarter or semester. ItemBest Practices in Guided Reading that Impact Comprehension(2016-05-11) Rains, Karen; Masters of EducationThe purpose of this research was to determine if a structured guided reading lesson and professional development could impact the reading comprehension of kindergarten students. The measurement tool was the Fountas and Pinnell Benchmark Assessment and Scholastic Progress Monitoring passages. This study involved the use of a pretest/posttest design to compare the data from January of 2016 (before the intervention was administered) to data from April of 2016 (when intervention was complete). Achievement gains were significant for reading accuracy, although results were not significant for comprehension or text level. Research in the area of primary reading comprehension should continue given the continued disparity over the best instructional practices needed to accelerate reading comprehension. ItemBuilding Fluency Using Poetry in Second Grade Readers(2010-05) Earley, Stephanie; Masters of EducationThe purpose of this study was to determine whether the implementation of fluency lessons using poetry would positively affect the reading fluency of the students in the researcher’s second grade classroom. The measurement tool was the Dynamic Indicators of Basic Early Literacy Skills, or DIBELS. The study involved the use of a pretest and a posttest to compare the fluency rate of students over six weeks. The hypothesis of this study was supported and there was a significant difference between pre and posttest scores. Although this difference could be attributed to various factors, the research suggests that lessons using poetry may be used to help increase the fluency rate of students. ItemCan a Student-Athlete’s Personality Type Affect her Overall Athletic Success?(2014-12) Fost, Kaitlin S.; Masters of EducationThe purpose of this study was to investigate the possible causal relationships between personality type and success in college athletics. The measurement tool was the Myers-Briggs Type Indicator test and selected performance indicators (games played, games started, goals scored, assists, shots on goal, points). This study involved use of nonparametric median test to compare the performance of athletes while also using a series of Independent Sample Median tests to look further into the Myers-Briggs Type dimensions. No significant differences were recorded when investigating athletic success and personality type. Research in this area should continue with a larger sample size and more data collected through multiple seasons. ItemA Case Study: The Relationship between Teaching Style and Attitudes and Teachers’ Responses to Support/Training in New Technology Tools(2012-05) Vélez-Torres, Wendolyn; Masters of EducationThe main purpose of this case study was to determine whether Lower School teachers at a private school in Baltimore, Maryland would continue to use a new technology tool in their instruction after receiving customized training and using the tool once in a lesson after instruction and with collaborative support. Twenty-two participants completed the entire study which took seven academic school weeks to complete. Participants completed a series of surveys, underwent training sessions about a new technology tool, and then were asked to use the technology tool in a lesson. Each participant received training on a specific technology tool that was selected based on the results about his/her use of and comfort with technology and teaching style. While participants’ perceptions of and reactions to the training sessions were positive, only six teachers continued to use the tech tool after their initial lesson and training. Reasons participants did not continue to use the tech tools varied, but the majority of participants felt that they did not have a need to use the tool and preferred other means of teaching content to their students. ItemCollaborative Planning: Methods and Challenges for Elementary School Teachers(2014-05) Machin, Sarah; Masters of EducationThe purpose of this study was to examine the collaborative planning methods and challenges of elementary school teachers. Interviews with 18 educators from a suburban school were conducted to analyze planning collaboratively from the perspective of classroom teachers. Each grade level was interviewed as a team and asked a series of questions. Following each interview, answers were transcribed and analyzed for themes. Common themes emerged from the interviews and were then identified with the use of a table. Most teams agreed that collaborative planning involved sharing ideas and resources so that standards taught were consistent and student achievement would improve. Teachers from each grade level agreed that this consistency did not impact individual teaching styles. While many teams recognized the benefits of regular team planning, all teams concluded that finding the time to plan was the biggest challenge and impacted their ability to plan together regularly. All teams communicated on a daily basis in a variety of ways, but very few teams actually participated in formal collaborative planning. Further research and interviews are needed in the area of collaborative planning to draw conclusions about the methods and challenges elementary school teachers face. ItemCollege Readiness among Students who Attended an Enrichment Program(2014-08) Cupid, Sherella; Masters of EducationMany studies have found that enrichment programs help students to improve academically, socially and personally in terms of college success and matriculation (Bernhardt, 2013; Contreras, 2011; Gullatt & Jan, 2011; Venezia, & Jaeger, 2013). The purpose of this study was to describe the perceptions of academic, social and personal preparedness and adjustment in college of students who did and did not participate in an enrichment program(s) intended to help them succeed in college. A descriptive survey was completed voluntarily online by the enrichment group, and respondents were asked to select a peer in their program of study whom s/he believed did not attend a college preparatory enrichment program to complete the survey also. However, only participants who received enrichment completed the survey and took part in the follow-up interview. Descriptive statistics were used to analyze the findings and the original comparisons intended were not able to be made. All participants rated items using a six point scale to indicate how academically, socially, and personally prepared they felt they were for college, and using a four point scale to indicate how satisfied they were with their college. Participants also had opportunities to state what aspects of their enrichment experience were helpful in college and from those participants a subsample who was interviewed stated that they wanted to remain an active part of the program, suggesting such programs are helpful. ItemThe Comfort Level of Teachers in Integrating Arts into the Academic Curriculum and its Prevalence in Schools(2009-07) Quigley, Caitlin; Masters of EducationThe purpose of this study was to determine whether arts programs are more integrated into the academic curriculum today versus 5 or more years ago. This study also examined whether newer teachers felt more comfortable in implementing arts into their academic plans as opposed to more experienced teachers. This was determined by conducting a survey of teachers who had been teaching 5 years or fewer and 6 years or more. It was found that arts are more integrated into classroom curriculum now as opposed to the past; however, newer teachers are not necessarily more comfortable in integrating the arts as compared with their more experienced colleagues. It was concluded that more research needs to be done in the area of arts integration, and more specifically, giving teachers the means and materials to do so.