Matching Items (36)

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Social-emotional predictors of postsecondary enrollment for students with disabilities

Description

The purpose of this exploratory study was to determine which social-emotional skills may predict postsecondary enrollment for students with disabilities. Students with disabilities are less likely to enroll in any

The purpose of this exploratory study was to determine which social-emotional skills may predict postsecondary enrollment for students with disabilities. Students with disabilities are less likely to enroll in any form of postsecondary education and in turn experience poorer post-education outcomes than their general education peers. Using data from the second National Longitudinal Transition Study (NLTS2), a classification tree analysis was conducted on teacher-rated social-emotional behaviors in an attempt to determine which social-emotional skills were the strongest predictors of postsecondary enrollment. Items assessing social-emotional skills were selected from the second wave of teacher surveys based on their alignment with the broad taxonomy of social-emotional skills created by Caldarella and Merrell. The results of the classification tree analysis showed that one of the selected social-emotional items, teacher rated ability to follow directions, was the most significant predictor of postsecondary enrollment for students with disabilities. In general, the results suggest that compliance and, to a lesser extent, peer-relations skills, in addition to family income, predict postsecondary enrollment for students with high-incidence disabilities. This finding suggests that social-emotional skills play an important role in postsecondary enrollment for SWD, providing support for the use of social-emotional skills interventions in improving postsecondary enrollment rates and potentially post-educational outcomes for SWD.

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Created

Date Created
  • 2011

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The effect of teaching with stories on associate degree nursing students' approach to learning and reflective practice

Description

This action research study is the culmination of several action cycles investigating cognitive information processing and learning strategies based on students approach to learning theory and assessing students' meta-cognitive learning,

This action research study is the culmination of several action cycles investigating cognitive information processing and learning strategies based on students approach to learning theory and assessing students' meta-cognitive learning, motivation, and reflective development suggestive of deep learning. The study introduces a reading assignment as an integrative teaching method with the purpose of challenging students' assumptions and requiring them to think from multiple perspectives thus influencing deep learning. The hypothesis is that students who are required to critically reflect on their own perceptions will develop the deep learning skills needed in the 21st century. Pre and post surveys were used to assess for changes in students' preferred approach to learning and reflective practice styles. Qualitative data was collected in the form of student stories and student literature circle transcripts to further describe student perceptions of the experience. Results indicate stories that include examples of critical reflection may influence students to use more transformational types of reflective learning actions. Approximately fifty percent of the students in the course increased their preference for deep learning by the end of the course. Further research is needed to determine the effect of narratives on student preferences for deep learning.

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Agent

Created

Date Created
  • 2012

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Pathways of knowing: integrating citizen science and critical thinking in the adult ELL classroom

Description

This action research study examines what common perceptions and constructs currently exist in educating adult immigrants in Arizona and considers how might the integration of citizen science with the current

This action research study examines what common perceptions and constructs currently exist in educating adult immigrants in Arizona and considers how might the integration of citizen science with the current English curriculum promote higher order thinking and educational equity in this population. A citizen science project called the Mastodon Matrix Project was introduced to a Level 2 ELAA (English Language Acquisition for Adults) classroom and aligned with the Arizona Adult Standards for ELAA education. Pre and post attitudinal surveys, level tests, and personal meaning maps were implemented to assess student attitudes towards science, views on technology, English skills, and knowledge gained as a result of doing citizen science over a period of 8 weeks.

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Agent

Created

Date Created
  • 2012

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Using cogenerative dialogues to open conversations of rigor in teacher preparation programs

Description

The purpose of this action research study was to examine the impact of cogenerative dialogues on instructor and student perceptions of rigor in a master's and certification program for alternatively

The purpose of this action research study was to examine the impact of cogenerative dialogues on instructor and student perceptions of rigor in a master's and certification program for alternatively certified teachers. Additionally, the study was designed to determine if these open dialogues would impact instructional decisions of college instructors in the program. The investigator used a mixed methods research model that included surveys, interviews, and video of the dialogues to measure the impact. The results of the study indicated that both sets of participants remained consistent in their identification and definition of the term rigor. The cogenerative dialogues did have an impact on instructor understanding of student definitions of rigor. Instructors began to change some instructional decisions as a result of the dialogues in small groups.

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Agent

Created

Date Created
  • 2012

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Adolescent sleep: effects of school start time on school performance

Description

This study investigated the relationship between school start times and academic and school behavioral outcomes among adolescents. Academic achievement test data from five high schools in a Southwestern school district

This study investigated the relationship between school start times and academic and school behavioral outcomes among adolescents. Academic achievement test data from five high schools in a Southwestern school district were compared prior- and post- a school start time change. Behavioral discipline reports were also examined to determine if earlier start times resulted in more behavioral problems for students. Results indicated minimal changes in academic achievement scores, with some significant differences between school start times when examining students' performance by pass/fail categories. Behaviorally, there were statistically significant differences between school start times with regards to high frequency referrals (i.e., attendance-related and defiance and disrespect towards authority), and total Office Discipline Referrals. Results are discussed in relationship to previous research on sleep and school start times along with the implications for adolescent school performance.

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Agent

Created

Date Created
  • 2014

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Attributional and coping styles of involved and non-involved children in peer victimization

Description

This dissertation study examines the coping methods and attributional styles of peer victimized children versus those who are not involved with acts of bullying. Data corresponding to elementary school children

This dissertation study examines the coping methods and attributional styles of peer victimized children versus those who are not involved with acts of bullying. Data corresponding to elementary school children (n=317) over a period of four years from four public elementary schools in the Southwest United States was used in the present study. Latent class analyses and correlations were conducted to explore (1) whether externalizing versus internalizing or passive emotional reactions differentially influence the attributions children make regarding victimization, (2) whether externalizing types of emotional reactions differentially influence the coping methods victimized children utilize, and (3) whether children identified as "bullies" experience different types of emotional reactions than those identified as "victims." Findings revealed that children who identified as self-reported victims tended to report higher levels of internalizing feelings. However, contradictory to what was hypothesized, the victim group also reported higher levels of being mad. Specific patterns arose between the types of attributions that victimized and non-victimized children made, where the children who identified more frequently as being victims tended to report that they believed bullying took place due to reasons that were more personal in nature and more stable. Lastly, findings also revealed similarities in the ways victimized children coped with bullying.

Contributors

Agent

Created

Date Created
  • 2013

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Experiential learning: perspectives from undergraduate peer-advisors pursuing careers in higher education

Description

The impact of peer-leadership programs on undergraduate students has been studied since the inception of higher education. Programs such as peer-mentoring, peer-counseling, and peer-advising are regularly used within the college

The impact of peer-leadership programs on undergraduate students has been studied since the inception of higher education. Programs such as peer-mentoring, peer-counseling, and peer-advising are regularly used within the college environment as there are proven benefits to both student leaders and mentees. However, there is limited content on students who plan to pursue higher education careers and experiential programs that prepare them for the field. Thus, this action research study is designed to examine the influence of a peer-advising program on participants who have identified their interest in various careers in the college setting. Employing a mixed-method approach to inquiry, the study connects Kolb’s (2005) Experiential Learning theory, and Chickering’s (1964) Vectors of Student Development to a hands-on learning experience designed to improve participants’ competency and clarity in their potential career choice. This study was conducted with the purpose of illustrating the role of experiential learning opportunities in higher education, particularly with a unique focus on undergraduate students desiring careers in the higher education field.

Four senior students were positioned as peer-advisors assisting fellow students with academic related matters over one semester as a means of gaining competency and clarity in their pathway toward working in higher education. The results of the study indicate that peer-advising participants attributed program participation to increased career competency and clarity. There were also 64 student-advisee participants who found the program to be beneficial to their overall advising needs, as well as one professional advisor who found the program to be effective in decreasing her advising load during the study. The results of this study align with outcomes of pinnacle research and scholarship on experiential learning, and support the growing acknowledgment of the importance of applied learning experiences in higher education.

Contributors

Agent

Created

Date Created
  • 2017

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Developing a web-based hiring resource at a state medical college

Description

This study uses a sequential, mixed method, action research, quantitative to qualitative research design. The purpose of this study was to develop a useful standardized hiring process at a state

This study uses a sequential, mixed method, action research, quantitative to qualitative research design. The purpose of this study was to develop a useful standardized hiring process at a state medical college that brings clarity to the hiring process and policies. Two conceptual frameworks guided the innovations in this study – communities of practice and Kotter’s change theory. To implement a standardized hiring process, a web-based intranet site was created through collaboration between the Academic Affairs and the Human Resources Departments of the medical college. The web-based intranet was built to be a hiring resource directed at training hiring managers and hiring committees. The hiring resource assists the departments hiring by bringing clarity to the hiring process, assisting in creating a standardized process for posting, recruiting, hiring, and on-boarding new employees, and allowing managers quick access to hiring tools.

Three sources provided data for this study: (1) Pre/Post Hiring Manager/Committee Questionnaire, (2) Interviews with key hiring managers, and (3) Google Analytics.

The study found that all participants found the overall hiring resource “useful” and “effective.” All measured components of the hiring resource were also found to be “useful” and “effective.” The site continues to increase in new users and returning users weekly. The hiring resource is used regularly by the college’s Human Resources Department and is sent to all hiring managers when they begin their hiring process and is introduced in “Managing the UA Way” which is a professional development program for new managers at the college. This study shows that web-based resources are a useful and effective instrument for training staff in a medical school context. More research needs to be conducted to measure the full potential of training higher education staff via web-based and online programs. This research project hopes to inspire other higher education institutions to create, measure, and implement training programs for staff.

Contributors

Agent

Created

Date Created
  • 2017

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How close reading influences reading comprehension

Description

Assessments at the international, national, state, and local levels demonstrate that students’ reading scores in Arizona lack growth. Current trends in education encourage teachers to engage in close reading as

Assessments at the international, national, state, and local levels demonstrate that students’ reading scores in Arizona lack growth. Current trends in education encourage teachers to engage in close reading as a strategy to help improve reading efficacy. The close reading process helps students learn how to analyze complex text. A mixed method study examined the effect of ten weeks of instruction in close reading on the reading comprehension skills of fifth grade students. Also examined were any differential effects of close reading on literary versus informational texts. Students in an upper income public school community were taught the specifics of close reading procedures approximately four days per week for about 30 minutes daily. Research-based procedures for close reading strategies were followed. Students self-reported changes in their use of strategies prior to receiving close reading strategies and again post-instruction. Six students were interviewed and responded to journal questions concerning their use of the close reading strategies to ascertain how they made meaning from text. Results suggest that close reading was beneficial in helping students to make academic achievements in overall reading comprehension, as well as growth in literary content. Data also reflected that students used close reading strategies to make meaning out of the text and used it to influence their overall reading comprehension. The discussion focused on the triangulation of the quantitative and qualitative data and analyzed connections to current research. Also explored were implications for practice and future research, as well as limitations and the role of the researcher.

Contributors

Agent

Created

Date Created
  • 2017

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Ready, set, succeed!: growth mindset instruction in a community college success class

Description

The purpose of this action research study was to explore the relationship between growth mindset instruction in a community college success class with student academic effort and achievement, among students

The purpose of this action research study was to explore the relationship between growth mindset instruction in a community college success class with student academic effort and achievement, among students enrolled in a developmental reading class. Community college students, especially those testing into developmental classes, face numerous obstacles to achieving their goal of completing a college degree. Research supports that students with a growth mindset - a psychological concept grounded in the belief of the malleability of traits such as intelligence - embrace challenges, exert more academic effort, and achieve more. Fourteen students enrolled in a community college participated in this convergent parallel mixed methods study. A mindset survey was administered three times, at the beginning and end of the semester as well as at Week 3 after initial introduction to growth mindset. Descriptive statistics indicated a slight increase in students’ growth mindset scores by the end of the term. An analysis of variance, however, yielded no statistically significant relationship. Correlational analysis of final mindset scores with effort variables indicated an unexpected result – a negative correlation (p<.05) of growth mindset with time in Canvas (the Learning Management System). An ANOVA using a median split for high vs. low mindset scores indicated an unexpectedly significant (p<.05) positive relationship between missing assignments and a high mindset score. Statistical analysis of mindset with achievement yielded no significant relationship. Qualitative results included data from three journal assignments and semi-structured interviews and suggest that these students could comprehend and support most of the tenets of Growth Mindset Theory. While quantitative results were not significant in the expected direction, triangulation with qualitative data indicated that students’ goal orientation may be a factor in the unexpected quantitative results. This study adds to the growing literature on Growth Mindset Theory by extending it to a new and different population, first year community college students, with reading challenges. Further study is needed to clarify the relationships of growth mindset, malleability of intelligence, and goal orientation with academic effort and achievement over a longer period.

Contributors

Agent

Created

Date Created
  • 2017