Matching Items (3)
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- All Subjects: Internet in education
- All Subjects: Parent-teacher relationships
- Creators: Wodrich, David
- Creators: Bolley, Staci
Description
Children with epilepsy represent a unique group of students who may require accommodations in school to be optimally successful. Therefore, it is important for teachers to understand the possible academic consequences epilepsy can have on a child. An important step in providing this information about epilepsy to teachers is understanding where they would prefer to acquire this information. The current study examined differences between teachers of differing ages, school levels and special education teaching status in their preferences for gaining information from parents and the internet. Contrary to expectations, older teachers (those 56 years of age and older) were no less likely that younger teachers to prefer information from the internet. As predicted, elementary school teachers were more likely than high school teachers to prefer information from parents. However, interestingly middle school teachers were also more likely to prefer information from parents than high school teachers. Lastly, contrary to hypothesized results, special education teachers were no more likely to prefer information from parents than non-special education colleagues. Limitations of this study, implications for practice and directions for future research are discussed.
ContributorsGay, Catherine (Author) / Wodrich, David (Thesis advisor) / Levy, Roy (Committee member) / Hart, Juliet (Committee member) / Arizona State University (Publisher)
Created2011
Description
Epilepsy is the most common chronic neurological condition in children and can have a significant negative impact on education. The current study aimed to examine factors that may influence the likelihood that a teacher will contact the parents of a student with epilepsy for information regarding the disorder and its impact within the school environment. Specific variables of interest included teacher knowledge about epilepsy and confidence when teaching at student with epilepsy, parent perceived knowledge about epilepsy, and parent socio-economic status. Variables were assessed through the previously developed Teacher Epilepsy Knowledge and Confidence Scales (TEKCS) as well as case vignettes. Overall findings suggest that teachers provided with a letter from a parent of a student with epilepsy are highly likely to contact the parent for more information regardless of the above mentioned factors. Additional supplemental analyses replicated previous findings indicating that special education teachers and teachers currently teaching a student with epilepsy possess more knowledge and confidence than general education teachers and those teachers who are not currently instructing a student with epilepsy. In addition, this study also examined the specific types of information teachers sought from parents. Study limitations, implications for practice, and future research directions are discussed.
ContributorsGay, Catherine (Author) / Hart, Juliet (Thesis advisor) / Wodrich, David (Committee member) / Caterino, Linda (Committee member) / Arizona State University (Publisher)
Created2013
Description
Many students in the United States are graduating from high school without the math skills they need to be considered college ready. For many of these graduates, who find themselves starting their higher education at a community college, remedial math can become an insurmountable barrier that ends their aspirations for a degree or certificate. Some students must take as many as four remedial courses before they are considered college ready. Studies report that between 60% and 70% of students placed into remedial math classes either do not successfully complete the sequence of required courses or avoid taking math altogether and therefore never graduate (Bailey, Jeong, & Cho, 2010). This study compared three low-level freshman math classes in one Arizona high school. The purpose of this study was to implement an innovative learning intervention to find out if there was a causal relationship between the addition of technology with instruction in a blended learning environment and performance in math. The intervention measured growth (pre- and posttest) and grade-level achievement (district-provided benchmark test) in three Foundations of Algebra classes. The three classes ranged on a continuum with the use of technology and personalized instruction. Additionally, focus groups were conducted to better understand the challenges this population of students face when learning math. The changes in classroom practices showed no statistical significance on the student outcomes achieved. Students in a blended online environment learned the Foundations of Algebra concepts similarly to their counterparts in a traditional, face-to-face learning environment.
ContributorsBolley, Staci (Author) / Schugurensky, Daniel, 1958- (Thesis advisor) / Cruz, Heather (Committee member) / Barnett, Joshua (Committee member) / Arizona State University (Publisher)
Created2013