Education Commons^™

A Comparison Of Learning In Dual Credit Introductory College Physics, Eric L. Thies

Boise State University Theses and Dissertations

Dual credit courses have been offered for over fifty years and have helped students save time and money during their college education. However, little has been done to study the quality of the dual credit courses themselves. The literature is unclear about whether students in dual credit programs learn the same material as the students enrolled in the same course at the university level.

The purpose of my study was to determine whether students in a concurrent enrollment introductory physics course achieve the same knowledge growth as university students enrolled in the same physics course. I used the Force Concept …

Creating A Stem Identity: Investment With Return, Janet Callahan, Patricia Pyke, Susan Shadle, R. Eric Landrum

Materials Science and Engineering Faculty Publications and Presentations

Establishing a strong STEM (science, technology, engineering and mathematics) identity at Boise State University, a metropolitan campus with approximately 3,655 undergraduate STEM students and a total undergraduate enrollment of approximately 19,042 (16,136 FTE) has been an important step toward creating a climate conducive to facilitating fundamental change. Examples of such change include building collaborations among faculty within and across departments, establishing the identity of students as part of a community beyond their chosen major, improving the efficiency and effectiveness of university systems, and perhaps most importantly, developing a framework to think deliberately about ways to effect change. This paper is …

Teachers’ Knowledge Of Formative Assessment Initial Instrument Validation Study, Amanda L. Bremner

Boise State University Theses and Dissertations

Formative assessment research indicates that use of formative assessment positively impacts student achievement. Teachers ought to be provided professional development in formative assessment in order to make it an integral part of their classroom practice. Just as teachers need to assess student knowledge prior to instruction, teacher knowledge of formative assessment needs to be assessed in order to guide the professional development teachers receive. However, no instrument exists that assesses teacher knowledge of formative assessment. An instrument to assess teacher knowledge of formative assessment was created and piloted. The results of the pilot study indicated the instrument had modest reliability. …

Goal Setting And Rewards For Addressing Nonresponse To Empirical Intervention, Jeremy W. Ford

Jeremy W. Ford

Reread-Adapt and Answer-Comprehend (RAAC) is an intervention targeting difficulties with reading fluency and comprehension. Previous research has demonstrated RAAC to be effective for students with and without disabilities. This study extended research using RAAC by using goal setting and rewards. Participants will learn how to use these strategies to implement less intrusive changes for when a student does not respond to an empirically-based intervention prior to more intrusive changes (e.g., duration, frequency, different intervention).

Cbms And Postsecondary Students With Developmental Disabilities: Examining Technical Adequacy, John L. Hosp, Jeremy W. Ford, Kiersten Hensley, Sally M. Huddle

Jeremy W. Ford

For students with developmental disabilities (DD), postsecondary education opportunities are increasing and they require focused academic skill instruction. Tools for progress monitoring (e.g., Curriculum-Based Measurement; CBM) are needed however, research with CBM and students with DD is limited. Participants will be able to evaluate the technical adequacy of these instruments.