Education Commons^™

Evaluation Of Reading Comprehension Gains As Measured By Dibels Retell Fluency, Mariah C. Bailey

Theses, Dissertations and Capstones

The purpose of this study was to evaluate the effectiveness of individual reading instruction on reading comprehension gains at the 2010 Marshall University Graduate College Summer Enrichment Program. DIBELS Retell Fluency scores were utilized to measure the effect of one-to-one tutoring across three variables: small-group reading instruction only versus small-group with individual instruction added, struggling versus non-struggling, and younger versus older readers. A 2 (group) x 2 (ability) x 2 (age)between-subjects ANCOVA with repeated-measures was calculated to examine the main and interaction effects of individual tutoring, reading ability, and age on Retell Fluency scores, covarying out the effect of hours …

The Perception And Knowledge Of Undergraduate Students About School Psychology, Jessica D. Crislip

Theses, Dissertations and Capstones

The profession of school psychology has changed significantly over the course of its existence. With more positions available than can be filled and the growing need for colleges and universities to produce new generations of school psychologists, it is important to understand what people know about the field. The present study was conducted to examine the relationship between the current level of knowledge that undergraduate students in West Virginia have about the field and the decision to select school psychology as a profession. Participants completed a true/false questionnaire. Results indicated a significant difference in school psychology knowledge between those students …

Comparison Of The Reading Subtests Of The Wechsler Individual Achievement Test - Third Edition And The Peabody Individual Achievement Test-Revised/Normative Update, Lauren M. Ott

Theses, Dissertations and Capstones

This study compared the reading subtests of the Wechsler Individual Achievement Test Third Edition and the Peabody Individual Achievement Test-Revised/Normative Update. Scores were compared on these two tests in a group of 28 students ages 7 through 12 who were referred or reevaluated for suspected learning problems. The data were collected through a deidentified data set provided by a school building staff member or administrator and included such information as gender, age, and grade level as well as WIAT-III and PIAT-R/NU reading subtest scores. A t test of significance and the Pearson r Correlations were computed to see how the …

The Relationship Between The Wisc-Iv Gai And The Kabc-Ii, Nancy R. Oliver

Theses, Dissertations and Capstones

This present study compared the WISC-IV GAI and the global scores of KABC-II. The tests were administered to referred students in rural schools in Ohio and West Virginia. The study included 30 Caucasian students between the ages of 6 years, 7 months to 16 years, 11 months; 19 females and 11 males with an average age of 9 years, 10 months. Results found a strong correlation between the GAI and the FCI; and the GAI and the MPI. The results of the t-test of significance suggested that these tests given to the same student would yield similar results.

Predicting Mastery On The Westest 2 : A Comparison Of Map And Westest 2 Data, Miranda Noelle Haught

Theses, Dissertations and Capstones

Curriculum based measures are conducted in order to observe a student’s progress and gauge the development in the school’s curriculum. Schools are in need of gathering data to discover if students are progressing towards achieving proficiency on state standardized tests. This research determines what score or corresponding percentile needs to be reached on the MAP test in order to achieve mastery on WESTEST 2. Data was compared from students in a rural county in West Virginia who were tested in Mathematics and Reading on the MAP test and WESTEST 2. A Pearson product correlation between both the MAP test and …

Dropping Out: A Cross-Case Exploration Of Why Students In One West Virginia County Choose To Leave School, Debra Hunt Young

Theses, Dissertations and Capstones

The indicators and predictors of dropout as documented in the literature are vast and encompass influences such as family, motivation, socio-economic status, and academic achievement, and could be accepted as universal reasons students choose to leave school and not return. This qualitative study investigated the reasons why students in one West Virginia county choose to drop out of school. Using cross-case analysis, the perceptions of current students identified as at-risk of dropping out, former students, and Attendance Directors and Guidance Counselors were explored to determine emergent themes and provide proactive and reactive strategies to prevent dropout. This study resulted in …

Normative Comparison For The Woodcock-Johnson Iii: Tests Of Achievement For 1, 3, 6, 9, & 12 Grades, Renee Ecckles-Hardy

Theses, Dissertations and Capstones

This study examines the use of the updated and original norms of the Woodcock Johnson-III (WJ-III), Tests of Achievement in making educational decisions. The method used to collect data included placing into the original Compuscore program, raw scores acquired from the updated norms to determine if a difference between the two scoring programs is evident. This procedure was used to obtain scores derived from the original and the updated norms for each Math subtest on the standard battery of the WJ-III (form A) for grades 1, 3, 6, 9, and 12. Results of the study showed the two scoring systems …

Grade Retention As Perceived By Kindergarten Through Third Grade Teachers, Brittany Leigh Pettay

Theses, Dissertations and Capstones

This study examined the attitudes of kindergarten through third grade teachers regarding academic, emotional and social effects of grade retention, in addition to alternative interventions to retention. The teachers were asked to take part in a survey on grade retention as an intervention. After completing the initial survey, teachers were then asked to read an article entitled, "Grade Retention and Promotion" (Jimerson, Graydon, Pletcher, Schnurr, Kundert, & Nickerson, 2006) and then take a post-survey.

The results of this study reveal that the teachers' attitudes about grade retention were significantly changed when they were presented with a research-based article entitled "Grade …

Problematic Students Of Nasp Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Dawn Trimble

Theses, Dissertations and Capstones

This study reports the findings of an electronic exploratory survey forwarded to National Association of School Psychologists (NASP) Student Representatives by their Faculty Sponsors. The purpose of the survey was to gather information about the perspective of graduate students concerning problematic peers and their experiences with them in school psychology training programs. Findings suggest that (a) students are not sure whether or not their training programs have an official procedure in place for dealing with problematic students; (b) the problems they observe most commonly involve poor interpersonal skills; (c) consistent with other mental health programs, school psychology graduate students most …

A Comparison Study: Kaufman Assessment Battery For Children, Second Edition (Kabc-Ii) And Wechsler Intelligence Scale For Children, Fourth Edition (Wisc-Iv) With Referred Students, Danielle M. Mckown

Theses, Dissertations and Capstones

This study was conducted based on the limited availability of research comparing the KABC-II and WISC-IV. The study included 30 Caucasian students between the ages of 6 years, 7 months to 16 years 11 months who attend rural school districts in Ohio and West Virginia and were referred due to academic concerns; the sample consisted of 19 females and 11 males with an average age of 9 years, 7 months. Results found the correlation between the FSIQ and the MPI was r = .88, n = 30, p < .05 and the relationship between the FSIQ and the FCI to be r = .91, n = 30, p < .05. Results of a t-test found the FSIQ and FCI to be t(29)=.075, p > .05. T-test results for the FSIQ and MPI was t(29) = .726, …

No Child Left Behind? A Socioeconomic Comparison Of Urban, Suburban And Rural School Systems In Ohio, Brian E. Brown

Theses, Dissertations and Capstones

The intention of this study is to show the causal relationship between poverty and the low achievement scores that are found in various Ohio schools that include urban, suburban, and rural systems. This research is an attempt to uncover the reasons that cause some school systems to fail as others thrive in Ohio. The study is also to determine if the various school systems of Ohio are in compliance with the No Child Left Behind Act (NCLBA).

The Effect Of Virtual Clinical Gaming Simulations On Student Learning Outcomes In Medical-Surgical Nursing Education Courses, Robin A. Lewis

Theses, Dissertations and Capstones

The purpose of this study was to determine what the effects of virtual clinical simulation instruction were on the learning outcomes of students in higher education medical-surgical nursing education courses. This study fills a gap in the literature by adding data to the body of knowledge related to the use of this strategy for practical application in the classroom. This study used a causal comparative design. Data were acquired from the ATI Content Mastery Series (CMS) 2.1 Medical Surgical Examination ™ information for the fall 2006 through fall 2008 academic semesters. Additionally, data were collected using a pre- and post-course …

The Disparate Americans: A Qualitative Analysis Of Appalachians, Character, And Character Education In Appalachia, Kevin A. Cline

Theses, Dissertations and Capstones

This thesis evaluates and critiques a federal research grant on character education initiatives in Appalachia. In order to do so, 1) This thesis addresses the evolution of the term “character” from Classical times to contemporary applications, while building toward the definitions, validity and current practices in character education and how it relates to Appalachians, 2) This thesis presents the challenges and upsides of developing character education curricula in Appalachia and how outside perceptions and stereotypes impact the people within, and 3) This thesis examines and interacts with original qualitative and quantitative data from the research grant.

Dynamic Indicators Of Basic Early Literacy Skills (Dibels): A Comparison Of Scoring Systems, Ashley E. Barr

Theses, Dissertations and Capstones

The purpose of this study was to compare scoring systems of the Dynamic Indicators of Basic Early Literacy Skills, commonly known as DIBELS. Currently, there are two systems for scoring the DIBELS assessments. The first system is a paper and pencil approach and the second system is electronic and utilizes a handheld palm-pilot. This study determined whether the electronically scored DIBELS produces the same scores as the hand-scored DIBELS. It was hypothesized that the electronically scored DIBELS will yield significantly different scores than the hand-scored DIBELS. Median scores obtained from the electronic palm-pilot were compared to median scores obtained from …

Analysis Of Factors Influencing West Virginia Secondary Biology And Science Teacher Attrition Rates, Seth Perry

Theses, Dissertations and Capstones

The high rate of attrition for beginning teachers has been blamed on many factors. Nationally these include low pay, urban versus rural school settings, age, with younger teachers leaving sooner, and other variables making a complex problem with no clear component responsible for the loss of teachers. This study examined the self reported variables that contribute to high school teachers in West Virginia leaving their profession. An electronic survey instrument was distributed to current secondary teachers across the state. Teachers were asked to respond to questions related to professional satisfaction, perceived value from students and parents, administrative support, content versus …

A Descriptive Analysis Of Knowledge And Implementation Of 21st Century Instructional Practices Among Elementary School Teachers Whose Administrators Participated In The 2006-2007 21st Century Leadership Institute, Elisabeth Michelle Samples

Theses, Dissertations and Capstones

The purpose of this study was to describe levels of knowledge and implementation of 21st century instructional practices among elementary school teachers whose administrators participated in the 2006 – 2007 21st Century Leadership Institute. A researcher-developed survey was used to collect data from 242 elementary teachers from 22 West Virginia schools. Teachers reported high or moderate knowledge and indicated they were implementing a majority of the 21st century instructional practices on a daily or weekly basis. Teacher knowledge of practices was significantly different based on school SES. Teacher implementation levels were not significantly different based on the variables investigated. The …

High Stakes Testing Effects On Graduation Rates, Karen Gail Cummings

Theses, Dissertations and Capstones

With the inception of No Child Left Behind many states are now requiring students to pass a statewide exam in order to be promoted to the next grade or to graduate from high school. Opponents of these tests argue that high stakes testing decreases graduation rates among these students. They also argue that the tests are biased and unfair for minority students, students of low socioeconomic status, and students with disabilities who often fail the tests. The graduation rates for twenty-nine Appalachian counties in Ohio, a state that requires students to pass the Ohio Graduation Test in order to graduate, …

Differences In Scores Derived From Age-Based Norms Versus Grade-Based Norms On The Kaufman Test Of Educational Achievement, Second Edition And Wechsler Individual Achievement Test, Second Edition, Carla Donahue

Theses, Dissertations and Capstones

Traditionally, standardized achievement measures have provided only age-based norms for deriving standard scores from obtained raw scores. In recent years, publications of normreferenced achievement test have begun to include norms based on grade level. With the addition of grade-based norms, test manuals and interpretation guides have not included clear guidelines indicating when it is advisable to use one type of norm over the other. The purpose of this study was to examine the differences between standard scores obtained using age- and grade-based norms, using the same raw score, for students in the appropriate grade for their age, students who are …

Cohesion, Instructional Time And Reading Performance At Mugc Summer Enrichment Program, Sandra S. Stroebel, Brenda S. Harvey, Stephen L. O’Keefe

School Psychology Faculty Research

As schools attempt to improve the services to struggling readers, teacher are encouraged to work collaboratively to enhance instruction. Studies are needed to examine the effects of teaming on student performance. The purpose of this study was to determine if team cohesion or instructional time at Marshall University Graduate College Summer Enrichment Program (MUGCSEP) would be correlated with measures of reading performance for students who attended the program. Statistical analyses yielded a statistically significant correlation between cohesion, instructional time and reading performance during the 2006 program. While in 2007, instructional time was not significantly correlated, cohesion results yielded a mildly …

Academic Credit For Police And Correctional Academy Courses: The Criminal Justice Training Assessment (Cjta) Approach, Jack Greene, Sutham Cheurprakobkit, Angela West Crews, Gordon A. Crews, Prahba Unnithan, Eric C. Schultz

Criminal Justice Faculty Research

For the past few years, a federal grant sponsored by the Department of Justice has allowed teams consisting of faculty (from two-year and four-year colleges) and practitioners to assess the training curricula of various United States law enforcement and correctional agencies. Although traditional wisdom in academia is against viewing training academy courses as academically credible, the teams, after carefully assessing many training curricula, have agreed to give academic credit recommendation to those deserving curricula. In the end the CJTA project has not only helped to connect the academic world with the world of practitioners, but also generated rich data on …

Normative Comparison For The Woodcock-Johnson Iii : Tests Of Achievement In 15 & 18 Year Olds, Amber Cummings

Theses, Dissertations and Capstones

This study evaluates the use of the original and updated norms of the Woodcock Johnson-III in making educational decisions. The method of collection involved placing the raw score obtained from the updated norms into the original Compuscore program to see if there is a difference between the two scoring systems. The scores were then placed in a figure to see how much the scores varied from each other. Results of the study showed that there was a 1 to 3 point difference between specific skill areas, with some skill areas obtaining a 5 to 6 point difference. Suggestions are made …

Investigating West Virginia Students' Perceptions Of The Factors Affecting Their Educational Aspirations, Kimberly S. Cowley

Theses, Dissertations and Capstones

The purpose of this study was to investigate the perceptions of West Virginia students about factors affecting their educational aspirations and to determine whether these factors differed significantly over time, by gender, or by parents‟ college history. Research questions included: (1) To what extent will constructs emerging from West Virginia student data parallel the eight constructs identified as supporting student aspirations by the University of Maine‟s National Center for Student Aspirations? (2) To what extent do students‟ perceptions of these factors differ over time, from seventh to ninth grade? (3) To what extent do students‟ perceptions of these factors differ …

Mugc Summer Enrichment Program And Reading Achievement: Program Evaluation, Melissa A. Varian

Theses, Dissertations and Capstones

This purpose of this study is to determine if participation in the Marshall University Summer Enrichment Program enhances children’s reading skills and to determine if a gender difference was evident in reading achievement scores. DIBELS was used to determine reading achievement scores at the beginning, middle, and end of program. The data obtained were compared using a General Linear Model-Within Subjects Factors through ANOVA to determine the mean of benchmark 1 and 3 as well as the significance level of the reading scores. The findings of this study indicated no differences in Oral Reading Fluency in total scores or in …

Results Of The Accreditation Process To Guide Postsecondary Certificate-Granting Institution Improvement, Sherri E. Nash

Theses, Dissertations and Capstones

Research gaps exist in knowledge about postsecondary certificate-granting institutions, as well as results of accreditation processes. This qualitative study focuses on national accreditation results that can: 1) define strengths and improvement areas in these institutions; 2) determine why action is taken or not taken on accreditation recommendations; and 3) identify results, strengths, and challenges of accreditation. This research base can guide improvements in these institutions and the North Central Association – Commission on Accreditation and School Improvement (NCA CASI) process. The population was 125 accredited schools in ten states, representing 96% of all NCA CASI accredited public, postsecondary institutions. Methods …

Marginalized Students' Perspectives Of School Consolidation: A Case Study In Rural West Virginia, Betty A. Sias

Theses, Dissertations and Capstones

While prior research provides evidence that school consolidation impacts student achievement, the economic efficiency at state and district levels, dropout rates, participation in extracurricular activities, curriculum offerings, and the length of bus rides, “little is known about what happens in consolidated schools to impact student learning,” (Blake, 2003, p. 21) and little attention has been given to studying students’ lived experiences of consolidation. This qualitative case study explored these issues by attempting to understand students’ transition to a consolidated high school, as well as their current experiences with and perceptions of consolidation in a rural community in West Virginia. The …

Factors That Influence The Academic Performance Of Ncaa Division I Athletes, B. David Ridpath Edd, John Kiger Red, Jennifer Y. Mak Phd, Teresa R. Eagle Edd, Greg Letter Phd

Management Faculty Research

Several academic and non-academic factors can influence the academic performance of National Collegiate Athletic Association (NCAA) Division I athletes. Researchers have attempted to determine what non-academic variables might help to explain the college academic performance of college athletes. The non-cognitive variables of a strong support person or role model, involvement in the community, and positive self-concept positively predicted college academic performance. If influential role models do not care how the college athlete performs academically, the college athlete’s academics will suffer.

A Descriptive Analysis Of The Perceived Importance And Use Of Scientific Research-Based Instructional Strategies Among West Virginia Teachers, Cheryl D. Belcher

Theses, Dissertations and Capstones

This study was designed to examine the perceived importance and extent of use of scientific research-based instructional strategies among West Virginia teachers. Specifically, the study investigated the extent to which perceived importance and frequency of use of scientific research-based instructional strategies differ between highly qualified teachers and non-highly qualified teachers. The core of the research was focused on ten scientific research-based instructional strategies identified by the MidContinental Regional Educational Laboratory. Participants were asked to complete a researcher-designed survey, the Instructional Strategies Inventory, to rate perceived importance and frequency of use for each of the ten strategies. The population for this …

The Effect Of High-Fidelity Manikin-Based Human Patient Simulation On Educational Outcomes In Advanced Cardiovascular Life Support Courses, David L. Rodgers

Theses, Dissertations and Capstones

The use of high-fidelity manikin-based simulation has been studied in many healthcare education areas. However, the use of this education technology in the American Heart Association Advanced Cardiovascular Life Support (ACLS) course has not been well examined in the literature, despite this education program being one of the most widely taught standardized medical courses in the United States. This study examined high fidelity manikin-based simulation versus low-fidelity manikin-based simulation in the context of an actual ACLS course. Four outcomes were measured: learning outcomes as judged by an expert rater panel reviewing videos of subjects performing a simulated cardiac arrest event …

The Principalship: A Study Of The Principal's Time On Task From 1960 To The Twenty-First Century, Jacqueline A. Mcpeake

Theses, Dissertations and Capstones

The purpose of this study was to examine legislative and societal developments in the United States in relation to changes in educational administration and determine the existence of bifurcation points of change. The effects of legislative and societal changes on the tasks on which administrators focus their time were evaluated. The administrators were surveyed to determine if changes in time on task have occurred to meet the demands of current legislative priorities and if any demographic relationships existed. The study’s population consisted of 1950 (N=1950) administrators in public elementary, middle and high schools in the Southern Regional Educational Board 16 …

Comparative Study Of The Working Memory Scales Of The Wisc-Iv And Sb5 In Referred Students, Erica N. Abbott

Theses, Dissertations and Capstones

The present study compared the working memory scales of the WISC-IV and the SB5 as both tests are used, in part, to develop academic interventions for students. There is a moderate correlation (.6) between the two tests with 33 percent of shared variance and a SEest of 9.1 [plus or minus]. The findings indicate that the two tests do not measure a similar ability and scores obtained on them should not be interpreted in the same manner. More research is needed to investigate the specific constructs measured and which test is most appropriate to assess working memory problems.