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Full-Text Articles in Education
Investigation Of Comprehension Monitoring Skills Of First-Year Students Of College Reading Courses, Barbara Revor
Investigation Of Comprehension Monitoring Skills Of First-Year Students Of College Reading Courses, Barbara Revor
Ed.D. Dissertations
This study investigates the comprehension monitoring skills of first-year readers at both a two-year institution and a four-year institution in the Midwest. The Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used to assess skills. The MARSI, developed by Mokhtari and Reichard (2002), assesses reading strategies in the areas of problem-solving, support reading, and global reading. Simple t-tests were used to compare the items on the survey relating to understanding and comprehension monitoring. Results reveal no statistical difference between the students at the two institutions; however, the MARSI was able to show where instructors need to begin instruction to …
An Axiological Analysis Of Shared Purpose And Academic Excellence, Robert Baranoski
An Axiological Analysis Of Shared Purpose And Academic Excellence, Robert Baranoski
Ed.D. Dissertations
In this dissertation, I inquired into the relationship of shared purpose and academic excellence. Beginning with an understanding and investigation into the axiology of shared purpose and academic performance, the research reviewed and synthesized scholarly literature for contextual facts. Following analyses, a quantitative explanatory method was undertaken to measure correlation of the variables. An examination of the findings supports a relationship between shared purpose and academic excellence. More importantly, it yields further investigation into purpose as a linchpin to performance in public education.
Writing Curriculum And The Adolescent: Addressing Skill Variance In The Classroom, Zakieh A. Mohammed
Writing Curriculum And The Adolescent: Addressing Skill Variance In The Classroom, Zakieh A. Mohammed
Ed.D. Dissertations
This study addressed a means of responding to the varying writing skill levels found in the standard high school classroom. A structured writing curriculum was examined through a state, national and marketed rubric, focusing upon a high-risk high school population in Chicago, IL. The research centered around cognitive learning theory, specifically, Vygotsky‘s zone of proximal development. Additionally, to account for the variance in skill level, a new measurement tool was created to quantify rigor in relation to increasingly difficult writing assessments. The longitudinal study determined that, with extended exposure, the proposed structured writing curriculum did enable students to meet state, …