Education Commons^™

Authentic Science In Education: Studies In Course-Based Research At The United States Military Academy, Anthony M. Chase

Open Access Dissertations

This dissertation consists of two studies at the United States Military Academy. Both studies involve the use of Course-based Undergraduate Research Experiences (CUREs). These experiences give students the ability to engage in undergraduate research at an early point in their academic career by replacing traditional laboratory activities with semester-long research projects. Both studies show an implementation of this type of instruction from the Center for Authentic Science Practice in Education (CASPiE). Study 1 shows the specific method of implementation at the military academy and explores learning-based outcomes. Primarily the outcome of critical thinking is demonstrated. Critical thinking is a construct …

A Phenomenology Of Sixth Grade Students’ Perspectives On Their Experience Using A Rubric For Criterion-Referenced Assessment, Julie Quast

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to examine sixth grade literacy students’ perspectives of rubric-referenced assessment at an inner-city school in central Arkansas. The theories guiding this study were Vygotsky’s zone of proximal development, as rubrics scaffold students learning (Reeves & Stanford, 2009) and social cognitive theory, as rubrics help students regulate their learning (Covill, 2012) and control their actions (Bandura, 1997). The sample size included 29 students completing a questionnaire, 12 students participating in a focus group session, and two students journaling their experience. The research questions focused on the experiences, perspectives, approach to assignments, and response to …

Academic Intervention: Acceleration And Remediation, Barbara Franklin

Doctoral Dissertations and Projects

Eighth grade math students must pass a standards based test to be promoted to the next grade. Students who were at risk of failing the state’s annual test faced impending retention. The purpose of this quasi-experimental study was to see if an intensive nine-week (55 min per day) remedial Math Connection (MC) class for 67 suburban, eighth grade students identified as at risk of failing, could significantly increase the scores; concurrently, at this Title I school, they were compared with 122 eighth grade students who were not identified as at risk of failing. The dependent variable was measured using the …

Using Generalizability Theory To Investigate Sources Of Variance Of The Autism Diagnostic Observation Schedule-2 With Trainees, Dorothy Rita Parriott

UNLV Theses, Dissertations, Professional Papers, and Capstones

Autism Spectrum Disorder (ASD) can be considered a serious developmental concern, which, complicated by its rising rate, creates a challenge for psychologists in properly and consistently diagnosing the disorder. Various types of assessments such as reporting measures, observation systems, and standardized assessments are currently used in the identification of ASD. Any one instrument typically examines multiple domains of functioning such as intellectual, neuropsychological (including adaptive, attention, sensory, motor, language, memory, executive functioning, academic, and social/emotional), and behavior (social and repetitive/restricted). Often, evaluators combine assessments that were not originally meant to detect ASD with those that were intended for that purpose. …

Middle School Noncognitive Development In A Sample Of Hispanic/Latino Youth, Jill E. Mcvey

Electronic Theses and Dissertations

This study examined the development of noncognitive skills in a sample of 4,769 Hispanic/Latino students as they went through middle school and the first year of high school using ACT Engage 6-9, an assessment designed to predict student outcomes by measuring students' behaviors and psychosocial attributes. The scales of Academic Discipline, Relationships with School Personnel, and Thinking before Acting were examined longitudinally through HLM analysis. The factors of gender and several indices of academic achievement were used to predict differences in students' starting scores and growth over time.

All factors related to academic achievement were significantly related to differences in …