Education Commons^™

Fidelity Of Implementation, Teacher Perspectives And Child Outcomes Of A Literacy Intervention In A Head Start Program: A Mixed Methods Study, Dawn Davis

College of Education and Human Sciences: Dissertations, Theses, and Student Research

The success of early childhood interventions have been influenced by the degree to which they were implemented with fidelity (e.g., Davidson, Fields & Yang, 2009; Dusenbury, Brannigan, Falco, & Hansen, 2003; Elliot & Mihalic, 2004), meaning “the degree to which teachers and other program providers implement programs as intended by the program developers” (Mellard & Johnson, 2008, p. 240). This study examines relations among implementation fidelity, teacher characteristics, their perceptions, and child literacy outcomes within a preschool literacy intervention using a mixed methods design.

This study examines child literacy outcome data from 247 preschool children and fidelity, perceptions and demographic …

Student Characteristics, Prior Experiences, And The Perception Of Mixed Methods As An Innovation, Sydney E. Brown

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

There are persistent challenges to teaching mixed methods and innovative solutions are sought in order to address the needs of an increasingly diverse global audience seeking mixed methods instruction. This mixed methods study was conducted to gain insights to course design by more fully understanding the relationships among graduate student characteristics and prior experiences with research approaches with the perceived characteristics of the innovation of mixed methods.

Quantitative and qualitative data was gathered using a self-developed survey. Correlational analyses were done between measures of quantitative, qualitative, mixed methods, and overall prior experience and the perceived innovation characteristics of relative advantage, …

Spoken Spanish Language Development At The High School Level: A Mixed-Methods Study, Aleidine Kramer Moeller, Janine Theiler

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Communicative approaches to teaching language have emphasized the centrality of oral proficiency in the language acquisition process, but research investigating oral proficiency has been surprisingly limited, yielding an incomplete understanding of spoken language development. This study investigated the development of spoken language at the high school level over five consecutive years, involving more than 1,500 students representing 23 school districts. Quantitative Standards-Based Measure of Proficiency speaking scores and student-produced qualitative spoken samples (n > 6,000 samples) contributed to an understanding of the development of spoken language. Hierarchical linear modeling (HLM) revealed a consistent growth trajectory of spoken language development, and results …