Education Commons^™

Response To Intervention: A District’S And School’S Implementation, Michelle L. Carter

Masters Theses

This paper demonstrates how the Response to Intervention (RTI) system was implemented in one district and school, and may serve as a model for others to follow. The RTI framework has the capacity to push participating schools to examine the quality of instruction and, more importantly, to use ongoing student assessments to determine the instruction each student needs to be academically successful. The leadership and policy literature as well as legislative and other reforms such as RTI, systematic assessment, instructional strategies, is reviewed. The results of the RTI implementation at the district and building level are shared. For example, in …

Executive Functions And Social Interactions: Developing Social Scenarios, Mackenzie Waite

Masters Theses

The aim of this study was to develop a series of vignettes to form the basis for an assessment of executive functions (EFs) for 9 – 12 year old children. Although EFs are necessary for effective social communication and positive social interactions, currently, most EF assessments focus on impersonal activities. Little research exists that incorporates real-time processing using ecologically valid social scenarios. The current study aims to develop realistic scenarios that children could encounter in daily life. Ethnographic interviews were conducted with six participants, who worked in a school with 9-12 year old children, to gain their perspective on social …

Self-Regulated Learning Strategies In College Students With Adhd Tendencies, Christopher Shelton

Masters Theses

College students with Attention Deficit Hyperactivity Disorder (ADHD) are often faced with many challenges throughout their academic careers. While research examining the effects of ADHD on college students is on the rise, much is still unknown. It is thought that significant problems exist even in students with ADHD symptoms below the clinical threshold. Therefore, the present study examined the relationship between self-regulated learning (SRL) strategies and college students with ADHD tendencies. In addition, the study examined the relationship between SRL strategies and GPA, ADHD tendencies and GPA, and ADHD tendency subtypes and SRL strategy use. Participants included of 310 college …

Influence Of Institution Type On Self-Regulated Learning Strategies In First Generation College Students, Alex Spalding

Masters Theses

Researchers have investigated the factors related to academic success among first-generation college students (FGS), students the U.S. Government's Educational Opportunities Program defines as those with neither parent having completed a 4-year college degree by the time the student has entered college (National Center for Educational Statistics, 2005). Recent explanations of FGS' academic performance point to the complex relationships among the unique attributes that FGS bring to college, the characteristics of the academic institutions in which they are enrolled, and the use of self-regulated learning (SRL) practices in college students.

The current study explored the relationship between the institution type and …