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Articles 91 - 94 of 94
Full-Text Articles in Arts and Humanities
The Relationship Between Vocabulary Development, Low Socioeconomic Status, And Teacher Discourse, Amy M. Pritts
The Relationship Between Vocabulary Development, Low Socioeconomic Status, And Teacher Discourse, Amy M. Pritts
Walden Dissertations and Doctoral Studies
Elementary students from low socioeconomic households often begin and remain behind other socioeconomic groups in vocabulary knowledge. Many reasons for this gap, including cognitive, environmental, and educational, have been researched. The current study examined the relationship between vocabulary knowledge, socioeconomic status, and type of teacher discourse within an early elementary setting not yet explored within the research. This concurrent mixed-method research study investigated this relationship using study groups, taped classroom lessons, and the DIBELS word use fluency assessment measure. Interpretative analysis was used for the qualitative data, and correlational analysis was used to determine relationships between the discourse types and …
Spiritual And Religious Diversity: Implications For Counselor Education Programs, Sharon R. Gough
Spiritual And Religious Diversity: Implications For Counselor Education Programs, Sharon R. Gough
Walden Dissertations and Doctoral Studies
The Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVC) identifies 9 core competencies for integrating spirituality/religion into practice. Previous research indicates that some mental health professionals have experienced discomfort when considering the balance between religious ideology (RI) and scientific orientation (SO) in their practice. However, no research exists assessing this potential for cognitive dissonance among mental health professionals nor has there been a test of the relative influence of RI/SO on approval of ASERVC competency integration into counselor training. Therefore, the purpose of this quantitative study was first to assess RI/SO cognitive dissonance and, second, to test RI/SO …
Nonquantifiable Instructional Factors That Contribute To Achievement In Reading For Students In Grades 3-4 In A Midwestern Urban School District, Alice Marie Figgs
Nonquantifiable Instructional Factors That Contribute To Achievement In Reading For Students In Grades 3-4 In A Midwestern Urban School District, Alice Marie Figgs
Walden Dissertations and Doctoral Studies
Currently some elementary students in large urban school districts are not able to perform well in school because they do not have strong reading skills. The recent No Child Left Behind (NCLB) federal legislation has supported the use of research-based instructional materials and strategies in reading to remedy this problem; however, qualitative studies exploring the specific nonquantifiable instructional factors that contribute to reading achievement in large urban school districts are still limited. The purpose of this multiple empirical case study was to explore the instructional factors that contributed to achievement in reading for students in Grades 3 and 4 at …
The Impact Of Daily Writing On Kindergarten Students' Phonemic Awareness., C. A. Snell
The Impact Of Daily Writing On Kindergarten Students' Phonemic Awareness., C. A. Snell
Walden Dissertations and Doctoral Studies
The purpose of this quantitative study was to determine whether or not a significant relationship exists among daily writing and student growth in phonemic awareness. The study also considered the impact of writing on the phonemic awareness development of students at different literacy levels. Although studies exist on the importance of phonemic awareness development in reading acquisition, a deficit exists examining the correlation among daily writing and the phonemic awareness development of students representing different literacy levels. Forty students in an experimental group engaged in daily writing opportunities, while 37 students in the control group engaged in less frequent writing …