Education Commons^™

Intentional Depth Of Knowledge And Its Effects On K-12 Student Engagement, John M. Sizemore

Graduate Theses, Dissertations, and Capstones

This research study attempted to identify the impact that cognitive complexity has on student engagement. The primary research questions asked were: What are the effects of depth of knowledge and learning mode on student engagement? Are there interaction effects among depth of knowledge and learning mode and what impact does the interaction have on student engagement? And, are there any variances in interaction effect by educational level (elementary, middle or high school) for depth of knowledge and learning mode on student engagement? This study attempted to determine if cognitive complexity of learning using depth of knowledge (DOK), and learning mode …

Cyberbullying Prevention: Intervention Effects On Student Involvement, Sarah Nash Bumpas

Graduate Theses, Dissertations, and Capstones

Repeated studies show that cyberbullying is pervasive amongst adolescents. Cyberbullying can lead to self-harm, depression, and suicidal thoughts. Educators are called to intervene in educating students about cyberbullying through research and federal legislation. However, there is little research examining whether this education is taking place or having an effect.

This study investigates the relationship between the incidences of cyberbullying victimization and offending over time and the direct cyberbullying instruction and activities facilitated by classroom teachers. The study took place amongst sixth graders in Jefferson County Public Schools, a large urban school district located in northern Kentucky. Students in one school …

Survival Analysis: Timelines To English Language Proficiency At The Secondary School Level, Elisha W. Beardsley

Graduate Theses, Dissertations, and Capstones

The ELL population in the United States continues to increase. Research suggests that the English language proficiency growth rates for numerous ELL students are strongly correlated with their English language proficiency levels (Cook & Zhao, 2011; Conger, 2008). The results of Conger’s 2008 study suggested that just over fifty percent of students gained English language proficiency after three years. According to the same study, the students that did not typically gain English language proficiency were students who entered public schools older and with a lower English language proficiency level. The current study examines the likelihood of high school ELLs in …