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Will Teachers Implement Instruction Aligned To The Common Core State Standards?: Utilizing A Predictive Model, Audrey Lynn Harper
Will Teachers Implement Instruction Aligned To The Common Core State Standards?: Utilizing A Predictive Model, Audrey Lynn Harper
Dissertations
The purpose of this study was to investigate the use of the Theory of Planned Behavior (TPB) as a predictive model for secondary (i.e., grades six through twelve) teachers’ intent to implement instruction aligned to the Common Core State Standards. Two differing TPB models were investigated utilizing a regression analysis. The first model included TPB elements including attitude, subjective norms, and perceived behavioral control (i.e., self-efficacy) while the second model included two additional measures including perceived knowledge and accurate knowledge. Because a measure for secondary teachers’ sense of efficacy for literacy instruction did not exist to measure the construct in …
The Effect Of Embedding The Restricted Interests Of Students With Autism Spectrum Disorder In Text On Reading Comprehension, Brittany Marshall
The Effect Of Embedding The Restricted Interests Of Students With Autism Spectrum Disorder In Text On Reading Comprehension, Brittany Marshall
Dissertations
Reading comprehension deficits are common for students with Autism Spectrum Disorder (ASD) and the rise in prevalence of this disorder has resulted in an increased demand for evidence-based strategies for teaching reading comprehension to this population. Research has found an increase in desired behaviors when a restricted interest (RI) or interests, a diagnostic feature of ASD, is utilized in intervention techniques. In a pilot study, El Zein, Solis, Lang, and Kim (2016) found that embedding the RI of a student with ASD in text increased that student’s reading comprehension performance. The current study further investigated the effect of embedding the …
The Goal-Driven, Resilient, And Influential Teens Program In Kentucky High Schools: The Impact On Social And Emotional Learning And Influencing Factors, Brant Von Goble
The Goal-Driven, Resilient, And Influential Teens Program In Kentucky High Schools: The Impact On Social And Emotional Learning And Influencing Factors, Brant Von Goble
Dissertations
In order to assess the effects of the Goal-driven, Resilient, and Influential Teens (GRIT) program on social and emotional learning and academic performance in high schools throughout Kentucky, data from several sources were compiled and analyzed. These sources included results from the Student Engagement and Performance (STEP) survey, an instrument developed by the Rock Solid Evaluation Team at Western Kentucky University and administered yearly to high school students and teachers, and school-level academic and socioeconomic data from the Kentucky Department of Education. Additional data on fidelity of GRIT program implementation were obtained from FranklinCovey, the GRIT program’s developer and publisher. …