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Instituting Issue-Based Civics In The 11th Grade Classroom, Nicholas J. Diblasi, Carissa Larkin
Instituting Issue-Based Civics In The 11th Grade Classroom, Nicholas J. Diblasi, Carissa Larkin
Theses and Dissertations
There were several goals of this study. The first goal of this study was to identify if issue-based civics would produce any difference in a student's attitude for and appreciation in civics. The second goal was to identify if issue-based civics would produce any difference in a student's comprehension levels in civics. The last of these goals was to identify if the school a student attended had any impact on their attitude toward and appreciation of civics and comprehension levels in civics. The study was conducted on a sample of 70 11th grade students enrolled in American History II college …
Redefining High School American Literature In A Diverse Nation, Nancy M. Vasquez
Redefining High School American Literature In A Diverse Nation, Nancy M. Vasquez
Theses and Dissertations
The purpose of this qualitative study was to evaluate why high school students in America study American literature that includes a majority of writers of white western European descent and excludes writers of multicultural backgrounds. This study also analyzed if exposure to works by multicultural writers changes students' perceptions of what constitutes American literature. The participants included 3 classes of American literature students (N=44) and American literature teachers (N=6) in a predominantly white high school. The study included a combination of textbook content analysis, teacher interviews, and an intervention consisting of a Latino literature unit taught to student participants. Key …
The Effect Of Teacher Intervention, Role Modeling, And A Gender-Balanced Bulletin Board Design On 10th Grade Male Students' Writing Apprehension, Laurie Bartolomeo
The Effect Of Teacher Intervention, Role Modeling, And A Gender-Balanced Bulletin Board Design On 10th Grade Male Students' Writing Apprehension, Laurie Bartolomeo
Theses and Dissertations
The first goal of this study was to identify any preexisting differences in the levels of writing apprehension between males and females in a sample of 85 10th grade high school students enrolled in English classes available during a spring 2002 student teaching placement. An adapted form of John A. Daly and Michael D. Miller's (1975) Likert-scaled Writing Apprehension Measure was used to assess the participants' levels of apprehension. Results of the first survey revealed that male participants did display a higher level of writing apprehension but the difference did not reach a level of statistical significance (p < .05). The second phase of the study involved a 4-month treatment period that included teacher intervention, role modeling, and a gender-balanced bulletin board design in an attempt to make a positive change in the male students' levels of writing apprehension. The same survey was administered to 36 males and 36 females following treatment to determine if any change occurred. A two-way analysis of variance (ANOVA) revealed there was no statistically significant effect of treatment on either the male or female participants (p < .05); however, a decrease in the levels of writing apprehension was seen in the means of the scores across all groups.