School Psychology Commons^™

Teacher Burnout: Locus Of Control And Its Correlation To Teacher Burnout And Job Satisfaction, Kimberly A. Bevis

Theses, Dissertations and Capstones

Teacher burnout is a significant problem in education today. While studies have researched the possible reasons behind it and the effect it has on students and teachers, this study proposed to investigate the correlation between teacher burnout, locus of control and job satisfaction. Surveys were sent to 102 teachers who taught kindergarten through 12th grade in two school districts in Southeastern Ohio. Of the 53 surveys that were returned, 28% of the teachers demonstrated burn out, 40% were dissatisfied with their jobs, and 20% had an external locus of control. There was a moderate correlation between the Rotter IE Scale, …

Teacher Skill And Response To Intervention In West Virginia Pilot Schools, Janna Christy

Theses, Dissertations and Capstones

As a program evaluation, the West Virginia Department of Education implemented a Response to Intervention (RtI) approach to the identification of students with learning disabilities in the spring of 2005. Eleven pilot schools were used in the West Virginia RtI program evaluation. The purpose of this study was to assess the change that resulted in teacher skills as a consequence of the implementation of the RtI model. It was hypothesized that teachers’ skills will significantly change in a positive direction as result of the implementation. A pre-post survey design was utilized to evaluate the outcome. Significant positive changes were reported …

The Relationship Of Dynamic Indicators Of Basic Early Literacy Skills (Dibels) Oral Reading Fluency And The Terra Nova, 2nd Ed. Performance On Ohio Grade 3 Reading Achievement Assessment, Linda Adkins Ford

Theses, Dissertations and Capstones

The purpose of this study was to investigate the correlation between performance on the DIBELS ORF Benchmark 2, the Terra Nova, 2nd Ed., and reading proficiency on the Ohio Grade 3 Reading Achievement Test. The research question examined the wisdom of using both the DIBELS ORF Benchmark 2 Indicator and the Terra Nova, as predictors for the Ohio Grade 3 Reading Achievement Test. After gathering archival data for the 136 students involved, a Pearson-Product Moment Correlation was used to determine this correlation. Data was additionally analyzed using a Hits and Misses Table. Results produced a significant, positive correlation between DIBELS …

Grade Retention As Perceived By Principals, Debora Ann Galford

Theses, Dissertations and Capstones

This study examined the perceptions of principals regarding academic, social, or emotional outcomes and alternative interventions to grade retention. The principals were asked to respond to the survey on grade retention as an intervention. Following the initial survey, an article entitled, “Grade Retention and Promotion” (Jimerson, Graydon, Pletcher, Schnurr, Kundert, & Nickerson, 2006) was given for review and post-survey was administered.

The results of this study revealed that principals’ attitudes changed about using retention as an intervention in response to reading the article. These research results indicated that when research-based information on the negative effects of retention was presented, there …

Cohesion, Instruction Time And Reading Performance At Mugc Summer Enrichment Program, Brenda S. Harvey

Theses, Dissertations and Capstones

The purpose of this study was to determine if team cohesion and instructional time at the Marshall University Graduate College Summer Enrichment Program (MUGCSEP) will be correlated with the measures of reading performance of students who attended the program. Archival data, collected during the 2006 and 2007 MUGCSEP, was used for this study. After performing a Pearson Product Moment Correlation, results yielded a statistically significant correlation between cohesion and reading performance in 2006 and a mildly inverse statistically significant correlation in 2007. Instructional time in 2006 also had a statistically significant correlation with reading performance. However, in 2007 results did …

Reynolds Intellectual Assessment Scales Racial Bias In Children With Disabilities, Veria Hicks

Theses, Dissertations and Capstones

Much has been written regarding bias in intellectual tests, in particular racial bias (Naglieri & Rojhan, 2001). Depending on the way intelligence is measured, a difference may be found between racial and ethnic groups. In the second half of the 20th century on the average, the mean IQ score of African Americans was one standard deviation below that of Caucasian students (Gerig and Zimbardo, 2002). This study addressed whether racial bias existed in the Reynolds Intellectual Assessment Scales (RIAS), and examined the relationship of the RIAS to other intelligence tests. The results were analyzed using a simple linear regression. There …

Response To Intervention And Effects On Retention, Jason D. Haught

Theses, Dissertations and Capstones

Little research exists pertaining to the affect of the Response to lntervention model on student grade retention. This study was designed to determine a relationship between the frequency of students retained in grades kindergarten through third prior to and following the implementation of the Response to lntervention model. A five member cohort group conducted a longitudinal study of grades kindergarten through third grade in eleven pilot schools in the state of West Virginia. A Chi-Square test was chosen to examine the variables in an attempt to identify whether the implementation of the Response to lntervention model had an affect upon …

The Effect Of Marshall University's Summer Enrichment Program On Reading Gains Program Evaluation, Ii, Kelli A. Potoczny

Theses, Dissertations and Capstones

The purpose of this study was to determine the effectiveness of the Marshall University Summer Enrichment Program on students’ reading success in grades Kindergarten through eighth. From June 26, 2006 through July 27, 2006, a 5 week chronological period, 105 students attended the summer program and were evaluated for reading achievement. The study measured students' reading performance during the 5 consecutive weeks. Students were divided into three groups, primary, intermediate and middle school to evaluate the different age groups for changes in reading ability. This study compared student's pre and post running records to determine any gains in reading skills. …

Comparative Study Of The Working Memory Scales Of The Wisc-Iv And Sb5 In Referred Students, Erica N. Abbott

Theses, Dissertations and Capstones

The present study compared the working memory scales of the WISC-IV and the SB5 as both tests are used, in part, to develop academic interventions for students. There is a moderate correlation (.6) between the two tests with 33 percent of shared variance and a SEest of 9.1 [plus or minus]. The findings indicate that the two tests do not measure a similar ability and scores obtained on them should not be interpreted in the same manner. More research is needed to investigate the specific constructs measured and which test is most appropriate to assess working memory problems.

Effective Reading Instruction In A Response To Intervention Program Evaluation, Sabrina L. Graham

Theses, Dissertations and Capstones

In response to the reauthorization of IDEA, in the spring of 2005, the West Virginia Department of Education (WVDOE) initiated a project to implement a Response-to- Intervention (RtI) approach to the identification of students with specific learning disabilities. The present study evaluated to what extent the Tier 1 approach provides effective instruction to reach mastery in Phonemic Awareness and Phonics in Kindergarten through 3 rd grade. The research design for this study was a program evaluation. The participants in the West Virginia RtI pilot project included approximately 150 teachers from Kindergarten through 3 rd grade, 11 principals, 11 project coordinators, …

High Stakes Testing Effects Dropout Rates, Ann Dodd

Theses, Dissertations and Capstones

Since the inception of No Child Left Behind, it has been argued that high stakes testing leads to a higher dropout rate. High stakes testing can cause anxiety, stress and fear in students when the results determine whether or not they are able to be promoted to the next grade or to graduate from high school. The dropout rates for the two years before and the three years after the high stake test (WESTEST) was implemented in West Virginia were examined to establish if there had been any effect on these rates. Results indicate no significant difference in dropout rates …

Evaluation Of Reading Achievement For Students Of The Carroll County Public School System’S 2006 Summer Enrichment Program, Melissa A. Doan

Theses, Dissertations and Capstones

The purpose of this study was to examine the efficacy of guided reading interventions with regard to individual reading achievement for elementary aged students who participated in a five-week summer enrichment program. Using a baseline and intervention design, a curriculum-based measure model of assessment was administered to each student. The analysis of data from the curriculum based measurement allowed for the implementation of guided reading interventions, which targeted increased student reading abilities for the chronological time period of July 5, 2006 through August 3, 2006. The results indicated that student academic deficits were not sufficiently impacted to normalize students to …

Field-Based Experience In Light Of Changing Demographics, Fred Jay Krieg, Joyce Meikamp, Stephen L. O’Keefe, Sandra S. Stroebel

School Psychology Faculty Research

Due to changing demographics of students admitted to the School Psychology Training Program at Marshall University Graduate College, it has become imperative to significantly expand field experiences beginning in the first semester to address the lack of educational background of most of the students entering the program. This organized sequence of field experiences continues throughout the program, parallel to classroom instruction, affording opportunities for students to put theory into practice and to interact with professionals in the field, while also allowing for exposure to the public school environment. The collaborative field experience sequence provides the students with early and continuous …

A Comparison Of The Effect Of Single-Sex Versus Mixed-Sex Classes On Middle School Student Achievement, Carol E. Thom

Theses, Dissertations and Capstones

The purpose of this study was to compare the effect of single-sex versus mixedsex classes on middle school student achievement. It was a case study of Stonewall Jackson Middle School in Charleston, West Virginia, an inner-city school with approximately 600 students, of which 30% were minority (mostly black), 30% were special needs, and 70% were classified low socio-economic status (SES). Student WESTEST (West Virginia Educational Standards Test) scores in reading/language arts and math were collected and compared from the school years 2003-2004 and 2004-2005. Each student’s scores from the first year were compared to that same student’s scores from the …

Staff Attitude Change In A Response To Intervention Program Evaluation, Alicia Kirby

Theses, Dissertations and Capstones

The purpose of this study was to predict whether the staff attitude about the Response to Intervention (RtI) Project in the areas of reading achievement, student potential, the time it takes to implement the RtI Project, and parent involvement have improved from the survey in December of 2005 to the survey in March of 2006. Winfield Elementary began the project with very little funding and professional development training on Response to Intervention (RtI). The prediction for change in attitude is a result of additional funding and RtI professional development training.

A total of 399 initial and final surveys from the …

Parental Satisfaction With Psycho-Educational Consultation, Larry G. Lester

Theses, Dissertations and Capstones

The purpose of this study is to evaluate the consumer satisfaction of the Psycho-educational consultation. The method of data collection was a survey consisting of ten questions to be answered using a Likert type scale and one question asking for opinions for program improvements. The instrument was based on a measure of effectiveness for School Psychologists (Barnett, 2004). At the end of the meeting to discuss the results of the psycho-education evaluation, parents were asked to complete the survey. Parents and students remained anonymous and the completion of the survey was voluntary. Parents were asked to place their survey in …

Parent Satisfaction With Marshall University’S Summer Enrichment Program: Year Three, Cristen C. Pulliam

Theses, Dissertations and Capstones

The current study sought to examine the level of parent satisfaction with an extended school year program, the Marshall University Graduate College Summer Enrichment Program, verses the level of parent satisfaction at students’ local schools. The study also replicated the findings in two previous studies (Lattimore, 2003; Wartenburg, 2005). Parent satisfaction data were collected using satisfaction surveys. A survey was mailed to parents at the end of the regular school year to assess level of parent satisfaction with local school (N= 105). Twenty surveys were returned by mail. Intercorrelations of the parent satisfaction survey questions for the local school were …

Is The Gai A Good Short Form Of The Wisc-Iv?, Kimberly A. Scott

Theses, Dissertations and Capstones

A comparison was done between the standard scores of the GAI and the FSIQ of the WISC-IV using 31 subjects. The mean difference between the GAI/ FSIQ standard score is 3.74. T tests of significance show that there is not a significant difference between the scores of the GAI and the Full Scale IQ. The Pearson r correlation (.963 @ .01 level) suggests there is a strong positive correlation between the GAI and the Full Scale IQ. In summary, the GAI is a good predictor of the FSIQ of the WISC-IV. More data is required to determine if a statistical …

Correlations Between The Wisc-Iv, Sb: V, And The Wj-Iii Tests Of Achievement : Which Has A Better Relationship With Reading Achievement?, Krystal Campbell

Theses, Dissertations and Capstones

The relationship between the WISC-IV and the SB: V to three reading subtests on the WJ-III Tests of Achievement was used to determine which intelligence test correlates better with achievement using 22 students. Results yielded insignificant values when assessing significant relationships, comparing two correlated correlations, and significance between means. This study concludes that both intelligence tests measure reading similarly and does not result in whether or not one should be preferred over the other. Future implications to further validate these results would include a larger and more generalized population.

Reading Achievement For Students In Marshall University Graduate College’S 2005 Summer Enrichment Program: Program Evaluation, Elizabeth Cottle-Willard

Theses, Dissertations and Capstones

The improvement of individual student reading achievement is a major desired goal for academic institutions across America. Public and private schools desire knowledge to afford professional assessment of implemented curricula and instructional strategies. The purpose of this study was to determine the effectiveness of Marshall University Graduate College’s Summer Enrichment Program through individual student reading achievement for pre-kindergarten through ninth grade students. Running record reading probes were administered to help identify student’s reading skills. The analysis of this data enabled the instructors to instructionally group students with similar reading strengths. This researcher compiled each student’s initial and final reading running …

Comparison Of The Reading Subtests Of The Woodcock Johnson Tests Of Achievement- Third Edition And The Wechsler Individual Achievement Test-Second Edition, Bruce A. Crum

Theses, Dissertations and Capstones

A comparison of the reading subtests of the Woodcock-Johnson, Third Edition and the Wechlser Individual Achievement Test, Second Edition using 49 subjects. A t test of significance and the Pearson R Correlations were computed to compare the scores. The purpose of the study is to determine how closely the two tests measure the same reading skills.

Attendance And Reading Gains: Marshall University Summer Enrichment Program, Justa L. Dolin

Theses, Dissertations and Capstones

The purpose of this study was to determine if attendance has any influence on student success during the Marshall University Summer Enrichment Program. This study compared student’s daily attendance records to gains in reading. Students were divided into two groups, those who missed no more than 2 days and those who missed 3 or more days. Missing no more than 2 days has been the traditional description in this setting for the program completion certificates. Running record reading probes were used to identify the student’s gain in reading skills. The data were analyzed using the Chi-Square test to determine the …

The Utilization Of Gender, Retention, Ses And Steep Scores To Predict Reading Mastery, Lisa Lee Adams

Theses, Dissertations and Capstones

The purpose of this study was to examine the relationship between gender, retention, SES and STEEP scores to predict reading mastery. Second grade students’ records were reviewed to obtain demographic information. SAT 9 scores were used to measure students' reading mastery. SES was measured and defined by approved applications for free or reduced lunch for the 2004-2005 school year. Retention was defined as the number of students previously retained. Logistic regression was used to determine the predictive validity of gender, retention, SES and STEEP scores dependent on SAT 9 reading mastery. Gender, retention, SES and STEEP scores were entered as …

Popularity And Aggression Among Females In The Eighth Grade, April Lynn Kantz

Theses, Dissertations and Capstones

This thesis examines how popularity affects the use of indirect and direct aggression. By using a class roster of all of the participants, the girls nominated three of the most popular and three of the least popular girls. The Direct Indirect Aggression Scales were used to examine which girls exhibited which type of aggressive behaviors. The results indicate that popularity affects aggression and that popular girls use more indirect aggression. These findings are consistent with past research on popularity and aggression and could help parents and educators understand the effects of such behaviors.

Gender Difference And Test Anxiety, Leann Chandler

Theses, Dissertations and Capstones

This study compared male and female students in the 4th, 6th, and 10th grades to see which sex had more test anxiety. The students are from a rural town in Southeastern Ohio. A total of 85 students filled out the Revised Children’s Manifest Anxiety Scale. The students were given the Revised Children’s Manifest Anxiety Scale (RCMAS) two weeks prior to, one week prior to, and one week after the Ohio Fourth and Ohio Sixth Grade Proficiency Tests and the Ohio Graduation Test (OGT). The hypotheses of this study are that the 10th grade females will have greater test anxiety than …

A Comparison Of The Wj-Iii Test Of Cognitive Abilities And The Wais-Iii, Brittany Leigh Metz

Theses, Dissertations and Capstones

Since the birth of the intelligence test in the early 20th century, these instruments have gone through tremendous alterations. The revision of such instruments creates an obligation of those who utilize these tests to provide empirical evidence that supports concurrent validity with additional cognitive measures. The purpose of this study is to evaluate the relationship between the Woodcock-Johnson Test of Cognitive Abilities, Third Edition and the Wechsler Adult Intelligence Test, Third Edition. Both instruments were administered to 30 college students attending a Midwest university. The previously collected data was analyzed using a Pearson Product Moment Correlation as well as a …

Differences In Self-Esteem Between Genders: A Look At Middle School, Beth S. Michael

Theses, Dissertations and Capstones

Most theorists suggest that the developement of self-esteem is found through interactions and experiences. However, these experiences may greatly differ between males and females in early adolescence because of developmental differences between the genders. Socialization may also play an important role in the self-esteem differences between genders. Overall, males and females have different developmental levels at the middle school age. Early or late development may impact the adolescent's self-esteem. This study will examine the differences in self-esteem between genders in middle school adolescents.

The Correlation Between Wechsler Adult Intelligence Scale Iii And Woodcock-Johnson Iii Cognitive Abilities And Wj Iii Achievement For College Students: Which Is A Better Predictor Of Reading Achievement?, Carrie M. Adkins

Theses, Dissertations and Capstones

The present study is intended to examine whether the Wechsler Adult Intelligence Scale III or Woodcock-Johnson III Cognitive Abilities would better predict reading achievement on the WJ III Achievement in the college student population. Participants included 29 college students attending a university in the Midwest, being evaluated for a learning disability or academic accommodations. Data were analyzed using Pearson r correlation, Fisher z, and t-test for each intelligence test in comparison to achievement subtests. Results from this study indicated that both IQ scores obtained from the WAISIII and the WJ-III COG correlated with reading significantly, but not highly enough to …

The Effects Of An After-School Intervention Program On The Reading And Math Proficiency Scores Of Sixth Graders, Laura Kelley Gleichauf

Theses, Dissertations and Capstones

In January 2005, a new after-school intervention program was implemented by a public middle school with the desire to raise their students. state proficiency scores. In order to evaluate their program and report the results of their labor, the proficiency scores of these southern Ohio students were studied by comparing the arithmetic means of the March 2003 fourth grade state proficiency scores with the arithmetic means of the March 2005 sixth grade state proficiency scores in the areas of reading and math. Differences in the performances were compared using t-tests. The outcome data of the comparison school was not successful …

Parents’ Perception Of The Mugc Graduate School Psychologist’S Ability To Be A Productive Member Of The Eligibility Committee And To Effectively Interpret A Psychoeducational Evaluation Report, Debra S. Henderson

Theses, Dissertations and Capstones

The perception that Marshall University Graduate College produces students of school psychology that are well trained in the ability to develop a positive relationship with the parent during an eligibility committee meeting as well as in the interpretation of a psychoeducational report to parents was investigated. This study investigated the expectation levels and perceptions of parents when taking part in an eligibility committee meeting and when being explained a psychoeducational report by a school psychologist. The method of data collection included a survey developed in part from a survey used by permission that was originally created by Mac I. Barnett …