Department: College of Education and Human Services ![[clear]](close-x.png "Remove this limiter")
91 matches in the database.
These are records: 1 - 30.
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1.
Alexander, Sashelle Thomas.
Culture, Efficacy and Outcome Expectancy in Teacher Preparation: How Do the Beliefs of Pre-Service Interns, Mentor Teachers, University Supervisors and Teacher Educators Compare?.
Degree: PhD, College of Education and Human Services, 2011, Cleveland State University
► Researchers agree that teachers' attitudes and efficacy beliefs play a significant role…
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▼ Researchers agree that teachers' attitudes and efficacy beliefs play a significant role in student achievement (Armor et al., 1976; Hoy & Spero, 2005; Szabo & Mokhtari, 2004; Woolfolk & Hoy, 1990). Teachers with high self-efficacy: 1) believe they can positively influence students’ learning and achievement despite environmental conditions (Armor et al., 1976; Ashton & Webb, 1986; Gibson & Dembo, 1984); and 2) assume accountability for student learning (Gibson & Dembo, 1984; Ross, 1998; Siwatu, 2007). On the contrary, teachers with low teacher efficacy have minimal expectations for and fewer interactions with minority students. They are also more likely to feel teacher burnout and abandon the profession (Betoret, 2006; Friedman, 2004; Guerra, Attar, & Weissberg, 1997). Various studies have confirmed that even after successfully completing multicultural courses and field experiences, interns’ negative beliefs and low outcome expectancies for minority students remained (Garmon, 1996, 2004; Easter, Schultz, Neyhart & Reck, 1999). Although little is known about how teaching efficacy develops, it is possible that programs incorporating efficacy-building opportunities assist to create and maintain a pool of quality teachers in culturally diverse schools (Clark & Wegener, 2009; Garcia, 2004; Milner, 2005; Santoro & Allard, 2005; Tucker et al., 2005; Siwatu, 2007; Swearingen, 2009). The purpose of this study will be to examine patterns in culturally responsive teaching self efficacy and outcome expectancies between interns, mentor teachers, university supervisors, and teacher educators in an urban teacher education program.
Advisors/Committee Members: Monaghan, Catherine.
Subjects: African Americans; Education; Minority and Ethnic Groups; Multicultural Education; Teacher Education; Teaching
Keywords: culturally responsive teaching, teaching efficacy, teaching outcome expectancy, pre-service teachers, teacher preparation programs, teacher educators, university supervisors, mentor teachers
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2.
Amolsch, George M.
Culture and Subcultures in the Domestic Auto Industry: An Emic, Ethnographic and Critical Theory Application.
Degree: PhD, College of Education and Human Services, 2008, Cleveland State University
► The domestic auto industry in the United States is struggling for survival.…
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▼ The domestic auto industry in the United States is struggling for survival. A steady loss of market share to foreign competitors resulted in the industry reevaluating their business and labor practices that have proven so successful over the years. The problem is that little research has been conducted regarding the impact that the interrelationship between separate management, union, and work force subcultures are having on the reorganization of the domestic auto industry. The purpose of this research was to examine the impact the past and present business and labor practices have had on the domestic automobile industry from the perspective of three existing subcultures: managers, union representatives, and hourly workers. This critical qualitative study will augment the awareness of others interested in how the interrelationship between business and labor practices can lead to an entrenched bureaucratic system that impacts not only the total industry culture but also its existing subcultures. To fulfill the purpose of the research ethnographic interviews of managers, union representatives, and line workers were conducted. An emic approach of the author was incorporated into the process in an attempt to further the thick descriptions of the participants as they tell their stories.
Advisors/Committee Members: Hansman, Catherine.
Subjects: Business education; Labor relations
Keywords: United Auto Workers; critical theory; union bureaucracy; auto workers; corporate bureaucracy
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3.
Andrikanich, Meghan.
A Comparison of Student Characteristics in Traditional and Web-Based College Science Courses.
Degree: PhD, College of Education and Human Services, 2008, Cleveland State University
► Distance learning options at colleges and universities are increasing dramatically (e.g. National…
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▼ Distance learning options at colleges and universities are increasing dramatically (e.g. National Center for Educational Statistics [NCES], 1998; NCES, 2001). Web-based courses create an interesting learning environment for study (e. g., Dupin-Bryant, 2004; Maki and Maki, 2003). Because science is a topic that induces anxiety for many students (e. g., Brownlow, et al., 2000; Greenburg and Mallow, 1982), and test anxiety has been linked to reduced academic performance (e. g., Bruch, 1981; Spielberger, 1979), the intersection of course format, science, and test anxiety is an area in need of research.This study used an explanatory mixed method design. One hundred and seven web-based science students and 110 students enrolled in traditional courses completed a questionnaire regarding demographic and personal factors, the Reduced Reaction to Tests (RTT) (Benson and Bandalos, 1992) and the Locus of Control of Behavior Scale (Craig, Franklin, and Andrews, 1984). Ten students participated in a follow-up interview. Quantitative results found no significant difference between age, racial/ethnic background, student status (full-time or part-time), or degree program being pursued between traditional and web-based science courses. Significantly more females, more students employed full-time, and with an external locus of control enrolled in web-based courses. Students in traditional courses experienced more test anxiety due to test-irrelevant thoughts. Traditional students experienced more anxiety in traditional science courses, while nontraditional students experienced more anxiety in web-based science courses. Expected course grade and locus of control predicted test anxiety in traditional courses, and previous web experience, expected grade, and locus of control predicted test anxiety for web-based courses. Qualitative data indicated that students in both formats expressed opinions regarding course format, studying and test preparation methods, test-taking, communication with instructors in general, and specifically related to testing. Opinions indicated students prefer a comfortable course environment, whether that involves technology or not. Several recommendations can be made. A continued increase in the type and variety of web-based courses will allow students continued flexibility in course scheduling. Multiple-choice tests should be considered to reduce student anxiety. Instructors should strive towards creating comfortable classroom environments and communicate clearly with their students.
Advisors/Committee Members: Sutton, Rosemary.
Subjects: Science education
Keywords: college science; web-based courses; test anxiety
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4.
Arafah, Micah Maranda.
But What Does This Have To Do With Science? Building the Case for Engineering in K-12.
Degree: MEd, College of Education and Human Services, 2011, Cleveland State University
► A national push for reform in STEM K-12 education and a raised…
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▼ A national push for reform in STEM K-12 education and a raised focus on including engineering in the classroom have emphasized the necessity for specific professional development opportunities for teachers. These programs are available; however, they are typically very expensive and consequently inaccessible to most educators in the public school sector. The Engineering Education Summer Conference (EESC) is a three day professional development conference for K-12 teachers interested in using engineering in their classrooms and is funded primarily by the University Transportation Center at Cleveland State University. Its goals are to debunk biases of engineers and engineering, provide resources and funding to teachers, and indirectly increase exposure K-12 students have to engineering. One day was devoted to hands-on activities during which teachers participated as learners, and the remaining days consisted of presentations by engineers, engineer organizations, staff at the Great Lakes Science Center, a grant writer, and teachers who have used engineering in their classrooms. The EESC evaluation was conducted in the summer of 2010 and examined the effectiveness in achieving those goals using a combination of quantitative and qualitative research methods. Findings show that the conference succeeded in increasing the belief that engineering is important and necessary in society. Results also suggested teachers left more familiar with engineering, though this conflicted with qualitative responses that revealed they were still unsure how to incorporate engineering into the classroom and stated that time constraints, not enough concept knowledge, confusion about how engineering related to their standards, and a lack of money were significant barriers in doing so. Data shows that conference participants left with more stereotypical views of engineers; more specifically, there were significant increases in the beliefs that engineers do not work well with people and that minorities do not have the skills necessary to be an engineer.
Advisors/Committee Members: Harper, Brian.
Subjects: Education
Keywords: K-12; Engineering; Professional Development; Evaluation; Quantitative; Qualitative
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5.
Baginski, Jessie Guidry.
The Hurricane Katrina Volunteer Experience: Inclusion into the Life Narratives of Young Adults.
Degree: PhD, College of Education and Human Services, 2011, Cleveland State University
► Hurricane Katrina left in her wake one of America’s oldest and greatest…
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▼ Hurricane Katrina left in her wake one of America’s oldest and greatest cities in shambles. In 2011, five years after the storm, New Orleans remains in a state of recovery. Statistics reveal many disaster-related facts attributable to the storm. Life stories, however, can open the windows to the soul, inviting us to better understand the human element of this tragedy. Employing a narrative case study methodology, this study delved into the life stories of three young adults who attended to residents only three weeks after they returned to their homes. Through a series of three interviews with each participant, it explored how their education, social and cultural capital, and family lives prepared them for – and were transformed by their experiences as Hurricane Katrina relief volunteers. Engaging in life narrative method provided understanding of how the crisis volunteer experience was incorporated into the identity of these young adults and how it continues to affect their sense of agency in being active and engaged citizens. The study concludes that mandatory community service and service-learning programs that incorporate education, engagement, and critical reflection, provide foundational learning in civic engagement and foster volunteerism in young adults. The study raises critical questions regarding the role of institutional systems in ensuring equity and access for civic engagement for young adults.
Advisors/Committee Members: Rogers, Elice.
Subjects: Social Research
Keywords: volunteer, service learning, Hurricane Katrina, New Orleans, narrative, young adults, crisis volunteer, urban education
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6.
Bailey, Raquisha Lynnette.
PREVALENCE and RATIONALE OF CREATINE USE IN DIII NCAA ATHLETES.
Degree: MEd, College of Education and Human Services, 2008, Cleveland State University
► PREVALENCE and RATIONALE OF CREATINE USE IN DIII NCAA ATHLETESRAQUISHA BAILEY ABSTRACT…
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▼ PREVALENCE and RATIONALE OF CREATINE USE IN DIII NCAA ATHLETESRAQUISHA BAILEY ABSTRACT Athletes often seek out ergogenic aids to improve sport performance. Creatine is one of the most popular supplements consumed among young athletes. At the Division III level of collegiate sports, certain perceptions or influences have led to or have sustained creatine use in this athletic population and needs to be examined. The purpose of this study was to determine the prevalence of creatine supplementation among Division III collegiate athletes and to summarize educational resources, attitudes, and rationale for its use across gender and sport. In the Spring of 2007, 61 Division III varsity athletes football (39/61), basketball (10/61), baseball (4/61), soccer (3/61), swimming (2/61), track and field athletes (2/61), and wrestling (1/61) representing John Carroll University, Cleveland, OH completed an anonymous questionnaire regarding creatine supplementation. The subjects (female, n = 6; male, n = 55) ranged in age from 18 to 24 years (mean = 20.6 years). Athletes that admitted to current creatine use completed a Likert scaled assessment of attitude toward creatine use. Survey results revealed that 16.4% (10/61) of athletes were current users of creatine while 42.6% (26/61) athletes admitted to past creatine use. Males were more likely than females to be current users of creatine. Of the total athletes sampled (61), only 10 (16.4%) admitted to current use, and all 10 were football players. The earliest initiation of creatine supplementation was reported at 15 years. Trends in the data suggested that male athletes participating in contact-collision based sports are more likely than females to use creatine as an ergogenic aid to enhance performance. Participants received the bulk of their creatine information from two reported sources: the internet and GNC stores, as opposed to athletic support staff (ie. physician, strength coach, dietitian, athletic trainer, etc.). Athletes need accurate information about ergogenic supplements and their associated risks including proper dosing and instruction.
Advisors/Committee Members: Little, Kathleen.
Subjects: Health education; Nutrition; Sports medicine
Keywords: creatine; creatine use; NCAA athletes; DIII athletes
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7.
Barton-Verdi, Michele A.
Effect of Lower Body Negative Pressure on Cardiovascular Responses in Males.
Degree: MEd, College of Education and Human Services, 2011, Cleveland State University
► Purpose: The purpose of this study was to assess cardiovascular responses in…
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▼ Purpose: The purpose of this study was to assess cardiovascular responses in young males when exposed to three (-10 mmHg, -20 mmHg and -40 mmHg) lower body negative pressures (LBNP). Methods: The study was limited to 20 healthy, young adult males, ages 18 – 35 years. The protocol involved five, 10 minute phases all at supine rest, 1) LBNP, 0 mmHg; 2) LBNP, -10 mmHg; 3) LBNP, -20 mmHg; 4) LBNP, -40 mmHg; 5) Recovery 0 mmHg. Blood pressure was taken every 3 minutes and EKG was taken every 2 minutes. Cardiac Output, Stroke Volume and heart rate were continuously monitored throughout all stages. Results: The results indicated a decline in pulse pressure when exposed to LBNP. The more negative pressure applied the more blood pooled in the lower extremities. The baseline mean of pulse pressure for the 20 participants was 60 + 11.3, to -40 mmHg 46.5 + 9.7. The results of the EKG morphology indicate there was a significant drop in the following: R-R interval; 936.89 ms at 0 mmHg to 800.85 ms at 40 mmHg LBNP, P-R interval; 155 ms at 0 mmHg to 143 at 40 mmHg LBNP, QRS interval 92.58 ms at 0 mmHg to 87.10 ms at 40 mmHg LBNP; Q-T interval 398.58 ms at 0 mmHg to 374.08 ms at -40 mmHg LBNP, Q-Tc interval; 409.03 ms at baseline 0 mmHg to 399.40 ms at -40 mmHg. The Q-T dispersion did not show a significant difference. The P-R axis showed significance from -10 to -40 mmHg and -40 mmHg to recovery. The T axis did not show a significant difference. Conclusions: The data shows that LBNP induces physiological responses that cause changes in pulse pressure and EKG morphology which replicate the circulatory responses similar to hemorrhage.
Advisors/Committee Members: Sparks, Kenneth.
Subjects: Armed Forces; Biomedical Research; Physiology; Science Education
Keywords: Lower Body Negative Pressure; Cardiovascular Response; EKG Morphology
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8.
Becker, Miriam Mimi.
A Retrospective Study Between The Relationships Of Gender, Age Of Onset, And Frequency Of Problematic Behaviors In Early Onset Bipolar Disorder.
Degree: PhD, College of Education and Human Services, 2008, Cleveland State University
► This retrospective study examined adult individuals between 18-40 years of age who…
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▼ This retrospective study examined adult individuals between 18-40 years of age who self-reported or were formally diagnosed with a bipolar disorder during their adolescent years. This study examined the relationship between gender, age-of-onset of bipolar disorder, and problematic behaviors in the early-onset bipolar disordered population. The relationship between satisfaction with treatment and the perception of quality of treatment received during adolescence were also examined.T-tests and another statistical test were conducted with the two independent variables and the dependent variables comprising the frequency of problematic behaviors. Significance was found between the younger the age-of-onset of bipolar disorder and high-risk behaviors, and school-based problematic behaviors. Numerically, 75.5% of the females reported satisfaction with prior treatment. Gender was insignificant in this research study.
Advisors/Committee Members: Welfel, Elizabeth.
Subjects: Educational psychology; Mental health
Keywords: Relation, Gender, Age-of-Onset, Frequency, Early-Onset, Bipolar, Problematic Behaviors
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9.
Benetto, Kimberly S.
The Influence of Training and Gender in Mentoring on Novice School Administrators.
Degree: PhD, College of Education and Human Services, 2010, Cleveland State University
► The role of the principal, as an instructional leader is one of…
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▼ The role of the principal, as an instructional leader is one of the most important roles in education today. The demands of high accountability that are placed on school principals have caused legislators and educational reformers to require more rigorous training for school leaders. Many states now have mandated state mentoring programs for entry year principals. The purpose of this study was to examine and describe the roles and relationships between mentors and their mentees in the training and professional development of school administrators. This research was important because mentoring programs are not standardized and until recently, the majority of principals in the United States have been while males. This research contains the perspectives of 4 novice administrators who all had a mentor in the development of their becoming a school administrator and 4 mentors who played the role of helping to develop the mentees. The methodology was based on the descriptive, lived experience of qualitative research, using the phenomenological model (Creswell, 1998). The results of this study contribute to the research that has been conducted on novice administrators, their training and gender significance of their mentors.
Advisors/Committee Members: Hampton, Frederick.
Subjects: Education Philosophy
Keywords: Training; gender; mentoring school administrators
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10.
Braat, Christopher J.
Perceptions of Two Educational Technology Standards: A Case Study of an Ohio Urban K-12 School District.
Degree: PhD, College of Education and Human Services, 2009, Cleveland State University
► This study investigated relationships of 42 faculty and administrators’perceptions in the evaluation…
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▼ This study investigated relationships of 42 faculty and administrators’perceptions in the evaluation of educational technology in an Ohio K-12 urban school district using demographics and two national evaluation standards. The standards used were the National Center for Education Statistics (NCES) and Joint Committee Standards for Educational Evaluation (JCSEE). This study presented analysis of quantitative survey data to establish standards awareness and determine significant relationships between perceptions, demographic characteristics and standards in evaluating educational technology. The findings suggest higher levels of awareness and significant relationships for NCES standards over JCSEE standards. Statistically significant, relatively low relationships exist between perceptions of educational technology and demographics analyzed along NCES and JCSEE standards. Interesting statistically significant results were seen between individual responses on survey items for NCES and JCSEE standards towards implementation or evaluation of educational technology. Analysis of research questions are followed by links to existing research and implications for practice including use of more accurate definitions and better measurement of standards, and strengthening practitioners’ perceptions of educational technology policy and evaluation using multiple demographics.
Advisors/Committee Members: Mawdsley, Ralph.
Subjects: Education; Educational software; Educational theory; Public administration; School administration; Teacher education; Teaching; Technology; Urban planning
Keywords: Educational Technology; Technology Implementation; Technology Evaluation; Urban Educational Technology; Educational Technology Policy; Educational Technology Standards; Joint Committee on Standards for Educational Evaluation
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11.
Brady, Amelia Louise.
Effects of standardized testing on teachers' emotions, pedagogy and professional interactions with others.
Degree: PhD, College of Education and Human Services, 2008, Cleveland State University
► The purpose of this qualitative study is to determine the relationships among…
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▼ The purpose of this qualitative study is to determine the relationships among high-stakes testing, the practice of teaching and teachers' emotions. Through an inductive approach the emotions, pedagogy and interactions with students, colleagues and parents are examined to determine the possible impact testing has on teachers' professional lives and philosophies.Methodologically, there are two components to this study; interview and observation. Data is collected through individual interviews conducted twice with each of the six teacher participants followed by two classroom observations. A group interview at the end of this study should add to the validity and afford the teacher participants an opportunity to meet and share experiences. Member checks and fieldnotes add insight and validity. Findings of this study indicate that high-stakes testing both positively and negatively impacts curriculum, teachers' emotions and the professional interactions teachers have with others. Since testing is such a basic component of our current educational system, this study indicates the need for further investigation into the current mode of testing and possible alternatives. Findings also support the need for further study into teachers' emotions as they relate to their professional lives.
Advisors/Committee Members: Sutton, Rosemary.
Subjects: Education
Keywords: Teacher; EMOTIONS; students; teaching; classroom; Curriculum
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12.
Brown, Sharon A.
The role of “ownership” in creating sustained school reform.
Degree: PhD, College of Education and Human Services, 2010, Cleveland State University
► School reform policies have failed to produce sustained positive changes in education…
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▼ School reform policies have failed to produce sustained positive changes in education practice. Theories of school change provide structure to reform policy. Program evaluations focus on implementation and outcomes but seldom test the theoretical assumptions of the initiative. This study tested theory, specifically the influence of “ownership”, against the experience of Reading First Ohio. This literacy program was implemented in elementary schools in low performing and very low socio-economic status urban and rural public districts in Ohio from 2003-2009. Archival data were analyzed using structural equation modeling. The analysis confirmed that the constructs of leadership and classroom change are mutually critical elements in school reform. The model failed to identify specific variables within the initiative structure that were tightly aligned to the theoretical assumptions. This study has implications for strengthening school reform policy.
Advisors/Committee Members: Nordgren, R.D.
Subjects: Education; Educational Evaluation
Keywords: School reform
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13.
Caito, Nancy Buccilli.
Relationship between family communication and comorbid diagnoses in youths diagnosed with a bipolar disorder.
Degree: PhD, College of Education and Human Services, 2012, Cleveland State University
► Research regarding the relationship between family communication and comorbid diagnoses in youths…
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▼ Research regarding the relationship between family communication and comorbid diagnoses in youths diagnosed with Bipolar Disorders is scarce. Existing research supports the importance of family communication with psychological development of children and adolescents affected by mental illness. The disruptive nature and increased dangers associated with Bipolar Disorders justifies further research. This dissertation study used archival data to answer research hypotheses to gain understanding the relationship between family communication and a diagnosis of a Bipolar Disorder. General Linear Model analysis and Analysis of Variance were used to test for significant differences in family functioning between families where a youth member had a diagnosis of a Bipolar Disorder versus varied comorbid diagnoses. Comorbid diagnoses configurations were the independent variables. The diagnoses configurations compared were a Bipolar Disorder only, compared to a Bipolar Disorder and any other diagnosis on Axis I; A Bipolar Disorder only, compared to a Bipolar Disorder and ADHD; A Bipolar Disorder only, compared to a Bipolar Disorder and Substance Disorder; and a Bipolar Disorder only, compared to a Bipolar Disorder, ADHD and Substance Disorder. Family functioning was assessed by three dependent variables which were the General Functioning, Problem Solving and Family Communication subscales of the Family Assessment Device (Epstein, Baldwin, & Bishop, 1983). Family communication was not found to be statistically significant for any comorbid combination tested. General functioning and problem solving were statistically significant but small sample sizes prohibit generalizations. Limitations included small sample sizes, individual rather than multiple family member assessment and the omission of nonverbal behaviors as a form of communication. Discussion explores possible factors accounting for insignificance and low sample sizes.
Advisors/Committee Members: Toman, Sarah.
Subjects: Psychology
Keywords: Bipolar Disorders; comorbidity; youths; adolescents; family communication; problem solving; general functioning; ADHD; Substance Disorder; Family Assessment Device
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14.
Callahan, John J.
Academic Predictors of Mental Health Outcomes for Children and Youth with Emotional Disturbance.
Degree: PhD, College of Education and Human Services, 2011, Cleveland State University
► Research suggests a strong correlation linking academic achievement and mental health outcomes…
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▼ Research suggests a strong correlation linking academic achievement and mental health outcomes in children with emotional disturbance (ED) (Kauffman, 2005; U.S. Department of Education, 2006). However, the exact nature of this critical relationship remains unclear. This study used a series if regression analyses and Z-Tests to investigate the predictive relationship of measures of academic achievement in determining social-emotional function over time. Examined was a sample of 261 students receiving special education and mental health services at a treatment center. Academic, mental health and demographic information was gathered from a preexisting archive. Students were assessed annually using the KTEA-II in the areas of reading, writing, and mathematics. Assessment of students’ day-to-day social-emotional functioning was measured using the Ohio Scales. Results indicated that, after a year’s time, the predictive value of writing achievement in determining social-emotional functioning was statistically significant and the relationship strengthened with time. Implications of the study are explored.
Advisors/Committee Members: Stahlman, Judith.
Subjects: Mental Health; Special Education
Keywords: Emotional Disturbance; Mental Health; KTEA-II; Ohio Scales; Academic Achievement
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15.
Catanese, Carly.
EFFECT OF EXTERNAL COUNTERPULSATION (ECP) ON DELAYED ONSET MUSCLE SORENESS (DOMS) IN LONG DISTANCE RUNNERS.
Degree: MEd, College of Education and Human Services, 2007, Cleveland State University
► External counterpulsation (ECP) has previously been used in treating cardiac patients. Compression…
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▼ External counterpulsation (ECP) has previously been used in treating cardiac patients. Compression of the lower extremities during diastole increases venous return and coronary perfusion. Purpose: To determine if ECP affects delayed onset muscle soreness (DOMS) and markers of muscle inflammation and skeletal muscle damage. Methods: Ten trained runners, 5 males and 5 females, aged 30.5 ± 12.8 years ran 20 miles at 70% of their VO2 max on a pre-determined course on two different occasions, once under control conditions and once under ECP treatment conditions. Conditions were randomly assigned to eliminate order effect. Perceived leg pain and blood markers (creatine kinase, CK; lactate dehydrogenase, LDH; and C-reactive protein, CRP were measured pre-run, immediate post-run and for 5 consecutive days post-control and ECP treatment runs. During the treatment condition, subjects received 60 minutes of ECP post-run and everyday for 5 days post-run. To control for effects of ECP 5 additional subjects aged 25.6 ± 2.1 years received 5 days of ECP treatment while remaining inactive. Repeated measures ANOVA was used to assess treatment effects. Protected t-tests were used to assess serial differences. Correlations were obtained to assess relationships between dependent variables. Repeated measures ANOVA were also used to assess gender differences in the control run and treatment run. Results: There was no significant difference in mean weight loss, fluid intake, exercise heart rate, percentage of maximum heart rate or maximal oxygen consumption (VO2) achieved, or running time between the control and ECP treatment runs. All indicators of muscle damage (CK, LDH, CRP, and pain) increased over time for the two runs, although there were no significant changes in the control group receiving ECP treatment only. CRP, pain, and LDH significantly decreased by two, one, and one day(s) post-ECP treatment, respectively, compared to the control condition. CK remained significantly elevated longer (3 days) in the ECP treatment run group. Positive correlations were found between CRP and CK (Day 3, 4, and 5), DOMS and LDH (immediately post-run), DOMS and CRP (Day 2), and CK and LDH (Day 5) in the control run only. Only females experienced a significant difference in CRP and CK, a 20% increase in CRP and a significant difference in CK immediately post-runs. A 20% reduction in pain was observed for both males and females as a result of treatment, though females experienced pain for one additional day. Females experienced a 20% increase in LDH. Males experienced a significant change Day 4 of the control run and immediately post-ECP treatment run, though difference between LDH significance may be attributed to the subject variability response. Conclusions: ECP treatment after prolonged running decreased inflammation, muscle pain, and LDH elevation. CK levels remained elevated significantly in the ECP treatment run when compared to the control run. ECP alone did not cause significant increases in CK suggesting other factors contributed to this. Relationships exist between indicators of muscle damage and inflammation. Gender differences were found in response to the ECP treatment run and control run.
Advisors/Committee Members: Sparks, Kenneth.
Keywords: ECP treatment runs; control run; muscle damage; LDH
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16.
Caver, Tamea R.
Evaluating School Size: An Analysis of the Parent Perspective of a Small Versus a Large High School.
Degree: PhD, College of Education and Human Services, 2011, Cleveland State University
► This study used a mixed method design to investigate the parental perspective…
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▼ This study used a mixed method design to investigate the parental perspective of school size and its impact on the academic environment, the school atmosphere, and relationships within a northeast Ohio high school. The results of the study illuminated that administrators who are considering or forced to eliminate small school initiatives should not merely abandon their small school programs for the traditional large school but rather, attempt to incorporate some of the components of the small schools to the traditional large school setting in order to increase parental satisfaction and support.
Advisors/Committee Members: Hampton, Frederick.
Subjects: Education; Educational Leadership; Education Policy
Keywords: small schools; school size; parents
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17.
Celico, Andrea.
A Study of Resiliency in African-American Middle School Boys.
Degree: PhD, College of Education and Human Services, 2008, Cleveland State University
► While our nation claims that we provide “equal learning opportunities” for all,…
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▼ While our nation claims that we provide “equal learning opportunities” for all, the Black-White achievement gap still exists. This leads to a variety of political, economic, and social ramifications for our students. With this said, seldom are studies conducted that disprove the countless theories that explain why African-American students are at-risk for academic success. As an attempt to determine environmental factors that contribute to the achievement gap between African-American and Caucasian students, it is important to gain a greater understanding of how academically successful African-American students have managed to translate their struggles and experiences of oppression into academic success (Griffin & Allen, 2006). Resiliency and risk have been studied for more than 40 years. Many African-American students succeed in school despite living in single-parent, impoverished families. Some African-American students from this background successfully emerge from high risk environments, coping and overcoming dire circumstances (Floyd, 1997). Children living in single-parent families (particularly those mother-headed) are at a greater risk for negative outcomes than those in two-headed families (Brody & Murry, 1999). In this study, the experiences of 13 academically successful sixth through eighth grade African-American boys living in single parent, impoverished homes in an urban school district in the Midwest were explored. Through demographic questionnaires and semi-structured interviews, the self-reported factors as contributing to the students’ academic success were identified. The answers to the following research question were explored: What experiences (at home, in their peer community, and at school) do academically successful African-American middle-school boys living in single parent, impoverished homes report as contributing to their academic success? In this qualitative study, the students reported a number of factors as contributing to their academic success. Grounded theory and the constant comparison methodology were used to obtain the findings and identify domains. They included: strategies for success, future orientation, motivating factors, homework, access to resources at home and in the community, and relationship with mother. Information from this study can be used to help educators analyze and examine current educational practices that are in place and re-think ways to meet the emotional and environmental needs of the students they serve.
Advisors/Committee Members: Hampton, Fred.
Subjects: African Americans; Education; Educational psychology
Keywords: achievement gap; middle school boys; resiliency
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18.
Charity-Leeke, Pamela.
Women In Engineering: A Phenomenological Analysis of Sociocultural Contextual Meaning of Gender Roles.
Degree: PhD, College of Education and Human Services, 2012, Cleveland State University
► The twenty-first century presents many new challenges in career development and choices…
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▼ The twenty-first century presents many new challenges in career development and choices in the workforce for men and women. Currently, women comprise nearly half of the United States labor force. United States women are employed in various career areas, ranging from the traditional careers for women, such as education and secretarial, to their growing numbers in business, law, and medicine (U.S. Dept. of Labor, Bureau of Labor Statistics, 2010). As technology becomes the driving force of the economy, it has become essential that science, technology, engineering, and mathematics are areas that more U.S. citizens should pursue. Although engineering is a very lucrative profession, many Americans, especially women, are not choosing engineering as a profession. Recent studies have shown no significant differences in math and science competency between men and women (Spelke, 2005; Hyde, Lindberg, Linn, Ellis, & Williams, 2008; McQueen, Clark, & Rumsey, 2008). Therefore other factors, such as social cultural influences seem to affect women’s career choices and preferences. The purpose of this study is to understand the meaning that women engineers make of the social cultural factors that influence their reasons for entering and remaining in the engineering profession. Studying the meaning of the sociocultural gender-linked influences on the experiences of women engineers is intended to provide a better understand to educators and employers. It is hoped that this understanding will enhance the recruitment of more women, by providing insight on how to meet the needs of twenty-first century women who may consider engineering academia and careers. A phenomenological method of qualitative research was used in this study, based on interviews of nine women engineers in the Midwest United States. Their stories provided meaning into the sociocultural systems that contribute to successes, as well as barriers and challenges that are faced by women engineers in the workplace. The collected data may provide recommendations for the engineering industry to institute or strengthen sociocultural support and reinforcement in order to recruit, retain, and thereby increase the numbers of women engineers.
Advisors/Committee Members: Hansman, Catherine.
Subjects: Education
Keywords: women engineers; gender
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19.
Cooper, Kristie Lynn.
Urban High School Counselors' Experiences with Students' Access to and Success in College.
Degree: PhD, College of Education and Human Services, 2008, Cleveland State University
► Higher education is not equally accessible for low-income students, first-generation students, and…
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▼ Higher education is not equally accessible for low-income students, first-generation students, and students of color, nor are these students equally prepared for post-secondary success. Although much has been gained from substantial research identifying factors that predict college access and retention for underrepresented students, the role of the high school counselor, which has been identified as critical for college planning among urban students, has been conspicuously absent. Based on the role of school counselors in providing influence on underrepresented students' postsecondary planning, this study examined the experiences of urban high school counselors. Two rounds of semi-structured interviews were conducted to gather qualitative data on counselors' perceptions of their ability to influence college access and retention of their students. Participants consisted of eleven urban high school counselors who have had experience college planning with low-income, first-generation, and students of color. The interviews were transcribed, coded, and analyzed using HyperResearch software. The results of this study were examined within the context of social capital theory and its role in understanding how the transmission of capital is critical for educational attainment. Five major themes surfaced in relation to counselors' experiences: counselor under-preparedness, urban school settings, complex college planning process, accountability, and vocational commitment. The findings reveal that urban high school counselors believe they have the ability to influence college access and retention among their students; however, informal and formal policies and a lack of preparation for their work constrain their ability to exert this influence. Despite these challenges, urban counselors remain committed to their work and thus continue to transmit social capital through their relationships with students. These findings suggest that policy efforts should be geared towards increasing urban high school counselors' capacity to build quality relationships with their students in effort to improve their ability to promote the educational attainment of their students.
Advisors/Committee Members: MacCluskie, Kathryn C.
Subjects: Academic guidance counseling; Education; Secondary education
Keywords: urban high schools; school counselors; guidance counselors; college access; college retention
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20.
Crawley, Manuella Barbosa.
Validation of the SenseWear HR Armband for measuring heart rate and energy expenditure.
Degree: MEd, College of Education and Human Services, 2008, Cleveland State University
► The purpose of this study was to determine the validity of the…
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▼ The purpose of this study was to determine the validity of the SenseWear HR Armband in measuring heart rate and energy expenditure. The SenseWear HR Armband was compared to an electrocardiogram (ECG), the Actiheart Mini Mitter and the Polar Heart Rate Monitor. Energy expenditure estimations were compared to indirect calorimetry (Cosmed’s K4 b2) measurement and the Actiheart Mini Mitter’s estimations. Thirty healthy adults (18-59 years old) participated in the study. The protocol consisted of 5-minute stages, starting with two resting stages (sitting and standing), followed by four walking stages (1.5, 2.0, 2.5 and 3.0 mph) and ending with a standing recovery stage. The SenseWear HR Armband consistently recorded higher heart rate when (2-8 bpm) compared to the ECG, the Actiheart Mini Mitter (1-3 bpm) and the Polar Heart Rate Monitor (4-8 bpm). The SenseWear Armband overestimated energy expenditure by approximately 0.5-1.0 kcal/min during the exercise stages of the protocol when compared to the indirect calorimetry measurements, while the Actiheart Mini Mitter consistently underestimated (0.5kcal.min) energy expenditure. The SenseWear HR Armband was found to be a valid device for measuring heart rate; however, it consistently overestimated energy expenditure by about 10% during the exercise stages of the protocol.
Advisors/Committee Members: Sparks, Kenneth.
Subjects: Health; Physical education; Public health; Sports medicine
Keywords: SenseWear HR Armband; heart rate; energy expenditure; validation
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21.
Cronin, David P.
Elevating the Civic Science Literacy of American Adults: Assessing a Renewed Citizen Science Paradigm Integrating Nonformal Outdoor Adult Education and Enhanced Experiential Learning.
Degree: PhD, College of Education and Human Services, 2011, Cleveland State University
► America’s adult populace has failed to keep pace with the rapid inundation…
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▼ America’s adult populace has failed to keep pace with the rapid inundation of science-centric advancements affecting nearly every facet of personal and public life. With deficiencies in areas of science knowledge, America’s adult populace is characterized as civic science illiterate. This research constructed and employed the renewed citizen science paradigm, incorporating nonformal outdoor adult education and enhanced experiential learning while maintaining the basic tenet of citizen science, towards elevating the civic science literacy of adults who volunteered to conduct scientific research towards answering important research questions posed by a science research agency. With 67 volunteers, 23 adults were purposively selected on the basis of their complete participation throughout the program. Data was collected through a concurrent mixed methods design, and both quantitatively, self-report surveys (n=23), and qualitatively, mixed method interviews (n=10), analyzed. The results demonstrate that the renewed citizen science paradigm statistically significantly elevated the science vocabulary knowledge (p<0.001) and science process understanding (p<0.001) of participating adults; while collecting over 30,000 pieces of scientific data in conducting research for an outside agency. Additionally, the research communicates how marked elevations in civic science literacy catalyzed volunteers to participate and assert their new civic science literacy in personal, social, and political forums, having taken ownership of
Advisors/Committee Members: Messemer, Jonathan.
Subjects: Adult Education; Education; Environmental Education; Science Education
Keywords: civic science literacy; nonformal education; outdoor education; adult education; experiential learning; citizen science; nonformal outdoor adult education
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22.
Deevers, Matthew D.
Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study.
Degree: PhD, College of Education and Human Services, 2010, Cleveland State University
► This study investigated relationships among teacher practices, student motivation and student achievement…
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▼ This study investigated relationships among teacher practices, student motivation and student achievement on standardized mathematics assessments using an Achievement Goal Theory framework. From 2006 through 2009, 800 public school students participated in mathematics assessments and completed surveys measuring perceptions of teacher practices and student achievement goal orientations. Hierarchical linear modeling (HLM) was used to assess relationships among teacher goal endorsement practices, student goal orientations, and student mathematics achievement. Findings indicated teacher mastery goal endorsement was positively related to student mastery and performance-approach orientations, and negatively related to student performance-avoidance orientation. Performance goal endorsement was positively related to student performance-approach and performance-avoidance orientations. Student mastery goal orientation was positively related to initial mathematics achievement and to rates of improvement over time. Performance-approach and performance-avoidance goal orientations were negatively related to initial mathematics achievement. The study recommends teachers endorse mastery goals to promote student mastery goal orientation and increased mathematics achievement.
Advisors/Committee Members: Bagaka's, Joshua.
Subjects: Education; Educational psychology; Mathematics education; Teaching
Keywords: achievement goals; goal endorsement; student achievement; mathematics education; HLM
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23.
DeLoach, Shondale.
SAME-RACE REGULATORY RESOURCE DEPLETION: OBSTACLES OF BLACK HIGH-ACHIEVERS.
Degree: PhD, College of Education and Human Services, 2012, Cleveland State University
► Researchers have long been interested in the academic underachievement and disengagement of…
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▼ Researchers have long been interested in the academic underachievement and disengagement of many African American students. Fordham and Ogbu (1986) offered the acting White phenomenon as one way to understand the problem. Fordham (1996) found that, in order to avoid being accused of acting White, some Black high achievers limit their academic abilities, particularly around Black low achieving students. Black high achievers can also encounter psychological costs as a result of limiting their academic prowess. There is some evidence, according to regulatory resource depletion theory, that altering one’s normal thoughts, actions, or feelings in order to serve present circumstances, as some Black high achievers have been found to do, can negatively impact executive function. The purpose of this study was to determine if regulatory resource depletion theory is a fitting psychological mechanism at the root of what some research has found regarding the dynamics of Black high and low achievers. Thirty-eight high achieving Black students participated in an experimental design study to test the hypothesis that interaction with a low achieving Black student would result in lower scores on an executive function test as compared to those who interacted with another high achieving Black student. A 2 X 2 factorial ANOVA did not support the hypothesis. Implications for theory, research, and practice are discussed.
Advisors/Committee Members: Schultheiss, Donna.
Subjects: African Americans; African American Studies; Black Studies; Counseling Psychology; Educational Psychology; Experimental Psychology; Social Psychology
Keywords: regulatory resource depletion; self-regulation; acting white; academic self concept of Black students
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24.
Demaske, Devin M.
The Differences Between How Boys and Girls Learn and the Benefits of Single Gender Schools.
Degree: MEd, College of Education and Human Services, 2010, Cleveland State University
► A developing trend in the world of education is separating students by…
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▼ A developing trend in the world of education is separating students by gender via single gender schools, classrooms, or separation for certain subjects. The goal is finding out whether or not this segregation is beneficial to student achievement, if boys and girls learn differently, and whether or not these differences are biological or due to socialization. It is important to find these answers for educators to best serve their students. The approach was a review of the available literature, analyzing the studies involving student achievement at single gender schools, and studies about the differences in between the male and female brain and how the structure relates to their behavior. The research findings determined that there are significant differences in how boys learn versus girls. It happens extremely early on in life, if not prior to birth. There is compelling evidence for both biological and sociological influences. It is inconclusive to what extent each factors in to the equation. The research indicates that single gender schooling may be most beneficial for students in certain circumstances. Single gender schools have produced great gains in student achievement in areas with a disproportionately high population of “at risk” children. However, the study is limited in the lack of history for these programs, and the amount of variables involved. Schools that implement single gender programs may also have other distinct features that contribute their success such as more professional development for teachers, more community support, or a number of other factors. This remains a crucial topic for further research. It is essential to improve in the field of education to adapt to the needs of the constantly changing world.
Advisors/Committee Members: Moore, James.
Subjects: Behavioral Psychology; Educational Leadership; Educational Psychology; Educational Sociology; Education Philosophy
Keywords: single gender education; differentiated instruction; sex differences in brain; learning
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25.
Dohy, Jennifer Marie.
The Relationship Between Ohio Schools' Teacher Quality Indicators and Equity in Third Grade Reading Achievement.
Degree: MEd, College of Education and Human Services, 2012, Cleveland State University
► The purpose of this study was to identify teacher quality variables that…
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▼ The purpose of this study was to identify teacher quality variables that can predict school equity in the third grade reading passage rate at the school building level. In the present study, the operational definition of equity is the difference (or gap) in passage rates between those who may struggle academically in reading and their respective peers. Teacher quality is represented by the percentage of teachers with a Master’s degree, percentage of teachers who are properly certified, average teacher attendance rates, and average years of teaching experience. A multiple linear regression model was used to determine the extent to which teacher quality variables predict equity involving socioeconomic status, mobility, and gender on the Ohio Achievement Assessment (OAA) Reading Test for 654 Ohio elementary schools. Teacher quality variables that significantly narrow the gap on the OAA Reading Test between students who may be at-risk to struggle in reading and their peers may contribute to equity in reading achievement. Equity in education requires that educational access and opportunity is guaranteed for all students (McKibbens, 2005). Findings indicate that the percentage of teachers with a Master’s degree and the percentage of teachers who are properly certified significantly improve equity on the third grade OAA Reading Test for socioeconomic status and mobility. Years of experience were found to be significant in reducing equity for mobility, but were not found to be significant for socioeconomic status. Teacher attendance rates were found to be significant in regards to mobility but were not a significant predictor of equity involving socioeconomic status. Teacher quality variables were not found to be statistically significant predictors of gender equity on the third grade OAA Reading Test. The study recommended that high quality teachers be equitably placed in both urban and suburban settings. Schools may require teachers to pursue advanced degrees and teach within their specialization area. It should not be assumed that experienced teachers are more adept in contributing to equity than the novice. Schools may require continuous professional development related to how best to work with divergent student populations. Further research is needed to determine reasons teacher attendance rates did not significantly predict equity on the OAA Reading Test for any of the student population variables. Research may also consider reasons years of experience significantly decreased equity involving mobility. Teacher quality variables did not predict gender equity, as such investigations into what teacher attributes aid in equity for the genders may be significant.
Advisors/Committee Members: Bagaka's, Joshua.
Subjects: Education
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26.
Doremus, Barbara Ann.
PSYCHOLOGIST SELF-DISCLOSURE WITH COURT-MANDATED AND SELF-REFERRED CLIENTS.
Degree: PhD, College of Education and Human Services, 2012, Cleveland State University
► Therapist self-disclosure is a topic that continues to generate professional discourse in…
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▼ Therapist self-disclosure is a topic that continues to generate professional discourse in research literature. However, no literature has considered how therapists use self-disclosure with clients who are court-mandated into therapy. The goals of this research were to: 1) identify differences in psychologists’ responses on the Self-Disclosure Questionnaire – Revised (SDQ – R) between self-referred and court-mandated clients; 2) determine whether psychologists using self-disclosure with court-mandated clients endorse similar justifications for using self-disclosure as documented in the literature; 3) understand how psychologists’ years of experience influence self-disclosure with court-mandated clients; and 4) observe whether psychologists who had graduate training/experience with self-disclosure respond differently on the SDQ – R compared with psychologists who had little or no graduate training on self-disclosure. This study found: 1) psychologists were less likely to use self-disclosure with court-mandated clients compared with self-referred clients; 2) psychologists are more likely to use self-disclosure with court-mandated clients diagnosed with acute, non-chronic mental health diagnoses compared with psychotic or personality disorders; 3) psychologists use similar justifications for self-disclosing with both self-referred and court-mandated clients; 4) self-disclosure does not increase the longer a psychologist has been in practice; and 5) although over half the participants reported receiving information about self-disclosure during graduate training, most psychologists do not generally use self-disclosure.
Advisors/Committee Members: Welfel, Elizabeth.
Subjects: Therapy
Keywords: therapist self-disclosure; court-mandated clients; forensic
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27.
Duffy-Friedman, Margaret.
Academic Optimism in High Schools.
Degree: PhD, College of Education and Human Services, 2007, Cleveland State University
► This study contributes to the research foundation of academic optimism (Hoy, Tarter…
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▼ This study contributes to the research foundation of academic optimism (Hoy, Tarter and Woolfolk Hoy, 2006) through incorporating the following three aims: to determine the relationship between academic emphasis, collective efficacy, faculty trust in students and parents, and academic optimism; to explore the relationship of academic optimism with state student achievement and Adequate Yearly Progress (AYP) standards; and to identify the practices in schools that demonstrate academic emphasis, faculty trust in students and parents, and collective efficacy that comprise academic optimism. Qualitative and quantitative methods were utilized to collect quantitative survey data and qualitative interview data on academic emphasis, collective efficacy and faculty trust in students and parents from teachers and principals in one high and one lower performing Midwestern high school, as identified by state and federal standard mandates. This study provides an opportunity to describe how the construct of academic optimism, also linked to student achievement, translates into practice in the high school setting.
Advisors/Committee Members: Mawdsley, Ralph.
Keywords: academic optimism, collective efficacy, academic emphasis, faculty trust in students and parents, data analysis, academic achievement
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28.
Ejimofor, Francis O.
Principal's Transformational Leadership Skills and Their Teacher's Job Satisfaction in Nigeria.
Degree: PhD, College of Education and Human Services, 2007, Cleveland State University
► PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP SKILLS AND THEIR TEACHERS’ JOB SATISFACTION IN NIGERIA FRANCIS…
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▼ PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP SKILLS AND THEIR TEACHERS’ JOB SATISFACTION IN NIGERIA FRANCIS O. EJIMOFOR ABSTRACT This study investigated the relationship between teachers’ perceptions of principals’ transformational leadership skills and teachers’ job satisfaction. It also revealed the relationship between principals’ demographic characteristics and their perceptions of their ability to be transformational in their leadership styles. Participants were 518 secondary school teachers and 48 principals from two large Local Government Areas in Southeastern Nigeria. Multiple linear regression was used to analyze data. It was found that principals’ transformational leadership skills significantly impacted teachers’ job satisfaction. Some demographic variables of teachers were also studied to determine their relationship with job satisfaction. The results revealed that principals who spent more years in the same school perceived their leadership as transformational while principals with less number of years in the same school did not. Principals’ years of professional experience and gender did not account for a significant variance in their perceptions of their ability to be transformative in their leadership styles. It was recommended that education ministries and boards should establish and implement programs that help to foster transformational leadership skills among school principals. Programs such as seminars, workshops and updates on school administration might be of great help. It was also recommended that secondary school principals demonstrate fundamental respect for teachers’ ingenuity, ideas, decisions, knowledge and growth, and develop skills for building and maintaining friendship and collegiality. Finally, this study recommended that education ministries and boards integrate demographic characteristics of school principals/teachers with continuous assessment and evaluation of their performance.
Advisors/Committee Members: Hampton, Frederick.
Keywords: Transformational Leadership, Decision Making, Job Satisfaction, Academic Achievement, Professional Development, Nigerian Schools
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29.
Ellington, Aaron Thomas.
Culturally Sensitive In-Home Psychotherapy for Urban Low-Income African American Adolescents.
Degree: PhD, College of Education and Human Services, 2008, Cleveland State University
► There is a lack of outcome research in regards to the treatment…
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▼ There is a lack of outcome research in regards to the treatment of adolescents, and even less for urban low-income African American adolescents. In the past, the fields of counseling, psychology, and social work have focused on individual counseling approaches and in-patient treatment facilities as methods for dealing with adolescents with drug, alcohol, and mental health issues (as well as other delinquent behaviors). The purpose of this study is to use archival data to answer research hypotheses to gain a better understanding of what variables (more specifically treatment modality) aid in the treatment of urban low-income African American adolescents. The Ohio Mental Health Outcomes Task Force (OTF) developed an initial set of critical consumer outcomes and recommended to Ohio Department of Mental Health (ODMH) a standard, statewide, ongoing approach to measuring outcomes for consumers served by Ohio's public mental health system. The Ohio Mental Health Consumer Outcomes System (Ohio Scales) was created from this process. Multivariate Analysis of Variance (MANOVA) and Analysis of Variance (ANOVA) were used to test six hypotheses that used the Ohio Scales data to determine if there is a significant relationship between adolescent "functioning", service satisfaction, and treatment modality (i.e., "In-home", "Mixed", or "No In-home"). The results of this investigation support this researcher's hypotheses and previous research, that a more culturally sensitive in-home treatment would be more beneficial and a preferred modality of treatment over "traditional" treatment for urban low-income African American Adolescents. Agencies that do not have any in-home treatment modalities in their programming may consider the supportive research to discern if it is needed to help their particular adolescents obtain positive outcomes. Any given non-profit agency's life line is its outcomes. Without demonstrating positive outcomes for what services are provided, an agency's existence is limited.
Advisors/Committee Members: Toman, Sarah.
Subjects: African Americans; Behaviorial sciences; Mental health; Minority and ethnic groups; Psychology; Psychotherapy; Social work; Therapy
Keywords: CULTURALLY SENSITIVE; IN-HOME; AFRICAN AMERICAN; ADOLESCENTS; TREATMENT MODALITY; PSYCHOTHERAPY
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30.
Feldman, Donna B.
Writing Instruction and Standardized Reading Scores Among Secondary Students.
Degree: PhD, College of Education and Human Services, 2009, Cleveland State University
► The reading scores on the Nation's Report Card for 2007 indicate that…
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▼ The reading scores on the Nation's Report Card for 2007 indicate that not all children share the same proficiency in literacy. Reading and writing require the use of similar cognitive processes, yet few studies focus on this relationship or how writing can be a tool for reading remediation. The research questions in this study addressed the extent to which: (a) differences occur in the time spent on writing instruction by genre, instructional methodology, and the phase of writing between middle and high school teachers; (b) the amount of time teachers provide writing instruction, the instructional methodology, the genre addressed in the instruction, the process of writing discussed, and students’ gender predict change in standardized reading test scores; and (b) the amount of time students spend writing, the genre of writing, the part of the writing process used, and students’ gender predict change in standardized reading test scores. Data were obtained for 307 middle and high school students on the Scholastic Reading Inventory and the results of a daily survey completed by teacher participants that measured the amount of time spent on writing instruction, the methodology, the genre of writing, and the phase of the writing process used. A one-way ANOVA indicated statistically significant differences between middle and high school instruction for academic writing and phases of the writing process other than writing. A stepwise regression indicated that ethnicity, instruction on the writing phase of the writing process, formal instruction, instruction on academic writing, and instruction on journals were statistically significant predictors of reading scores. A stepwise regression analyzed the relationship of student writing activity and reading scores; ethnicity, grade level, the phases of the writing process, writing without formal conventions, and time spent on writing journals were statistically significant predictors of reading scores. The results provide suggestions for future practice and research. Future practice should include the reduction of instruction on academic writing and journals and should include formal instruction on writing and more time for students to compose nonacademic writing. Future research should use multivariate measures, the cognitive processes of literacy, and a more commonly used reading assessment.
Advisors/Committee Members: Bagakas', Joshua.
Subjects: Literacy
Keywords: Writing, reading scores
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