▼ This qualitative study builds upon the central role science teachers play in “mediating between children's everyday world and the world of science” (Driver, Asoko, Leach, Mortimer and Scott, 1994, p. 11). The focus is upon modifications of a kit-based, inquiry science curriculum made by two teachers in contrastive contexts (urban and suburban). Both teachers are experienced in teaching science and certified in Ohio. Each teacher used the third grade Water unit within the Full Option Science System (FOSS) curriculum to teach two distinctly different groups of students. The theoretical framework of the study is based upon the ability of teachers to modify curriculum and the influence teacher thought process has on the way in which a curriculum is modified. Classroom observations, anecdotal field-notes, semi-structured audio taped interviews and a teacher background questionnaire were used to collect data. Nine major curriculum modifications between the two teachers emerged from the research findings. These modifications were grouped into three categories, 1) FOSS-specific modifications made to the structure of the FOSS curriculum; 2) in-the-moment modifications made during the delivery of a lesson; and 3) time-modifications made to the amount of time suggested for each lesson. Suggestions for improvement to the FOSS curriculum and science teaching are included in the discussion. Advisors/Committee Members: Swami, Dr. Piyush.

▼ A qualitative case study was completed over approximately a five week period from April 20 to May 25, 2007. The goal of the study was to discover what attitudes, perceptions, and literacy benefits three different middle school reading tutors had in response to tutoring struggling beginning readers. The study also was interested in what the three students reported about self regulating reading strategies used during the tutoring experience. The data collection consisted of methods such as observations, field notes, surveys, interviews, and reading comprehension analysis. The data was then complied and analyzed to create individual cases of each participant, which were then cross-analyzed with each other and compared to established theoretical foundations. The findings and results were consistent with the researcher’s stance that cross-age tutoring experiences and metacognitave strategy use are intertwined in improving a reader’s self-efficacy, which can improve the overall reading literacy of individuals. Advisors/Committee Members: Johnson, Holly.