PhD, University of Cincinnati, 2021, Medicine: Epidemiology (Environmental Health)

Purpose/Hypothesis: To examine the influence of the home environment of stroke survivors on standardized gait tests, with a focus on turns, surface changes, and doorways in the walkway. We hypothesized that the walking environment (home versus laboratory) would influence stroke survivor gait speed and distance, and that environmental factors in the home would contribute to this difference. Predictive models were created for use by therapists in the home to compare results to lab based standards. Subjects: Individuals (n=18) = six months post stroke with minority or lower socioeconomic status who were subjects in a larger NIMHD-funded pilot study investigating a lifestyle intervention were included in this study. Thirteen (72%) were Black, and five (28%) were White. Ten (56%) lived in an apartment and 8 (44%) lived in a house. Mean comfortable gait speed (CGS) during Lab 10 meter walk test (10mWT) was 0.61m/s. Methods: Home walkways for testing were selected with two criteria: minimize turns, with no “U” turns in the walkway, and leave furnishings in place for ecological validity. Paired tests compared gait measures between the laboratory and the subject's home including the 10mWT, 5 meter walk test (5mWT), 2 minute walk test (2MWT), and 6 minute walk test (6MWT). Fast gait speed (FGS) and CGS were measured. Analyses of turns, surface changes, doorways, and fast/slow walking speed were performed for each of the above walking tests. Predictive models for Lab 10mWT and Lab 6MWT were created using home-derived gait measures using multivariate regression. Results: Several gait speed measures were significantly different (p<0.05) between lab and home, indicating slower walking at home. Mean difference (lab versus home) and p-values were as follows: 10mWT CGS 0.05 m/s (p=0.04), 10mWT FGS 0.04 m/s (p=0.04), 5mWT CGS 0.04 m/s (p=0.12), 5mWT FGS 0.10 m/s (p=0.02), 2MWT 3.73 m (p=0.16), 6MWT 8.67 m (p=0.10). Comparing Lab vs Home for the 10mWT FGS, there was a signif (open full item for complete abstract)

Committee: Kari Dunning Ph.D. (Committee Chair); Pierce Boyne D.P.T. (Committee Member); Valerie Hill Ph.D. (Committee Member); Marepalli Rao Ph.D. (Committee Member) Subjects: Epidemiology

PHD, Kent State University, 2019, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The rise of mobile technology and increased school accountability has enmeshed the last two generations of students in unprecedented educational experiences. This has fostered learners who are varied in their communication and academic capabilities. Simultaneously, the number of standardized tests, both mandated and voluntary, has been steadily increasing. Few studies are available that examine the preferred environmental conditions for students during these tests. The current study consists of two parts: (1) the Pilot Study and (2) the Main Study. The Pilot Study examined the psychometric properties of a measure called the Test Environment for Optimal Performance (TEOP), which was created to explore the testing preferences of the current generation of college students. Following this quantitative section, college students were qualitatively interviewed on topics related to test environment preferences to explore the factor structure meaning. Findings from both the quantitative and qualitative portions suggest that students have a partiality for physical (i.e., “Action”) and auditory (i.e., “Sound) activities when testing. The Main Study extended the Pilot Study by investigating current high school students' preferred standardized testing conditions and if these preferred conditions have a predictive relationship with high-stakes standardized test scores (i.e., the ACT). The Main Study analyzed data using a Confirmatory Factor Analysis to examine the psychometric properties of the TEOP in the new population, and to provide further evidence to support the “Action” and “Sound” test environment factor structure, then Hierarchical Multiple Linear Regressions were conducted to examine the hypothesized relationships between the TEOP factors “Action” and “Sound” and high-stakes aptitude outcomes (i.e., ACT scores). The results warranted an additional post hoc Hierarchical Multiple Linear Regression using Grade Point Average as the outcome. The results from the M (open full item for complete abstract)

Committee: Aryn Karpinski (Advisor) Subjects: Education; Education Philosophy; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Tests and Measurements

Doctor of Philosophy, University of Toledo, 2014, Higher Education

Research into factors that contribute to student success have used undergraduate grade point average (GPA) as the dependent variable. However, undergraduate GPA is subject to grade inflation and to differences in institutional and program rigor. To provide a common benchmark across institutions and programs, this study used the Graduate Management Admission Test (GMAT) composite score as the dependent variable. Astin's Input-Environment-Outcome (I-E-O) model was used as the conceptual framework. Correlation analysis and a blocked form of stepwise regression were used to partial out the impact of 107 variables arrived at from the national Higher Education Research Institute's Freshman and College Senior Surveys on the dependent variable—GMAT composite scores. In all, 10 variables were identified as having a significant influence on student performance on the GMAT, with Scholastic Assessment Test math and verbal scores and institutional Selectivity having the greatest influence. While prior studies have attempted to use a variety of standardized tests, previous research did not account for prior student academic abilities and other input characteristics to accurately assess the added value of other variables. This study offers new, useful information for educators and administrators in their goal of promoting academic excellence.

Committee: Ronald Opp (Committee Chair); Snejana Slantcheva-Durst (Committee Member); Debra Gentry (Committee Member); Larry McDougle (Committee Member) Subjects: Higher Education Administration

Doctor of Philosophy, The Ohio State University, 2005, Educational Theory and Practice

Previous studies using quantitative methods have attempted to correlate teachers' content knowledge with students' acquisition of subject matter knowledge. Lack of highly significant correlations between teachers' content knowledge and students' achievement seems to indicate that increasing the level of teachers' content knowledge has limited influence on students' emergent subject matter knowledge. More recent studies using qualitative methods have shown teachers' content knowledge influences teachers' instructional practice. However, few studies using qualitative methods have examined the interrelationships between teachers' content knowledge and students' emergent subject matter knowledge. This study was developed from a theory on the interrelationships between teachers' content knowledge of rational numbers and students' emergent conceptual knowledge of rational numbers. Two teachers were chosen from among four candidates based on the differences in their written responses on a test of rational number (fraction) knowledge and their location in the same school system. The case studies of these two teachers were generated from data collected through: (a) observations and videotapes of each classroom as the teachers conducted their unit on rational numbers, (b) interviews with the teachers and selected students from their classes, and (c) teachers' and students' responses on a test of rational number knowledge. The cases were compared and contrasted to illuminate and illustrate the theoretical model of interrelationships and intervening contributions and limitations of interrelationships between teachers' content knowledge of rational numbers and students' emergent conceptual knowledge of rational numbers. The cases confirm the theoretical model that interrelationships between teachers' content knowledge and students' emergent conceptual knowledge are weak. The cases confirm the interrelationships suggested by the model between teachers' content knowledge and instr (open full item for complete abstract)

Committee: Douglas Owens (Advisor) Subjects: