Doctor of Philosophy, The Ohio State University, 2004, Physical Activity and Educational Services

The focus of this study was to report and analyze the responses of students, grades 6 - 12, who had Specific Learning Disabilities (SLD) and attended schools in 17 public school districts and 12 parochial and private schools in and surrounding a major Midwestern city. The data were collected through the Primary Prevention, Attitude and Use Survey (PPAAUS, 2000) that was administered every 3 years to all students in Grades 6 - 12 in these schools. A random sample of 470 students with SLD, selected from a database of approximately 3,760 students, reported that they participate in classes for students with SLD. The independent variables established were Gender (Male and Female) and Grade Level (Middle School and High School), and the dependent variables were the responses to the items of Feelings; Perceptions of School Climate; Willingness to Use Alcohol, Tobacco, and Other Drugs; Frequency of Use; Age of First Use; and Location of Use. The results of the Feelings items indicated that Middle School students reported feeling more stressed and anxious about their school work than did High School students. Males reported being more sad and depressed, more angry, and more nervous and anxious than did females. Males also reported that they felt worse about their schoolwork. Middle School students with SLD had more positive perceptions of school climate than did High School students, and there was no difference between males and females and their reported perceptions of school climate. There was no difference between males and females and their reported use of alcohol, tobacco, and other drugs. High School students reported more actively using alcohol, tobacco, and other drugs than did Middle School students. No differences were found by Gender or Grade Level for locations of substance use. An examination of the age of first substance use indicated that students with SLD who used generally began using substances between the ages of 12 to 15 years. Recommendations for program (open full item for complete abstract)

Committee: Michael Klein (Advisor) Subjects:

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Health Sciences

Literature based on ecological models confirms that overweight and obesity are a result of individual characteristics as well as, the environmental context in which an individual exists (Bronfenbrenner, 1979). This context includes the environment at home, at school, and in the community. Conflicting evidence exists regarding the role of social support for physical activity and dietary behavior on children and adolescents (Prochaska, Rodgers, & Sallis, 2002). In this study the role of social support as it relates to physical activity, dietary behavior, and academic achievement was explored. An online survey was administered to middle and high school students enrolled in a Northeast Ohio school. The instrument explored subjects’ perceptions regarding their own physical activity and dietary behaviors, and perceived support from family, friends, and schools for physical activity participation and dietary behaviors. Further, the relationship between these variables and academic achievement was analyzed. Multiple regression and logistic regression analyses were conducted to establish relationships between variables. A relationship was revealed between school social support for physical activity and physical activity behavior. Once age and gender were introduced into the model, no statistical significance was revealed. No statistical significance was found among other study variables. Although the current study did not find a significant relationship between the variables studied, there is consensus in the literature regarding the link between overall health, physical activity, and nutrition on academic achievement. The role of social support is still a growing literature and one that still needs to be explored.

Committee: Cynthia Symons D.Ed. (Committee Co-Chair); Kele Ding PhD (Committee Co-Chair) Subjects: Health Education

Master of Music (MM), Bowling Green State University, 2007, Music Education/Comprehensive Music Education

The purpose of this study was to determine elementary, middle, and junior high school orchestra directors' presentation sequence of technical skills to beginning and intermediate string students. Surveys were distributed to 209 public school orchestra directors from Illinois (n = 57), Texas (n = 53), California (n = 51), and North Carolina (n = 48). A total of 60 teachers from Illinois, North Carolina, and Texas responded to the survey. Since only three teachers responded from California, data from this state were removed from analysis in order to allow for a more reasonable comparison among the other three states. The survey consisted of four sections: director profile, school profile, skills, and method books. Results of the director profile indicated that 76.7% of respondents were female, 55% have a masters degree, 50.85% play the violin, and 18.6% have taught for more than 25 years. School profile indicated that 51.72% of respondents teach at a middle school, 84.4% teach in a suburban setting, and 50% start their students on a string instrument in the sixth grade. The skills section of the survey asked respondents to supply data pertaining to nine technical skills for the developing string player: (a) placing the bow on the string for the first time, (b) note reading, (c) low second finger, (d) low first finger, (e) students tune their own instruments, (f) vibrato, (g) shifting (violin/viola), (h) shifting (cello), and (i) shifting (bass). Seven of these nine skills are currently introduced by 48.2% of directors in the sixth grade. The method books section of the survey indicated that Essential Elements was used by 86.67% of directors. Implications for music education included encouraging orchestra directors to introduce vibrato before high school. Suggestions for further research included compiling a handbook describing the effective teaching techniques orchestra directors use to teach the nine technical skills to their developing string players.

Committee: Vincent Kantorski (Advisor) Subjects: Education, Music; Music

Master of Arts (M.A.), University of Dayton, 2023, English

While research on SLIFE (Students with Limited or Interrupted Formal Education) students has gained significant attention, there is a lack of understanding regarding the needs of the teachers who work closely with these students. In an effort to fill this gap, a survey was conducted among content area teachers at a Midwest middle school in the United States. The findings of this survey highlight the importance of collaboration and planning time between content area teachers and ESL teachers in lesson planning, material preparation, and assessment strategies. The results emphasize the significance of teamwork among all educators to support SLIFE students in their journey to learn the language and master content area materials.

Committee: Jennifer Haan Dr. (Advisor) Subjects: English As A Second Language

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2023, International Institute for Innovative Instruction

This qualitative descriptive study explored how middle school teachers describe the academic disengagement of African American male students in the City of New York. Student engagement is predicated on the belief that learning improves a consciousness of inquisitiveness, interest, motivation, and inspiration; however, when students' learning is stifled, they become susceptible to boredom and dispassion and are otherwise "disengaged" (Groccia, 2018). Academic disengagement, particularly in adolescence, can have sustained impacts for students by contributing to problematic and detrimental behaviors and misconduct (Henry et al., 2012; Wang & Fredricks, 2014). African American youth have an increased risk of disengagement in education (Verkuyten et al., 2019). This study collected data from 11 New York City middle school teachers and pinpointed five themes: parental involvement, classroom resources, cultural construct, student identity and classroom representation, and student behavior. Transcription was conducted using Trint software. The Braun and Clarke (2021) Thematic Analysis approach helped identify repeated patterns and inform the interpretation of meaning.

Committee: Wanda Fernandopulle (Committee Chair); Donis Toler (Committee Member); Theodore Caleris (Committee Member) Subjects: African American Studies; Educational Leadership

Master of Arts, Wittenberg University, 2023, Education

I conducted this study due to an increase in perceived problematic behaviors at Big River Intermediate School. I utilized an explanatory sequential research method to complete this study. I began my research by administering a survey to both students and staff from the school that returned permission slips to participate in my study. After analyzing the data from this collection method, I then invited certain students and staff to participate in interviews with me based on their responses. Overall, I found that the majority of students and staff members that participated in the study did not find the 7 Mindsets social-emotional learning curriculum to be effective, specifically in improving student behavior at Big River Intermediate School at this point in time. Due to this perceived ineffectiveness, my school and district could take these findings into consideration for the future of their social-emotional learning endeavors.

Committee: Layla Besson (Advisor); Alice Valley (Committee Member); Brian Yontz (Committee Member) Subjects: Education; Educational Psychology; Educational Theory; Elementary Education

Master of Arts, Wittenberg University, 2022, Education

The following study examined how using different Social Emotional Learning strategies in art impacts middle school students' ability to express their emotions. The participants in the study consisted of 10 seventh grade students from a large public district in Central Ohio during the 2021-2022 school year. Students completed three art projects that focused on expressing emotions using color, facial expressions, and design. My findings showed that based on the rubrics students understood how to express their emotions on their art projects because they scored highly on each rubric. When looking at the data from student reflections and surveys, it did not show a significant change over time. When looking at individual students, the results showed that the intervention positively impacted some students but did not have a significant impact on others. Due to the small number of students participating in the study and the short amount of time the study took place, further research is required to explore the effects of SEL intervention in the middle school art classroom.

Committee: Hillary Libnoch (Advisor); Jessica Tynan (Committee Member); Erin Hill (Committee Member) Subjects: Art Education; Education; Educational Psychology; Middle School Education

Specialist in Education (Ed.S.), University of Dayton, 2022, School Psychology

Mathematics anxiety is a negative emotional response that results in stress and mathematics avoidance. The present study examined the predictive relationship of mathematics confidence and mathematics performance on mathematics anxiety in middle school students. Mathematics confidence and mathematics anxiety were assessed in (n = 60) 7th and 8th grade students in a suburban middle school. Mathematics performance was measured via the student's most recent mathematics benchmarking data point and their most recent mathematics quarter grade percentage. Results indicated that significant relationships exist between mathematics confidence, mathematics letter grade percentage, and mathematics anxiety, but no significant relationship exists between mathematics CBM benchmark score and mathematics anxiety. Furthermore, mathematics grade percentage explained for the most variance in mathematics anxiety. Implications for educators regarding mathematics anxiety in the schools are discussed.

Committee: Elana Bernstein (Committee Chair); Lindsay Gold (Committee Member); Susan Davies (Committee Member) Subjects: Education; Mathematics; Mathematics Education; Middle School Education

Doctor of Philosophy, University of Toledo, 2020, Foundations of Education

This qualitative case study explores the perceptions of fifth grade students in a predominantly White school and community about race, analyzes the effects on student learning when Common Core Language Arts instruction is blended with the Teaching Tolerance Anti-Bias objectives (Southern Poverty Law Center, 2014a), and describes the tensions and issues that emerge when a standards based curriculum is taught from a Human Relations approach to multicultural education (Grant & Sleeter, 2003). This study focuses on the systematic integration of issues of race and racism within the confines of a standardized curriculum. A thematic analysis of the students' initial perceptions about race showed that the students were unsure how to define race, perceived race as a Black and White dichotomy, did not consider themselves to be racial beings, and felt uncomfortable talking about race. A thematic analysis of authentic student work exhibited learning within all four Teaching Tolerance Anti-Bias domains. Students described their identities, understood that group identities were only a part of one's identity and appreciated differences. Students exhibited curiosity about and acceptance of diverse lived experiences and desired to get along with all people. They also increased their awareness of injustice and unfair treatment, rejected discrimination and oppression, reported willingness to speak out against injustice and realized the importance of working with others when advocating for a more equitable society. The students showed progress in all four domains and simultaneously mastered content standards, evidenced by the American Institute for Research test scores. Issues that emerged throughout the course of the study included students' discomfort and insecurity when talking about race and the inability for some students to move past the color-blind ideology. Additional roadblocks included resistance from colleagues and the intersectionality of race and social class.

Committee: Renee Martin Ph.D (Committee Chair); Christine Sleeter Ph.D (Committee Member); Lynne Hamer Ph.D (Committee Member); Jenny Denyer Ph.D (Committee Member) Subjects: Education; Educational Sociology; Language Arts; Middle School Education; Multicultural Education; Reading Instruction; Teaching

Doctor of Education, Ashland University, 2019, College of Education

The purpose of this study is to bring information to urban middle school principals and teachers that come from urban black church leadership to show what leadership style and recommendations can better address urban black middle school behaviors. This study investigates challenges that urban middle school teachers and principals face in motivating urban middle school students to exhibit positive behaviors al outcomes. Additionally, this study examines a unique group of urban middle school students who were once behaviorally challenged in the classroom, but began attending an urban black church and as a result encountered and began to work with and be mentors by three types of leaders within the urban black church (Senior Pastor, Youth Pastor, and Musical Director) and began displaying positive behaviors not only within the urban black church but also within the urban middle school for which they attended. This study examines the leadership styles of urban black church leadership to provide recoomendations to both urban middle school teachers and principals on ways in which to help urban middle school students achieve positive behavioral gains within urban middle schools.

Committee: James Olive PhD (Committee Chair); Judy Alston PhD (Committee Member); Rosaire Ifedi EdD (Committee Chair) Subjects: Educational Leadership; Middle School Education; School Administration

Doctor of Philosophy in Urban Education, Cleveland State University, 2016, College of Education and Human Services

Multiple access points for visual art education exist within the nation's schools and communities. How these diverse school and community contexts collectively impact the development of student visual art achievement and perceived competence has not been sufficiently researched. The purpose of the study was to identify student, community, and school factors that impact middle school students' achievement and perceived competence in visual art. The study sought to contextualize the structures and policies that shape visual art instruction within the nation's schools by building understanding of how visual art experiences influence adolescents at a crucial moment in their social, emotional, and academic growth. A nationally representative sample of 4,000 8th grade students nested in 260 schools from the 2008 National Assessment of Educational Progress (NAEP) in visual art was used in the study. A two-level hierarchical model was used to determine the extent to which school and community practices and characteristics predict visual art achievement and perceived competence when student-level variables are controlled for. Findings revealed that schools' frequency of instructional offerings, percentage of blacks and Hispanic students enrolled, and amount of community resources used were positively related to students' perceived competence and achievement in visual art, regardless of student-level variables such as race and self-directed experiences. These findings suggest that schools and community organizations should collectively leverage resources to provide supportive visual art learning networks for students. School administrators and teachers should recognize the impact of self-directed visual art experiences by engaging these experiences in both art and non-art classrooms. Schools should also advocate for an active visual art education agenda to create and maintain more authentic family and community connections. Community art organizations should direct fund (open full item for complete abstract)

Committee: Brian Harper Ph.D. (Committee Chair); Joshua Bagaka's Ph.D. (Committee Member); David Adams Ph.D. (Committee Member); Paul Williams Ph.D. (Committee Member) Subjects: Art Education; Middle School Education

Doctor of Philosophy (PhD), Ohio University, 2016, Instructional Technology (Education)

Mobile technology has inundated modern society in the form of small always-on and connected devices that can be carried and accessed from nearly everywhere, enabling a wealth of continuous information. As society embraces this norm and technology-driven standards continue to emerge in education, preparing K-12 students for digital media use and information fluency is necessary. Also, finding ways to leverage always-on and connected devices that are already embedded in the lives of school-aged youth, advances opportunities for flexible classroom activities that are not only useful in presenting content, but learner engagement as well. Accordingly, this study explores the lived experiences of teachers' educating students in a bring your own device (BYOD) middle school setting, by which students' have access to and use always-on and connected personal technology in class. The inquiry took place at a suburban science, technology, engineering, and mathematics (STEM) middle school in Central Ohio. The participants included five teachers of students from grades 5-8 and two facility administrators from the school. Data was obtained through semi-structured interviews; classroom and lab observations; and a follow-up teacher interview survey. The findings revealed that teachers were open to using always-on and connected technology to support both personal and classroom activities. Teachers also embraced and leveraged Chromebooks and smartphones for content delivery, student engagement, and to access internet-based applications for learning. It was also found that the teachers attitudes toward educating students in the connected environment was primarily positive. However, they were more pessimistic about middle school students capabilities for self-guided learning by means of their always-on and connected technology.

Committee: Teresa Franklin (Advisor) Subjects: Education; Educational Leadership; Educational Technology; Middle School Education; Teaching; Technology

Doctor of Philosophy in Urban Education, Cleveland State University, 2015, College of Education and Human Services

Students come to school each day to learn, socialize, and grow as individuals. Unfortunately, these basic reasons for attending school are disrupted when the student is threatened and/or bullied. Edmondson and Dreuth-Zeman (2011) tell us that, “School districts have a responsibility to provide education in a safe and effectual climate that minimally threatens students' rights (p. 36)”. Schools have started to acknowledge bullying as a growing issue, and have implemented anti-bullying policies. Simply acknowledging the existence of bullying in school and addressing the perpetrator is not enough. Multiple studies have been conducted on the behaviors of those involved in bullying (Cross et. al, 2009; Olweus, 1993; Rigby, 1996; Salmivali, 2001) and the long-term affects the involvement with bullying can have on the individual (Sourander et al. 2010; Vanderbilt & Augustyn, 2010; Salmivalli, Kaukiainen, & Lagerspetz, 2000; and Smokowski and Kopasz, 2005). Based on the review of literature, seldom have their been studies conducted to learn how victims cope with bullying, so that schools can educate and support future generations of students. In order to address the purpose of this study, the researcher developed the Student Utilized and Perceived Strategies (SUPS) scale designed to measure the coping strategies utilized by victimized students, the effectiveness of these strategies by victimized students, and the perceived effectiveness of other coping strategies. The level of data received from the participants in this study will determine which statistical models the researcher will employ to address each of the three research questions. The statistical models that will most likely be considered are the Chi-Square test, the Pearson's Correlation Coefficient, and a One-Way Analysis of Variance (ANOVA). The three research questions that drive this study are as follows: • Is there a statistically significant relationship between students from suburban and urban s (open full item for complete abstract)

Committee: Frederick Hampton Ph.D. (Committee Chair); Jonathan Messemer Ed.D. (Committee Member); Ralph Mawdsley Ph.D. (Committee Member); Paul Williams Ph.D. (Committee Member); Mittie Davis Jones Ph.D. (Committee Member) Subjects: Behavioral Psychology; Early Childhood Education; Education; Education Policy; Educational Sociology; Gender Studies; Psychology; School Counseling; Social Psychology; Social Structure; Sociology

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The first purpose of this study was to develop a student, self-report scale measuring affective, cognitive, and metacognitive dimensions related to study skill and self-regulation skill utilization with middle school students through the Dimension of Learning Scale (DOLS). The second purpose, through a multiple regression analysis, was to examine the relationship between DOLS responses and Ohio Achievement Assessment (OAA) scores. A convenience sample of 567 middle school students (grades 6–8) was included in this study. The confirmatory factor analysis validated the modified model, but revealed several inadequacies future research may wish to attend. For the regression analysis, the predictor variables were the student responses on the DOLS described as affect, cognitive, and metacognitive and the criterion variable was the student scores on the Ohio Reading and Math Achievement Assessments. In this study, affective and cognitive dimensions had the greatest predictive evidence for student achievement. Additionally, self-efficacy, time management, interpersonal skills, anxiety, note taking, and math skills were identified as the greatest predictive variables of achievement, regardless of measuring math or reading abilities. Math skills and time management had the strongest effect on Math OAA scores, whereas reporting skills and time management had the strongest effect on Reading OAA scores. This study only provided support for content validity and initial internal consistency estimates of reliability related to the DOLS. With external validity, this study utilized a convenience sample of middle school students from a suburban school in a large, Midwestern state. Therefore, results are not generalizable beyond this study's sample.

Committee: Frank Sansosti (Committee Chair); Karla Anhalt (Committee Member); Christopher Was (Committee Member) Subjects: Education; Educational Psychology; Psychology; School Counseling

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this naturalistic inquiry study was to investigate seventh grade students' possible changes in both writing and attitudes and perceptions regarding revision when paired with transmediation (movement between and among sign systems, such as drawing, music, drama) in the writing process. Specifically, this research focuses on students' thinking concerning why and how they revise when transmediation is part of the writing process. Participants in this study were 27 seventh grade students enrolled in a language arts class in a public middle school. Multiple data were collected: writing journals, questionnaires, transmediated objects, technology artifacts, interviews, videos, and reflections. The constant comparative method was used to analyze and triangulate the data. Results revealed that students selected sign systems based on comfort and availability. In addition, students focused on macro-structural changes rather than centered on superficial changes that are more specific to the traditional editing process. Students attributed these revisions to transmediation, which enabled them to view their writing in a new way. Student attitudes and perceptions demonstrated that while they initially believed revision to be more editing-specific, at the end of the study students shared that revision should be more holistic, centering on transforming content and ideas in an effort to produce stronger writing.

Committee: William Bintz Ph.D. (Committee Co-Chair); Denise Morgan Ph.D. (Committee Co-Chair); Susan Iverson Ph.D. (Committee Member) Subjects: Language Arts; Literacy; Teaching

Master of Music Education, University of Toledo, 2011, Judith Herb College of Education

The purpose of the study was to determine if tonal and rhythm pattern instruction and ear training exercises improve middle school students' sight-singing ability. Participants (N=73) were designated to a control or experimental group based on class schedule. Both groups received sight-singing instruction using sight-singing examples accompanied by the piano. Additionally, the experimental group was given tonal and rhythm pattern instruction, and ear training activities based on Music Learning Theory. Solfege syllables and hand signs designed by Zoltan Kodaly and John Curwen were also incorporated in sight-singing instruction for the experimental group to help with pitch accuracy. Each participant sang the assigned sight-singing test twice with resulting audio samples of 219 pre-test and post-test recordings. The assessment procedures for both tests were identical and the measurement tool's Cronbach's Alpha reliability was .88. Evaluation was based on the abilities to sing in tune, sing correct rhythms, and sing correct solfege syllables. Results indicate that after two weeks of instruction, both groups improved their sight-singing ability. The pre-test mean results shows that the control group scored significantly lower than the experimental group. Due to that significance, the post-test improvements in the experimental group did not surpass the gains in the control groups mean scores. Possible time restrictions of the study may have inhibited the improvement of the experimental group's scores.

Committee: Timothy Brakel Dr. (Committee Chair); David Jex Dr. (Committee Member); Christopher Williams Dr. (Committee Member) Subjects: Music Education

Master of Education, The Ohio State University, 2009, ED Teaching and Learning (Columbus campus)

Writing is a skill with which many students struggle, but especially those identified with special needs. Previous studies have shown that teaching students strategies has been successful; however, using Direct Instruction has been most effective in improving and increasing written expression skills particularly for struggling students (Walker, Shippen, Alberto, Houchins, & Chalk, 2005). An important element of Direct Instruction curricula is that it is scripted. The current study examined the effects of a scripted writing program on the number of correct minus incorrect writing sequences (CIWS) and total words written (TWW) by middle school students. This study aimed to determine the effectiveness of a scripted program to teach basic writing skills and paragraph writing in three different middle school classrooms. A scripted program developed to improve written expression was used to instruct middle school students in grades 6, 7, and 8. Two dependent variables (CIWS and TWW) were evaluated in this study. Students moved into intervention by class when the majority of the subjects' baseline data remained stable or decreased. Instruction took place with the entire classroom not with just several students. Three-minute writing prompts were collected weekly throughout the study to measure progress with both variables. Results show the scripted presentation was successful for some students, though not all. Social validity results indicating consumer satisfaction are discussed, as well as limitations, practical implications, and suggestions for future research.

Committee: (Theresa) Terri Hessler (Advisor); Diana Erchick (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2008, ED Teaching and Learning (Columbus campus)

Literacy, viewed as a social and transactional practice, has the capability to raise awareness of culturally dominant systems of meaning, thus making difference visible and questioning why certain groups have been “othered” in historical and current times. Critical literacy seeks to interrogate issues of equity present in texts and society, for individuals to make applications to their own lives, and for individuals to take action towards social justice. The purpose of this case study was to explore and describe the teaching methods used to present critical lenses to sixth-grade English and Language Arts students in order to examine and interpret texts, specifically focused on issues of racism, gender bias, exclusion, and equity. Additionally, student participants of the Literacy Research Club, utilized as co-researchers both inside and outside the English and Language Arts classroom, aided the process of curriculum construction. Ethnographic methods were used to provide thick description of the teaching methods as well as to capture student perspectives in the classroom. Data were collected over a 9-month period and included observations of classroom activities and Literacy Research Club meetings, student work samples, and transcripts of Literacy Research Club meetings and classroom literature circle discussion groups.Data analysis included inductive analysis to explore themes, patterns, and issues emerging from the data. The goal of the data analysis was to develop a grounded theory of enacting a critical literacy curriculum in a sixth grade English and Language Arts classroom, and to explore the development of student awareness of critical perspectives and positions. Analysis revealed that written and oral language use illuminated positive or negative reactions to critical literacy including resistance to critical literacy, acceptance of critical literacy, critiquing the “norm,” power relationships, cultural production, and cultural reproduction. Student resistan (open full item for complete abstract)

Committee: Caroline T. Clark PhD (Advisor); Patricia Enciso PhD (Committee Member); Ian A. G. Wilkinson PhD (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2008, ED Physical Activities and Educational Services

Extensive vocabulary knowledge is critical to a student's academic and social performance in school. However, vocabulary is a complex skill that overlaps with many different skills and can be conceptualized with different dimensions. While there is a pressing need to provide effective and efficient vocabulary instruction at all levels, the perceived complexity of vocabulary creates confusion about how to operationalize vocabulary knowledge, how to consistently and systematically measure vocabulary improvements, and how to teach different dimensions of vocabulary. Available research suggests that students should (a) be actively engaged in instruction and (b) be allowed repeated practice opportunities. The current study examined the comparative effects of massed practice (MP) and distributed practice (DP) of aspects of vocabulary (i.e., spelling, writing definitions, identifying parts of speech, identifying synonyms, sentence writing) embedded in a response card activity on the vocabulary and spelling acquisition, maintenance, and generalization of five seventh grade students with and without disabilities enrolled in an inclusive language art classroom. The results were mixed, so definitive trends could not be determined. Despite the study's limitations, there were several implications for future research and suggestions for classroom practice identified.

Committee: Moira Konrad PhD (Advisor); Sheila Alber-Morgan PhD (Committee Member); Laurice Joseph PhD (Committee Member); Clair Simmons PhD (Committee Member) Subjects: Education; Educational Evaluation; Educational Psychology

Doctor of Philosophy, The Ohio State University, 2007, Educational Theory and Practice

Middle school students are expected to use higher-level literacy strategies in order to read history texts interpretively and critically. However, history and social studies textbooks are typically written in an anonymous, authoritative style that is based on schematic narrative templates, which reflect a society's static collective memory, rather than a history open to interpretation. In this way, textbooks serve as an impediment to the development of higher-level historical thinking. There is evidence that students' historical understandings are shaped by the mastery or the appropriation of specific narratives of historical events. Two interrelated teacher-research studies indicated that the middle school students (both sixth graders and eighth graders) have a strong positive bias toward anonymous authoritative texts as the most valid means for writing about the past. However, the study also revealed that the students are capable, with instructional support, of recognizing the author's role in interpreting a historical event. These results suggest that middle school students, with classroom instruction, can learn to take a more critical stance toward historical narratives as a means to developing deeper historical understandings.

Committee: Peter Paul (Advisor) Subjects: Education, Reading