2024-03-29T09:21:27Zhttps://scholarsbank.uoregon.edu/oai/requestoai:scholarsbank.uoregon.edu:1794/265892023-04-04T07:27:53Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550col_1794_10303
2021-08-17T23:45:33Z
urn:hdl:1794/26589
An Experimental Study of the Effects of Negative Sociometric Choices on Interpersonal Relationships in Grade Five Students
Cross, Donald A.
Child development
Child psychology
Interpersonal relations
Peer relationships
258 pages
2021-08-17T23:45:33Z
2021-08-17T23:45:33Z
1966-03
Thesis / Dissertation
https://scholarsbank.uoregon.edu/xmlui/handle/1794/26589
en
Creative Commons BY-NC-ND 4.0-US
University of Oregon
oai:scholarsbank.uoregon.edu:1794/124472016-08-06T10:01:18Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550com_1794_13074com_1794_6309com_1794_151col_1794_10303col_1794_13076
2012-10-26T04:06:25Z
urn:hdl:1794/12447
Mental Health Screening Within a Tiered Model: Investigation of a Strength-Based Approach
Romer, Natalie
Anderson, Cynthia
School-Based Mental Health Screening
Strength-Based Assessment
Response to Intervention
Positive Psychology
This study examined the utility of a brief, strength-based approach to mental health screening. A strength-based based approach to mental health screening focuses on the social and emotional competencies taught and supported by the school context. As such, a strength-based approach to mental health screening is aligned with a three-tiered response to intervention model aimed at maximizing the effectiveness of universal supports and early detection of students who may benefit from additional intervention.
2012-10-26T04:06:25Z
2012-10-26T04:06:25Z
2012
Electronic Thesis or Dissertation
http://hdl.handle.net/1794/12447
en_US
All Rights Reserved.
University of Oregon
oai:scholarsbank.uoregon.edu:1794/281982023-04-20T07:29:13Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550col_1794_10303
2023-04-19T18:34:53Z
urn:hdl:1794/28198
Motivating Change in High-Risk Adolescents: An Intervention Focus on the Deviant Friendship Process
Knopes, David Ryan
literature review
social development
language and deviancy training
delinquency
mechanisms of MI
coercive family process model
134 pages
The purpose of the following literature review is not to exhaustively survey the
current state of delinquency intervention science. Rather, the goal is to clearly delineate
the developmental and peer social processes that reinforce and exacerbate adolescent
problem behavior. Reviewed literature focuses on the developmental impact of family of
origin, detailing how coercive family dynamics negatively impact social skills
development. Consideration is then given to the difficulties children from coercive
families have with school transitions. Reviewed research suggests that children who
remain reliant on coercive interpersonal processes can commonly be directed by both
punishments and interventions towards delinquent peer clustering, inadvertently creating
environments that reinforce and exacerbate pre-delinquent social dynamics. Focus is then
turned to the unique social and reinforcement dynamics inherent in these delinquent peer
groups, identifying language and verbal dynamics as being a special risk factors and
predictors of later problem behavior. This review, although necessarily limited in scope,
argues that for the highest risk adolescents, delinquent talk and the behavioral
reinforcement that it generates within the delinquent peer group is a powerful primer for
later delinquent action. I also argue that high-risk adolescents' verbal behaviors are both
visible and viable targets for intervention efforts.
2023-04-19T18:34:53Z
2023-04-19T18:34:53Z
2004-03
Thesis / Dissertation
https://scholarsbank.uoregon.edu/xmlui/handle/1794/28198
en
Creative Commons BY-NC-ND 4.0-US
University of Oregon
oai:scholarsbank.uoregon.edu:1794/124212019-01-23T19:48:42Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550com_1794_13074com_1794_6309com_1794_151col_1794_10303col_1794_13076
2012-10-26T04:03:38Z
urn:hdl:1794/12421
Using Concurrent Verbalization to Measure Math Comprehension
Lambeth, Cathryn
Tindal, Gerald
Concurrent verbalization
Elementary
Math comprehension
Think-alouds
The current study investigated variability in student performance on a concurrent verbalization measure based on a grade-level sample math word problem and sought to determine to what extent the variability in verbalization scores is related to scores on a reliable measure of reading (DIBELS Next) and math (easyCBM) and to student factors (e.g. sex, grade, economic status).
In light of the 2014 implementation of the Common Core State Standards and related measures of student performance, both of which contain components of language in mathematics curriculum and assessment, it was the intent of this study to identify factors associated with verbalization on sample math word problems that could be correlated with student performance on reliable, commonly used assessments of reading and math.
The sample for analysis included 105 intermediate-grade students from one elementary school in the Pacific Northwest.
Results support a relation between students' verbalizations about math word problems and benchmark assessments in reading and math. Limitations of the study, considerations for future research, and implications for practice are discussed.
2012-10-26T04:03:38Z
2012-10-26T04:03:38Z
2012
Electronic Thesis or Dissertation
http://hdl.handle.net/1794/12421
en_US
All Rights Reserved.
University of Oregon
oai:scholarsbank.uoregon.edu:1794/123862018-08-08T18:17:42Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550com_1794_13074com_1794_6309com_1794_151col_1794_10303col_1794_13076
2012-10-26T04:00:11Z
urn:hdl:1794/12386
Using Curriculum-Based Measurement to Predict Eighth-Grade Student Performance on a Statewide Reading Assessment
LeRoux, Mindy
Zvoch, Keith
Assessment
Curriculum-based measures
Eighth grade
Maze
Middle School reading
Oral reading fluency
The purpose of this study was to analyze the relationship between oral reading fluency (ORF) and Maze, two common Curriculum-Based Measures (CBMs), and the statewide large-scale assessment of reading in Oregon, the Oregon Assessment of Knowledge and Skills- Reading (OAKS-R). A sample of three cohorts of eighth-grade students in an Oregon school district was used to examine concurrent validity, predictive validity, and the relation between demographic characteristics, disability status, and socio-economic status and the ability to predict performance on the OAKS-R.
Findings of the concurrent validity analysis revealed a moderately strong positive correlation between the OAKS-R and both ORF and Maze measures, with ORF demonstrating a slightly stronger correlation with the OAKS-R. Multiple regression analyses were used to analyze the predictive relationship between ORF and Maze and scores on the eighth-grade OAKS-R. Both ORF and Maze were statistically significant predictors of OAKS-R, demonstrating moderately positive relationships with scores on the state reading test. Although no interaction effect was found between disability classification or eligibility for free or reduced-price meals and the different CBMs, in relation to the OAKS-R, student disability status was negatively related to performance on the OAKS-R. The relationship between OAKS-R performance and low socio-economic status, as measured by eligibility for free or reduced-price lunch status, was not consistent across the cohorts. This finding is promising, as it indicates that there may be factors that schools can take advantage of to ameliorate the relationship between poverty and reading outcome measures for eighth-grade students.
In light of study results, suggestions for future research, as well as implications for the field, are discussed. This study adds to the research literature documenting that ORF and Maze assessments provide schools with valuable information to predict student performance on statewide large-scale assessments of reading. With CBM data available early in the school year, schools can provide additional intervention as needed, potentially leading to improved end-of-year student performance on the OAKS-R.
2012-10-26T04:00:11Z
2012-10-26T04:00:11Z
2012
Electronic Thesis or Dissertation
http://hdl.handle.net/1794/12386
en_US
All Rights Reserved.
University of Oregon
oai:scholarsbank.uoregon.edu:1794/123842019-07-09T22:07:23Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550com_1794_13074com_1794_6309com_1794_151col_1794_10303col_1794_13076
2012-10-26T03:59:55Z
urn:hdl:1794/12384
Characteristics of Effective Implementation of School Wellness Policies
Ehrlich, Virginia
Conley, David
The Healthy Hunger-Free Kids Act of 2010 requires that most public school districts implement student wellness efforts that promote physical activity and nutrition. Several studies have found that there were no significant changes to schools' nutrition and physical activity environments as a result of previous district wellness policy efforts, making the identification of strategies that will help facilitate actual health-promoting policy and program changes in schools a timely and important goal. This study investigates effective strategies for improving the implementation of school wellness policies with the goal of understanding factors that predict effective and quality policy implementation more clearly. Specifically, this study explores the results of a consultative technical assistance model aimed at implementing a school-based obesity prevention program as a mechanism for school wellness policy implementation in three cohorts over a 4-year period. Analyses suggest that schools in Urban District 1 and Urban District 2 made significantly more progress in implementing health-promoting policy and program changes than did the national schools cohort.
2012-10-26T03:59:55Z
2012-10-26T03:59:55Z
2012
Electronic Thesis or Dissertation
http://hdl.handle.net/1794/12384
en_US
All Rights Reserved.
University of Oregon
oai:scholarsbank.uoregon.edu:1794/124752018-09-27T18:46:46Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550com_1794_13074com_1794_6309com_1794_151col_1794_10303col_1794_13076
2012-10-26T17:25:31Z
urn:hdl:1794/12475
Policy and Persistence: An Exploratory Mixed Methods Case Study of "Last Mile" Students at Portland State University
Wubbold, Joseph Mark
194 pages
In an extension of educational attainment research, this exploratory mixed- methods case study examines the influence of institutional policies on the behavior of five cohorts (n=925) of traditional first time, full time (FTFT) freshmen – called “Last Mile” students – at one urban research university located in the Pacific Northwest. Last Milers are defined as FTFT students who persist to the fifth year of enrollment but do not graduate by the end of their sixth year; the cut point for federal graduation rates.
Punctuated Equilibrium Theory (PET) was chosen as the theoretical framework for this study as the case subject is undergoing a period of internal change brought on by external forces beyond its control. In a classic PET response, the university has overcome its institutional inertia and is working to improve an area of perceived weakness – graduation rates – before resetting itself. Both quantitative and qualitative data were collected for this study. Extant student and institutional characteristic data were provided by the case subject. Additional data were collected from Last Mile students via a researcher created online survey. This study supports four findings: 1) Formative interviews, contextual institutional data and student success expenditures data affirm the use of PET as the study’s theoretical framework; 2) Student survey data confirm that most of PSU’s planned interventions are supported and likely to yield the desired results of improved graduation rates, over time; 3) Difficulty obtaining complete student data supports the need for a more systematic approach to centralized data collection, particularly as PSU begins a transition to strategic enrollment management; and 4) As PSU enters the era of managing to metrics, it would be wise to consider the cautionary principle of PET; that organizations treat the time following a change as a trial rather than a reset period. While a trial-period does not guarantee the success of the organizational change, it does provide the necessary conditions for an organization to enact change when it is in the midst of punctuation. These findings have practical application to internal PSU policy and may have theoretical implications for college graduation rate research as well.
2012-10-26T17:25:31Z
2012-10-26T17:25:31Z
2012
Thesis
http://hdl.handle.net/1794/12475
en_US
University of Oregon theses, Dept. of Education, Methodology, Policy and Leadership, Ph. D., 2012;
rights_reserved
University of Oregon
oai:scholarsbank.uoregon.edu:1794/123932018-07-26T20:43:08Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550com_1794_13074com_1794_6309com_1794_151col_1794_10303col_1794_13076
2012-10-26T04:00:53Z
urn:hdl:1794/12393
An Examination of the Impact of Successive and Non-Successive Geometry Classes on High School Student Achievement
Sugg, Steven
Tindal, Gerald
Geometry
Mathematics
Scheduling
Student achievement
Trimester
This study examines the impact of successive versus non-successive scheduling of mathematics courses on the achievement of ninth-grade students in a suburban Oregon high school. The Oregon Assessment of Knowledge and Skills and student performance on the geometry course final exam were employed to compare the achievement of intact groups of students who had geometry scheduled for two successive trimesters and students who had geometry in two non-successive trimesters. An ANCOVA provides a comparison of students on pre-test and post-test performance. The results show no differences in student mathematics achievement as a result of scheduling differences after the covariate pre-test is examined. The implications are that schools may choose schedules for reasons other than improving student achievement and that scheduling does not impact student achievement.
2012-10-26T04:00:53Z
2012-10-26T04:00:53Z
2012
Electronic Thesis or Dissertation
http://hdl.handle.net/1794/12393
en_US
All Rights Reserved.
University of Oregon
oai:scholarsbank.uoregon.edu:1794/238622018-09-28T07:30:25Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550col_1794_10303
2018-09-27T18:59:43Z
urn:hdl:1794/23862
A History of the Irreducible School Fund in Oregon
Hawk, Norman Ray
Irreducible School Fund
Public schools
Oregon
Oregon schools
222 pages
Efforts have been made in this study to trace the developments of the Irreducible School Fund and the factors responsible for depriving the schools of the legacy bequeathed by far-seeing statesmen during the formative period of American development. An attempt has been made to analyse the errors of the past and to estimate the resultant losses to the public schools of Oregon. It is now apparent that what was once intended as substantial school aid actually has been a paltry "drop-in-the-bucket" relative to needs.
2018-09-27T18:59:43Z
2018-09-27T18:59:43Z
1949-06
Thesis / Dissertation
http://hdl.handle.net/1794/23862
en
Creative Commons BY-NC-ND 4.0-US
oai:scholarsbank.uoregon.edu:1794/245002019-03-22T08:11:44Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550col_1794_10303
2019-03-21T19:25:52Z
urn:hdl:1794/24500
The Basic Factors Involved in a Space Arts Curriculum
Schulderman, Marie
105 pages
2019-03-21T19:25:52Z
2019-03-21T19:25:52Z
1935-10
Thesis / Dissertation
http://hdl.handle.net/1794/24500
en
Creative Commons BY-NC-ND 4.0-US
oai:scholarsbank.uoregon.edu:1794/123322017-09-08T23:11:53Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550com_1794_13074com_1794_6309com_1794_151col_1794_10303col_1794_13076
2012-10-26T01:42:09Z
urn:hdl:1794/12332
Examination of the Spanish Translation of a Developmental Screening Instrument
Pomes, Maria
Squires, Jane
Cultural diversity
Development
Latino families
Screening
Test adampation
Immigrant populations are growing and permanently changing the demographic profile of the United States. Diverse cultural and linguistic backgrounds are manifested in the families in each community, imposing demands and challenges to agencies that provide services to them. A large population of immigrant families, especially first and second generations, experiences a process of acculturation while they are adapting to a new country. Recognizing this reality is crucial when culturally sensitive screening services are offered. Culturally sensitive assessments are not always available to families with young children, and psychometric properties of these instruments are not always thoughtfully studied. As a consequence, families might not receive reliable information about their children's skills. Psychometric examination of properties of screening tools is required to be responsive to the needs of diverse families. This study is aimed at examining the item equivalence of the Ages and Stages Questionnaires 3rd Edition (ASQ-3) for the 9, 18 and 30 month intervals and the cultural appropriateness, readability and utility of the Spanish ASQ-3 translation.
Quantitative and qualitative techniques were used to determine item characteristic invariance across the English and Spanish versions and cultural appropriateness. Findings show that most of the ASQ-3 items function invariantly across language versions, indicating that these items are productive for gathering information, present an adequate hierarchy difficulty for order of items, and are properly using the response categories included on the tool. In addition, most of the values and qualities selected by parents are congruent with the content of activities included on the ASQ-3 items. Parents identified questions as useful for helping them to think more about their children's development. Accessible and sensitive instruments may facilitate parent participation in assessment, increasing the number of children correctly identified as having developmental risk regardless of ethnicity or linguistic background. Implications for practice and research are discussed, supporting cross-cultural studies on parent-completed questionnaires as an effective strategy for conducting screening and monitoring of young children's development in a context of cultural and linguistic diversity.
2012-10-26T01:42:09Z
2012-10-26T01:42:09Z
2012
Electronic Thesis or Dissertation
http://hdl.handle.net/1794/12332
en_US
All Rights Reserved.
University of Oregon
oai:scholarsbank.uoregon.edu:1794/124072019-05-16T20:41:57Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550com_1794_13074com_1794_6309com_1794_151col_1794_10303col_1794_13076
2012-10-26T04:02:15Z
urn:hdl:1794/12407
21st Century Skills Development: Learning in Digital Communities: Technology and Collaboration
Short, Barbara
Scalise, Kathleen
21st century skills
Digital collaboration
Instructional design for digital collaboration
K-12 education
Performance assessment
Technology: Information & Communication Literacy
This study examines some aspects of student performance in the 21st century skills of Information and Communication (ICT) Literacy and collaboration. In this project, extant data from the Assessment and Teaching for 21st Century Skills project (ATC21S) will be examined. ATC21S is a collaborative effort among educational agencies in six countries, universities, educational research groups, high tech innovators and the multinational corporations Cisco, Intel and Microsoft. ATC21S demonstration tasks explore the use of digital literacy and collaborative problem solving constructs in educational assessment. My research investigates evidence from cognitive laboratories and pilots administered in one of the ATC21S demonstration scenarios, a collaborative mathematics/science task called "Global Collaboration Contest: Arctic Trek." Using both quantitative and qualitative methods, I analyze student work samples. Specifically, I (i) develop a rubric as a measurement tool to evaluate the student assessment artifact "Arctic Trek Notebook" for (a) generalized patterns and (b) trends that may indicate skill development in collaborative learning in a digital environment and (ii) conduct descriptive studies among the variables of student age and student notebook characteristics. Results are intended to inform instructional leaders on estimates of student ability in virtual collaboration and to make suggestions for instructional design and professional development for online collaborative learning assessment tasks in K-12 education.
2012-10-26T04:02:15Z
2012-10-26T04:02:15Z
2012
Electronic Thesis or Dissertation
http://hdl.handle.net/1794/12407
en_US
Creative Commons BY-NC-ND 4.0-US
University of Oregon
oai:scholarsbank.uoregon.edu:1794/100002015-06-17T20:14:58Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550com_1794_13074com_1794_6309com_1794_151col_1794_10303col_1794_13076
2009-12-17T00:55:05Z
urn:hdl:1794/10000
An analysis of the role of the assistant superintendent in charge of instruction
Klein, Russel Eugene, 1926-
School administrators
xi, 203, 4 p. A print copy of this title is available through the UO Libraries under the call number: SCA Archiv Theses K672
This study was concerned with the role expectations
held for the position of assistant superintendent in charge
of instruction by the incumbents of the focal position,
superintendents, and principals; and the assistant superintendents'
perceptions of the expectations of superintendents
and principals.
The purpose of the study was three-fold: 1) to
determine the degree of intraposition consensus, or agreement,
within the three role-defining groups regarding
their expectations for the behavior of the assistant superintendent;
2) to determine whether or not there were
significant differences among the three role-defining
groups regarding their expectations for the behavior of
the assistant superintendent; and 3) to determine whether
or not there were significant differences between the assistant
superintendents' perceptions of the expectations
of superintendents and principals and the expectations expressed by assistant superintendents, superintendents,
and principals.
The study was based upon data collected from 41 superintendents,
50 assistant superintendents, 86 secondary
school principals, and 224 elementary school principals.
A comprehensive role norm inventory consisting of 71
role norm statements was used to identify respondents'
expectations and perceptions regarding the relationship of
the position of assistant superintendent to that of superintendent
and principal.
In addition to posing two questions dealing with
intraposition consensus, the study projected fourteen hypotheses.
These hypotheses were related to the problem of
interposition consensus regarding the expectations of the
role-defining groups, and to the relationship of the assistant
superintendents' perceptions to their own expectations
and to the expectations of superintendents and
principals.
The level of intraposition consensus for each of the
role-defining groups was found to range from an almost
complete lack of consensus to almost complete consensus
depending upon the particular role norm in question. All
role-defining groups exhibited a higher level of intraposition
consensus regarding how assistant superintendents
should act toward superintendents than they did regarding how assistant superintendents should act toward principals.
Intraposition consensus was also higher on dependent behavior
role norms than on independent behavior role norms.
Perception errors on the part of assistant superintendents
occurred more frequently when predicting the
expectations of superintendents and principals for the
appropriate behavior of assistant superintendents toward
principals, than was the case when predicting the expectations
of superintendents and principals for appropriate
behavior toward superintendents.
Assistant superintendents were found to perceive
superintendents and principals as having expectations
similar to their own expectations for the behavior of the
assistant superintendent.
In those instances where statistically significant
differences occurred between the expectations of one role-defining
group and those of another, these differences
occurred most often on role norms dealing with assistant
superintendents' behavior toward principals.
While statistically significant differences occurred
on individual role norms, the expectations of superintendents
for the behavior of assistant superintendents did
not differ significantly with the expectations of principals
on 83 per cent of the role norms included in the
inventory. statistically, significant differences were found
on only four role norms when the expectations of secondary
school principals were compared with those of elementary
school principals.
When the expectations of assistant superintendents
were compared with the expectations of superintendents,
statistically significant differences were found on only
nine role norms. Thus, the expectations of these two
groups were similar for 87.3 per cent of all role norms.
The expectations of assistant superintendents were
found to differ significantly from those of all principals
on nine role norms. Again, the expectations of these two
groups were similar for 87.3 per cent of all role norms.
Thus, the findings of the study supported the hypothesized
relationship that assistant superintendents,
superintendents, and principals hold similar expectations
for the role of the assistant superintendent.
2009-12-17T00:55:05Z
2009-12-17T00:55:05Z
1969
Thesis
http://hdl.handle.net/1794/10000
en_US
University of Oregon theses, College of Education, Ph. D., 1969;
University of Oregon
oai:scholarsbank.uoregon.edu:1794/124062019-05-16T20:40:09Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550com_1794_13074com_1794_6309com_1794_151col_1794_10303col_1794_13076
2012-10-26T04:02:10Z
urn:hdl:1794/12406
Identification of Students in Late Elementary Grades With Reading Difficulties
Lai, Cheng-Fei
Kamata, Akihito
Curriculum-based measures
Latent class growth analysis
Reading comprehension
Reading fluency
Piecewise latent class growth analysis (LCGA) was used to examine growth patterns in reading comprehension and passage reading fluency on easyCBM, a popular formative assessment system. Unlike conventional growth modeling, LCGA takes into account the heterogeneity of growth and may provide reliable predictions for later development. Because current methods for classifying students are still questionable, this modeling technique could be a viable alternative classification method to identifying students at risk for reading difficulty. Results from this study suggested heterogeneity in reading development. The latent classes and growth trajectories from the LCGA models were found to align closely with easyCBM's risk rating system. However, results from one school district did not fully generalize across another. The implications for future research on examining growth in reading are discussed.
2012-10-26T04:02:10Z
2012-10-26T04:02:10Z
2012
Electronic Thesis or Dissertation
http://hdl.handle.net/1794/12406
en_US
Creative Commons BY-NC-ND 4.0-US
University of Oregon
oai:scholarsbank.uoregon.edu:1794/124762015-06-17T12:41:21Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550com_1794_13074com_1794_6309com_1794_151col_1794_10303col_1794_13076
2012-10-26T18:13:50Z
urn:hdl:1794/12476
Evaluating Psychometric Properties of the Korean Translated Social Emotional Assessment Measure for Korean Preschool Children
Young, Ah Kim Park
164 pages
Children’s social emotional competence affects school achievement as well as later
job success. Social emotional competence can be promoted when appropriate social
emotional interventions are provided. To provide quality intervention, it is essential to use
measures that include functional skills, promote team collaboration, and monitor changes in
children’s performance over time. A Curriculum Based Measure (CBM) can support the
connection between assessment and intervention. In Korea, an increasing rate of social
emotional problems among young children has been reported. The need for culturally
appropriate CBMs for Korean children is critical for providing quality interventions. This
study explored whether the Korean translated Social Emotional Assessment Measure (KSEAM)
is a valid and reliable measure to assess social emotional competency in Korean
preschool children and evaluated teachers’ and parents’ perceptions of the utility of the KSEAM. Participants consisted of 160 parents and 66 teachers of 160 children between the
ages of 36 and 77 months. Using data from the initially-completed K-SEAM (n=160),
Cronbach’s alphas for parent and teacher data were .95. Correlations between the first
and second K-SEAM completed by parents and teachers were statistically significant (i.e., .87 for parents and .81 for teachers). Using the first K-SEAM data completed by
parents and teachers (n=160), inter-rater correlation was statistically significant, r = .31, p
< .01. Moderate correlations were found between the K-SEAM and the Korean translated
Ages and Stages Questionnaires: Social Emotion completed by parents as well as
teachers (i.e., -.61 for parents, - .54 for teachers). The results show moderate correlation
between the K-SEAM and Korean translated Child Behavior Checklist (-.58) or Kongju
Early Developmental Assessment System (.48).
Most of parents (77.6%) and teachers (74.2%) completed the K-SEAM within 10
to 30 minutes. A majority of parents (88.1%) and teachers (89.4%) felt that items of the
K-SEAM were very easy or easy to understand. Most participants felt that the response
choices were very easy or easy to select (77.5% of parents, 63.8% of teachers). Over 70%
of parents and teachers indicated that the K-SEAM was helpful to identify previously
suspected or newly detected concerns about their children’s social emotional
development.
2012-10-26T18:13:50Z
2012-10-26T18:13:50Z
2012
Thesis
http://hdl.handle.net/1794/12476
en_US
University of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2012;
rights_reserved
University of Oregon
oai:scholarsbank.uoregon.edu:1794/128552015-06-17T10:09:01Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550col_1794_10303
2013-05-13T22:29:14Z
urn:hdl:1794/12855
The Technological Imperative in Educational Organizations: An Investigation of Structural and Personnel Factors Associated with the Flexibility of Instructional Technology in Public Elementary Schools
Balderson, James Henry
274 pages
This study of public elementary school organizations explored
relationships among properties of three major variables: technology,
structure and personnel. The relationships were examined (a) in the
light of Charles Perrow's theoretical formulation of the
"technological imperative" which states that the nature of an
organization's technology determines the nature of its organizational
structure and (b) in the light of the author's notion that the
educational attitudes of organizational personnel were likely to
affect the technology and structure of educational organizations.
The general research problem was stated as follows: Are
public elementary school organizations characterized by systematic variation in relationships among properties of personnel attitudes,
technology and structure?
Four research questions were derived from the study's
theoretical framework:
1. Is there evidence that the technological imperative
operates in educational organizations? This question was addressed
by an examination of (1.1) relationships of instructional flexibility
(a measure of technological routineness) with the following structural
characteristics: (a) bureaucratization of teacher behavior,
(b) influence over school-wide matters, and (c) influence over
classroom matters; and (1.2) the effects of control variables on the
hypothesized negative relationship between instructional flexibility
and bureaucratization of teacher behavior.
2. What weights may be assigned to characteristics of
supervisory and instructional personnel regarding their association ,
if any, with instructional flexibility and properties of organizational
structure? This question was addressed by an examination of (2.1)
relationships of the educational attitudes of principals and staffs
with instructional flexibility and (2.2) bureaucratization of teacher
behavior and (2.3) the powers of two models to describe causal
relationships among these variables.
3. What few variables compared with instructional flexibility
best predict bureaucratization of teacher behavior?
4. What few variables compared with bureaucratization of
teacher behavior best predict instructional flexibility?
Data was collected by a questionnaire survey of 41 elementary
schools in a large urban western Canadian school district.
Computerized multivariate statistical techniques, including path
analysis, were used to examine the data.
2013-05-13T22:29:14Z
2013-05-13T22:29:14Z
1978-12
Thesis
http://hdl.handle.net/1794/12855
en_US
rights_reserved
University of Oregon
oai:scholarsbank.uoregon.edu:1794/123962019-06-14T21:15:55Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550com_1794_13074com_1794_6309com_1794_151col_1794_10303col_1794_13076
2012-10-26T04:01:13Z
urn:hdl:1794/12396
Relative Effects of Delayed Versus Immediate Reinforcement Within an Interdependent Group-Oriented Contingency System
Coughlin, Cristy
Anderson, Cindy
Alternating treatments design
Applied behavior analysis
Classroom management
Delayed reinforcement
Group contingency
Random selection of reinforcers
The current study sought to add to the literature on applying interdependent group-oriented contingency systems with randomized components to academic performance. This study expanded previous work, which has only examined effects on elementary classrooms and students with disabilities, by implementing a similar intervention within a general education, secondary classroom. Given the restricted time that teachers have to learn and implement interventions, while simultaneously carrying out all their additional responsibilities in the classroom, it is necessary for school psychologists to consider these limitations when recommending interventions. In previous work involving interdependent group-oriented contingencies, the delivery of reinforcement has been relatively immediate. While this is an ideal arrangement, it may be infeasible for middle and high school teachers to ensure reinforcement of academic performance occurs immediately within the class period. This study examined whether the delivery of reinforcement can be delayed within an interdependent group-oriented contingency system and still improve the academic performance of students in the classroom, which will allow the teacher more time for evaluating the quality of student work and, in turn, impact the acceptability of the intervention.
One middle school, general education classroom served as the setting for this study. Academic performance data, including in-class work completion and accuracy rates, were collected class-wide and data on social behavior variables were gathered for 3 students exhibiting moderate to high levels of off-task behavior, based on teacher perception. An alternating treatments design was employed with two intervention conditions: one condition included immediate reinforcement and the other involved delivering reinforcement to students a day later. The interdependent group-oriented contingency intervention implemented included procedures for randomly selecting target behaviors, criteria, and reinforcers.
2012-10-26T04:01:13Z
2012-10-26T04:01:13Z
2012
Electronic Thesis or Dissertation
http://hdl.handle.net/1794/12396
en_US
All Rights Reserved.
University of Oregon
oai:scholarsbank.uoregon.edu:1794/124142019-05-16T20:43:22Zcom_1794_7556com_1794_7555com_1794_7552com_1794_7550com_1794_13074com_1794_6309com_1794_151col_1794_10303col_1794_13076
2012-10-26T04:02:59Z
urn:hdl:1794/12414
Teaching for Conceptual Change in a Density Unit Taught to 7th Graders: Comparing Two Teaching Methodologies - Scientific Inquiry and a Traditional Approach
Holveck, Susan
Zvoch, Keith
Conceptual change
Density
Middle school
Misconceptions
Science education
Scientific inquiry
This mixed methods study was designed to compare the effect of using an inquiry teaching methodology and a more traditional teaching methodology on the learning gains of students who were taught a five-week conceptual change unit on density.
2012-10-26T04:02:59Z
2012-10-26T04:02:59Z
2012
Electronic Thesis or Dissertation
http://hdl.handle.net/1794/12414
en_US
Creative Commons BY-NC-ND 4.0-US
University of Oregon