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ASU Electronic Theses and Dissertations


This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.


Resource Type
  • Doctoral Dissertation
Subject
Date Range
2011 2019


The Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at an increased risk for special educational evaluation. This study is the first to investigate the structural validity of the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) with a Native American sample. The structural validity of the WISC-IV was investigated using the core subtest scores of 176, six-to-sixteen-year-old Native American children referred for a psychoeducational evaluation. The exploratory factor analysis procedures reported in the WISC-IV technical manual were replicated with the current sample. Congruence coefficients were used to …

Contributors
Nakano, Selena, Watkins, Marley, Caterino, Linda, et al.
Created Date
2011

Chronic illness can affect multiple domains of functioning, yet scientific understanding of the effects across the lifespan and under multiple contexts is still developing. For instance, research consistently indicates the early years of a child's life are pivotal for early intervening to positively affect physical, cognitive, and socio-emotional development; unfortunately, the impact of chronic illnesses, and thus appropriate interventions, during this time are not well-established. Academic achievement is one area in which children with chronic illness are negatively affected and research suggests that the effects of illness can be exacerbated by certain social determinants of health and demographic characteristics; however, …

Contributors
Kucera, Miranda, Sullivan, Amanda L, Wodrich, David, et al.
Created Date
2012

I examined the role of children's or teacher's effortful control (EC) in children's academic functioning in early elementary school in two separate studies. In Study 1, I tested longitudinal relations between parents' reactions to children's displays of negative emotions in kindergarten, children's EC in first grade, and children's reading or math achievement in second grade (N = 291). In the fall of each school year, parents reported their positive or negative reactions and parents and teachers reported on children's EC. Standardized achievement tests assessed achievement each spring. Results from autoregressive panel mediation models demonstrated that constructs exhibited consistency across study …

Contributors
Swanson, Jodi Michelle, Valiente, Carlos, Bradley, Robert H, et al.
Created Date
2011

Given the political and public demands for accountability, using the voices of students from the frontlines, this study investigated student perceptions of New Mexico's high-stakes testing program taking public schools in the right direction. Did the students perceive the program having an impact on retention, drop outs, or graduation requirements? What were the perceptions of Navajo students in Navajo reservation schools as to the impact of high-stakes testing on their emotional, physical, social, and academic well-being? The specific tests examined were the New Mexico High School Competency Exam (NMHSCE) and the New Mexico Standard Based Assessment (SBA/ High School Graduation …

Contributors
Tracy, Gladys Yazzie, Tracy, Gladys Y, Spencer, Dr. Dee, et al.
Created Date
2012

The present study examined the relations between indices of parental involvement (parental aspirations, expectations, help with schoolwork, home learning and language materials) and children's academic achievement in a sample of 291 kindergarten-2nd grade children. Children's academic achievement was assessed with the Woodcock Johnson and parents reported on expectations, aspirations, help with schoolwork, home learning and language materials. Latent Growth Curve Models were used to test whether there was growth in the parent involvement variables and whether growth in the parent involvement variables predicted growth in academic achievement. The intercept for parental expectations was the only intercept to predict the intercept …

Contributors
Seeley, Bridget Granville, Valiente, Carlos, Nakagawa, Kathryn, et al.
Created Date
2012

This study investigated the role of broad cognitive processes in the development of mathematics skills among children and adolescents. The participants for this study were a subsample of a nationally representative sample used in the standardization of the Woodcock-Johnson III Tests of Cognitive Abilities and the Woodcock-Johnson III Tests of Achievement, Normative Update (Woodcock, McGrew, & Mather, 2007). Participants were between 5 years old and 18 years old (N = 4721; mean of 10.98 years, median of 10.00 years, standard deviation of 3.48 years), and were 50.7% male and 49.3% female. Structural equation models supported the theoretical suggestion that broad …

Contributors
Calderon, Carlos, Caterino, Linda, Nakagawa, Kathryn, et al.
Created Date
2012

Although open access publishing has been available since 1998, we know little regarding scholars' perceptions and practices toward publishing in open access outlets, especially in the social science community. Open access publishing has been slow to penetrate the field of education, yet the potential impact of open access could make this publishing method an important innovation for understanding how to support the publishing needs of education scholars. To discover these perceptions and practices that education scholars have toward open access publishing, a 51-item web-based survey was provided to scholars with known investment in open access publishing. Participants had either (1) …

Contributors
Ellingford, Lori Michelle, Brem, Sarah K., Husman, Jenefer, et al.
Created Date
2012

Career and technical education was founded on the common practice of apprenticeships integrated into the public schools at the beginning of the 20th century as manual arts, which continued to evolve into a culture and practice of its own as vocational education, and into what is now career and technical education,with an evolving focus on college and career readiness. This study sought to collect and compare the perceptions of superintendents, principals, assistant principals, and deans who were affiliated with ten Northeastern Arizona high schools, which were members of Northern Arizona Vocational Institute of Technology (NAVIT) to seven similar sized high …

Contributors
Haussman, Charles, Spencer, Dee Ann, Appleton, Nicholas, et al.
Created Date
2012

ABSTRACT The major hypothesis tested in this research is that the psychological well-being and life satisfaction of elderly adult individuals can be predicted from religiosity (organizational and non-organizational religious beliefs and behaviors). The sample consisted of 142 adults between the ages of 65-90, with the majority in the 65-70 age group (48%) (SD = 1.176). The entire sample resides in the state of Arizona, in both urban and rural communities. Participants were administered a questionnaire which requested demographic information, and three instruments: the Duke University Religion Index (the DUREL), and the Affect Balance Scale and the Life Satisfaction Index - …

Contributors
Moreno-Weinert, Inez, Moore, Elsie, Nakagawa, Kathryn, et al.
Created Date
2012

The purpose of this mixed-methods study was to understand the key constructs and processes underlying the mentoring relationships between doctoral students and their mentors. First, exploratory and confirmatory factor analyses were used to evaluate the measurement structure underlying the 34-item Ideal Mentor Scale (IMS; Rose, 2003), followed by an examination of factorial invariance and differences in latent means between graduate students differing by gender, age, and Master's vs. Doctoral status. The IMS was administered to 1,187 graduate students from various departments across the university at Arizona State University (ASU); this sample was split into two independent samples. Exploratory factory analysis …

Contributors
Garrett, Pamela Schultz, Smith, Mary Lee, Potts, Shelly A., et al.
Created Date
2012

The population of intellectually gifted youth encompasses a wide range of abilities, talents, temperaments, and personality characteristics. Although generalizations are often made outside of the empirical literature regarding the interpersonal skills of these children, much remains to be understood about their social behavior. The aim of this study was to examine the within-group differences of gifted children, and it was hypothesized that subgroups of the gifted population would differ from each other in terms of interpersonal skill development. Gifted education teachers within a large K-12 public school district in the Southwestern United States completed the Devereux Student Strengths Assessment (DESSA) …

Contributors
Perham, Holly Joy, Caterino, Linda, Brulles, Dina, et al.
Created Date
2012

Many schools have adopted programming designed to promote students' behavioral aptitude. A specific type of programming with this focus is School Wide Positive Behavior Supports (SWPBS), which combines positive behavior techniques with a system wide problem solving model. Aspects of this model are still being developed in the research community, including assessment techniques which aid the decision making process. Tools for screening entire student populations are examples of such assessment interests. Although screening tools which have been described as "empirically validated" and "cost effective" have been around since at least 1991, they have yet to become standard practice (Lane, Gresham, …

Contributors
Hall, Morgan M., Caterino, Linda, Mathur, Sarup, et al.
Created Date
2012

The structural validity of the WJ-III Cognitive was investigated using the GIA-Extended Battery test scores of 529, six-to-thirteen-year-old students referred for a psychoeducational evaluation. The results of an exploratory factor analysis revealed 11 of the 14 tests loaded on their expected factors. For the factors Gc, Gf, Gs, and Gv, both tests associated with the factor loaded highly; for Gsm, Glr, and Ga, only one test associated with each factor loaded highly. Obtained congruence coefficients supported the similarity between the factors Gs, Gf, Gc, Glr, and Gv for the current referred sample and the normative factor structure. Gsm and Ga …

Contributors
Strickland, Tracy, Watkins, Marley, Caterino, Linda, et al.
Created Date
2012

This multiple case study examined Mexican mothers' beliefs on social and moral development in light of their adaptation to the United States. Super and Harkness' (1986, 2002) ecocultural framework and more specifically, the concept of the developmental niche, guided the analysis. Participants were five Mexican immigrant mothers living in the Phoenix metropolitan area with children between three and four years old. Using participant observation, mothers were shadowed during the day for a period of nine months and were interviewed four times. Additionally, a Q-sort activity on cultural values and a vignette activity were conducted. Evidence of continuity in the importance …

Contributors
Fuster Baraona, Delia Tamara, Arzubiaga, Angela, Tobin, Joseph, et al.
Created Date
2012

The positive relationship between self-regulation and student achievement has been repeatedly supported through research. Key considerations that have resulted from prior research include instructor feedback and explicit expectations, student perception of their control of their progress, accurate self-calibration, reflection, goal-setting, age, and methods by which a cycle which integrates all of these can be put in place. While research provides evidence for that fact that it is possible to support student success in several of these areas, many questions are left as to how guided, active self-regulation impacts students perception of their control over their performance, their ability to accurately …

Contributors
Reid, Lisa, Baker, Dale, Marsh, Josephine, et al.
Created Date
2012

Standardized intelligence tests are some of the most widely used tests by psychologists. Of these, clinicians most frequently use the Wechsler scales of intelligence. The most recent version of this test for children is the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV); given the multiple test revisions that have occurred with the WISC, it is essential to address evidence regarding the structural validity of the test; specifically, that the internal structure of the test corresponds with the structure of the theoretical construct being measured. The current study is the first to investigate the factor structure of the WISC-IV …

Contributors
Richerson, Lindsay Patricia, Watkins, Marley W, Balles, John R, et al.
Created Date
2012

The Culture-Language Interpretive Matrix (C-LIM) is a new tool hypothesized to help practitioners accurately determine whether students who are administered an IQ test are culturally and linguistically different from the normative comparison group (i.e., different) or culturally and linguistically similar to the normative comparison group and possibly have Specific Learning Disabilities (SLD) or other neurocognitive disabilities (i.e., disordered). Diagnostic utility statistics were used to test the ability of the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV) C-LIM to accurately identify students from a referred sample of English language learners (Ells) (n = 86) for whom Spanish was the primary language …

Contributors
Styck, Kara Marie, Watkins, Marley W., Levy, Roy, et al.
Created Date
2012

National assessment data indicate that the large majority of students in America perform below expected proficiency levels in the area of writing. Given the importance of writing skills, this is a significant problem. Curriculum-based measurement, when used for progress monitoring and intervention planning, has been shown to lead to improved academic achievement. However, researchers have not yet been able to establish the validity of curriculum-based measures of writing (CBM-W). This study examined the structural validity of CBM-W using exploratory factor analysis. The participants for this study were 253 third, 154 seventh, and 154 tenth grade students. Each participant completed a …

Contributors
Brown, Alec Judd, Watkins, Marley, Caterino, Linda, et al.
Created Date
2012

From the instructional perspective, the scope of "active learning" in the literature is very broad and includes all sorts of classroom activities that engage students with the learning experience. However, classifying all classroom activities as a mode of "active learning" simply ignores the unique cognitive processes associated with the type of activity. The lack of an extensive framework and taxonomy regarding the relative effectiveness of these "active" activities makes it difficult to compare and contrast the value of conditions in different studies in terms of student learning. Recently, Chi (2009) proposed a framework of differentiated overt learning activities (DOLA) as …

Contributors
Menekse, Muhsin, Chi, Michelene T.H., Baker, Dale, et al.
Created Date
2012

Students with traumatic brain injury (TBI) sometimes experience impairments that can adversely affect educational performance. Consequently, school psychologists may be needed to help determine if a TBI diagnosis is warranted (i.e., in compliance with the Individuals with Disabilities Education Improvement Act, IDEIA) and to suggest accommodations to assist those students. This analogue study investigated whether school psychologists provided with more comprehensive psychoeducational evaluations of a student with TBI succeeded in detecting TBI, in making TBI-related accommodations, and were more confident in their decisions. To test these hypotheses, 76 school psychologists were randomly assigned to one of three groups that received …

Contributors
Hildreth, Lisa, Hildreth, Lisa J, Wodrich, David, et al.
Created Date
2012

The presence of certain chromosomal disorders is not always immediately apparent at birth. Children with relatively high-incidence, but non-heritable disorders may receive delayed identification due to the sometimes subtle manifestation of their disorder. Delayed identification may result in various undesirable outcomes for affected children and their families. In addition to parents, teachers can be valuable participants in the identification process. Chromosomal disorders are associated with generally predictable physical and behavioral characteristics, known as phenotype. In the present study, the influence of phenotype on teachers' student-related concerns was examined. Teachers looked at a photo and read a vignette about a fictional …

Contributors
Mahoney, Joseph M., Caterino, Linda, Mathur, Sarup, et al.
Created Date
2013

Employing narrative ways of inquiry, this study interrogated how a reform action--legal banning corporal punishment in schools, which was intentionally introduced into Taiwanese society by advocates as a social movement strategy at a time when the incidence rate of school corporal punishment was high--could contribute to ending educators' use of corporal punishment. From the narratives of the teachers who believed in corporal punishment, we see how the school system itself contributed to passing, mostly without educators' consciousness of doing so, from one generation to another, a punitive mind that deems punishment a necessity and humans to be incapable of self-regulation …

Contributors
Chung, Wen-Ting, Brem, Sarah K, Husman, Jenefer, et al.
Created Date
2013

This study tested the effects of two kinds of cognitive, domain-based preparation tasks on learning outcomes after engaging in a collaborative activity with a partner. The collaborative learning method of interest was termed "preparing-to-interact," and is supported in theory by the Preparation for Future Learning (PFL) paradigm and the Interactive-Constructive-Active-Passive (ICAP) framework. The current work combined these two cognitive-based approaches to design collaborative learning activities that can serve as alternatives to existing methods, which carry limitations and challenges. The "preparing-to-interact" method avoids the need for training students in specific collaboration skills or guiding/scripting their dialogic behaviors, while providing the opportunity …

Contributors
Lam, Rachel, Nakagawa, Kathryn, Green, Samuel, et al.
Created Date
2013

This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and motivation. The 1st version was a business-as-usual traditional classroom teaching mathematics with direct instruction. The 2rd version of the course provided students with self-paced, individualized Algebra instruction with a web-based, intelligent tutor. The 3rd version of the course coupled self-paced, individualized instruction on the web-based, intelligent Algebra tutor coupled with a series of e-learning …

Contributors
Barrus, Angela Lynn, Atkinson, Robert K, Van De Sande, Carla, et al.
Created Date
2013

This dissertation study examines the coping methods and attributional styles of peer victimized children versus those who are not involved with acts of bullying. Data corresponding to elementary school children (n=317) over a period of four years from four public elementary schools in the Southwest United States was used in the present study. Latent class analyses and correlations were conducted to explore (1) whether externalizing versus internalizing or passive emotional reactions differentially influence the attributions children make regarding victimization, (2) whether externalizing types of emotional reactions differentially influence the coping methods victimized children utilize, and (3) whether children identified as …

Contributors
Randall, Megan Lee, Caterino, Linda C, Nakagawa, Kathryn, et al.
Created Date
2013

ABSTRACT The phenomenon of cyberbullying has captured the attention of educators and researchers alike as it has been associated with multiple aversive outcomes including suicide. Young people today have easy access to computer mediated communication (CMC) and frequently use it to harass one another -- a practice that many researchers have equated to cyberbullying. However, there is great disagreement among researchers whether intentional harmful actions carried out by way of CMC constitute cyberbullying, and some authors have argued that "cyber-aggression" is a more accurate term to describe this phenomenon. Disagreement in terms of cyberbullying's definition and methodological inconsistencies including choice …

Contributors
Lerner, David Frederick, Green, Samuel B, Caterino, Linda, et al.
Created Date
2013

The purpose of this study is to explore the lived experiences of African American women in pursuit of doctoral degrees in the southwest, their challenges and motivations, and plans for the their next chapter. Drawing from critical race theory and a sociocultural framework, this qualitative study uses Dan McAdams' Life Story Interview (McAdams, 2005) to explore the journeys of these high achieving minority women and how achievement is conceptualized in their stories. Particular emphasis is placed on their critical events, challenges, and alternative futures. Seven separate themes (parental support and advocacy in early education, improved experiences among other African American …

Contributors
Manning, Linda Marie, Nakagawa, Kathryn, Moore, Elsie, et al.
Created Date
2013

Epilepsy is the most common chronic neurological condition in children and can have a significant negative impact on education. The current study aimed to examine factors that may influence the likelihood that a teacher will contact the parents of a student with epilepsy for information regarding the disorder and its impact within the school environment. Specific variables of interest included teacher knowledge about epilepsy and confidence when teaching at student with epilepsy, parent perceived knowledge about epilepsy, and parent socio-economic status. Variables were assessed through the previously developed Teacher Epilepsy Knowledge and Confidence Scales (TEKCS) as well as case vignettes. …

Contributors
Gay, Catherine, Hart, Juliet, Wodrich, David, et al.
Created Date
2013

Possible selves researchers have uncovered many issues associated with the current possible selves measures. For instance, one of the most famous possible selves measures, Oyserman (2004)'s open-ended possible selves, has proven to be difficult to score reliably and also involves laborious scoring procedures. Therefore, this study was initiated to develop a close-ended measure, called the Persistent Academic Possible Selves Scale for Adolescents (PAPSS), that meets these challenges. The PAPSS integrates possible selves theories (personal and social identities) and educational psychology (self-regulation in social cognitive theory). Four hundred and ninety five junior high and high school students participated in the validation …

Contributors
Lee, Ji Eun, Husman, Jenefer, Green, Samuel, et al.
Created Date
2013

This study examined the effects of an intensive remedial program, Wilson Reading System (WRS), on 43 struggling readers from second to twelfth grade. The students, who attended a large southwestern urban school district, were all at least two grade levels below their peers in reading. Participants received 20 hours of WRS instruction over the course of one month as part of a WRS teacher certification course. Using the Woodcock-Johnson III Tests of Achievement, students were evaluated prior to and following their participation in the intensive summer program using five subtests (Letter-Word Identification, Reading Fluency, Spelling, Word Attack, and Spelling of …

Contributors
Ashby, Kristina, Caterino Kulhavy, Linda, Gatt, Jennifer T, et al.
Created Date
2013

Current emphasis on adequate academic progress monitored by standardized assessments has increased focus on student acquisition of required skills. Reading ability can be assessed through student achievement on Oral Reading Fluency (ORF) measures. This study investigated the effectiveness of using ORF measures to predict achievement on high stakes tests. Study participants included 312 students across four Title 1 elementary schools in a Southwestern United States school district utilizing the Response to Intervention (RTI) model. Participants' ORF scores from first through third grade years and their third grade standardized achievement test scores were collected. In addition, information regarding reading interventions was …

Contributors
Devena, Sarah Elaine, Caterino, Linda, Balles, John, et al.
Created Date
2013

This study examined the relations between cognitive ability, socioemotional competency (SEC), and achievement in gifted children. Data were collected on children between the ages of 8 and 15 years (n = 124). Children were assessed via teacher reports of SEC, standardized cognitive assessment, and standardized achievement assessment. Composite achievement significantly correlated with all areas of SEC on the Devereux Student Strengths Assessment (DESSA). Cognitive ability significantly correlated with all areas of SEC as well. Composite cognitive ability significantly correlated with all composite achievement, as well as with achievement in all subject areas assessed. Achievement scores tended to be higher in …

Contributors
Kong, Tiffany, Caterino, Linda, Naglieri, Jack, et al.
Created Date
2013

ABSTRACT The present study examined the relationship between the experience of trauma during childhood (ages birth -12 years) and life satisfaction in adulthood (ages of 30-45) in a sample of convenience consisting of eight (8) adults, six (6) women and two (2) men, who volunteered to participate in this qualitative study, and self-identified as having experienced trauma between birth and age 12 years. Participants were asked to describe the trauma(s) they experienced in childhood and to discuss their thoughts and feelings about present circumstances in their lives, and how their lives have been impacted by the trauma they experienced. Data …

Contributors
Crawford, Sarah, Moore, Elsie, Stamm, Jill, et al.
Created Date
2013

Recent legislation allowing educational agencies to use Response to Intervention (RTI) in determining whether a child has a specific learning disability, coupled with a focus on large-scale testing and accountability resulted in the increasing use of curriculum based measurement (CBM) as a tool for understanding students' progress towards state standards, particularly in reading through the use of oral reading fluency measures. Extensive evidence of oral reading fluency's predictability of reading comprehension exists, but little research on differential effects across racial, gender, and socioeconomic subgroups is available. This study investigated racial, gender, and socioeconomic bias in DIBELS Oral Reading Fluency (DIBELS …

Contributors
Adkins, Jill, Caterino, Linda C., Atkinson, Robert, et al.
Created Date
2013

This study examined the mediating role of children's self-reported appraisals in the relation between interparental conflict intensity and child adjustment. Both parent-reported and child-reported conflict intensity were used as predictor variables. Findings suggested that children's total appraisals mediated the relationship between child-reported conflict intensity and all four outcome variables (conduct disorder, depression, anxiety, and total adjustment). Additionally, children's appraisals of negative evaluation by others mediated the relationship between child-reported conflict intensity and depression, and both rejection and negative evaluation by others mediated the relationship between child-reported conflict intensity and anxiety. Only one mediational relationship was established when assessing conflict intensity …

Contributors
Beard, Rachelle Claire, Miller, Paul A, Caterino, Linda C, et al.
Created Date
2014

The semiconductor field of Photovoltaics (PV) has experienced tremendous growth, requiring curricula to consider ways to promote student success. One major barrier to success students may face when learning PV is the development of misconceptions. The purpose of this work was to determine the presence and prevalence of misconceptions students may have for three PV semiconductor phenomena; Diffusion, Drift and Excitation. These phenomena are emergent, a class of phenomena that have certain characteristics. In emergent phenomena, the individual entities in the phenomena interact and aggregate to form a self-organizing pattern that can be observed at a higher level. Learners develop …

Contributors
Nelson, Katherine, Brem, Sarah K, Mckenna, Ann F, et al.
Created Date
2014

This study investigated the relationship between school start times and academic and school behavioral outcomes among adolescents. Academic achievement test data from five high schools in a Southwestern school district were compared prior- and post- a school start time change. Behavioral discipline reports were also examined to determine if earlier start times resulted in more behavioral problems for students. Results indicated minimal changes in academic achievement scores, with some significant differences between school start times when examining students' performance by pass/fail categories. Behaviorally, there were statistically significant differences between school start times with regards to high frequency referrals (i.e., attendance-related …

Contributors
Brown, Ashley, Caterino, Linda C, Balles, John, et al.
Created Date
2014

The measurement of competency in nursing is critical to ensure safe and effective care of patients. This study had two purposes. First, the psychometric characteristics of the Nursing Performance Profile (NPP), an instrument used to measure nursing competency, were evaluated using generalizability theory and a sample of 18 nurses in the Measuring Competency with Simulation (MCWS) Phase I dataset. The relative magnitudes of various error sources and their interactions were estimated in a generalizability study involving a fully crossed, three-facet random design with nurse participants as the object of measurement and scenarios, raters, and items as the three facets. A …

Contributors
O'Brien, Janet Elaine, Thompson, Marilyn, Hagler, Debra, et al.
Created Date
2014

Student behavior problems continue to be a nationwide concern, despite decades of practice with a myriad of disciplinary systems. Students who frequently engage in problematic behaviors are at-risk for a variety of negative life outcomes. School-wide positive behavior interventions and supports (PBIS) is an evidence-based system of school-wide reinforcement and disciplinary procedures that relies on a problem-solving model from a systems perspective. Research based on the implementation of PBIS in schools has found positive effects pertaining to decreases in problem behaviors, increases in academics and attendance, and improved school safety and staff satisfaction. The purpose of this study was to …

Contributors
Bartosik, Erin, Caterino, Linda C, Balles, John, et al.
Created Date
2014

The study examined how ATFIND, Mantel-Haenszel, SIBTEST, and Crossing SIBTEST function when items in the dataset are modelled to differentially advantage a lower ability focal group over a higher ability reference group. The primary purpose of the study was to examine ATFIND's usefulness as a valid subtest selection tool, but it also explored the influence of DIF items, item difficulty, and presence of multiple examinee populations with different ability distributions on both its selection of the assessment test (AT) and partitioning test (PT) lists and on all three differential item functioning (DIF) analysis procedures. The results of SIBTEST were also …

Contributors
Scott, Lietta Marie, Levy, Roy, Green, Samuel B, et al.
Created Date
2014

Undeclared undergraduates participated in an experimental study designed to explore the impact of an Internet-delivered "growth mindset" training on indicators of women's engagement in science, engineering, technology, and mathematics ("STEM") disciplines. This intervention was hypothesized to increase STEM self-efficacy and intentions to pursue STEM by strengthening beliefs in intelligence as malleable ("IQ attitude") and discrediting gender-math stereotypes (strengthening "stereotype disbelief"). Hypothesized relationships between these outcome variables were specified in a path model. The intervention was also hypothesized to bolster academic achievement. Participants consisted of 298 women and 191 men, the majority of whom were self-identified as White (62%) and 18 …

Contributors
Fabert, Natalie, Bernstein, Bianca L., Kinnier, Richard, et al.
Created Date
2014

The popularity of response-to-intervention (RTI) frameworks of service delivery has increased in recent years. Scholars have speculated that RTI may be particularly relevant to the special education assessment process for culturally and linguistically diverse (CLD) students, due to its suspected utility in ruling out linguistic proficiency as the primary factor in learning difficulties. The present study explored how RTI and traditional assessment methods were integrated into the psychoeducational evaluation process for students suspected of having specific learning disabilities (SLD). The content of psychoeducational evaluation reports completed on students who were found eligible for special education services under the SLD category …

Contributors
Planck, Jennifer Ann, Caterino, Linda C, Stamm, Jill, et al.
Created Date
2014

The primary objective of this study was to develop the Perceived Control of the Attribution Process Scale (PCAPS), a measure of metacognitive beliefs of causality, or a perceived control of the attribution process. The PCAPS included two subscales: perceived control of attributions (PCA), and awareness of the motivational consequences of attributions (AMC). Study 1 (a pilot study) generated scale items, explored suitable measurement formats, and provided initial evidence for the validity of an event-specific version of the scale. Study 2 achieved several outcomes; Study 2a provided strong evidence for the validity and reliability of the PCA and AMC subscales, and …

Contributors
Fishman, Evan, Nakagawa, Kathryn, Husman, Jenefer, et al.
Created Date
2014

The most recent reauthorizations of No Child Left Behind and the Individuals with Disabilities Education Act served to usher in an age of results and accountability within American education. States were charged with developing more rigorous systems to specifically address areas such as critical academic skill proficiency, empirically validated instruction and intervention, and overall student performance as measured on annual statewide achievement tests. Educational practice has shown that foundational math ability can be easily assessed through student performance on Curriculum-Based Measurements of Math Computational Fluency (CBM-M). Research on the application of CBM-M's predictive validity across specific academic math abilities as …

Contributors
Gambrel, Thomas J., Caterino, Linda, Stamm, Jill, et al.
Created Date
2014

Children's academic experiences during first grade have substantial implications for their academic performance both concurrently and longitudinally. Using two complementary studies, this dissertation utilizing data from the National Institute of Child Development Study of Early Child Care and Youth Development helps create a better understanding of the importance of first-grade experiences for children's academic performance. The first study expands upon current literature by focusing on how children's academic experiences simultaneously influence children's academic performance through behavioral engagement. Specifically, study one examined the mediating role of first-grade behavioral engagement between first-grade academic experiences (i.e. parental involvement, positive peer interactions, student-teacher relationship, …

Contributors
Bryce, Crystal Inglese, Bradley, Robert H, Abry, Tashia, et al.
Created Date
2015

Many methodological approaches have been utilized to predict student retention and persistence over the years, yet few have utilized a Bayesian framework. It is believed this is due in part to the absence of an established process for guiding educational researchers reared in a frequentist perspective into the realms of Bayesian analysis and educational data mining. The current study aimed to address this by providing a model-building process for developing a Bayesian network (BN) that leveraged educational data mining, Bayesian analysis, and traditional iterative model-building techniques in order to predict whether community college students will stop out at the completion …

Contributors
Arcuria, Phil, Levy, Roy, Green, Samuel B, et al.
Created Date
2015

Arcadia Elementary School is an urban Title 1 school that serves 800 students in kindergarten through eighth grade. The school uses a commercial program called Make Your Day to manage student behavior. This program, aligned to the tenets of Positive Behavior Interventions and Supports (PBIS), meets the needs of most students but not the most frequent classroom disruptors. This mixed methods participatory action research study explores the how an understanding of a frequently disruptive student's ecology can lead to more effective support and improved behavioral outcomes. The Behavior Intervention Team process consists of effective data tracking tools and practices and …

Contributors
Bartanen, Peter, Puckett, Kathleen, Mathur, Sarup, et al.
Created Date
2015

This action research study focused on the beginning teacher attrition issues plaguing schools today. Specifically, this project explored a way to support out-of-state beginning teachers, who are traditionally difficult to retain. While there is literature on teacher retention, the retention of out-of-state teachers has not been well examined. Maslow's hierarchy of needs theory and Bandura's self-efficacy theories provided a foundational understanding of this group's needs. This study utilized interactive support sessions for six out-of-state beginning teachers that had five face-to-face sessions and required the teachers to submit weekly reflections between sessions using an iPad and app that allowed teachers to …

Contributors
Olson-Stewart, Kelly, Rotheram-Fuller, Erin, Liou, Daniel, et al.
Created Date
2015

This study investigated the relationship between social emotional competency (SEC) and academic placement in gifted students. Data were collected on children between the ages of 5 and 12 years old (n=206) in three academic placement types - self-contained, cluster and content replacement. Social emotional skills were assessed by teacher report using the Devereux Student Strengths Assessment. Regardless of placements, the gifted students in this study were rated as having higher social emotional competencies than the standardization group of the DESSA. Gifted students in the cluster and self-contained settings demonstrated significantly higher scores in the area of Self-Awareness, which measures students' …

Contributors
Bacal, Emily Beth, Caterino, Linda, Brulles, Dina, et al.
Created Date
2015

This study examines the effects of providing persuasive writing and reading comprehension strategy training on source-based essay writing. Strategy training was administered through the use of the Writing Pal and the Interactive Strategy Trainer for Active Reading and Thinking (iSTART). The impact of both individual (writing or reading) and blended strategy training on source-based writing was investigated. A total of 261 participants completed the study; after removing incomplete and second language participants the source-based writing and system performance was assessed for 175 participants (n no instruction = 48, n iSTART =41, n Writing Pal =41, n blended =45). Results indicated …

Contributors
Weston Sementelli, Jennifer, McNamara, Danielle S, Connor, Carol M, et al.
Created Date
2015