Dissertations / Theses: 'Mathematics education; Child development'

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Correa, Jane. "Young children's understanding of the division concept." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259886.

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Song, Timothy. "Putting Educational Reform Into Practice: The Impact of the No Child Left Behind Act On Students, Teachers, and Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2187.

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This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading achievement after the implementation of NCLB. Additionally, spending by school districts increased a significant amount and NCLB raised teacher pay and the number of teachers entering the profession with graduate degrees. Within schools, NCLB appears to have directed instruction towards math and reading and away from other subjects as teachers strove to achieve proficiency on the new accountability measures implemented by NCLB.

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Snow, Gabrielle M. "Development of a Math Interest Inventory to Identify Gifted Students from Underrepresented and Diverse Populations." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1052.

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The current investigation supports the objectives of Project GEMS (Roberts, 2008), a grant funded program whose objectives include the development and validation of a protocol to identify students from underrepresented and diverse populations as gifted in the content areas of science, technology, engineering and mathematics. Identification of students from low-income and diverse populations as gifted has been a struggle with current assessment techniques (Baldwin, 2005). Project GEMS aims to address this problem through development of interest measures specific to the STEM areas for use within an identification protocol. The current project developed a measure to assess interest in mathematics. The construct of interest was targeted as it is correlated with many positive factors in education that lead to increased academic performance (Schunk, Pintrich, & Meece, 2008). Existing math interest inventories are designed for older populations, lack good psychometric properties and are atheoretical. To improve upon existing interest measures, Hidi and Renninger’s (2006) four-phase model of interest served as the theoretical basis to inform and guide the process of development and validation of a math interest inventory. A twenty-seven item self-report math interest measure was designed to assess the four phases of Hidi and Renninger’s interest model (emotion, value, knowledge, and engagement; 2006). Pilot and field testing of the measure were conducted in elementary schools selected on the basis of a high proportion of low-income students in a south central Kentucky school district. The sample consists of 1,429,429 students in grades two through six. The measure was hypothesized to evidence good internal consistency, a four-factor structure, and a significant and positive correlations between the Iowa Test of Basic Skills and the composite and subscales of the math interest inventory. The first hypothesis found support with an internal consistency reliability coefficient of .916 for the overall score. Results of confirmatory factor analysis supported a four-factor structure resembling Hidi and Renninger’s (2006) four phase model of interest and including the four components emotion, value, knowledge, and engagement. The correlations between the math scores from the Iowa Test of Basic Skills and the math interest inventory total score and scales partially supported the last hypothesis. The correlations were small and positive for the Values and Knowledge scales but small and negative for the Emotion and Engagement scales. The correlations for the total score of the math interest inventory were significant; however, their values had little practical significance. While the math interest measure evidences good reliability and support for the structure of the scales through confirmatory factor analysis, the current study did not provide evidence for a significant relationship with math achievement as measured by a standardized group administered math achievement test. These results are discussed in relation to limitations of the current study and recommendations for further investigation.

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Gold, Lindsay A. "Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470600168.

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Boyle, Alyssa M. "School Gardens: Reconnecting Children with Nature and Food." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/142.

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This thesis discusses the importance of school gardens. First, two current environmental and societal problems are highlighted: the industrialized food system and what Richard Louv has termed, "Nature Deficit Disorder," in children. School gardens are then presented as an effective tool that can address and remedy such issues. Lastly, a how-to manual for implementing such projects in schools is provided as well as a few sample lesson plans to be used in conjunction with the garden in each subject across the curriculum.

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Karlsson, Natalia. "Kvalitetsredovisning och undervisning i matematik." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2592.

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The aim with this master thesis is to analyze a scientific material concerning the context between learning and child/student development, and factors which controls process of learning, to create an image with quality account and teaching in mathematics, which then can raise the mathematical knowledge among students.

The phenomena which stand in focus for the investigation is: why there is a negative tendency for development of knowledge in mathematics, among the Swedish students that TIMSSs investigations showed in intercultural comparison within the years 1993, 1999, 2003 and 2007.

The method is the ethnographical method, which is based on: analyzing scientific theories about learning child/student development, factors which controls process of learning, and factors which controls process of learning the most and qualitative empiric investigation with qualitatively analyzes the questionnaires, which is about factors which are controlling the process of learning and factors which are controlling the process of learning the most.

Result of the theoretical and empiric analyzes shows that factors as school environment, attitude for subjects and teaching, controls and influence the learning. To end a unenthusiastic tendency as a negative development of mathematical knowledge among students that is shown in TIMSS investigation and to elevate the students' performance in mathematics, an elevated qualitative account and teaching in mathematics, by the factors named. Safe school environments as the intercultural meeting place, the teachers influence part to the students' subjects' attitude in mathematics and goal related grading criteria in teaching, is all required for e qualitative teaching in mathematics.

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Souza, Ana Paula Gestoso de. "Contribuições da ACIEPE histórias infantis e matemática na perspectiva de egressas do curso de pedagogia." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/2283.

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Made available in DSpace on 2016-06-02T19:35:45Z (GMT). No. of bitstreams: 1 4605.pdf: 2296873 bytes, checksum: 41d124088517bbd4a1ccc650316bb39b (MD5) Previous issue date: 2012-09-26
In the literature related to the area of teacher formation, currently recommends the formation of reflective practitioners and researchers of their own practice embedded in a social, historical and political context. Besides, we emphasize the demand for formation environments that maintain the idea of unity between theory and practice and between teaching and research, which prioritize the development of reflection and articulation with the reality of school. Several formation courses seek to set up as a space for professional growth that does not negligence the demands of educational practice and hence follow its development. One of these environments is materializes in Curricular Activity Teaching Research and Extension (ACIEPE), called "Children's Stories and Mathematics in Initial Grade", offered since 2004, by Federal University of São Carlos. The target people of this ACIEPE are students of Pedagogy course and graduation in Mathematics and teacher of elementary school and pre-school education. Altogether, this activity includes several moments that aim: the study of references that address the primary language, the mathematical language, the potential of reading, mathematics teaching, the connection between children's literature and mathematics; the analysis of paradidatic books; the analysis of teaching and learning situations that uses infant texts and mathematics; as well as moments that result in the construction and subsequent implementation of infant books to teach mathematical content. This is the scenario that this research try to identify and analyze, from the perspective of egresses of the Pedagogy course, the contributions of ACIEPE "Children's Stories and mathematics in the elementary school" for the development of the process of learning how to teach mathematics. The theoretical framework is permeated by concepts such as: initial formation, formation of teachers that teach mathematics, knowledge base for teaching, reading and writing in math classes, the relationship between theory and practice, and others. We chose the case study of ACIEPE once the participants composes this case with their stories, highlighting their origins, direct and indirect influences, near and far. We analyzed multiple data sources - many written records that were produced over this research, teaching and extension as reports, classes plans, field diaries, books produced, etc., interview and questionnaires answered after the end of ACIEPE - enabling the data triangulation, since the variety of sources of evidence assisted in performing various analyzes of a given process. The results of this work allow us to configure the ACIEPE "Children's Stories for the elementary school" as an instance of formative teachers, because the contributions of the curricular activities for the development of the teacher in personal and professional dimension were verified of egresses who participated. Among the contributions of ACIEPE stands out the possibility that the licensees are aware of the processes of teaching and learning and understand specifically how to work them, so this activity of teaching, research and extension enables the construction of pedagogical content knowledge, the center of the knowledge base for teaching. It was found also that the dynamics involving the construction and use of a material in a collaborative group were the main sources of learning. In this formation process the institutional dimension is crucial as in the University, as forming instancy, recognizes, honors and promotes the achievement of this type of formation which showed prolific to the teacher professional development.
Na literatura referente à área de formação de professores, atualmente, preconiza-se a formação de profissionais reflexivos e investigadores da própria prática inserida em um contexto social, histórico e político. Além disso, enfatiza-se a demanda por ambientes de formação que mantenham a ideia de unidade entre teoria e prática e entre ensino e pesquisa; que privilegiem o desenvolvimento da reflexão e a articulação com a realidade da escola. Diversos cursos de formação procuram se configurar como um espaço de crescimento profissional que não negligencia as demandas da prática educativa e por isso acompanham o desenvolvimento da mesma. Um desses ambientes se concretiza na Atividade Curricular de Ensino Pesquisa e Extensão (ACIEPE), denominada Histórias Infantis e Matemática nas Séries Iniciais , ofertada desde 2004, pela Universidade Federal de São Carlos. O público alvo desta ACIEPE são os alunos dos cursos de Pedagogia e Licenciatura em Matemática e professores da educação básica e educação infantil. De modo geral, esta atividade engloba diversos momentos que visam: o estudo de referenciais que abordem a língua materna, a linguagem matemática, as potencialidades da leitura, o ensino de matemática, a conexão entre literatura infantil e matemática; a análise de livros paradidáticos; a análise de situações de ensino e de aprendizagem que articulem textos infantis e matemática; assim como momentos que culminam na construção e posterior implementação de livros infantis para ensinar conteúdos matemáticos. Esse é o cenário desta pesquisa que busca identificar e analisar, sob a perspectiva de egressos do curso de Pedagogia, as contribuições da ACIEPE Histórias Infantis e Matemática nas séries iniciais para o desenvolvimento do processo de aprender a ensinar matemática. O referencial teórico é permeado por conceitos como: formação inicial, formação dos professores que ensinam matemática, base de conhecimento para o ensino, a leitura e escrita nas aulas de matemática, a relação entre teoria e prática, entre outros. Optouse pelo estudo de caso da ACIEPE sendo que as participantes compõem esse caso com suas histórias, destacando suas origens, influências diretas e indiretas, próximas e distantes. Foram analisadas múltiplas fontes de dados - diversos registros escritos produzidos ao longo da atividade de pesquisa, ensino e extensão como relatórios, plano de aula, diários de campo, os livros produzidos etc., entrevista e questionários respondidos após o término da ACIEPE possibilitando a triangulação de dados, uma vez que a diversidade de fontes de evidências ajudaram na realização de várias análises de determinado processo. Os resultados desta pesquisa permitem configurar a ACIEPE Histórias Infantis para as Séries Iniciais como uma instância formativa de professores, pois se verificou as contribuições da atividade curricular para o desenvolvimento docente nas dimensões pessoal e profissional de egressas do curso de Pedagogia que dela participaram. Dentre as contribuições da ACIEPE destaca-se a possibilidade de que os licenciandos se conscientizem dos processos de ensinar e aprender e compreendam concretamente como trabalhá-los, assim, essa atividade de ensino, de pesquisa e de extensão propicia a construção do conhecimento pedagógico do conteúdo, o centro da base de conhecimento para a docência. Constatou-se, ainda, que as dinâmicas que envolvem a construção e utilização de um material em um grupo colaborativo foram as principais fontes de aprendizagem. Nesse processo formativo a dimensão institucional é fundamental na medida em que a Instituição de Ensino Superior, como instância formadora, reconhece, prestigia e promove a realização dessa modalidade formativa que se mostrou profícua ao desenvolvimento profissional docente.

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Kase, Barbara E. "Parent education seminar: children's emotional development." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/BKase2008.pdf.

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Korhonen, J. (Jasmi). "Development of foster mother-child attachment." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201405211433.

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The impact of early attachment relationships and child-adult attachment relationships to children’s social and emotional development has been recognised for a long time. Since the pioneering attachment theories of John Bowlby and Mary Ainsworth highlighting the importance of secure child-adult attachments, many other theories from various perspectives have risen to fill in the gaps. These theories are examined with the framework of foster care in mind. In Finland, the primary solution for children in insufficient care is family-based foster care. In practice, a child is placed in a new family, while maintaining contact with their biological family. Previous studies have shown that young children tend to form new attachment relationships in the foster family (Cole, 2005). The formation of new attachment relationships in foster care settings can be affected by many external factors, such as foster parent behaviour (Schofield & Beek, 2008; Dozier et al., 2006), foster parents’ attitude towards biological parents (Andersson, 2008) and age of the child at the time of placement (Smyke, Zeanah, Fox, Nelson & Guthrie, 2010). Some studies also suggest that keeping contact with biological parents may in fact increase the foster child’s chances of forming secure attachments in the foster family and identifying with the foster family (Haight et al., 2003). In addition to existing theories and foster care studies and interventions, this thesis utilises the narratives of three Finnish foster mothers in answering the research question: “How do foster mother-child attachment relationships develop in foster families?” The foster mothers were instructed to write about their relationship with their foster child(ren), with reference to the development of their relationship, the nature of the current relationship, and what they think their relationship will be in the future. The three narratives are analysed from a phenomenological perspective, with the help of Giorgi’s Psychological Phenomenological Method. All of the three narratives give accounts of attachment formation between the foster mother and foster children, and include reference to themes such as age at time of placement, the process of forming an attachment, and keeping contact with the biological family. They also bring out the paradoxical nature of fostering a child, of not being the real parent but having to behave as one, and how this affects the foster mother emotionally. All three foster mothers highlight the impact of the foster child’s previous attachment relationships to the formation of their relationship with the child. Furthermore, the foster mothers’ experiences give reason to believe that the younger the child is at the time of placement, the easier it is for them to form an attachment to the foster mother
Varhaisten lapsi-aikuinen kiintymyssuhteiden vaikutus lapsen sosiaaliseen- ja tunnekehitykseen on jo pitkään tunnistettu. John Bowlbyn ja Mary Ainsworthin uraauurtavat kiintymyssuhdeteoriat painottavat etenkin turvallisen kiintymyksen tärkeyttä lapsen tulevan kehityksen kannalta. Näiden tunnettujen kiintymyssuhdeteorioiden jälkeen muita, eri näkökulmista kiintymystä tarkastelevia teorioita on kehitetty lisäämään ymmärrystämme kiintymyssuhdeilmiöstä. Tässä tutkimuksessa kiintymyssuhdeteorioita tarkastellaan nnen kaikkea sijaisperhetoiminnan näkökulmasta. Jos lapsi joudutaan sijoittamaan muualle kuin biologisen perheensä luo syystä tai toisesta, on Suomessa ensisijainen ratkaisu sijaisperhehoito. Käytännössä tämä tarkoittaa, että lapsi siirretään uuteen perheeseen, mutta hän silti säilyttää yhteyden biologiseen perheeseensä. Aikaisemmat tutkimuksen osoittavat, että pienet lapset useimmiten muodostavat uusia kiintymyssuhteita sijaisperheessään (Cole, 2005). Uusien kiintymyssuhteiden muodostumiseen voivat vaikuttaa monet ulkoiset tekijät, kuten sijasvanhemman käytös (Schofield & Beek, 2008; Dozier et al., 2006), sijaisperheen asenne lapsen biologisia vanhempia kohtaan (Andersson, 2008) ja lapsen ikä sijoituksen alkaessa (Smyke, Zeanah, Fox, Nelson & Guthrie, 2010). On myös tutkittu, että sijaislapsen kiintymystä sijaisperheeseensä voi vahvistaa jatkuva yhteydenpito biologisiin vanhempiin, sen sijaan että se toimisi kiintymystä heikentävänä tekijänä (Haight et al., 2003). Olemassaolevien teorioiden ja sijaisperhetutkimusten lisäksi, kolmen suomalaisen sijaisäidin narratiiveja käytetään apuna vastaamaan tutkimuskysymykseen: ”Miten sijaisäidin ja sijaislapsen välinen kiintymyssuhde kehittyy?” Sijaisäitejä pyydettiin kirjoittamaan heidän suhteestaan sijaislapseen sekä sijoituksen alussa, että tällä hetkellä. Lisäksi heitä pyydettiin arvioimaan millainen suhteensa sijaislapseen olisi tulevaisuudessa. Narratiivit analysoitiin fenomenologisesta näkökulmasta, käyttäen avuksi Giorgin psykologista fenomenologista metodia. Kaikki kolme narratiivia sisältävät tietoa yhteisistä teemoista, kuten lapsen iästä sijoituksen alussa, kiintymyssuhteen muodostumisesta, sekä yhteydenpidosta biologiseen perheeseen. Ne tuovat myös esiin sijaishoidon paradoksaalisen luonteen, sen kuinka sijaisvanhemman tulisi käyttäytyä kuin lapsen oma vanhempi sitä kuitenkaan olematta, ja kuinka tämä vaikuttaa sijaisäitiin henkisesti. Kaikki sijaisäidit myös korostavat lapsen olemassaolevien kiintymyssuhteiden vaikutusta suhteeseensa sijaislapsen kanssa. Sijaisäitien kertomukset antavat jopa viitteitä siihen, että mitä nuorempana lapsi sijoitetaan sijaiskotiin, sitä helpompaa hänelle on muodostaa uusi kiintymyssuhde sijaisäitiin

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Laws, Brent C. "The Phenomenon of Abstract Cognition Among Scholastic Chess Participants: A Case Study." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2458.

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A qualitative investigation was conducted to explore the phenomenon of abstract cognition among a purposive sample of 5 secondary scholastic chess club participants. The case study enabled the researcher to explore the faculties of abstract cognition among students of contrasting skills and abilities in playing chess. The study also allowed for the consideration of potential visual-spatial, logical, academic, social competency and life benefits of chess play. Through analysis of interviews, chess simulations, blindfold chess play, and narration of chess lines and sequences, the investigator was able to extract meaning and code schemata into a holistic understanding of the phenomenon of abstract cognition within the context of Piaget’s Formal Operations Stage. Scholastic chess systematically engages the student in a stimuli-enriched environment in which the participant must exercise optimal cognitive control in processing and anticipating chess lines and sequences, thus facilitating the manifestation and phenomenon of abstract cognition. Abstract cognition as a phenomenon may elicit increased academic, scholarly, and life potential. Participation in scholastic chess may produce both scholarly and critical thinking individuals. Suggestions for future research include continuing qualitative research in the area of abstract cognition among chess players and developing a stronger understanding of cognitive growth in students.

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Yates, Shari. "California Community Colleges Child Development Laboratory Schools." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670462.

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Community colleges in California are the primary source for preparing the early childhood care and education (ECE) workforce. The California child development lab school mission is to prepare ECE practitioners, provide a laboratory where college students can study and research child development/education, and offer a service to children and families. There are many benefits that are derived from laboratory schools but many community college lab schools have been reduced and/or closed over the past three years. The purposes of this Delphi study were (a) to examine the most pressing issues, problems and barriers facing California community colleges child development labs schools; (b) rate the importance of the issues, problems, and barriers identified; and (c) elicit experts' recommendations for the most viable solutions to help California child development laboratory programs maintain viability. A Delphi method was utilized procuring a panel of ECE experts that identified and rated the most pressing issues, problems and barriers, and generated viable solutions for California child development laboratory schools' viability. The key statistical processes used in this Delphi research were measures of central tendency and measures of dispersion. The ECE experts recommended solutions to increase a greater understanding of early childhood care and education, allow more support, and secure more financial assistance for the lab schools. A comprehensive infrastructure approach of government, policymakers, and community college leaders is required for California community college child development lab schools' viability. The data gathered from this study develops five potential benefits for laboratory schools including: (1) providing rationale for policy construction regarding statewide community college lab programs; (2) deciphering the most pressing problems and barriers that California community college child development laboratories are facing; (3) soliciting solutions to maintain viability for child development lab programs; (4) contributing to the development of statewide recognition and possibly legislation on funding sources for California community college child development laboratories; and (5) ensuring the survival of California community college child development laboratory schools.

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Rundquist, Rebecka. "Mathematics education in Colombia : How education in mathematics is conducted in a development country." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52736.

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This study aims to examine the education in mathematics in Colombia and by examining a few cases aspires to describe how education in mathematics in Colombia can operate and which patterns that are common in those cases. This was actualized by using methodological triangulation at three schools in Colombia. The data collection methods that were combined were: observations, interviews with teachers, interviews with students and interpretation of national standards, as well as other essential documents used in mathematics education in Colombia. An analytic framework was created from prior studies that were conducted in Latin America and also from well known pedagogical research across the world. The results of the study were many and they indicated, inter alia, that the students, teachers and other employees had different views of the lessons and classes in mathematics. Furthermore, common concept within education – in mathematics and in general – appeared to be completely non-existent to every party.

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Scoggins, C. "Professional development in elementary school mathematics." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/817.

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This study was an investigation of mathematics instruction and professional development at a rural elementary school. The Department of Education in a southern U.S. state implemented a new curriculum in 2007 that required major changes in mathematics instruction. The problems were that teachers engaged in different levels of training and many students experienced a decline in mathematics scores on the Criterion-Referenced Competency Test (CRCT). The historical learning theories of Piaget and Vygotsky framed the study. The guiding questions focused on how to improve mathematics instruction through professional development for teachers. Nine elementary school educators served as purposefully selected participants. The research design was a case study that included triangulation of data from teacher interviews, a research journal, and documents such as lesson plans. Open coding and selective analysis generated 9 themes and 9 subthemes to answer the guiding questions. Findings showed that participants believed content and pedagogy should be addressed through professional development led by teachers themselves. Additional findings were that teachers valued collaboration, literature and research, observation, vertical alignment, engagement, relevance, and support. Results were used to guide the design of a mathematics professional development program (MPDP), a collection of relevant tasks, literature, and online resources geared toward improving teachers' content and pedagogical knowledge. The MPDP is immediately applicable in an elementary school setting. The implications for positive social change include better mathematics instruction that will prepare U.S. students to compete in the modern economy and world of mathematical and scientific advances.

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Wong, Ngai-chun. "Preschool quality and child development in Macau /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19884060.

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Kronenberg, Johannes, Anastasia Laukkanen, and Théodore Fischer. "The neglected child of sustainability education." Thesis, Blekinge Tekniska Högskola, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-16945.

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Since 1970s neoclassical economics has been identified as a major obstacle for reaching sustainability. Despite the world's growing attention to sustainability education, there has been just few attempts to assess the content and the competency building of sustainable development (SD) postgraduate programs. None has been evaluating if and how economics is integrated in such curricula. This study fills this gap in the empirical research by conducting a novel assessment of six leading SD transdisciplinary master programs in Sweden. Our study uses a qualitative approach to inquire how these programs teach students to understand, challenge and reorient dominant neoclassical economics and the reasoning behind it. Results revealed that the absence of an agreed-upon definition of both the economy and sustainability lead to the wide range of approaches on how to introduce the place and the role of the economy. Every program relies on their own understanding, perspectives and resourcefulness, while agreeing that their teaching should challenge neoclassical economics and engage their students in the various scales of system change. Yet, the time allocated to economics teaching does not exceed 8% of the programs ECTS. We argue that economics should take a much bigger place in postgraduate SD education. A proposed “transdisciplinary economics” calls for more collaboration with students, academia and outside of academia in a joint search for economic alternatives.

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Tremblay, Jessika. "One laptop per child: technology, education and development in Rwanda." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104579.

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This thesis critically examines the One Laptop Per Child (OLPC) organization in the context of Rwanda‘s socioeconomic development plans for the year 2020. OLPC is a relatively new, large-scale development organization dedicated to the improvement of education in the world‘s poorest countries through the distribution of laptops specially designed for children. Rwanda is one of the poorest countries to have signed on the program since its founding in 2005, and ranks in the top five subscribers, having purchased 110,000 laptops for distribution among primary school students. The Government of Rwanda is committed to establishing a middle-income economy on the basis of an information economy, and has adopted OLPC to suit this agenda, while OLPC seeks to focus on the educational aspects of the program. This thesis, in the tradition of the anthropology of development, analyzes the motivations and ideals that guide both OLPC and the Government of Rwanda, and proposes that evaluating the program is better done by understanding it in its local context. This research is based on three months of ethnographic fieldwork in four grade five classrooms in urban Rwanda, along with interviews with key members of OLPC.
Cette thèse examine l'organisation, « One Laptop Per Child (OLPC)» dans le contexte des plans de développement socioéconomique du Rwanda pour l'année 2020. Fondé en 2005, OLPC est relativement grande et récente comme organisation. Cette fondation cherche à améliorer la qualité de l'éducation dans les pays les plus pauvres en distribuant des laptops conçus spécialement pour les enfants. Le Rwanda est un des pays les plus pauvres ayant souscrit à OLPC, mais, ayant aussi acquis 110,000 laptops, se trouve à être dans les cinq premiers pays souscrivant. Le gouvernement Rwandais cherche à établir une économie de taille moyenne basé sur l'informatique, et a adopté le projet OLPC pour servir cet agenda, alors qu'OLPC cherche plutôt à promouvoir l'amélioration de la qualité de l'éducation. Cette thèse, suivant la tradition de l'anthropologie du développement, analyse les motivations et les idées qui guident OLPC et le gouvernement Rwandais, en proposant qu'il vaille mieux évaluer le programme en contexte des valeurs locales. Cette recherche est basée sur trois mois d'étude ethnographique dans quatre écoles primaires Rwandaises, supplémentée d'interviews avec les chefs d'équipe et volontaires d'OLPC.

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Vincent, Thomas Bryant. "Towards effective child-centred mathematics education with lessons designed round the use of a film." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/16403.

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Bibliography: pages 101-102.
The crucial issues associated with child-centred learning in mathematics are seen to be addressed by the lessons and activities developed round the film. The lessons have captured the essentials of the humanistic mathematics method. Children become actively involved in discussion amongst themselves to the extent that they (a) think about mathematics; (b) contribute confidently; (c) make conjectures; (d) listen critically to one another; (e) feel suitably challenged to work together to prove their hypotheses for themselves, and, should they succeed, (f) are prepared to stand up and demonstrate the truth of them to the class. The lessons, or similar ones, used in their classrooms should afford teachers who apply them an introduction to this child-centred approach to mathematics teaching and learning.

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Doty, Richard E. "The development of a self-report screening questionnaire for child abuse /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487668215805322.

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Bufi, E. (Ermela). "Effects of early multilingualism on child development and implications for primary education." Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201709092880.

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Linguistic diversity of the student population has been identified as one of the urgent challenges that educators of the 21st century need to respond to. As classrooms become linguistically and culturally richer, there is an evident need for increasing teacher awareness on the issues of multiculturalism and linguistic diversity. Being brought-up in a multilingual environment inevitably impacts a child’s linguistic, cognitive and socio-cultural development. Educators need to better understand the unique developmental trajectory of multilingual children to be able to leverage their strengths for academic success. This study investigates the effects of early multilingualism on different aspects of child development and examines the implications these effects have for primary education settings. A list of recommendations has been summarized towards providing higher quality and more equitable education for the linguistically diverse children. Fostering equity education for multilingual children is a step further towards our global mission of educating the full range of children to become citizens not only of their linguistic and cultural groups, but of the world at large.

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Masarsky, Daniel N. "A Physical Education Curriculum For Promoting Sociomoral Development." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/417.

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One area of development that can be facilitated in the context of youth sports and physical education is sociomoral development. Sociomoral development is defined as moral development in the context of social groups. The physical education classroom today lacks the content, structure, and teaching style that middle school students need in order to cement their sociomoral development so that they can experience positive developmental growth as they mature into adulthood. The purpose of this project was to educate future physical education teachers about the importance of including sociomoral development activities in their standard PE curricula. The presentation focused on teaching how to deliver a curriculum that implements games and activities with dialogue and reflection. These games and activities are then infused with team sports, giving students multiple opportunities to build a close knit connection with their classmates and advance their sociomoral development. In order to test the effectiveness of the presentation, a pre and posttest was used. The pretest and posttest contained a number of open ended questions and a fixed 20 item questionnaire which was divided into five different categories. The five categories were: P.E and prosocial behavior, Theory of structural development, Teacher’s role in sociomoral development, logistics of a sociomoral curriculum, and moral competence activities. Results indicated very slight increase in mean scores moving from pretest to posttest in all but one category. The moral competence category showed a modest increase in mean score moving from pretest to posttest indicating that participants did learn in this part of the presentation. Results from the open ended questions indicated that participants had existing knowledge of sociomoral development learned previously; however they learned new knowledge pertaining to how to structure a sociomoral curriculum through the scope of structural development style teaching. Future sociomoral curricula should emphasize as much active learning as possible, since this type of learning creates a stronger bond between sports and academia.

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FitzSimmons, James Alan. "A model of the construction and praxis of the epistemological mathematical system of a mathematics child prodigy /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935958845763.

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Eryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.

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The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquo
beliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash
2003 academic year and ended at the end of spring semester of the 2003&ndash
2004 academic year. The interviews were tape-recorded and transcribed verbatim to produce a complete record of the interviewees&rsquo
conversation. The findings that were gathered from analyses of individual interviews show that pre-service teachers came to teacher education programs with some beliefs about mathematics, and teaching and learning of it. The interviews have provided evidence that pre-service teachers seemed to develop some new beliefs about mathematics during the first 3.5 years of program, and that the courses of the last 1.5 years of the program improved and consolidated pre-service teachers&rsquo
attitudes towards and beliefs about mathematics, and beliefs about the teaching and learning of mathematics. The research findings lead to the conclusion that OFD406, OFD408, OFD509 and OFD501 courses were perceived as the most effective courses and OFD402, OFD410 and OFD507 courses were considered as the least effective courses of the program.

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Heisner, Mary J. "Meeting the Professional Development Needs of Early Childhood Teachers with Child Development Associate Training." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/50.

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This study examined the impact of Child Development Associate (CDA) training on the beliefs and self-reported practices of early childhood teachers (N = 126) using a pre-post mixed-methods research design. Preschool teachers who were enrolled in CDA classes (n=76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and self-reported practices: the Teacher Beliefs and Practices Survey: 3- to 5-Year-Olds (TBPS) (Burts, Buchanan, & Benedict, 2001) and the Early Childhood Survey of Beliefs and Practices (ECSBP) (Marcon, 1988, 1999). Repeated measures Multiple Analyses of Variance indicated teachers who had completed CDA training became significantly more developmentally appropriate on measures of beliefs and self-reported practices than a comparison group who did not attend CDA training. The CDA teachers held significantly fewer inappropriate beliefs and reported fewer inappropriate practices after training than the comparison group. Results suggest that the TBPS was a more sensitive measure than the ECSBP of beliefs and self-reported practices for these early childhood teachers, most of whom had no formal education. The decrease in developmentally inappropriate beliefs and self-reported practices on the TBPS subscales illustrates the importance of measuring not only increases in appropriate beliefs and self-reported practices but also decreases in inappropriate beliefs and self-reported practices. The Constant Comparative Method was used to organize and analyze the observation and interview data of the four case study participants. Three themes emerged which describe the effect of CDA training on the beliefs and self-reported practices of these teachers: Reflection on current practices describes the teacher who seemed to be actively considering how the material presented in the CDA training fit with her implicitly held beliefs and current practices. Confirmation of developmentally appropriate practices describes the teacher whose existing developmentally appropriate beliefs were reinforced by the training. Superficial changes describes two teachers who gained ideas for activities in the training but revealed no change in beliefs. This study suggests that CDA training decreases the developmentally inappropriateness of beliefs and self-reported practices of early childhood teachers. A change that past research suggests will ultimately impact classroom quality. Influences such as concurrent training, program requirements, and implicitly held beliefs may moderate the extent to which new concepts are accepted and existing practices are changed.

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Zhou, Yile. "Parent-child interactions in home numeracy activities: investigating the effect of game format." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6901.

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The purpose of this study was to investigate the differences in parent-child interactions when they played the same numeracy-related game using two formats, a technology-based electronic format and a non-technology traditional board format. It aimed at unpacking the game format effect on parent-child interactions in early home numeracy activities. A mixed-method study with an embedded design was conducted to approach the research questions. In the repeated-measures experiment, 39 parent-preschooler dyads played the same numeracy-related game – The Game of the Goose – using both an electronic format and a board format. The videos of all the play sessions were the data source. Both quantitative and qualitative analyses were conducted. The quantitative analysis was the primary focus. The videos of parent-child play were coded using two pre-determined coding schemes, Parental Scaffolding Behavior and Mathematical Talk. Two repeated-measures multivariate analyses of variance (MANOVA) were conducted respectively for each coding scheme. The qualitative analysis of the 30% selected dyads played a supportive role to further explore the similarities and nuanced differences in parents’ performance of each coded scaffolding behavior across the two formats. The MANOVA for Parental Scaffolding Behaviors showed that the game format had a significant effect on seven of the twelve coded behaviors. The frequencies of Affirmation/Encouragement, Explanation, Inquiry, Re-representation, Modeling, Correction/Disaffirmation, and Physical Control were significantly higher in the board game condition compared in the electronic game condition. The MANOVA for Mathematical Talk revealed an interaction between the game format and the player on Naming Numbers. Both parents and children engaged in more statements about naming numbers in the board condition compared to the electronic condition, but the difference across the two game formats was bigger for parents than for children. In terms of the main effect of game format, the frequencies of Counting, Using Spatial Words and Estimating were significantly higher in the board game condition compared to the electronic game condition. Themes from qualitative analysis revealed parents’ different roles when using the two game formats, as well as the affordances of each format and their influence on parental scaffold behaviors. Interpretations of the results and findings about the game format effect were provided through the lens of sociocultural perspectives and affordances. This study enlarged the understanding of parent-child interaction in early numeracy activities. The findings offered implications for how to help preschoolers develop early numerical skills using different tools and how to design effective learning products for early numeracy using the features of different formats.

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Vorster, Hein. "Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skool." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52219.

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Thesis (MEdPsych)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: In this study an investigation was conducted to determine whether the education in ACE-schools(within the South African context) provides in the development needs of learners. Political changes in South Africa have, on the one hand, led to the perception amongst especially Christian parents, that, due to a strong humanist tendency in state schools, their children experience a lack of adequate Christian education. On the other hand, the education system in South Africa has enabled the establishment of a wide range of different educational institutions from which parents can choose the one that provides in their unique needs. Accelerated Christian Education (ACE) is a Christian education system that originated in the USAbut is now implemented world-wide. The uniqueness of this system lies in the fact that education is mostly provided via written material which every learner can master individually and on his/her own time (within the classroom setting). The advantages are in the individualizing of learning, but a question arises as to the desirability of the lack of interpersonal communication in the learning activities. A literature study was undertaken to establish the psychosocial development needs that have to be provided in to ensure that learners are guided towards effective and balanced adulthood. An overview was also obtained on Christian education in general and on the ACEsystemin particular. To evaluate the ACE-system in practice, the views (and especially criticism) of theorists and authors are supplemented by information gathered from parents, learners and teachers from three ACE schools. This information was gathered by means of individual informal discussions. The research groups consisted of five representatives from each of the sub-groups from each of the three schools (N=45). The most important findings are the following: The ACE school system offers an acceptable alternative to parents who wish to ensure that their children receive education of a more Christian nature, or at least education in a Christian setting. Other benefits include individualizing and the fact that learners set their own learning objectives daily, which simplifiesmotivation and discipline. From an educational psychological perspective, the ACE schoolsystem does, however, have important deficiencies: • Firstly,the nature of education in an ACE school does not make adequate provision for interpersonal communication. The importance of interpersonal communication for effective learning, whether it be in the form of content being mediated to the learner via the teacher, or through classroom discussions (peergroup interaction) iswidely accepted. • Secondly, the exclusive nature of the ACE school leads to the isolation of learners from the wide variety of people, views and religious beliefs that are present in society. • Thirdly, in the ACE school little, if any, provision is made for physical activities, which are important for balanced development of learners. • Lastly, the ability of ACE schools to make provision for learners with special education needs, islimited. Following from these findings, a few recommendations are made.
AFRIKAANSE OPSOMMING: In hierdie studie is 'n ondersoek gedoen om vas te stel of die onderrig in ACE-skole (in die Suid-Afrikaanse konteks) voorsien in die ontwikkelingsbehoeftes van leerders. Politieke veranderinge in Suid-Afrika het meegebring dot veral Christenouers die persepsie het dot hul kinders, weens 'n sterk humanistiese inslag in staatskole, gebrek Iy aan voldoende Christelike opvoeding. Verder het die opvoedingsbestel in Suid-Afrika dit moontlik gemaak dot In wyer verskeidenheid van opvoedingsinstellings gevestig word waaruit ouers die een kan kies wat aan hul unieke behoeftes voldoen. Accelerated Christian Education (ACE) IS In Christelike opvoedingstelsel wat sy ontstaan in die VSA gehad het. maar nou wereldwvd ge'implementeer word. Die uniekheid van hierdie stelsel Ie daarin dot onderrig grootliks geskied via geskrewe materiaal wat elke leerder individueel en op sy eie tyd (binne die klaskamer) bemeester. Die voordele Ie in die individualisering van leer, maar In vraag ontstaan no die wenslikheid van die gebrek aan interpersoonlike kommunikasie in die onderriggebeure. In Literatuurstudie is onderneem om te bepaal in watter psigososiale ontwikkelingsbehoeftes voorsien moet word om te verseker dot leerders begelei word no effektiewe en gebalanseerde volwassenheid. Verder is 'n oorsig verkry van hoe Christelike onderwys in die algemeen, en die ACE-stelselin die besonder, door uitsien. Om die ACE-stelselin die praktyk te evalueer is die menings (en veral kritiek) van teoretici en outeurs aangevul deur inligting wat verkry isvan ouers. leerders en onderwysers van drie ACE-skole. Hierdie inligting is verkry deur middel van individuele informele gesprekke. Die ondersoekgroepe het bestaan uit vyf verteenwoordigers uit elk van die subgroepe uit elk van die drie skole (N=45). Die belangrikste bevindinge is die volgende: Die ACE-skoolstelselbied 'n aanvaarbare alternatief vir ouers wat graag wil toesien dot hul kinders meer Christelike opvoeding ontvang, of dan ten minste opvoeding in 'n Christelike omgewing ontvang. Ander voordele sluit in individualisering en die feit dot leerders daagliks hul eie leerdoelwitte stel, wat motivering en dissipline vergemaklik. Vanuit 'n opvoedkundig-sielkundige perspektief bevat die ACEskoolstelselegter belangrike leemtes: • Eerstens maak die aard van onderrig in 'n ACE-skool nie voldoende voorsiening vir interpersoonlike kommunikasie nie. Die belangrikheid van interpersoonlike kommunikasie vir effektiewe leer, hetsy in die vorm van inhoud wat via 'n onderwyser no die leerder gemedieer word, of in klaskamergesprekke (portuurgroepinteraksie) word wyd as gegewe aanvaar. • Tweedens lei die eksklusiewe aard van die ACE-skool daartoe dot leerders ge"isoleerword van die wye verskeidenheid mense, sienswysesen geloofsoortuigings wat in die samelewing bestaan. • Derdens word in die ACE-skool min, indien enige, voorsiening gemaak vir fisieke aktiwiteite; nog 'n belangrike aspek vir die gebalanseerde ontwikkeling van leerders. • Laastens isdie verrnoe van ACE-skoleom voorsiening te maak vir leerders met spesiale onderwysbehoeftes, beperk. Voortspruitend uit hierdie bevindinge word enkele aanbevelings gemaak.

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黃艾珍 and Ngai-chun Wong. "Preschool quality and child development in Macau." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31236297.

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Tsao, Li-you 1966. "Factors related to parenting knowledge, knowledge of child development, and childrearing involvement among parents." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278399.

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Fifty-five fathers and 90 mothers in Taiwan were studied to test if there were any parental factors related to their parenting knowledge, knowledge of child development, and childrearing involvement. The data were collected by the Personal Information Questionnaire, Parenting Knowledge Questionnaire, Knowledge of Child Development Inventory, and Childrearing involvement Questionnaire. The parents' educational level, parental occupation, and parenting training experience were found to be positively related to the parents' level of parenting knowledge, knowledge of child development, and childrearing involvement. Positive relationships were also indicated between the annual family income of parents and their level of parenting knowledge, knowledge of child development. However, the parental age and the parents' childrearing experience existed negative relationships with their level of parenting knowledge and childrearing involvement in the study.

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Berkopes, Kevin Michael. "The development of mathematics-for-teaching| The case of fraction multiplication." Thesis, Purdue University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3667979.

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The parallel research traditions of explicit-objective and tacit-emergent vary greatly in how they define, assess, and enable development of teacher mathematical knowledge. Despite these diversities, widespread agreement exists in mathematics education research that a teacher's mathematical knowledge is a key competency of an effective teacher. This research report investigates the nature and development of teacher mathematical knowledge of fraction multiplication defined from a tacit-emergent perspective. Questions about the nature and development of teacher mathematical knowledge for fraction multiplication were investigated in this report at the individual and collective levels. In addition, this research report also investigated the developmental links between these levels. The concept study design and the framework for teacher knowledge used in this report derived from the work of Davis and colleagues (Davis & Simmt, 2006; Davis & Renert, 2014).

The results from this report were multifaceted for both the individual and collective levels of mathematical knowledge. Teachers' individual mathematics-for-teaching (M4T) knowledge of fraction multiplication developed throughout their participation in the mathematical environments of the concept study. Furthermore, two types of collective action emerged as proposed links between the collective and individual development of teachers' M4T knowledge of fraction multiplication. These proposed links, titled synergistic realizations and recursive elaborations emerged in this report as patterns of mathematical action existent in moments of coaction. Recursive elaboration defines the decision-making mechanism where the collective expands the realm of what is possible for a single mathematical realization. Synergistic realization defines the collective decision action in which all previous realizations are abandoned for one innovation in the mathematical realization of a mathematical concept. A discussion of the implications for defining teachers' mathematical knowledge of fraction multiplication as nested systems of individual and collective knowledge is included in the conclusion of this report.

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Yanakieva, Elena R. "Fathers' Involvement in their Young Children's Everyday Life: A Look at Father's Involvement in his Preschool Child's Physical, Social, Cognitive, and Emotional Development." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/YanakievaER2004.pdf.

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Suchinda, Kajonrungsilp Kennedy Larry DeWitt. "A model curriculum for parent education in Thai society." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633396.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 17, 2006. Dissertation Committee: Larry D. Kennedy (chair), Robert L. Fisher, Ione M. Garcia, John R. McCarthy. Includes bibliographical references (leaves 121-129) and abstract. Also available in print.

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Mascall, Doris. "The development of the self-concept in the young child." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3706.

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The purpose of this thesis is to explore, based upon a literature survey of articles and books published primarily, though not limited to, the past fifteen years, the development of the self-concept in children during the first five years of life. This will include defining self-concept, the establishment of its significance throughout the life span, the role significant others play in the development, an examination of sex-role identity in relationship to self-concept formation, and a critique of available tests and measurements, followed by a conclusion which focuses upon implications for treatment providers.

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Meadows, Linda K. "Ethnography of a video arcade : a study of children's play behavior and the learning process /." Connect to resource, 1985. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1279566866.

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Madigan, Dara Michelle. "The relationship between early childhood professional development, quality of care, and children's developmental outcomes." Kansas State University, 2014. http://hdl.handle.net/2097/17683.

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Master of Science
Department of Family Studies and Human Services
Bronwyn Fees
An increased focus on school readiness in recent years has placed more attention on the importance of quality early care and education settings for children ages 3 to 5 years. The first five years of a child’s life represent a crucial period for development, and care settings impact children’s outcomes in a variety of domains. Preparation of teachers in order to provide a high-quality level of care that supports positive outcomes for children is critical. This report assesses the current state of the literature on effective professional development for early childhood professionals (primarily those working center-based settings with children ages 3 to 5 years), specifically as it relates to improved outcomes for children in the areas of social-emotional competence and language and literacy development. Methods for adult learning are also reviewed and recommendations for appropriate models of professional development based upon this review are provided. It is recommended that specific aspects within models of professional development be reviewed further to determine more concrete predictors in terms of what is effective for adult learning and application of concepts. It also is recommended that early care and education providers take part in professional development activities that have an added level of support and feedback, such as coaching, to assist in improving instructional practices to impact developmental outcomes in targeted areas, such as literacy.

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Allain, Ashley. "Development Of An Instrument To Measure Proportional Reasoning Among Fast-Track Middle School Students." NCSU, 2001. http://www.lib.ncsu.edu/theses/available/etd-20010417-144134.

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ALLAIN, ASHLEY. Development of an Instrument to Measure Proportional Reasoning Among Fast-Track Middle School Students. (Under the direction of North Carolina State University Graduate Faculty). The purpose of the study was to develop a reliable and valid instrument for measuring proportional reasoning among fast-track middle school girls in Wake County, North Carolina. The study sample consisted of 70 girls who attended the summer 2000 Girls on Track program at Meredith College located in Raleigh, North Carolina. The grade level for each of the participants ranged from 6th grade through 8th grade for the 2000-2001 school year. The instrument used in this study is the Proportional Reasoning Assessment Instrument. This instrument was developed by the researcher and is based upon problems discussed in relevant literature. The test items chosen include missing value, comparison, mixture, associated sets, part-part-whole, graphing and scale problems. The instrument is comprised of 10 open-ended items of varying difficulty levels. Data were analyzed using Statistical Package for the Social Sciences Version 10.0 (SPSS) and EXCEL. A four-point grading rubric was used to score each test item. Two measure of internal consistency were calculated to determine reliability: Chrombach?s coefficient alpha and inter-rater reliability. A panel of experts examined the test instrument for the qualities of relevance, balance, and specificity to establish content validity. Criterion validity was established through determining the correlation between students? scores on the Proportional Reasoning Assessment Instrument and the students? scores on the North Carolina End-of-Grade exam. A detailed item analysis was performed including item difficulty, item discrimination, item means, item variances, and inter-item correlations.Results from the study reveal the Proportional Reasoning Assessment Instrument is a reliable and valid test instrument for measuring proportional reasoning among fast-track middle school girls. In addition, the instrument revealed common misconceptions among the students in the sample. The overall coefficient alpha is and inter-rater agreement was 96%. The average difficulty is and the average discrimination is . Each test item contributed to the central purpose of the instrument due to the absence of negative discrimination indices.

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Oberholster, Jason. "Child-centred Communities : Architectural Intervention as Catalyst for Early Childhood Development." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/63653.

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Early childhood development (ECD) is a critical stage of development that forms the foundation for the future welfare and edification of children (UNICEF 2017:1). A key principle in this development is the notion that everything which surrounds the child, both visible and invisible, has an impact on the child (Cook & Cook 2009; Steiner Waldorf Education 2014). In this dissertation the impact of the architectural environment on early childhood development is addressed, bringing together the fields of pedagogy and architecture. The research determined the development of a set of design principles and guidelines that acts as a catalyst to generate architectural design solutions that can improve early childhood development, allowing children to engage in their spatial environments through active play and everyday use. Therefore, their early childhood development is enhanced as a result of reconfigured experiential built environments and spatial arrangements, where the environment acts as a third teacher and gives a heightened role to architecture as a medium for child development.
Vroeë kinderontwikkeling is ‘n kritieke stadium van ontwikkeling wat die fondament vir die toekomstige welsyn en opbou van ‘n kind vorm. ‘n Sleutelbeginsel in hierdie ontwikkeling is die begrip dat alles wat ‘n kind omring, beide sigbaar en onsigbaar, ‘n inslag op die kind het (Cook & Cook 2009; Steiner Waldorf Education 2014). In hierdie dissertasie word die inslag van die argitektoniese omgewing op vroeë kinderontwikkeling aangespreek, en sodoende word die velde van pedagogie en argitektuur saamgevoeg. Die navorsing het die ontwerp van ‘n stel ontwerpbesginsels en riglyne bepaal wast as katalisators optree om argitektoniese ontwerpoplossings te genereer. Hierdie oplossings kan vroeë kinderontwikkeling verbeter, en kinders toelaat om deur middel van aktiewe spel en alledaagse gebruik by hul ruimtelike omgewings betrokke te raak. So word hulle vroeë kinderontwikkeling versterk deur middel van ‘n hersaamgestelde proefondervindelike bou-omgewing en ruimtelike ordening, waarin die omgewing as ‘n derde onderwyser funksioneer, en ‘n verhoogde rol aan argitektuur as medium vir kinderontwikkeling toegeken word.
Mini Dissertation MArch(Prof)--University of Pretoria, 2018.
Architecture
MArch (Prof)
Unrestricted

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Campbell, Jennifer. "Correlation Between Piagetian Theory of Cognitive Development and College Mathematics Proficiency." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1407840377.

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Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.

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Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provided E-learning program. Eight child welfare professionals employed by a Midwestern private child welfare agency participated in semi-structured interviews, which were audio recorded and transcribed verbatim. A pattern matching logic model was used to extrapolate relevant themes. The themes from this study were that work environment, irrelevance of content, and emotional aspects of child welfare work were barriers to engaging in E-learning during a work day. The implications for positive social change are that using E-learning as a delivery system for training in child welfare needs to be combined with a concerted effort to develop programs that first consider the work environment of the child welfare professional and the relevance of content. Providing more effective training is expected to result in better trained workers, which leads to more effective child welfare interventions. More effective child welfare interventions are needed to resolve the current crisis within the field of child welfare, which protects one of society's most vulnerable populations.

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Baig, Fatima. "Investigating the motivations of parents choosing language immersion education for their child." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/921.

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This qualitative study focuses on the motivations and decision-making processes of parents who choose to send their children to new German immersion schools. Immersion programs have been identified as the vanguard of effective K-12 foreign language teaching. Despite their proven effectiveness and benefits they remain relatively unknown to the larger public. Yet the recent national momentum toward developing a language-competent society has brought with it an opportunity to both improve and learn from these programs. Parents, as primary stakeholders in their children's education, are a key feature in making a school program effective and successful. Attitudes and beliefs have been recognized to influence parents' decisions to become involved in their child's education. In their research, Hoover-Dempsey and Sandler (1995, 1997) found motivational beliefs to be a foundational part of parents' involvement process. Their construct of parents' motivational beliefs formed the conceptual framework for this study. Based on this construct, semi-structured interview questions were developed to examine how parents' educational goals, language beliefs, program perceptions and expectations impact the educational decisions they make. As a second aspect, this study investigated the kinds of roles parents have constructed for themselves by asking parents about their own school experience, and perceived roles and responsibilities in their children's education. Using content analysis, this study examined sixteen parent interviews. The study found that parents are of utmost importance to immersion programs. Participants enrolled their children in immersion programs because of reasons such as their family language background or a true passion for language learning. Parents appeared very reflective and knowledgeable of immersion education, child rearing, and their impact on their children's education. They had very high expectations but saw themselves as partners to schools in providing their children with the best education possible. Implications for immersion administrators, teachers, and parents are offered.

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Ziegler, Cindy. "Middle School Mathematics Teachers' Perspectives on Instructional Practices." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3650.

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In a local middle school, students were not meeting standards on the state mathematics tests. The purpose of this qualitative study was to explore mathematics teachers' perspectives on effective mathematics instruction vis-Ã -vis the principles of the National Council of Teachers of Mathematics (NCTM). Within this framework, the 6 principles in the creation of quality mathematics programs included equity, curriculum, teaching, learning, assessment, and technology. Seven teachers from around the country participated; all met the criteria of a graduate degree in education, at least 5 years of experience teaching adolescent learners, and at least 3 years teaching mathematics. Participants were surveyed about their perspectives using a modified Delphi method. In Round 1, they listed practices that they believed were helpful in all NCTM content standards. In Round 2, they ranked all of the practices and provided rationales. In Round 3, they viewed Round 2 rankings/rationale and then rated the practices a last time. Qualitative content analysis was used to analyze Round 1; descriptive analysis was used to analyze ranking data from Rounds 2 and 3. The results revealed the most effective instructional practices for middle school mathematics in each of the NCTM content standards. With that information, a training plan was developed to give local mathematics teachers a tool with which to analyze their instructional practices and then integrate the effective ones based on the modified Delphi study results to improve their students' achievement. Implications for positive social change include providing the local site with a research-based teacher training plan to improve mathematics instruction and potentially improve student achievement.

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Khakbaz, Azimeh Sadat. "Professional Development for Mathematics Teachers Through Lesson Study." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80367.

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Lesson study is known as an effective Japanese professional development approach for teachers, since 1999.After that, this approach used dramatically as a way for improving teaching and learning in classroom through many countries and by many researchers. Review the literature of lesson study show that there is one common effort between the researchers to apply this approach. That is to make local model for using this Japanese approach as a localized one to release the unavoidable challenges of applying the method of another educational culture. This paper first reviews the literature on lesson study as a way of teachers\' professional development, which has been conducted since Meiji Period in Japan and is conducting for today\'s teaching in classroom. Then it clarifies how Iranian mathematics teachers encountered with this method. Finally, the finding of this research addresses a general translated model of lesson study that is preferred to apply lesson study for Iranian culture of education.

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Johnson, Teri N. "Mathematics Identity Construction in Successful African Americans: Reflections on Mathematics Experiences During Adolescence." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6059.

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This project used narrative inquiry to examine adolescent experiences that contributed to the development of positive mathematics identities in successful African Americans. Ten African Americans, who had worked in a STEM-related occupation for at least two years, were asked to reflect on in- and out-of-school experiences with mathematics during their middle and high school years. Data collection included individual interviews and one focus group discussion. A combination of internal and external factors emerged as contributors to participants’ adolescent mathematics identities. Internal factors included early career interest, finding enjoyment in the challenges associated with learning mathematics, or facing setbacks they were determined to overcome. External influences included parents/family members, teachers/school staff, and peers who were influential agents in participants’ mathematics socialization. Participants’ stories revealed that mathematics identities were developed in several communities of practice—the mathematics classroom, after-school (or school-affiliated) programs, summer programs, and during unstructured free time. The findings offer three possible applications to practice: 1) Continue developing school-based and out-of-school programs aimed at exposing African American adolescents to STEM and allowing them to apply the knowledge gained in the classrooms in the real world; 2) Increase efforts to educate African American parents about the variety of occupations related to STEM and the foundational knowledge needed to gain access to these occupations; and 3) Continue efforts to recruit African American secondary teachers for STEM-related courses.

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Baker, Jessica. "Parent education programmes for early childhood development : reflections of practitioners." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95853.

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Thesis (MSocialWork)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Parent education programmes have been identified as intervention strategies which address numerous social problems in South Africa. This study aimed to highlight the importance of empowering parents through knowledge and skill development in order to positively invest in the future generations of South Africa. Early childhood development is a field which has emerged on the agenda of the helping professions, such as social work, psychology and education. The development of parent education programmes is an example of advancement in this field. The topic of parent education is noteworthy in light of the growing need to empower parents to raise well-developed children. The development of effective parent education programmes is beneficial to both the parents and practitioners. However, practitioners are seldom given the opportunity to reflect on their own professional experiences of delivering these programmes. Therefore, there is a need to investigate and analyse these experiences to potentially improve programme delivery. Consequently, the aim of this study was to gain a better understanding of practitioners’ experiences of facilitating programmes aimed towards early childhood development by utilising social learning and cognitive behavioural approaches. A combination of a quantitative and qualitative research approach was used in this study. Exploratory and descriptive research designs were implemented in order to describe the social phenomenon of parent education programmes for early childhood development. Practitioners delivering parent education programmes in the Cape Metropole in South Africa were selected to participate in the study. Data was collected during individually administered interviews by means of a semi-structured questionnaire. Practitioners were given the opportunity to share their reflections (which are qualitative in nature) on their experiences of facilitating programmes aimed at early child development. The main findings of this study indicated that there is a need for practitioners to be adequately trained to deliver programmes which are engaging and relevant to the needs of parents. Group-based and community programmes were found to be effective platforms for this intervention. The nature and components of parent education programmes, as outlined in the literature, provide clear guidelines for organisations and practitioners wishing to deliver such programmes and it is recommended that they be incorporated into facilitators’ training sessions. Furthermore, the findings of this study are significant for practitioners facilitating parent education programmes as they confirmed that the effectiveness of the implementation of such programmes are linked to the delivery by and experiences of practitioners. An effort should therefore be made to enhance these experiences by endorsing the use of best practice methods for programme delivery. South Africa has recently begun to explore the innovative avenue of parent education through group-based parenting programmes. The enhancement of parents’ capabilities through these programmes are seen as an asset for promoting social development and advancing legislation on childhood development. The conclusions drawn in this study indicate a need for further research into the topic of parent education programmes in South Africa. Consequently, recommendations are provided for further research that would complement this study and elaborate on its findings.
AFRIKAANSE OPSOMMING: Oueropleidingsprogramme word beskou as ŉ intervensiestrategie wat talryke maatskaplike probleme in Suid-Afrika aanspreek. Hierdie studie het dit ten doel gestel om te wys hoe belangrik dit is om ouers te bemagtig deur die ontwikkeling van hul kennis en vaardighede om so ŉ positiewe bydrae tot die toekomstige generasies van Suid-Afrikaners te maak. Vroeë kinderontwikkeling is ŉ veld waaraan daar toenemend aandag geskenk word in die hulpverleningsprofessies, byvoorbeeld maatskaplike werk, die sielkunde en die onderwys. ŉ Voorbeeld van vordering wat al op hierdie gebied gemaak is, is die ontwikkeling van oueropleidingsprogramme. Hierdie programme is van belang om die toenemende behoefte daaraan om ouers te bemagtig om goed ontwikkelde kinders groot te maak, aan te spreek. Die ontwikkeling van effektiewe oueropleidingsprogramme is voordelig vir sowel ouers as praktisyns. Praktisyns word egter selde die geleentheid gegun om te reflekteer op hul eie professionele ervaring as fasiliteerders van sodanige programme. Daarom is daar ŉ behoefte daaraan om hierdie ervarings te ondersoek en te analiseer om die lewering van hierdie programme moontlik te verbeter. Na aanleiding van hierdie behoefte, was die doel van hierdie studie om ŉ beter begrip te vorm van die praktisyns se ervaring van die fasilitering van programme vir vroeë kinderontwikkeling deur van die sosiale leer- en kognitiewe gedragsbenaderings gebruik te maak. ŉ Kombinasie van kwantitatiewe en kwalitatiewe navorsingsbenaderings is in hierdie studie gevolg. ŉ Verkennende en beskrywende navorsingsontwerp is toegepas om die sosiale fenomeen van oueropleidingsprogramme vir vroeë kinderontwikkeling te beskryf. Praktisyns van oueropleidingsprogramme wat in die Kaapse Metropool in Suid-Afrika aangebied word, is gekies om aan die studie deel te neem. Data is ingesamel tydens individuele onderhoude deur middel van semi gestruktureerde vraelyste. Praktisyns is die geleentheid gebied om te reflekteer (ŉ kwalitatiewe benadering) op hulle ervaring van die fasilitering van programme wat gerig is op vroeë kinderontwikkeling. Die hoofbevindinge van hierdie studie dui op ŉ behoefte vir praktisyns om doeltreffend opgelei te word om programme aan te bied wat aantreklik en relevant is vir ouers om hulle behoeftes aan te spreek. Daar is bevind dat groepsgebaseerde en gemeenskapsprogramme effektiewe platforms vir hierdie intervensie is. Die aard en komponente van oueropleidingsprogramme, soos uiteengesit in die literatuur, bied duidelike riglyne vir organisasies en praktisyns wat sodanige programme wil aanbied en daar word aanbeveel dat dit in opleidingsessies vir fasiliteerders inkorporeer word. Die bevindinge van hierdie studie is verder van belang vir fasiliteerders van oueropleidingsprogramme aangesien dit bevestig dat die geslaagdheid van die programme gekoppel is aan praktisyns se lewering en ervaring daarvan. ŉ Poging moet dus aangewend word om hierdie ervaring te verbeter deur praktisyns aan te moedig om die “beste praktyk”-metodes te gebruik wanneer hulle programme aanbied. Suid-Afrika het onlangs ŉ innoverende benadering tot oueropleiding begin volg, naamlik om sodanige programme in groepsverband aan te bied. Die verbetering van ouers se bekwaamheid deur middel van hierdie programme word beskou as ŉ manier om vooruitgang in maatskaplike ontwikkeling te bewerkstellig en wetgewing oor kinderontwikkeling te bevorder. Die gevolgtrekkings waartoe daar in hierdie studie gekom word, dui aan dat daar ŉ behoefte vir verdere navorsing oor oueropleidingsprogramme in Suid-Afrika bestaan. Gevolglik word daar ter afsluiting aanbevelings gemaak ten opsigte van verdere navorsingsgeleenthede wat hierdie studie kan aanvul en op sy bevindinge kan uitbrei.

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Gudbjornsdottir, G. "Cognitive development, gender, class and education : A longitudinal study of Icelandic early and late cognitive developers." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377067.

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Omlin-Ruback, Holly I. "A study of mathematics homework." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10342.

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xi, 86 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
After spending the day learning in elementary school, most children across the United States are given homework , assignments to be completed outside of the regular school day. Most research on homework conducted in elementary schools focuses on the relationship between achievement and time spent on homework. Little, if any, research has investigated the types of mathematics homework assigned to elementary students and its relationship to achievement. Given the continued practice of assigning homework and the gap in literature regarding research that investigates type of homework, as well as the paucity of homework research at the elementary level, there is a need for further research. Thus, the focus of this dissertation was to investigate the type of mathematics homework assigned to fifth-grade students, their interaction with the assigned homework and the relationship to achievement on a statewide test. This exploratory descriptive study used a convenience sample of fifth-grade students from a school district in the Pacific Northwest to examine the type of mathematics homework assigned to fifth-grade students, their interaction with the assigned homework, and the relationship between the homework students completed and their achievement on the statewide standardized test in mathematics. The majority of homework collected was correctly completed Direct Contact Practice homework. Furthermore, the mathematical strand of Calculations and Estimations was the most frequently assigned strand. Correlational analysis indicated that weak correlations with student total RIT scores on the statewide standardized test in mathematics existed in several areas. There was a correlation of .29 between the number of correct homework interactions and state test score, a correlation of .36 between the number of Direct Contact Practice homework and the RIT score, a -.28 correlation between the number of Other homework items completed and the RIT score, and a .26 correlation between the total number of homework interactions and RIT score. When the relationship between homework categorized by math strand and the state stranded math score was examined, there was a .36 correlation between the number of Algebra homework interactions and score on the algebra strand of the statewide mathematics assessment. Limitations of the study are discussed and recommendations for future research are presented.
Committee in charge: Gerald Tindal, Chairperson, Educational Methodology, Policy, and Leadership; Keith Zvoch, Member, Educational Methodology, Policy, and Leadership; Philip McCullum, Member, Educational Methodology, Policy, and Leadership; Lou Moses, Outside Member, Psychology

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Alt, Robert Harold. "Teachers' Perceptions of the Sustainability of Mathematics and Science Partnership Professional Development." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7363.

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The sustainability of improved pedagogy gained through professional development (PD) of mathematics teachers has undergone little empirical study. In a midsized urban school district in the Northeastern United States, all high school mathematics teachers attended a 3-year mandatory PD program. Although an external evaluator studied this program immediately after completion, there had been no longitudinal study of the perceptions of its participants regarding the sustained benefits of the program. This qualitative study offered a follow-up study of the participants in the Math and Science Partnership (MSP) PD program to provide insight to administrators regarding the sustainability of benefits gained through the MSP program. The conceptual framework for the study consisted of Desimone's model for evaluating PD and Kleining's framework of systematic exploration and inquiry. The participants (N =7) were asked about their perceptions of the value, applicability, longevity, and efficacy of their MSP PD and their suggestions to improve the program. Data were organized and analyzed using Patton's semistructured systematic framework to reveal general consensus as well as anecdotal evidence. The perceptions of the mathematics teachers provided pertinent information that administrators could use to determine the format of future PD. Teachers participating in this study indicated that having a college professor present a combination of content knowledge and pedagogy skills made the MSP program highly effective and long-lasting. Using this feedback, district leaders could institute improved PD, giving their teachers the skill and knowledge to lift their students academically. Closing the mathematics achievement gap may open employment and college opportunities to students which allow them to escape poverty and lead more successful lives.

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Logan, Austin Gerald Mary. "Pupil opinion : a contribution to child-centered theory and to curriculum and staff development." Thesis, University of Ulster, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287911.

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DeLorenzi, Leigh de Armas. "The relationship between caregiver intimate partner violence, posttraumatic stress, child cognitive self-development, and treatment attrition among child sexual abuse victims." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5188.

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Child sexual abuse (CSA) is a worldwide problem, with two-thirds of all cases going unreported. A wealth of research over the last 30 years demonstrates the negative emotional, cognitive, physical, spiritual, academic, and social effects of CSA. As a result, researchers and mental health professionals frequently attempt to measure the efficacy of treatment modalities in order to assess which treatments lead to better outcomes. However, in order to effectively study treatment outcomes, researchers must be able to track the status of child functioning and symptomology before, during, and after treatment. Because high levels of treatment attrition exist among CSA victims, researchers are unable to effectively study outcomes due to large losses in research participants, loss of statistical power, and threats to external validity (Kazdin, 1990). Moreover, due to the high prevalence of concurrent family violence, caregivers with intimate partner violence are more than twice as likely to have children who are also direct victims of abuse (Kazdin, 1996). Caregivers ultimately make the decisions regarding whether or not a child stays in treatment, and therefore, it is important to examine the influence of both parent factors (e.g., intimate partner violence) and child factors (e.g., traumatization and/or disturbances in cognitive self-development) on treatment attrition. This two-pronged approach of examining both child and family characteristics simultaneously with attrition patterns offers a more complete picture for the ways concurrent family violence influences treatment than looking at child and caregiver factors separately. The purpose of this study was to investigate the relationships between caregiver intimate partner violence, child posttraumatic stress (Trauma Symptom Checklist for Children [TSCC]; Briere, 1996), child cognitive self-development (Trauma and Attachment Belief Scale [TABS]; Pearlman, 2003), and treatment attrition. The statistical analyses in this study included (a) Logistic Regression, (b) Poisson Regression, and (c) Chi-square Test for Independence. Elevated TSCC subscale scores in posttraumatic stress predicted both an increased number of sessions attended and increased number of sessions missed. Elevated TABS subscale scores in self-trust predicted an increased number of sessions attended and decreased number of sessions missed. Elevated TABS subscale scores of other-intimacy and self-control predicted an increased number of sessions missed. Moreover, the presence of past or current caregiver intimate partner violence predicted a decrease in number of sessions attended. While no relationship existed between child posttraumatic stress or cognitive self-development and whether a child graduated or prematurely terminated from treatment, children with parents who confirmed past or current intimate partner violence were 2.5 times more likely to prematurely terminate from treatment.
ID: 031001420; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed June 18, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 213-247).
Ph.D.
Doctorate
Education and Human Performance
Education; Counselor Education

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Badzis, Mastura. "Teachers' and parents' understanding of the concept of play in child development and education." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/2502/.

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This study is set in the context of an increasing awareness of the need for and importance of quality play learning experience for pre-school children owing to its crucial role and great contributions to various aspects of child development. The main aim of this study is to examine teachers' and parents' perspectives on play and their understanding of the role of play in relation to children's learning particularly in preschool practice. Teachers' perceptions of play were described and analysed with respect to their definition of play, roles and values of play in relation to children's learning, and the use of play in teaching. Parents' understandings of the concept of play were examined through their perception on play as pedagogical tools and their preference for pre-school learning activities. The findings of the study imply that: (i) There was a mismatch between teachers' understanding of the word play in child development and play in relation to educational program of the children. (ii) Only few parents considered play to be the appropriate way of children's learning. Most of them preferred a formal learning environment for their children's pre-school activities. (iii) Play activities tended not to provide learning experiences of acceptable quality in most of the settings and many pre-school teachers taught children in a very formal way. (iv) There was no evidence of systematic differences between the philosophy and type of settings in respect to play understanding. The differences are the level of the teachers' knowledge, professional training and academic qualifications. (v) Mainly there were four main factors concluded as impeding the progress of deploying play in Malaysian pre-school practice: conceptual barriers, attitudinal barriers, structural barriers and functional barriers. As a result of the findings, some implications have been advocated concerning the need for rethinking the practice in Malaysian pre-schools for improving the approach to educating young children by giving play its central role in children's learning and free from academic stress.

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Tynes, Curry Tiffany D. "A Comparative Study of Elementary Mathematics Specialists and Mathematics Coaches on Fourth Grade Students' Mathematics Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3731.

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Federal dollars are utilized to develop instructional programs for students not demonstrating mathematical proficiency on state standardized mathematics assessments, but there is a lack of empirical data on the effectiveness of two different approaches that were used in the local context. The purpose of this quantitative, nonexperimental, casual-comparative study was to determine if state achievement test scores of students in fourth grade who received instruction from a Mathematics Specialist (MS) during the 2007-2009 academic years demonstrated a statistically significant difference from the mathematics state achievement test scores of fourth grade students who received instruction from Grades 1-8 credentialed teachers supported by a Math Coach (MC) during the 2012-2014 academic years. The theoretical base includes two components: National Council of Teachers of Mathematics Standards and Federal No Child Left Behind educational policy, which focus on standards-based education, curriculum, assessment, and instruction to meet students' mathematical needs. Data was collected from a census sample of 13,671 students' state scores from school years 2007-2008, 2008-2009 (MS) and 2012-2013, 2013-2014 (MC). The research question was whether there is a difference in MS and MC scores. An independent samples t test was used to compare the means of all the scores. The results show that the MS program produced statistically higher math scores than the MC. This supports the limited literature in favor of MS. Positive social change includes supporting increasing the use of the MS program in the local context to increase mathematics test scores and the potential for redistribution of federal funds to develop MS programs nationwide.

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Allen, David Richard. "Examining the effects of parent education in a family resource center /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3112999.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 170-182). Also available for download via the World Wide Web; free to University of Oregon users.

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Dissertations / Theses on the topic 'Mathematics education; Child development'

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