Western Connecticut State University
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THE RELATIONSHIP BETWEEN WRITING ACHIEVEMENT, WRITING SELF-EFFICACY, WRITING APPREHENSION AND PERCEIVED VALUE OF WRITING BY GENDER FOR THIRD-GRADE STUDENTS IN A SUBURBAN SCHOOL DISTRICT
No full textWriting requires strong motivation to persevere through the unique problem solving and self-monitoring process required for a successful execution of the task. Results of writing achievement research often reveal a gender gap. Typically, girls outperform boys at local, state, national, and international writing assessments. This study examined the relationship between writing achievement ability and writing motivation by gender for third-grade students in a suburban school district. This study is important due to a dearth of information on academic motivation in the domain of writing because what does exist is usually focused on students from middle school to college age, not elementary age students. Academic motivation in literacy needs to be better understood in order to both maximize instructional practices suited toward this goal and to increase the development of self-efficacy among students.
This study employed a quantitative approach using the following measures: self-efficacy for writing, writing apprehension, writing valuation, the Connecticut Mastery Test’s Direct Assessment of Writing, and general aptitude from the Otis-Lennon School Ability Test
(OLSAT). The first analysis involved an examination of any differences in writing achievement scores for boys and girls, after covarying for general aptitude. Then, two regression analyses were conducted, one for boys and one for girls. Analyses were used to predict the variation in writing achievement scores by first entering ability into the equation and then entering scores for writing motivation (self-efficacy for writing, writing apprehension and writing valuation). This study included 107 general education third-grade students in this district, out of a population of approximately 300 students. For the purposes of this study, general education students are defined, as those not identified as special education students. However this definition does include students who participate in the pull-out program for those students identified as academically gifted. Results from this study provide insight for creating instructional practices critical to developing students’ self-efficacy and perseverance in writing.
Results indicate general aptitude does not significantly influence writing achievement, but that there is a significant difference in writing achievement scores for boys and girls (F(1, 104) = 11.950, p = .001). Stepwise regression analysis indicated writing apprehension and self-efficacy influenced boys’ writing achievement scores, and self-efficacy influenced girls’ writing achievement scores. It appears different factors may be influencing success in writing achievement based on gender. Further research is needed to explore this issue.Doctor of Education (EdD)Education & Educational Psycholog
Impact of problem finding on the quality of authentic open inquiry science research projects
Get PDF289 pages, 5 chapter
Louise Andrews (interview)
No full text2 recording; tape 1 5 min., tape 2 5 min.Andrews worked in a factory making gun parts during the war. Commented on home front issues, rationing, VJ and VG days, peace, etc
The Evolution of Media
No full textMedia has been changed irrevocably by the ingenuity and availability of the World Wide Web, creating a global network of users who share information and entertainment. This shift has encompassed nearly every medium of information, and forced many industries to reevaluate archaic business models and means of dispensing information and products. This project examines how the World Wide Web has transformed the way that outlets of media, especially news, have re-imagined their approach to distributing information and the effect that the digital revolution has had on previous formats, such as print
Generation Last: An instrument for classroom instruction
No full textAbstract
This is a thesis project intended to foster the creative writing and critical thinking skills of upper level high school students. The story is designed to engage students in thinking outside the realm of the typical high school essay. Students will read the story and enter into a world that marks the connection two people share through a journal. This story gives the students a small introduction to the science fiction world and creative writing. The activities that accompany the story will stimulate the students and get them to begin thinking about their own writing skills
Interview with Bruno Depecol
No full text2 Recordings. 1- 22:11 2- 10:12This is a recording of my interview with Bruno Depecol who was a member of the United States Navy during World War Two. He was a carpenter who was sent over to England and stationed at the Royal Naval College where he and his comrades set up an amphibious base used to repair landing craft, including the LCVP that were used at the invasion on D-Day. He was not involved in combat but sheds a good light on what it was like to be a "behind the scenes" Navy man
Conversations about service in World War II
No full text27 minutes of recorded conversation with Richard Wagner.Interview with Richard Wagner concerning his experiences in the U.S. Navy during World War II and his involvement in the D Day invasion
STUDENT PERCEPTIONS OF THE DEVELOPMENT OF MATHEMATICAL SELF-EFFICACY IN THE CONTEXT OF THE INSTRUCTIONAL SETTING AND PROBLEM SOLVING ACTIVITIES
No full textThis multi-case qualitative study, conducted in two elementary schools, observed the self-efficacy experiences of 67 5th grade mathematics students in daily lessons. Four classrooms were observed a total of 40 times for 30 minutes each. Two classrooms each used traditional instructional materials and standards-based instructional materials. Problem solving activity, interviews, a self-efficacy survey, and analysis of student work samples and teacher instruction materials were used to confirm information gathered through observation.
Analysis of information sources resulted in the development of four major constructs: social learning, feedback, modeling, and strategy use. Both groups experienced each construct however, students in standards-based classrooms were exposed to higher levels of each.
Recommendations for future research include the following: similar research with a more diverse socio-economic sample, research committed to detecting the background forces which promoted the site differences in social learning readiness, and inquiry into problem solving.Doctor of Education (EdD)Education & Educational Psycholog
THE EFFECTS OF METACOGNITIVE AWARENESS ON THE DEVELOPMENT OF MATHEMATICAL PROBLEM-SOLVING SKILLS IN FOURTH-GRADE HOMEWORK ASSIGNMENTS
No full textPresently, research is questioning the value of homework, especially at the elementary level. One reason homework is considered important is that it allows for the opportunity to practice and reinforce skills. Currently, elementary students in the United States are assigned homework in mathematics three or more times a week. Since homework assignments extend learning beyond the classroom environment, these assignments need to demonstrate an effective use of students’ and teachers’ time and energy.
Research has shown that mathematical problem-solving skills improve when students are metacognitively aware of the process they follow as they solve these problems, and this metacognitive awareness improves as students consistently practice and reinforce these skills. This study investigated the effects of metacognitive awareness on the development of problem-solving skills when metacognitive awareness practice was included as a part of mathematical problem-solving skills homework assignments of fourth-grade students.
This quasi-experimental study examined the effects of the independent variable of homework assignments with or without metacognitive awareness practice, on the dependent variables of mathematical problem-solving achievement, completion, accuracy, independence, and quality of responses. Although there was no significant effect of homework assignments, with or without metacognitive awareness practice, on these dependent variables, there was a significant correlation between independence and mathematical problem-solving, completion, accuracy, and quality. Students who independently completed their homework had higher achievement scores than students who did not. Students who received assistance on their homework showed a temporary improvement in the completion, accuracy, and quality of their responses. In other words, help with homework improved the homework assignment but did not carry over to improve achievement scores. The results of this study pointed out the need to explore how the construct of homework can be effectively utilized as an important element in the development of independent learners.Doctor of Education (EdD)Education & Educational Psycholog
Renaldo Saplio Interview
No full textApproximately one hour in length. Some background noise as it was recorded at bar.Not a linear account of Saplio's experiences; interview moves between wartime, pre and post. Interviewee more comfortable off record and consequently interview becomes personal--in regard to his family and his motivation for enlistment rather than strategical/tactical