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Effect of the Descriptive Teaching Method on Speech-Language Pathologists’ Attitude, Level of Knowledge, and Usage of AAC [Permanent Embargo]
No full textStudents with complex communication needs (CCN) require augmentative alternative communication (AAC) to engage in activities. The American Speech and Hearing Association (ASHA) states that the speech language pathologist (SLP) is the primary professional to conduct AAC assessment and interventions, facilitate team collaboration, and train communication partners. However, SLPs cite challenges to serving AAC users in such areas as knowledge and skill in instructional strategies, vocabulary selection, collaboration skills, and expertise in AAC systems (Allen et al., 2017; De Bortoli et al., 2014; Kent-Walsh et al., 2008). Survey results found SLPs desired practical in-service training that provided specialized knowledge of AAC (DeBortoli et al., 2014).
The purpose of this study was to expand the knowledge base by obtaining the level of knowledge, attitude, and usage of AAC among school-based SLPs and provide training in intervention and implementation. Four SLPs participated in the single subject quasi-experimental investigation. Pre/post surveys were used to assess level of knowledge and positivity toward AAC. Frequency of usage of AAC by the SLP were obtained in 15-minute observations. Following three weeks of baseline data collection of usage, a professional development focused on the core vocabulary approach implemented through the descriptive teaching method was provided.
Results suggest the intervention was effective at increasing knowledge and usage. No change in attitude occurred. Findings suggest training that includes theory, rationale, strategy description, demonstration, and simulated practice can increase the knowledge and usage of AAC.
Keywords: Augmentative and alternative communication, core vocabularyChapter I: Introduction 1 -- Problem Statement 1 -- Statement of Purpose 6 -- Research Questions 6 -- Overview of the Methodology 7 -- Rationale and Significance 7 -- Role of the Lead Researcher 9 -- Organization of the Dissertation 9 -- Chapter II: Review of Related Literature 11 -- Typical Language Learners 12 -- Components of Language 13 -- Aided Language Learners 16 -- Characteristics of Aided Language Use 16 -- Intrinsic Factors 17 -- Extrinsic Factors 18 -- Communication Partner Skills 19 -- History of AAC 20 -- Assessment of Language 26 -- AAC Teams 28 -- AAC Interventions 29 -- Explicit Instruction 30 -- Incidental Teaching 32 -- Instructional Strategies 33 -- Aided Language Modeling 34 -- The Core Vocabulary Approach 36 -- What is the Core Vocabulary Approach? 36 -- Core Vocabulary 36 -- Why Use the Core Vocabulary Approach? 38 -- Robust AAC System 40 -- Barriers to Implementing AAC 43 -- Attitudes 43 -- Knowledge and Skills 44 -- Team Collaboration 45 -- Referential Teaching 46 -- Descriptive Teaching 48 -- Professional Development 52 -- Chapter III: Methodology 58 -- Research Design 58 -- Definition of Variables 61 -- Participants 61 -- Setting 62 -- Procedures 62 -- Baseline 62 -- Intervention and Implementation 63 -- Data Collection 66 -- Data Analysis 68 -- Interrater Reliability 69 -- Procedural Fidelity 69 -- Chapter IV: Results 70 -- Knowledge of AAC 71 -- Attitude Toward AAC 74 -- Usage of AAC 77 -- Participant A 78 -- Baseline Description 79 -- Intervention Description 80 -- Participant B 80 -- Baseline Description 81 -- Intervention Description 82 -- Participant C 82 -- Baseline Description 84 -- Intervention Description 85 -- Participant D 85 -- Baseline Description 86 -- Intervention Description 87 -- Chapter V: Discussion 88 -- Effectiveness of the Core Vocabulary Approach on level of Knowledge 90 -- Knowledge of Assessment 90 -- Knowledge of intervention/strategies 91 -- Aided Language Modeling 91 -- Core Vocabulary Approach 92 -- Robust Systems 92 -- Effectiveness of the Descriptive Teaching Method on Attitude Toward AAC 93 -- Service Delivery 93 -- Treatment 94 -- Effectiveness of the Descriptive Teaching Method on Usage of AAC 95 -- Participant A 95 -- Participant B 96 -- Participant C 97 -- Participant D 98 -- Conclusions 98 -- Limitations of the Study 100 -- Recommendations for Future Research 102 -- References 104 -- Appendix A: Valdosta State University IRB 120 -- Appendix B: Fayette County Board of Education IRB 122 -- Appendix C: Data Collection Sheet 124 -- Appendix D: Professional Development Slides 126 -- Appendix E: Core Word Board 134 -- Appendix F: Science Lesson Plan 136 -- Appendix G: AAC Lesson Plan 138 -- Appendix H: Survey 140 -- Appendix I: Procedural Fidelity 143Carter, MatthewLamb, KatherineEckdahl, HallieD.S.P.L.Speech-Language Patholog
Examining the Relationships between the Motoric, Phonological Awareness, Rapid Naming, and Speech Sound Abilities of Children
Get PDFEmpirical studies suggest that children with speech sound disorders (SSD) can present with concomitant language and/or literacy impairments. Research also supports the comorbidity of motoric deficits in children with speech and language impairments, but the cumulative research exploring this comorbidity is lacking. The present study investigated the complex relationships that may relate to speech sound abilities, including phonological awareness (PA), rapid automatized naming (RAN), and non-speech-based motoric abilities, among an early school-age sample. Standardized assessments were administered to obtain various measures of each ability. Results indicated significant relationships between speech sound abilities and PA, PA and RAN, GFTA-3 SIW and SIS subtests, and non-speech-based motoric proficiency and speech sound abilities. There was no significant relationship between speech sound abilities and RAN or PA/RAN and non-speech-based motoric abilities. The potential causation of these comorbidities and clinical implications will be discussed.
Keywords: Communication Sciences and DisordersChapter I: INTRODUCTION 1 -- Chapter II: REVIEW OF LITERATURE 2 -- An Overview of Articulation and Phonology 2 -- Articulation 2 -- Phonology 3 -- Speech Sound Disorders 3 -- Phonological Disorder 4 -- Articulation Disorder 5 -- Incidence and Prevalence 5 -- Assessment 6 -- Formal Assessment 7 -- Informal Assessment 8 -- Citation versus Connected Speech Sampling 9 -- Language and Literacy Relationship 11 -- Phonological Representations 11 -- Multiple Cognitive Deficit Model 12 -- Isolated SSD versus Concomitant LI 14 -- Phonological Awareness 15 -- Speech Perception and Receptive Vocabulary 16 -- Articulatory Proficiency 18 -- Speech Error Type 19 -- Rapid Automatized Naming 22 -- The Double Deficit Hypothesis 23 -- Relationship with Phonological Awareness 26 -- Relationship with Speech Sound Abilities 29 -- Motoric Relationship 34 -- Diadochokinesis 35 -- Gestures 37 -- Isolated Speech Impairment 38 -- Handwriting 40 -- Broca’s Area 43 -- Cerebellar Influence 44 -- Purpose 45 -- Experimental Question 46 -- Chapter III: METHODS 47 -- Participants 47 -- Procedures 47 -- Measures 52 -- Comprehensive Test of Phonological Processing-Second Edition (CTOPP-2) 52 -- Goldman Fristoe Test of Articulation-Third Edition (GFTA-3) 52 -- Bruininks-Oseretsky Test of Motor Proficiency-Second Edition (BOT-2) 52 -- Analysis 53 -- Chapter IV: RESULTS 54 -- Regression Analyses 55 -- Correlations 56 -- Chapter V: DISCUSSION 57 -- Interpretation and Implications 57 -- Limitations 60 -- Recommendations 61 -- Conclusion 63 REFERENCES 64.Carter, MatthewRandolph, CrystalPadgett, LauraConner, ChuckM. Ed.Education in Communication Disorder
Quantitative Analysis of Publication Numbers Over Time for Immunology Research Topics in Molecules, Cells, and Organs
Get PDFResearch scientists, medical professionals, and the academic community publish their findings every year culminating in time series publication numbers of data that form nonlinear trends over time. Understanding these trends would allow researchers to predict future levels of need and interest in specific research areas within their discipline. The problem with studying these trends is defining exactly what their quantitative behavior will be in the future.
Trends in publication frequency can be described by plotting sub-discipline publication numbers over time. In this study, we assign specific sigmoidal equations to each sub-discipline studied by doing a Boolean search of PubMed for publication numbers on research topics related to six molecules, ten cell types, and four organ types all related to immunology. Our approach was to transform the original data by reduction of the x-axis and then curve fit the original data set to the best fitting curve which could be analyzed by non-linear regression. This technique was essential to arriving at an accurate prediction of the expected number of publications. Our findings are immunological publication numbers of cells, molecules, and organ types in immunology have exhibited significant trends that give R2 values higher than 0.95 and that in our areas of study only sigmoidal trend behaviors are observed. We propose that demonstrated trends in publications counts will be informative to researchers allowing prediction of growth of interest in their respective fields of study in immunology. Also, we affirm that any predictions made from our research can be verified by chi-square analysis.
Keywords: time series, publication numbers, publication frequency, sigmoidal, immunology, predictionChapter I: INTRODUCTION 1 -- Chapter II: LITERATURE REVIEW 3 -- Immunology History 3 -- Modern Immunological Techniques 4 -- Database Storage 4 -- Data Analysis 5 -- Chapter III: MATERIALS AND METHODS 6 -- PubMed Search 6 -- Chapter IV: RESULTS 8 -- Sigmoidal Occurrence 8 -- R2 Table 9 -- Chapter V: DISCUSSION 10 -- Sigmoidal Behavior In Scientific Community 10 -- Behavior of PubMed Cataloging 10 -- Indexing of Publications Over Time 10 -- Future Prediction of Immunology 11 -- REFERENCE 12 -- APPENDIX A: Nonlinear Regression Analysis of Cell Types: Regression Analysis ran using Sigmoidal, Two-Sigmoidal, 6 Parameter and Sigmoidal, Sigmoid, 3 Parameter 16 -- APPENDIX B: Nonlinear Regression Analysis of Molecule Types: Regression Analysis ran using Sigmoidal, Two-Sigmoidal, 6 Parameter and Sigmoidal, Sigmoid, 3 Parameter 27 -- APPENDIX C: Nonlinear Regression Analysis of Organ Types: Regression Analysis ran using Sigmoidal, Two-Sigmoidal, 6 Parameter and Sigmoidal, Sigmoid, 3 Parameter 34Kang, JonghoonElder, John F.James, ChristineM.S.Biolog
Educator Awareness Concerning Traits of Females with High-Functioning Autism Spectrum Disorder
Get PDFThere is an increasing awareness among researchers and educators that a significant number of males are diagnosed with autism spectrum disorder (ASD) in comparison to females. Recent research has found noted differences related to ASD characteristics associated with females. The differences are particularly noted in females with average to above average intelligence.
Multi-informant rating scales, questionnaires, and observations are frequently used within educational settings to aid in the evaluation process of children suspected of having disabilities. Educator knowledge and understanding of phenotypic traits associated with both males and females with ASD is a necessity for proper diagnosis.
While some research exists examining the educational experiences and perspectives of females with ASD and their families, there is a paucity of research related to knowledge and understanding of females with high functioning autism spectrum disorder (HFASD) from the perspective of educators.
The current study aimed to identify levels of educator awareness concerning females with HFASD within an elementary school setting with the hope of identifying and providing education if needed, regarding areas of misunderstanding of the female ASD phenotype. Elementary educators (n=53) completed a dichotomous survey. Results of the survey indicated that elementary educators are familiar with phenotypic traits of females with HFASD. Additionally, the educators were divided into three subgroups: general education teachers (n=23), special education teachers (n=12), and support staff (n=18). No statistical differences pertaining to knowledge level among the three subgroups were found.
Keywords: autism, educator awareness, females, high-functioning autismChapter I: INTRODUCTION… 1 -- Chapter II: REVIEW OF THE LITERATURE 7 -- Definition of Autism Spectrum Disorder 7 -- Severity Levels of Autism Spectrum Disorder 7 -- Level Three-Requiring Very Substantial Support 9 -- Level Two-Requiring Substantial Support 9 -- Level One-Requiring Support 10 -- Characteristics of Individuals within Severity Level One 10 -- Phenotypic Differences between Males and Females with ASD Severity Level 11 -- External Behaviors versus Internal Behaviors 11 -- Sensory Symptoms 12 -- Restricted, Repetitive Behaviors 13 -- Social Communication 14 -- Masking/Camouflaging 15 -- Assessment of Autism Spectrum Disorder 16 -- Normative and Criterion Referenced Formal Assessments 17 -- Primary Instruments 17 -- Additional Assessment/Communication Specific Instruments 18 -- Parent/Caregiver Report Instruments 19 -- Multi-Informant Report Instruments 19 -- Informal Assessments 21 -- Language Sample Analysis 21 -- Self-Assessment 21 -- Assessment of Females with ASD Severity Level One 22 -- Primary Instruments 22 -- Parent/Caregiver Report Instruments 23 -- Multi-Informant Report Instruments 24 -- Future Implications for the Assessment of Females 24 -- Primary Instruments 24 -- Longitudinal Studies 25 -- Rating Scales 25 -- Educator/Clinician Awareness 26 -- Purpose of the Study 27 -- Chapter III: METHODOLOGY… 30 -- Research Design 30 -- Participants 30 -- Recruitment and Informed Consent Procedures 30 -- Participant Criteria 30 -- School Demographics/Description 31 -- Materials 34 -- Statistical Analysis 34 -- Chapter IV: RESULTS 36 -- Demographics 36 -- Results of the Survey… 36 -- Chapter V: DISCUSSION 42 -- Current Research 42 -- Limitations 45 -- Recommendations for Future Research 47 -- Chapter VI: CONCLUSION 49 -- REFERENCES 51 -- APPENDIX A: Institutional Review Board Approval 72 -- APPENDIX B: Local Research Request Form 75 -- APPENDIX C: Educator Awareness Concerning Traits of Females with High- Functioning Autism Spectrum Disorder Survey 78Lamb, KatherineCarter, MatthewLee, JeffreyPh.D.Doctor of Speech-Language Patholog
Adolescent Identity Development and Leadership Development: A Collective Case Study Approach
Get PDFThis study examined the identity development of adolescents who attend a leadership development summer camp called BLAST. James Marcia's (1966) adolescent identity status paradigms can be a reflection in these experiences. The conceptual framework included these reflections along with theories and research findings about adolescent identity development. In both of these areas, I found lack of research.
Robert Stake's (2006) protocols and guidelines for collective case study research were the methods I relied on for this study. For this study, I proposed two research questions: (1) how do adolescent participants describe their personal leadership development experiences at BLAST and (2) how do participants perceive the BLAST experience impacted their identity development? To answer these questions, I conducted semi-structured interviews of the participants and analyzed camp documents. Relying on In Vivo, values, and process coding along with direct interpretation, I analyzed these data to answer the research questions to understand how the participants of this leadership development camp experience identity development.
From the analysis, some ideas were found. First, adolescents described their leadership development experience as a collaborative experience full of engaging and collaborative activities that improved their leadership abilities, namely communication skills. Secondly, the participants of this study acknowledged how they became more outgoing. Also, upon self-reflection of the overall experience, the participants all indicated some ideas that indicated positive identity development as defined by the theoretical framework.Chapter I: INTRODUCTION 2 -- Background 2 -- Statement of the Problem 5 -- Purpose of the Study 8 -- Research Questions 10 -- Significance of the Study 11 -- Assumptions and Delimitations 13 -- Definition of Terms 17 -- Summary 18 -- Chapter II: REVIEW OF LITERATURE 19 -- Theoretical Framework 19 -- Adolescence and Identity Development 26 -- Adolescent Leadership Development 36 -- Summary 50 -- Chapter III: METHODOLOGY 52 -- Research Questions 52 -- Interview with a BLAST Participant Pilot Study 53 -- Research Design and Setting 54 -- Procedures 58 -- Methods of Analysis 69 -- Credibility and Validity 74 -- Summary 75 -- CHAPTER IV: SITE CONTEXT AND DESCRIPTION 76 -- Site Context 76 -- Camp Activities and Traditions 79 -- CHAPTER V: KATE 90 -- Profile of Participant 90 -- Summary of Participant Interviews 91 -- Profile of Group Leader 99 -- Summary of Family Group Leader Interview 100 -- Summary of Documents 104 -- Case Assertions 105 -- Conclusion 115 -- CHAPTER VI: LYNN 117 -- Profile of Participant 117 -- Summary of Participant Interviews 118 -- Summary of Family Group Leader Interview 128 -- Summary of Documents 130 -- Case Assertions 132 -- Conclusion 139 -- CHAPTER VII: NATE 141 -- Profile of Participant 141 -- Summary of Participant Interviews 143 -- Profile of Group Leader 156 -- Summary of Family Group Leader Interview 157 -- Summary of Documents 159 -- Case Assertions 162 -- Conclusion 171 -- CHAPTER VIII: CLARA 173 -- Profile of Participant 173 -- Summary of Participant Interviews 174 -- Profile of Family Group Leader 182 -- Summary of Family Group Leader Interview 183 -- Summary of Documents 186 -- Case Assertions 187 -- Conclusion 195 -- CHAPTER IX: CROSS CASE ASSERTIONS 197 -- Cross-Case Assertions 197 -- Quintain 214 -- CHAPTER X: DISCUSSION 218 -- Study Overview 218 -- Relationship Between the Findings and Research Questions 220 -- Connections Between BLAST and Leadership Development 231 -- Limitations 236 -- Recommendations 237 -- Implications for Future Research 241 -- Conclusion 243 -- REFERENCES 245 -- APPENDIX A: EMAIL INVITATION FOR POTENTIAL STUDY PARTICIPANTS 254 -- APPENDIX B: IRB PROTOCOL EXEMPTION REPORT 258 -- APPENDIX C: INTERVIEW GUIDE 1 260 -- APPENDIX D: INTERVIEW GUIDE 2 264 -- APPENDIX E: INTERVIEW GUIDE 3 267Hartsell, TaralynnFiester, HerbertDowney, StevenBochenko, Michael J.Ed.D.Education In Curriculum and Instructio
The Role of Community Centers in the Development of Citizenship Attitudes and Civic Behavior
No full textThe purpose of this study was to expand the concept of social capital by primarily looking at the role that community centers play in the development of citizenship attitudes as well as political and voluntary behavior. This study surveyed residents of Washington City, Utah, on their use of the local community center and their citizenship attitudes and political and volunteer activities within the community. Initially, this study analyzed demographic characteristics that influence community center attendance. Secondly, it explored the relationship between community center attendance and civic behavior and citizenship attitudes or domains, as Tracy Glover (2004) defined in his study The Community Center and Social Construction of Citizenship. Finally, the study analyzed whether participating in individual or group activities influenced civic attitudes and performance. Survey responses were analyzed using factor analysis as well as OLS and logit regression analysis. Through the use of statistical modeling a fourth citizenship domain titled “recognition” was identified as the only variable influenced by attendance at the community center. Although a negative relationship was identified between attendance and volunteering, there was a statistically significant positive relationship between group activities and volunteer behavior. Finally, there was no identified relationship between whether a citizen participated in activities at the community center as a group or individually and civic attitude or performance. This research did identify other relationships between community demographics citizenship attitudes and civic performance. Although the Glover research found three areas of citizenship domain, through factor analysis this study identified a fourth citizenship factor for future study.
Keywords: Social Capital, Community Center, Civic Behavior, Citizenship Attitude, Sense of Community, ParticipationChapter I: INTRODUCTION 1 -- Study Overview 2 -- Statement of the Problem 4 -- Purpose 5 -- Research Questions 5 -- Significance of the Study 7 -- Summary 8 -- Chapter II: REVIEW OF LITERATURE 10 -- Overview 10 -- Theoretical Framework 11 -- Elements of Citizenship 15 -- Building Social Capital within the Community 18 -- Community Development 25 -- Community Centers 30 -- Gaps in Existing Literature 39 -- Summary 40 -- Chapter III: METHODOLOGY 44 -- Overview 44 -- Philosophical Foundation 47 -- SCI Index and Glover Research Alignment 48 -- Glover Data Grouping 49 -- Sense of Community Grouping 49 -- Data Alignment 50 -- Research Design 51 -- Research Site 54 -- Population Sample 56 -- Data Collection Methods 57 -- Research Steps 60 -- Data Analysis 61 -- Bias 63 -- Limitations and Delimitations 64 -- Summary 66 -- Chapter IV: RESEARCH FINDINGS 67 -- Overview 67 -- Participants 68 -- Measures 68 -- Data Analysis Procedure 69 -- Results 71 -- Demographic Relationship and Community Center Attendance 71 -- Community Center and Citizenship Attitude and Behavior 75 -- Statistical Modeling 75 -- Washington City Community Survey 80 -- Attendance and Sense of Community Opinion 81 -- Attendance and Civic Performance 86 -- Participation Activities and a Sense of Community 89 -- Citizen Response on Sense of Community 90 -- Community Center Attendees Perception on Good Citizenship 90 -- Summary 93 -- Chapter V: DISCUSSION 95 -- Overview 95 -- Analysis of Findings 96 -- Glover Model and Proxy Indicators 99 -- Washington City Results 102 -- Other Factors 103 -- Political and Volunteer Activity 106 -- Alternate Variable(s) 108 -- Public Response 112 -- Good Citizen 113 -- Connection to the Community 114 -- Limitations 115 -- Further Research 117 -- Conclusion 117 -- Reference List 120.LaPlant, James T.Lee, Keith E. Jr.Roy, RaviD.P.APublic Administratio
Retention beliefs and knowledge of primary, elementary, and middle school teachers
Get PDFThe purpose of this study was to present, compare, and contrast data collected from rural Georgia educators concerning their beliefs and knowledge of the benefits of student retention. The researcher identified the most common areas of agreement and disagreement among educators concerning grade-level retention. Additionally, the researcher determined if primary teachers, elementary school teachers, and middle school teachers have similar beliefs about student retention. The researcher also attempted to determine if primary teachers, elementary teachers, and middle school teachers have similar or different knowledge of the benefits or problems caused of retention. This quantitative research study was conducted using survey research. The Teacher Retention Belief and Knowledge Questionnaire (TRBKQ) used in this project was used to gather the beliefs and knowledge of rural Georgia educators on retention. The beliefs of primary teachers, elementary teachers, and middle school teachers were compared and contrasted to determine how these educators were similar and different in their views of retention. According to the research gathered during this study, educators tend to support retention as an effective measure for underperforming students. Educators believe retention helps students close the educational gaps, as well aids students to catch up. Additionally, the educators do not always know the research associated with retention. Educators tend to have similar responses when considering factors for retention. However, when it came to beliefs and knowledge, the teacher groups did not always have the same thoughts and practices. Teachers most strongly believed that retention is an effective mean of preventing students from failure in the next grade level. They tended to believe that retention was an effective means of preventing students from facing daily failure in the next higher-grade level. They also tended to believe that retention in grade 6-8 could hurt a child’s self-esteem, but also believed that students should be retained if they fail 2 of the 3 major subject areas. Teachers most strongly disagreed with the statement: Children should never be retained. They also disagreed with the statement that retention in K-5 permanently labels a child. As for the factors that influence retention decisions, the teachers ranked academic performance, ability, and social-emotional maturity as the three most important retention factors. All educators ranked home environment and transient student status as the least important factors in deciding to retain a student.Chapter I: INTRODUCTION 1 -- Overview of the Problem 1 -- Problem Statement 2 -- Purpose of the Study 3 -- Significance of the Study 3 -- Theoretical Framework 4 -- Research Questions 8 -- Population and Sample 9 -- Research Design and Methodology 9 -- Definition of Terms 10 -- Limitations of the Study 12 -- Organization of the Study 12 -- Chapter II: LITERATURE REVIEW 14 -- Introduction 14 -- History of Education in America 16 -- Retention in Education 17 -- Retention in the United States 19 -- Educator Knowledge of Retention 20 -- Maturity and Retention 22 -- Academic Difficulty and Retention 25 -- Social Promotion 27 -- Socioeconomic Status, Ethnicity, and Gender as 29 -- Primary School and Retention 31 -- Elementary School and Retention 33 -- Middle School and Retention 34 -- State Assessments and Retention 38 -- Georgia Assessments and Retention 40 -- Lasting Effects of Retention 42 -- Teacher Knowledge and Beliefs About Retention 44 -- Educator Retention Perception Data 45 -- Teacher Perception Studies 46 -- Summary 51 -- Chapter III: METHODOLOGY 54 -- Problem Statement 54 -- Purpose of the Study 55 -- Research Questions 55 -- Research Design 56 -- Methodology 57 -- Population and Sample 57 -- Instrumentation 59 -- Reliability and Validity 61 -- Data Collection 63 -- Data Analysis 65 -- Summary 69 -- Chapter 4: RESULTS 70 -- Data Management 70 -- Research Questions 71 -- Results for Research Question 1 73 -- Demographics for RQ1 74 -- Descriptive Statistics 74 -- Exploratory Factor Analysis 78 -- Analysis of Covariance 85 -- Belief Factors Descriptive Statistics Discussion 90 -- Results for Research Question 2 99 -- Demographics for Research Question 2 99 -- Friedman’s Test and Kendall’s W Test 101 -- Results for Research Question 3 107 -- Demographics for Research Question 3 108 -- Descriptive Results for Research Question 3 108 -- Exploratory Factor Analysis 115 -- Analysis of Covariance 119 -- Descriptive Statistics of Knowledge Factors 123 -- Educators’ Thoughts on Grade-Level Retention of Students 133 -- Chapter V: DISCUSSION AND IMPLICATIONS FOR FUTURE RESEARCH 134 -- Overview of the Study 134 -- Literature Review Summary 135 -- Population 136 -- Research Design and Methodology 137 -- Research Questions 138 -- Summary of the Findings 139 -- Research Question 1 139 -- Research Question 2 140 -- Research Question 3 142 -- Limitations of the Study 143 -- Discussion 144 -- Summary of Findings 144 -- Comparison of Findings to Literature 145 -- Results 147 -- Implications 148 -- Conclusion 149 -- Recommendations for Future Research 150 -- Alternatives to Retention 152 -- Summary 155 -- REFERENCES 156 -- APPENDICES 169 -- Appendix A: Witmer’s (2004) TRBKQ Survey 170 -- Appendix B: Okefenokee RESA Approval Letter 179 -- Appendix C: Okefenokee RESA Superintendent Letter 181 -- Appendix D: Witmer Permission Letter 183 -- Appendix E: Letter to Principals 185 -- Appendix F: Letter to Teachers 187 -- Appendix G: IRB Approval Letter 189 -- Appendix H: Missing Beliefs Values 191 -- Appendix I: Missing Knowledge Data 193 -- Appendix J: Brief Factor 1 Regression Chart 195 -- Appendix K: Belief Factor 2 Regression Chart 197 -- Appendix L: Belief Factor 3 Regression Chart 199 -- Appendix M: Knowledge Factor 1 Regression Chart 201 -- Appendix N: Knowledge Factor 2 Regression Chart 203 -- Appendix O: Knowledge Factor 3 Regression Chart 205.Pate, James L.Mammadov, SakhavatLairsey, John L.Ed.D.Education in Curriculum and Instructio
A Phenomenological Qualitative Study on Successful Algebra Teachers' Perceptions of the Implementation and Use of IXL
Get PDFHigh school mathematics achievement is crucial to the success of students as they advance through their education and prepare for careers, but most Georgia high school students are not high-achievers on state mandated mathematics assessments (GaDOE, 2019; Yu & Singh, 2018). The purpose of this qualitative study was to explore the life and career experiences of successful algebra teachers, their perceptions of effective use of IXL in the mathematics classroom, and the key factors for students mastering mathematics content. IXL is one of six educational online resources created and provided by IXL Learning Company (IXL, 2021). The researcher used a phenomenological research design to describe the lived experiences of six successful algebra teachers in rural South Georgia while implementing IXL with their students (Creswell, 2014). The researcher collected data through two semi-structured interviews with each participant and a review of documents and artifacts (Ary et al., 2019; Creswell, 2014). Through data analysis, the researcher identified four themes: (1) relationships, (2) motivation, (3) IXL strategies, and (4) integration of technology. The findings suggest relationships with students could motivate and improve student learning. Technology use, including IXL, can improve student learning but some technology is a distraction. Finally, teachers should use IXL purposefully to supplement teaching for a limited amount of time daily. The study’s findings are significant for school districts, school leaders, and teachers.
Keywords: Algebra, High School, IXL, Mathematics, Successful Teachers, TechnologyChapter I: Introduction 1 -- Overview 2 -- Statement of the Problem 3 -- Purpose of the Study 4 -- Research Questions 5 -- Significance of the Study 5 -- Conceptual Framework 6 -- Methodology 10 -- Qualitative Method 10 -- Limitations 13 -- Special Challenges 14 -- Definition of Terms 15 -- Chapter Summary 17 -- Chapter II: Literature Review 19 -- Introduction 19 -- Review of the Literature 20 -- Experiential Knowledge 21 -- Student Achievement 22 -- Measures of Student Achievement 25 -- Georgia Milestones 27 -- Student Growth Model 30 -- Effect of Student Achievement on Schools 31 -- Factors that Influence Learning 35 -- External 35 -- Internal 38 -- Factors that Influence Learning of Mathematics 40 -- External 40 -- Internal 42 -- Technology in the Classroom 43 -- Personalized Learning 47 -- Review of IXL 48 -- Chapter Summary 50 -- Chapter III: Methodology 52 -- Research Design and Rationale 53 -- Setting 55 -- Role of Researcher 55 -- Proposed Sampling Technique 56 -- Data Collection Procedures 57 -- Interviews 58 -- Documents 59 -- Researcher Memos 59 -- Data Analysis Procedures 60 -- Issues of Trustworthiness 61 -- Credibility 62 -- Transferability 63 -- Dependability 63 -- Confirmability 64 -- Ethical Procedures 66 -- Summary 66 -- Chapter IV: Participants 67 -- Participants 67 -- Cora 67 -- Edith 73 -- Tom 77 -- Sybil 82 -- Daisy 85 -- Anna 90 -- Summary 94 -- Chapter V: Results 95 -- Results 95 -- Discussion of Themes 97 -- Relationships 99 -- Relationships with Students 100 -- Relationships with Mentors 103 -- Relationships with Colleagues 104 -- Motivation 105 -- IXL Strategies 109 -- Integration of Technology 113 -- Chapter Summary 117 -- Chapter VI: Conclusion 118 -- Conclusion 118 -- Research Questions: Summary Discussion 120 -- Research Question 1: What are the life and career experiences of successful algebra teachers who employ IXL as a teaching strategy in rural South Georgia mathematics classrooms? 121 -- Research Question 2: What are the best implementation strategies as -- perceived by successful algebra teachers who employ IXL as a teaching strategy -- in rural South Georgia mathematics classrooms? 124 -- Research Question 3: What are the external and internal key factors for -- students mastering mathematics content as perceived by successful algebra -- teachers who employ IXL as a teaching strategy in rural South Georgia -- mathematics classrooms? 127 -- Implications of the Study 130 -- Districts and Schools 131 -- Educators 132 -- RESAs 132 -- Higher Education Institutions 133 -- Limitations of the Study 133 -- Recommendations 135 -- Final Thoughts 136 -- Summary 137 -- References 141 -- Appendix A: Request to Conduct Research 160 -- Appendix B: District Approval to Conduct Research 163 -- Appendix C: Letter to Applicants 168 -- Appendix D: Interview Guide 172 -- Appendix E: Institutional Review Board Approval 176Truby, William F.Lairsey, John D.Haralson, J. ShawnWilliams, Lisa N.Ed.D.Education in Leadershi
