Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

More information is available at Theses and Dissertations at University of Maryland Libraries.

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2011 - 20142

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Author: search.filters.author.Grossman, Julie AdinaSubject: search.filters.subject.Education

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    Individual and School Characteristics as Predictors of Parental Involvement
    (2014) Grossman, Julie Adina; Strein, William O; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Parental involvement in children's education is of critical importance in the U.S. educational system. Therefore, it is useful to identify effective predictors of parental involvement. The present study used multi-level analyses to examine how individual and school-level characteristics impact two forms of parental involvement (school-based and home-based parental involvement) in first grade and eighth grade. Several child/parent level characteristics significantly predicted parental involvement. Parent interaction/social capital demonstrated medium to large effects across both forms of parental involvement in both first and eighth grades. Many of the other child/parent level characteristics produced small effect sizes. Across both forms of parental involvement there were few school-level effects that were statistically significant. Those that were statistically significant were very small in magnitude. The results of the present study may serve to inform school practices and research in the field of parental involvement.
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    Validation of Teacher Reading Ratings with Direct Measures of Reading
    (2011) Grossman, Julie Adina; Speece, Deborah L; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Recent legislation has mandated that students are proficient in reading. Thus, efficient methods of assessment are essential at the present time. Although direct assessments of reading have been shown to be valid in depicting students' skills, they are not efficient methods. It would be cost and time efficient if there were a valid teacher rating instrument. The present study assessed the concurrent and predictive validity of first and fourth grade teacher ratings on Ratings of Overall Reading and Ratings of Reading Problems when compared with several direct measures of reading. Teachers' ratings on Ratings of Overall Reading produced higher validity coefficients than their ratings of the Ratings of Reading Problems. Given that this measure demonstrated the concurrent and predictive validity of teachers' ratings in both first and fourth grades, it is hoped that it can begin to be incorporated into screenings for identifying students experiencing reading difficulties.