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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Item Understanding the Equal Sign as Key to Algebraic Success: The Effects of Blended Instruction On Solving One- and Two-Step Equations and Conceptions of the Equal Sign for Seventh Grade Students with Mathematics Learning Difficulties(2014) Miller, Jason Adam; Maccini, Paula; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The current study examined the effect of an instructional package on the ability of students with mathematics difficulties to solve one- and two-step linear equations and understand the equal sign as a relational symbol. The instructional package included a blend of elements including explicit/systematic instruction, concrete-semi-concrete-abstract instruction, and graphic organizers while also developing students' capacity to meet the Common Core Standards for Mathematical Practice. A concurrent multiple probe design across three groups replicated across three other groups was utilized where the researcher instructed one section of three groups while other classroom teachers instructed the second section of three groups. The participants were 17 seventh grade students identified as having a learning disability or difficulty in mathematics (MD). Results of the study indicated that all groups significantly improved their performance when solving one- and two-step equations and significantly improved their understanding of the equal sign as a relational symbol. The study supports the use of blended instruction with visual representations and graphic organizers to improve mathematical performance of students with MD.Item The Contributions of Expectancy-Value Theory and Special Education Status to Reading Achievement of African American Adolescents(2011) Andrusik, Katryna Natalya; Speece, Deborah L; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In light of concerns about decreased academic motivation among adolescents and the subsequent lack of achievement, particularly among African American students and those with learning disabilities, this study examined adolescent motivation for academic achievement and future course enrollment intentions. Expectancy-value motivation has been extensively explored with European American adolescents without learning disabilities; the associated constructs of this theory are positively correlated with GPA, classroom-based assessments, and future course enrollment and employment. Limitations of the extant literature included homogeneous samples, limited reliability and validity of academic achievement measures, and a lack of control of extraneous variables. Using exploratory factor analysis and structural equation modeling, I found that the expectancies for success/perceived ability, importance value, and intrinsic value latent factor models of expectancy-value motivation for a sample of urban African American adolescents do not differ from those for their European American peers; however, the constructs themselves have different relationships with the two dependent variables, reading achievement on a standardized assessment and future enrollment intentions. Motivation latent factors did not predict reading achievement when SES, prior achievement, and gender were in the analysis. However, all motivation constructs were significant predictors when enrollment intentions constituted the dependent variable. Additionally, the IEP reading goal variable (learner status) was not a significant predictor of either dependent variable. These results are discussed in light of the limitations of the study. Finally, areas for further research are suggested.Item Secondary Transition Experiences: Analyzing Perceptions, Academic Self-Efficacy, Academic Adjustment, and Overall Impact on College Students' with LD Success in Postsecondary Education(2011) Butler, Allison Lynette; Fabian, Ellen; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The National Center for Special Education Research at the Institute of Education Sciences under the United States Department of Education funded the National Longitudinal Transition Study - 2 to provide the first national overview of the characteristics and experiences of youth with disabilities which includes self-representations of themselves, their schooling, their personal relationships, and their future aspirations. The study was initiated in 2001 and data collection ended in 2010. The NLTS2 provided insight to youth's perceptions of secondary experiences and expectations for the future which was an area with limited research. The current study draws from college students with learning disabilities in an attempt to analyze their perceptions through experience. Exploratory and descriptive, this investigation examines the relationship between students' perceptions of their secondary transition experiences, academic self-efficacy, academic adjustment, and cumulative semester grade point average (GPA). The purpose of this study was to analyze participants' experiences to generate information regarding how students perceive the effectiveness of their secondary transition programs in pursuit of postsecondary success. In addition, this study examined self-efficacy issues and academic adjustment. Through online survey administration the following instruments were used: a demographic questionnaire, National Longitudinal Transition Study - 2 (NLTS2) Youth Continuation Interview (YCI) containing questions asking participants to rate their perceptions, the Academic Self-Efficacy scale (CASES; Owen and Froman, 1988), and the academic adjustment subscale of the Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1989). Data was analyzed using a one-way Analysis of Variance (ANOVA) and Pearson's product moment correlations. In addition a step-wise multiple regression was performed in order to identify the most influential factors associated with postsecondary academic success (GPA). Academic self-efficacy was the primary determinant of student success. Variables found to have significant relationships with academic self-efficacy were perceptions of secondary transition experiences, academic adjustment, self-reported cumulative grade point average, and number of semesters completed. An inverse relationship was discovered to exist between academic self-efficacy and type of institution as well as being African American and Latino students.