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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Now showing 1 - 5 of 5
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    Classroom Language Policy and the Role of Assessment
    (2023) Feagin, Karen; Peercy, Megan Madigan; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Students designated as English learners (ELs) make up a substantial and growing portion of the K–12 population in the U.S., so all teachers should expect, at some point, to be teachers of language learners and will need to address the complexities of managing a multilingual classroom. This management is considered classroom-level educational language policy and is an area of importance for understanding and improving the educational experiences of EL-designated students.This qualitative study used nexus analysis (Scollon & Scollon, 2004) to examine the nature of and influences on classroom-level language policymaking at two small Maryland public high schools which exclusively serve EL-designated students. Maryland lacks explicit state-level language policy, thus creating a potentially neutral policy environment for the education of EL-designated students. Data sources included in-depth interviews with two principals and five teachers from the two high schools; documents from twenty years of meetings of the State Board of Education; and other state-level and federal policy documents. Data were analyzed using thematic data analysis. Findings showed that educators managed language in the school and classroom through instructional practices that positioned English as the default language of academics and as the predominant, if not sole, language goal. Language management was mediated by educators’ language ideologies and preparation in TESOL. Through the lens of their assessment literacy, teachers weighed the burden of testing against the benefits of the data obtained through testing and either implemented instructional practices that fully embraced the test and its associated policies or practices that minimally complied with the policies. Principals used their understanding of policies to navigate unavoidable constraints and create space for success. Finally, state-level policy was significantly influenced by federal policy, in particular, No Child Left Behind, and its legacy continues in Maryland education policy today. This study highlights the need for pre-service education and in-service professional development to clarify educators’ roles as language policy agents. Implications for teacher education also include a call for expanding offerings in asset-based language education and assessment literacy. Policy implications include recommendations for the State of Maryland to enact proposed policies from the English Learners Workgroup and to revise regulations that govern high-stakes testing for high school students.
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    Investigation of Elementary Teacher Capacity to Implement Environmental Literacy Requirements
    (2017) Parker, Melanie Denise; McLaughlin, Margaret; Norris, John; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    To uphold Maryland’s environmental literacy high school graduation requirement and curricular standards, local school districts must develop programs that graduate environmentally literate students and provide effective teacher professional development. This study focused on assessing the confidence and ability of elementary teachers in a Maryland school district to implement these requirements. It also sought to determine if there is an association between teachers’ environmental training and their own confidence teaching environmental literacy. This study is a quantitative descriptive and exploratory study that utilized an online survey. Descriptive analysis and tests of significance were used to examine how teachers’ experience, training and environmental knowledge relate to their awareness of state and district policy and curriculum, teaching about the environment, teaching outdoors, and overall confidence in teaching environmental concepts. The study found that elementary teachers in this school district have high awareness and confidence regarding teaching in and about the environment. They are also highly knowledgeable about environmental topics. These teachers demonstrated that focused training and experience significantly impacts confidence in environmental and outdoor teaching. These findings provide compelling evidence of the need to incorporate direct experiences and practice when shaping environmental literacy teacher professional development. Despite the overall confidence in teaching in and about the environment, a little over half of the teachers reported that they took students outside for instruction. Challenges noted are similar to those reported in other studies and include safety, time, resources, appropriate spaces, permission, appropriateness, and student management. Overcoming these challenges does not lie solely with teachers and their confidence but also will require input and support from the administration, facilities, and curriculum developers. Focused professional development on the pedagogy and management strategies for instruction in the outdoors is needed for both teachers and administrators. The opportunity of utilizing school grounds as its own classroom needs to be pursued as a cultural and systemic shift in our understanding of the modern classroom. The integration of environmental topics and outdoor instruction into content areas beyond science will build both the understanding and capacity of teachers and benefit student engagement and environmental literacy.
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    The Impact of the Five Day Rule on the Practice of School Psychology in Maryland
    (2014) Hughes, Kevin A; Strein, William O; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    In 2010, Maryland passed a law that required parents to have access to all relevant documents at least five business days in advance of an Individualized Education Program (IEP) meeting. This study, a follow-up to a 2011 survey, was conducted to determine whether school psychologists' concerns about the law have merit and whether the law has achieved its intended purpose. Results showed that since the law's implementation, school-based psychologists have experienced, on average, an increase in the amount of time they spend in special education activities and a decrease in time devoted to consultation and direct services. This impact, however, was not felt by all; further analyses of quantitative and qualitative data investigated what characteristics led to the greatest effects. For most respondents there had been no changes in student testing practices, report writing, or IEP team decision-making, while time constraints and work-related stress have worsened.
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    APPROACHING GENDER PARITY: WOMEN IN COMPUTER SCIENCE AT AFGHANISTAN'S KABUL UNIVERSITY
    (2010) Plane, Jandelyn Dawn; Selden, Steven; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study explores the representation of women in computer science at the tertiary level through data collected about undergraduate computer science education at Kabul University in Afghanistan. Previous studies have theorized reasons for underrepresentation of women in computer science, and while many of these reasons are indeed present in Afghanistan, they appear to hinder advancement to degree to a lesser extent. Women comprise at least 36% of each graduating class from KU's Computer Science Department; however, in 2007 women were 25% of the university population. In the US, women comprise over 50% of university populations while only graduating on average 25% women in undergraduate computer science programs. Representation of women in computer science in the US is 50% below the university rate, but at KU, it is 50% above the university rate. This mixed methods study of KU was conducted in the following three stages: setting up focus groups with women computer science students, distributing surveys to all students in the CS department, and conducting a series of 22 individual interviews with fourth year CS students. The analysis of the data collected and its comparison to literature on university/department retention in Science, Technology, Engineering and Mathematics gender representation and on women's education in underdeveloped Islamic countries illuminates KU's uncharacteristic representation of women in its Computer Science Department. The retention of women in STEM through the education pipeline has several characteristics in Afghanistan that differ from countries often studied in available literature. Few Afghan students have computers in their home and few have training beyond secretarial applications before considering studying CS at university. University students in Afghanistan are selected based on placement exams and are then assigned to an area of study, and financially supported throughout their academic career, resulting in a low attrition rate from the program. Gender and STEM literature identifies parental encouragement, stereotypes and employment perceptions as influential characteristics. Afghan women in computer science received significant parental encouragement even from parents with no computer background. They do not seem to be influenced by any negative "geek" stereotypes, but they do perceive limitations when considering employment after graduation.
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    Civic Skills and Civic Education: An Empirical Assessment
    (2005-04-20) Comber, Melissa Kovacs; Foreman, Jr., Christopher; Public Affairs; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Participation in public life requires sufficient civic skills. Civic skills include the abilities to communicate with elected officials, organize to influence policy, understand and participate in one's polity, and think critically about civic and political life. One source of civic skill development is civic education coursework, often provided in high school or college. This dissertation tests for a correlation between civic skills (political interpretation skills, news monitoring skills, group discussion skills, communication skills, and English language skills) and civics coursework among fourteen to thirty-year-olds using probit models and propensity score matching methods. Data sources include the International Association for the Evaluation of Educational Achievement Civic Education survey (1999), the Civic and Political Health of the Nation: A Generational Portrait survey (2001), the American Citizen Participation Study (1990); and the National Household Education Survey's Civic Involvement study (2001). Political interpretation skills are almost always correlated with the presence of civic education. According to the IEA/CivEd study, studying the Constitution and the Presidency almost always influences civic skill levels, while other civic education topics sometimes influence civic skill levels. Civic education is not always correlated with news monitoring skills. Civic education is sometimes correlated with the presence of group discussion skills and communication skills. No evidence was found of a correlation between civic education and English language skills. Among minorities, females, low-income respondents, non-college respondents, and non-Hispanic whites, differences exist in civic skill levels and the effect of civic education on civic skill presence. This dissertation recommends that all American high school students take at least one semester of civics. This dissertation also recommends schools and communities seek to prioritize teaching civic skills in schools, so as to equalize abilities of political participation. Further research is needed to fully understand the relationship between the content of civics courses, the classroom climate of civics courses, and civic skill presence.