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 EFFECTIVE INSTRUCTIONAL PRACTICES THAT ENGAGE THE AFRICAN AMERICAN MALE IN MIDDLE SCHOOL SCIENCE(2018) Elam-Respass, Treesa; Fabian, Ellen; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Culturally-relevant instruction in middle school science engages and inspires the African American male to consider careers in science, technology, engineering, and/or mathematics (STEM). With the exponential value and growth of STEM career options, African American males benefit from the integration of and exposure to cultural language and customs within their science learning. The purpose of the study was to explore the instructional strategies teachers use in middle science classes to engage students, particularly African American males. The study pursued teachers’ perspectives about best instructional practices facilitated in middle school that primarily address culturally-relevant science content. Data for this study was collected and analyzed via responses from an online survey using Qualtrics. The results of the study confirm that the values and needs of African American males are marginally considered during middle school science instructional planning. The teachers report weekly student-teacher discussion techniques as the most commonly implemented practice for student engagement. Whereas, the survey participants also reported that the reading strategy was more infrequently implemented. With respect to the culturally relevant instruction, the survey participants postulate that the introduction of cultural elements proffer more interesting, valuable, and relatable lessons in middle school science. However, the teacher responses demonstrate minimal to no inclusion of culturally relevant instruction Lastly, teachers can benefit from learning about culturally relevant practices and the multicultural framework.Item Beyond a Relational Understanding of Fractions: Elements of Instruction that Contribute to Preservice Teachers' Knowledge and Motivation(2006-04-26) Jones, Kristie Kaye; Alexander, Patricia A.; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study was undertaken in order to better understand preservice elementary teachers' knowledge of and motivations toward fractions before and after taking a course designed to promote relational understanding, as well as what teaching practices might be related to student outcomes. Students in five sections of the course were given a fraction assessment and a motivation questionnaire at the beginning and end of the semester, and observations were made of the nine days when fractions were taught. Students' knowledge of basic concepts improved, as did their computational skill and ability to solve word problems. However, their tendency to use inefficient algorithms did not change. Error patterns at the beginning of the semester revealed misconceptions about fractions, but errors at the end of the semester were largely reflective of low skill. Value and self-concept of ability increased while anxiety decreased, but these changes differed somewhat by instructor. In particular, having students explain their thinking instead of listen to lecture tended to have increased benefits for anxiety.Item DOES CERTIFICATION OF ELEMENTARY SCHOOL TEACHERS MATTER? THE EFFECTS OF CERTIFICATION STATUS ON INSTRUCTIONAL PRACTICES AND ON THE MATHEMATICS AND READING ACHIEVEMENT OF FIRST GRADE PUBLIC SCHOOL STUDENTS(2005-11-30) Nyankori, Richard; Croninger, Robert; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examines teachers' certification status--emergency, standard, or advanced-- as a predictor of teachers' instructional practices and of mathematics and reading of first grade public school students. The study is a secondary data analysis of the Early Childhood Longitudinal Survey (ECLS-K) and uses ordinary least squared regression as the primary statistical method. The chief finding is that certification, on its face, does not predict either the mathematics or reading achievement of first grade students when students' race, socioeconomic status, prior achievement, teachers' experience, and advanced degrees are controlled. The strongest predictors of first grade reading and mathematics achievement are students' prior achievement, SES, and race. Certification status did have noteworthy indirect effects (i.e. OLS interaction terms) on both mathematics and reading achievement. In reading and mathematics, when emergency certification status was considered with end-of-kindergarten achievement, the results indicated that the students of teachers with emergency certification made fewer gains in reading achievement than the students of teachers with standard certification. Similarly, in mathematics, when advanced certification status was considered with prior mathematics achievement, the results indicated that the achievement of students of teachers with advanced certification remained relatively unchanged. Likewise, certification status did not directly predict the types of instructional practices that first grade teachers utilize in the classroom. Similarly, certification status had significant indirect effects on the examined instructional practice variables in mathematics. Emergency certified teachers who used number sense instruction decreased mathematics achievement scores. The study concludes that the indirect effects of certification status on student achievement should signal educators that use emergency certified teachers may create inequities that result in diminished achievement for the most high need students. Therefore, the recommendations proposed encourage educators and policymakers to retool current certification practices and ensure that first grade students are taught by teachers with at least standard certification.