1
12
29
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https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/f92cf870d0b8efa277909aa011d628d9.pdf?Expires=1712793600&Signature=lcCl-1VFgYrOapdmEXxGNC78TEgBS07D5WY8Uq-LdySCnC0ZG1NtUw0LoR0zc09-JFVh1hf39kfg4EJjjtJCLN16pez9sUX188jymryoaXAvpHutbV5%7ENVYyhg4l0S9Cv1zy0nicZJCN2cnKU9KBULWc90A76JJ0BM8fZGCukp9kZ1v9tDdZ8Uh%7EXZlgvbZ5UhR-zYm8VIKOe1RUCaah%7EF53bDNorcuQMdwaBvN80lucAFJw4t00ZgNbWwD9uaXON1FcMHV0VQUSr-lfwABMMKV7TnPn5ZtzjHAfiLJE9RTAp8o6dq-YpXPId1vRLN0Z-hZDMAArs3JQnEHRtZ0ZoQ__&Key-Pair-Id=K6UGZS9ZTDSZM
bce4d959ee7f19e823517db62ba3a2ab
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Keeping your eyes on the prize : a study of the effects of intrinsic and extrinsic motivation on student engagement in reading
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
There has been much research conducted on the effectiveness of using intrinsic versus extrinsic motivation in the classroom for reading engagement. Arguments have been made to demonstrate the benefits and disadvantages of using both approaches as a means to motivate students to read. This study, conducted with 16 students from a Staten Island elementary school, seeks to answer the question, “Which form of motivation –intrinsic or extrinsic- appears to be more effective in producing a greater engagement in reading among students?”. The study took place during a four-week period, with two two-week phases of instruction. Phase One of the study used extrinsic motivation for reading instruction as students participated in a “Book Challenge” and received prizes for every five books read independently. Phase Two implemented intrinsic motivation by incorporating various hands-on activities into instruction that were related to the independent reading. “Bookmark Slips” were collected and tallied for each book read independently by the students during Phases One and Two. The results showed that the students collectively read more than double the amount of books in Phase One than in Phase Two. The total, mean, and median number of books read independently were much higher when extrinsic rewards were used than intrinsic motivation. The students showed more excitement for reading during both phases of the study when compared to their initial feelings regarding reading prior to Phase One. Limitations to this study included a lack of time and controlled-environment due to a demanding rehearsal schedule for an upcoming Holiday Show.
Creator
An entity primarily responsible for making the resource
Landolina, Francesca
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2011
Contributor
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Preskill, Stephen
Frumkin, Rhoda
Gazzard, Ann
Rights
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U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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117 pages
Language
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eng
Type
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Text
Identifier
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Ed_2011_Landolina_Keeping
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https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/3062958d5fd3af85c59099f96f674bd9.pdf?Expires=1712793600&Signature=MExdsdiWi1pqwNXlngsHczV-JPARxa-Os26IWoqm6afQn5N40oCtitTKeXa%7EeQM05kLpDOpY%7Ef-BuGWaKIEqBaEYlHg2BXIc5lN2UCiQ4momMspWam9WFpgmtQFNkuVqk9jsN3NvgP%7E8yXgMimxIzj7gxFY31PoHYAj2JFTW3WMtAWPh6JGsg7Kz0AG0w%7EdvDSde-XkB%7EaPPK74bZtIur4fFNySQFidaibXXq7F7WuwViRBHVTumbjYcWdgJ%7EGIlkfR2EHkE5HWgmm9q-plRduLz3Tx78od8I1YVAleuh0LEfqac3COE8m70WEBZAdy6bXcjz4R%7E5JSyirWUNVkUNg__&Key-Pair-Id=K6UGZS9ZTDSZM
e2228b648d73166ade555e5c25b71d84
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
How budget cuts affect literacy development in the elementary school setting
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
Recent budget cuts have drastically impacted elementary schools; depleting funding for the amount of supplies and materials educators use. One area in which these reductions are most critical is in the success of struggling readers and writers. Literacy is an important skill across all subject areas. Therefore, having the proper materials and resources to reach out to those struggling readers is essential. This study surveys teachers and an assistant principal of a nearby elementary school in Staten Island, NY, of how these recent cuts affected them within their own classroom. Results indicated that with these recent cuts schools were forced to cut support staff and resources essential for students to succeed.
Creator
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Alfano, Alaina
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2011
Contributor
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Preskill, Stephen
Zanfini, Mary
Gonzalez-Acquaro, Katia
Rights
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U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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55 pages
Language
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eng
Type
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Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2011_Alfano_How
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/aed421058893354756c5252c9fdcbd89.pdf?Expires=1712793600&Signature=tUe%7E91pZtxUzPLHnhSskpd2GULL7p0Y2AeeUv1BH82s25H2V%7E1Z43VeH3Udp23HmNlb1f8rf-qdJ0O5aTmCVxKgSg-nkfPSM08rbblQYED7Wsrhb2AEAgxw0J88UsdWEkFz3PRmpJRzkOLKnbthifA3aOc4Pi8%7EaBvnKAL7AM7zQR%7EY9y8D1-YoGDc5H%7EAlT33AD88MQgHYKFWH9Rjxf1pM3Eqj3AhK6VAFSrs5nGtuIoIxfW8s5lnHTAxmdHlOyzYbznYwnUL51sPouzMSiKgXYRsUFrGQlVthFbLnUFF15LUVyzTpVgIiWd8U0Qa5OyDVqx6cxl1L8zE40hbKL1g__&Key-Pair-Id=K6UGZS9ZTDSZM
8ba2b8fe05e25eb15e8410adb8413a96
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Differentiated literacy instruction and its effect on students' reading comprehension
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
In today's diverse school systems throughout the United States, different types of students are constantly grouped together in classrooms. Many students have different levels of ability as well as different learning styles. With the pressure of standardized testing and curriculum goals, teachers may feel forced to design instruction based on what students will be tested on rather than being able to incorporate students' interests into lesson planning. This study tested students' performance while students' were placed in their reading groups and the teacher chose the book for them versus students' performance in interest groups where they were able to select a text for themselves.
Creator
An entity primarily responsible for making the resource
DeLucrezia, Lauren
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2012
Contributor
An entity responsible for making contributions to the resource
Preskill, Stephen
Lauria, Jennifer
Zanfini, Mary
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
The size or duration of the resource.
56 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2012_DeLucrezia_Differentiated
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/19ef58df5acd4a66ecf4286eeec7476a.pdf?Expires=1712793600&Signature=SzginV3KBF1I7fT-SQ5HX2nbbMRRDvRUU5TWLPuhm5a8-cv0WuP1jq2tSxNAA08tIVEv0dBi9mENrs06Nf97NLmybPdqHOmkXLIbB9tZ-KEoPUolY46QU5lHvPCHL3moewmlRkLBsU9kFciVgn9kz8lx21jdd5zc56f2FIEs5tJZv%7EhQR0zMvfWBKlFAeGpn3ZMPX2WqRW2A7u5ced7O9qhluCUb92tPhJ0hPBgoI-QbpjVhQCkfB6wS5bdohx5O0rmWAnAid-T7tEXLP84WnI7Gwu1bDty0IOU9AuoyMJWmL8g8CN8Xfz8hIWjH6tKxIqw9vd0s2gfYFL89ju8I5A__&Key-Pair-Id=K6UGZS9ZTDSZM
b683f8fcb71a1a2ec34c29f68e483bc1
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
How does the word processor influence writing in beginner writers?
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
In today's age, it is as imperative as ever for children to know how to write and communicate effectively. With the advent of new technologies, it may be that new materials and strategies are needed for achieving these important goals. The purpose of this study is to see whether or not the word processor influences writing skills in children between the ages of 6 and 9. The study is meant to see the differences in the students' writing abilities when what they are using in order to write changes from a pencil and paper to a word processor.
After consent forms and permission forms were sent out and collected, the researcher explained the assent form to the students. The study was conducted over the course of 10 school days during a normal writing period. For the first five days, the students participating in the study were asked to write using a pencil and paper. For days six through ten, the students were given the opportunity to write using the word processor. The majority of topics were self selected by the students. Students filled out feelings chatis on days one and six.
The results from the study were quite compelling. The students enjoyed writing using the word processor. When using the word processor, the noise level in the classroom as well as the classroom dynamic changed. The teachers in the classroom went from being teachers to coaches. The conversations between students and teachers as well as student to student conversations were all about the writing assignment.
With the above results as well as the interest that students have for technology, it seems like a "no-brainer" to use the word processor when writing. When in doubt with writing, try
using the word processor. Using the word processor is influential for the majority of beginning writers because instead of concentrating on letter formation they are able to push a key and know that the letter is going to look the same every time.
Creator
An entity primarily responsible for making the resource
Casey, Jennifer Marie
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2012
Contributor
An entity responsible for making contributions to the resource
Preskill, Stephen
Frumkin, Rhoda
Zanfini, Mary
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
The size or duration of the resource.
45 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2012_Casey_How
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/82833b0c765c2d147363f90b52219f26.pdf?Expires=1712793600&Signature=TBzVaO37GCYzto17OotJ6xZjs68j9CIeDM0mxHgRJ2VI%7EHbkfIK0zRNXKM1G8TdPQkfC6NZYWdWe9KyCaDhBxFrc2d0BjOIu1nlRqXyIlcWM92xjiLnO8KcrnqJXhse68uTBakv2yk1zs2tP%7EnjDN2bxFUuBUMGA1vF9uwsm1jgj109866vVfk7rj5wjdM9VfF6zqVUC1yquxp2Csjk38exB0h77xjYpYprYKdPookVHFUM1NnUotjTi%7EB4bvJ2cW6J2F1oaStDcgPsB5bu%7ESZc-U72UwuSpNNyFll%7EeGUiE6tEjovfJLrff04pKStEUPAsBDsvmT5FYCTezDiK%7Erg__&Key-Pair-Id=K6UGZS9ZTDSZM
cb149f2bc459e0ab8ef148cb7077b837
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The effects of bullying on early childhood education students
Description
An account of the resource
MS Ed: Early Childhood/Special Education
Abstract
A summary of the resource.
Bullying has reached near-epidemic proportions in today's schools, but there is little agreement among educators about what to do about it. This study investigated how teachers and principals defined, viewed, and handled bullying within their classrooms or school settings. After interviewing principals and teachers from a variety of schools, it was confirmed that there is no consensus regarding how to address bullying, though a wide range of strategies and methods have been attempted to prevent it from proliferating. It does appear that bullying is less of a problem in schools that have clear, well-defined, and easily implemented policies for dealing with bullying. The researcher recommends that schools from a variety of settings work together to develop a coherent program for addressing this serious and growing problem.
Creator
An entity primarily responsible for making the resource
Krawciw, Lisa
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2012
Contributor
An entity responsible for making contributions to the resource
Preskill, Stephen
Gonzalez, Katia
Zanfini, Mary
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
The size or duration of the resource.
67 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2012_Krawciw_Effects
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/2377c6c63ef279d4151f3ba3ebea5b31.pdf?Expires=1712793600&Signature=PzKYFF0bdIt3EF3EznirS6mzwj-uaDLRgYgTmsqV-ktumn8e0jK8wjxJm9CiMSCh6q13HDA8Unqcok23iamCkiEeNOwqbIWb5Z5ZllcsdIlddmQZe9nr%7EboxaVSuxLBla745Zm0i5CQzbQ9F2hsF3go0YlRIc1WRdiYMQAFS-w1C0OwmvQb8f8MLo65Xqt-TTqeAbWGUUCYb6LkgGNXyw5MqLTVsoiT5ulasEQSUDNJ5Xr%7EK0QWIB%7EHAoUERNLStPBlzQgvEC3O3JjfaKvkkHOgoWFrJRnzRUfD40IxPjmqpSBH0222HZ-fma%7EVLJA9OP%7EYLyfseKU09TKFFQDvZiQ__&Key-Pair-Id=K6UGZS9ZTDSZM
a6e7f2860249787eb5ca43c32ce273f4
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Philosophy for children and its impact on student dialogue, language, and thinking skills
Description
An account of the resource
MS Ed
Abstract
A summary of the resource.
With high stakes testing and teachers focused on behavioral outcomes, it appears little time is left for effective group dialogue in the classroom (Fisher, 2007). However, Philosophy for Children is a program that can be implemented in the classroom to encourage student dialogue and improve language and thinking skills. This study explores the impact of Philosophy for Children in a preschool setting on dialogue, language, and thinking skills as measured by number of occurrences of student-initiated questions, connections made to personal experiences, support or elaboration provided for answers in the form of reasons or examples, and the length of time of discussion. The participants in this study were six preschool students ranging from age 3 years, 11 months to 4 years, 11 months. Students met with the researcher twice a week for a total of ten sessions. At each session, the researcher read a children's book and pursued a philosophical discussion with the students. Each session was recorded for assessment purposes. As the sessions progressed, there was no trend in student-initiated questions, an increased in the number of connections students made to personal experiences, and support and elaboration provided remained consistent throughout the sessions. The length of discussion time remained consistent as well. Looking at the variables for each student independently offered more insight into the impact of the program as well as limitations. This study has shown that preschool children can participate in discussion, ask questions to peers, make personal connections, and provide support and elaboration when discussing philosophical topics. Future research should explore the impact of time constraints, gender roles, and organization of discussion material has on student discussion, language, and thinking skills.
Creator
An entity primarily responsible for making the resource
Ardolli, Albane
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2012
Contributor
An entity responsible for making contributions to the resource
Preskill, Stephen
Gazzard, Ann
Arena, Danielle
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Extent
The size or duration of the resource.
56 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2012_Ardolli_Philosophy
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/040714a7c16906b8841f5d933998e18a.pdf?Expires=1712793600&Signature=nHBkcZiaGXUiMUKGZMHW9fsig4njN8wCydADfNvkjpeSeMSNLWHukr9kJ--C3pWabpDaZ%7EsE5tVKWg4kV3qHI63A%7E3Adsyqf7c0f4qCbi5tCXy35BtK3Q5wgr3qF1AuJmOi944FSos18NatJFQpLTYrs9eKP5zP8m8CBcl6jCp72coUbdE7tK9yGcDfNhAv4uydZWBwiqn8xo8hGZzmWaT6I8Yh02BJmeJ4R-VYgo06U%7Esz1j9YAeBG0%7Er%7EqiaMRH00KYAbQOj0v4CkcuGyXCSNljjyZBcVbrG%7EVCCtdECGwvWxNF2KPSoUcuFpdTxBjPgbo3x0VanEJzfjftwxiSQ__&Key-Pair-Id=K6UGZS9ZTDSZM
8f4c52d10a8b428abb6692786385bfa2
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
How picture books support pre-literate children's responses during post-reading discussions
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
In order to foster a love for reading, children must be able to comprehend the stories they are reading. Picture books are important in the lives of pre-literate children's beginning reading. The illustrations in picture books allow readers to interact with the texts and have a meaningful experience with literature. Understanding the relationship between picture book illustrations and reading comprehension, educators may enhance their students' reading comprehension to an ever greater extent. The goal of this study is to investigate how picture books support the extent of pre-literate children's responses during post-reading discussions.
Creator
An entity primarily responsible for making the resource
Pan, Peter Chih-Hang
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2012
Contributor
An entity responsible for making contributions to the resource
Preskill, Stephen
Gazzard, Ann
Arena, Danielle
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Extent
The size or duration of the resource.
40 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2012_Pan_How
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/62676c03988735c24e69e4a2cf33e15f.pdf?Expires=1712793600&Signature=v-XsN27WpUrHvQvQ8PULLFqtMz3k3vEksA9ZulQec-UbjlxjTyEluspKM2-lEM48pd3FEIJQwHwqFe90QxnEjyRHd-v4wo-2vHEzDHyNkEBj8r0hYbqK0AqgxolsR5U%7ETNvF7DfqjcciLBE3vphIIHIdCKOMHzUzHtvoKYvLy4kDlVaJYDMSU21v2rR5LvQzVWeVCkpd%7EMaxBmGeyvQjSXBTx8zEE0FmtYlD9jXRhUQpKb105LXQP1p9hp%7Ebxi-PvIlBVR3q33ILMkq5wwKBGKAzYM%7EOyV7afuIl5PKds-XcU19Zt6rAsDLxl-m0wCZIejCRu%7EEvd%7EPhsRpXouuAxA__&Key-Pair-Id=K6UGZS9ZTDSZM
27eb85f8b3cbc1cc45c27c44008c0ae4
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The effect of early literacy exposure in the home on reading development of kindergarteners
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
Children have a variety of experiences with literacy before they even enter the classroom on their first day of school. Many children are exposed to literacy-rich environments and an assortment of print from an early age. This exposure can help them to develop early literacy skills and allow then to enter the classroom at a higher beginning reading level. The purpose of this study was to investigate the amount of literacy that children were exposed to before entering kindergarten and compare this exposure to their initial reading levels when starting kindergarten.
This study examined the quantity of literacy that eight different students from a regular education kindergarten classroom were exposed to at home before entering school. The parents of these students answered a ten question survey regarding specific examples of literacy experiences that their child may have been exposed to. Parents' survey results were then compared to their children's individual reading level when entering kindergarten. A positive correlation was found between early literacy exposure in the home and beginning reading levels. The student who had the highest level of literacy exposure has the highest reading levels when entering kindergarten.
This study looks to reinforce the idea that the amount of early literacy exposure introduced to children who are now in kindergarten positively affect their overall reading development.
Creator
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Mohr, Kelly Lynn
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2012
Contributor
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Preskill, Stephen
Gazzard, Ann
Gonzalez, Katia
Rights
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U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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56 pages
Language
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eng
Type
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Text
Identifier
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Ed_2012_Mohr_Effect
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/130f9967dd055435bbacc11ec3322120.pdf?Expires=1712793600&Signature=U-pgB9QSJzWiQJhoc9dV-rztMGnm1zcUST5wnAG%7EMpEqtbofkOTPuKfTXGHu7yNsVjaSQHqNsi-lqKXsKewK-Di0Me0WjvHQCOVCDMVZ50u7kio7Mi93JYh1WFC0UUsl2OfJQZ3PJk5MNM8oswBS2jW2Q-NSm5HlZdZ40Ehc8lfPC2w28yC4U8bdap51JToLStPwzxqksC6uOp1KQheT2xjPf5AVv0tXkH2ly8BM5M31cJ7H-VOMjQVIowp3ooFOlNTdIk26peWlhGibxZLt9gcw5STn-Ul-TnM9Jsv%7ElFwsWTkuVfaMpNEZVnHe1YAWdykaMnyup9L4LLEut-Uj3Q__&Key-Pair-Id=K6UGZS9ZTDSZM
2eeaa549aa8744ad7bcdd4feb14bdfcc
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Test preparation and student engagement in literacy learning in the upper elementary classrooms
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
This dissertation explores how educators teach test preparation to upper elementary students. Since the No Child Left Behind Act, educators have been faced with increasing pressure to meet the standards of accountability set for their state, and school district. Teachers have to prepare students for the material that will be presented to them on high-stakes testing. Are educators truly preparing students for high-stakes testing? This dissertation examines how test-preparation is being taught in the upper elementary grades. Also it gives insight into how matching test-preparation to a student learning style can increase engagement.
Creator
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Vuono, Lisa Marie Craig
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2012
Contributor
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Preskill, Stephen
Zanfini, Mary
Gazzard, Ann
Rights
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U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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70 pages
Language
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eng
Type
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Text
Identifier
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Ed_2012_Vuono_Test
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https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/6c4a351e5ab03193c4f683fc526b107e.pdf?Expires=1712793600&Signature=PAHSFiUot2oy1YxfT2XmiuCz0qfTcQNcbyAUPN7wnzKJE9Wq6ZAptsvcJiHGfkcKt9YfBUg2fM3lw4egwakwHsQgROXWELDNA7ijBF3e-QZjO7Kwg%7EqCCp-17v%7EAlrUAfg16kkCzDFmQQw4FNiI41BZirLbg00nToMIT3%7Ebfe3jNkPWWkx92Vcf9%7E72U-N1MVzcsNpgqUF5AbvdOZRU4QohABxOrOZEcb17zB05GBT-vk0ny2DQ%7EkJ2Jk74OBWPJ49rNOkdLpr1KxQ5GIHmqh6Z6oWksgjotW5vsrng6E6ZVG2aOtZ4KPWjkagBvvlJ4rLBuvNeOchz2GHpqdd6OxQ__&Key-Pair-Id=K6UGZS9ZTDSZM
17ce2fe159d5511b070f47ca47f681a0
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A comparative study of novice and veteran teachers in response to high-stakes testing preparation
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
The No Child Left Behind Act (NCLB) of 2001 mandated both assessment and accountability across all the states, the District of Columbia, and Puerto Rico. NCLB's highstakes accountability system rewards or punishes school districts, schools, and teachers for the academic performance of their students (Dworkin, 2005). Rewards include school funding and job security while punishments can be as severe as the closing of an entire school. The highstakes tests, which begin in third grade, require plenty of preparation from both teachers and students.
The purpose of this study was to explore the different literacy test preparation approaches both novice and veteran 3rd, 4th and 5th grade teachers of one school used in their classrooms and to examine whether and how they shared these approaches. The study also analyzed teachers' perceptions ofthe strengths and weaknesses of these practices and how they were able to bridge the generational gap between novice and veteran teachers in order to professionally collaborate with one another and create a positive school culture. Results indicate that although professional collaboration was evident, novice and veteran teachers possessed different perceptions on test preparation and utilized different practices in their classrooms. These practices were directly related to both their perceptions of accountability and years of experience within the field.
Creator
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D' Alessio, Amanda
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2013
Contributor
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DeMoss, Karen
Preskill, Stephen
Frumkin, Rhoda
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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54 pages
Language
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eng
Type
The nature or genre of the resource
Text
Identifier
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Ed_2013_DAlessio_Comparative
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https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/4a1455534d9d9a599e790d7647143b72.pdf?Expires=1712793600&Signature=AemqMxQuCg6UKF6FdLZLCZ2H-68770oSnjXQKQ%7EMmrV3NVStKqGqkYdBZKShiGvXrw5IG6EBAxvFeHT73o-WgNdmYTq8xLceaenLM9AfaFdz3UkAHxOGFRpMWGwjPhsHg8BaziOBMpVlUsokMRsqZoEGXonvipIMlenDD7BbENJk4FNbI9qQOfyc83vIRwDOWeRKDfQ%7E-9BsoUI8stWy0UhzfZGMnceKxJPaoRHtwjCyhj4cfTyQGpzgqBvFyNqOmKsbcns8u6y4UbE3mi7nuoCOB4q0fVyqPk%7E89ai4DRqr2-lFV6sPxz6JEHp2imdgDAZSsuII6R4OUbMNiqcx1g__&Key-Pair-Id=K6UGZS9ZTDSZM
84fba443496269d9b472abf6d3830ec8
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
In what ways might flipped instruction using technology support students' success with word problems?
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
This study explored whether the implementation of technology-based flipped instruction might have any effect on students' success with mathematics word problems. During the study, two 5th grade classes were asked to fill out pre- and post-questionnaires describing their attitudes and opinions towards technology in the classroom, math word problems, and major academic subjects in general. There were also two assignments that compared the results of instructional methods that were linked to each assignment: flipped instruction and traditional instruction. Evidence showed that flipped instruction had a possible positive impact on students' performance on math word problems.
Creator
An entity primarily responsible for making the resource
Doxey, Brian
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2013
Contributor
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DeMoss, Karen
Frumkin, Rhoda
Fitzgerald, Jason
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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72 pages
Language
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eng
Type
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Text
Identifier
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Ed_2013_Doxey_In
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/84f940a3f6fd40caf0382b11568abf96.pdf?Expires=1712793600&Signature=Hjz9xakQ9hik0wN7zh7ds-q2kfafXJGcN-iEGGrCMHic5Xfq4O0%7EaT91jQjbtlVipOKfes92-AePet0l-gyHEdvCpymPeQPtuueogrxhlSkHYtwxR96Z5iC2FvNXAoz-VTDJhEXWAFv-wfo9E8Qi32f88s5TziNC1G3gFEYnQ6zyDQQVZMYI0tJSbrFEJGX4liHvvLZBL4anafrgrU0GVWxbwV2GsrIq2JOE-mI-OrS6YCGMEibamZyqAC8tDuctAX-gpxelrnvttBcYkLp5C6n78QzX4yVqdApfAdRJ6VDPqP76x7r1vzb%7E7KcN04FSprmVz3RA4lNx6uJqUQ1zoA__&Key-Pair-Id=K6UGZS9ZTDSZM
922a63049c3723b5e3cc985167036eae
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Children's descriptions of early childhood after-dinner learning experiences: constructive activities vs. passive activities
Description
An account of the resource
MS Ed: Early Childhood/Special Education
Abstract
A summary of the resource.
This study explored the differences in how children experienced active and passive play in the late evenings in a daycare environment. Children were observed in ten- to thirty-minute activities, then asked questions about the activities ranging from whether they enjoyed the activity, such as playing with blocks or watching the television, to how they felt when participating in the activity. The researcher learned that students enjoyed most of the activities provided, and they do feel that they learn from the specific activities. Analysis of the data shows that constructive activities do indeed provoke more language than the passive activities. Educators can use this information to improve their practice and help children, especially those from low socioeconomic backgrounds, maximize their learning.
Creator
An entity primarily responsible for making the resource
Durkin, Jaclyn
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2013
Contributor
An entity responsible for making contributions to the resource
DeMoss, Karen
Gonzalez, Katia
Frumkin, Rhoda
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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71 pages
Language
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eng
Type
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Text
Identifier
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Ed_2013_Durkin_Childrens