COE Theses and Dissertations
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Grant, Natalie S. (Wichita State University, July , 2011)[more][less]
Abstract: The American Recovery and Reinvestment Act of 2009 provided over a billion dollars to state workforce investment systems for creating employment opportunities for disadvantaged youth and every state was responsible for developing structured programs to connect youth to employers who would not only provide income for the youth, but also aid in their occupational skill development (American Recovery and Reinvestment Act, 2009). The Workforce Alliance of South Central Kansas (WASCK) developed the Area IV Kansas Summer Youth Employment Programs (SYEP), under the direction Congress and the Kansas Department of Commerce, and over two summers created over seven hundred job opportunities for disadvantaged youth. This study, through ecological qualitative methods, gathered the perspectives of ten adolescents, 18 or older, who participated in the 2010 federally funded SYEP, through the Workforce Alliance of South Central Kansas. These personal stories using the framework of Ecological Systems Theory and the lens of Social Capital, supported the premises that (a) learning the ecosystems of individuals can provide insights into their daily lives, their history, and their lived experiences in a way that provides a window into how services and prevention efforts can be targeted toward them; (b) people make a difference in the lives of others and supportive institutional agents can have a profound effect on one‘s ability to gain social capital and work toward goal setting and attainment; and (c) programs, such as the SYEP, make a difference in the lives of youth and help them make connections to positive institutional agents, learn workplace dynamics and dialogue, and provide them with a entrance into areas of the workforce that have historically been preserved for the higher level working class and middle class. Description: Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Education Leadership URI: http://hdl.handle.net/10057/5056 Files in this item: 1
d11018_Grant.pdf (3.863Mb) -
Burkhalter, Kimberly D. Johnson (Wichita State University, July , 2011)[more][less]
Abstract: Across the United States students of color make up approximately 69% of the urban school population. More than 85% of the classroom teachers are White and predominantly females and 40% of the urban schools do not have teachers of color in their classrooms. Educational systems often struggle in their efforts to support the needs of racially and culturally diverse students; students‟ educational success is usually not regarded as a function of students‟ culture. The study comprises a narrative inquiry, captured in the stories of five White teachers, and analyzed through the lenses of critical social theory, critical pedagogy and socio-cultural theory. Teachers shared their stories regarding their awareness of racial and cultural differences and the effects these differences have on teaching practices and engaging students of color in learning. They articulated how their personal and professional life experiences may have changed their understanding of racial and cultural differences as well as challenged them to change their teaching practices in order to provide culturally relevant instruction and elicit engaged interactions from their students of color. Description: Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership URI: http://hdl.handle.net/10057/5055 Files in this item: 1
d11017_Burkhalter.pdf (882.9Kb) -
Vargas, Julie Marie (Wichita State University, May , 2011)[more][less]
Abstract: This study evaluated the effects of technology on the performance of high school students with learning disabilities in a resource room to increase skills of learning new vocabulary that is linked to standards within reading. The study included participants from four special education classes. The participants in the study were given in a 2-week intervention utilizing an adaptive version of the Frayer Model (direct instruction) or Quizlet (use of computer-aided/technology instruction, an interactive education game) to determine comparative difference of skill level achievement. The context factors included students in the special education program at a high school in an urban city located in a mid-west state. All participants completed a pre/post survey and pre/post vocabulary exams. Descriptive statistics, using SPSS, provided the methods for analyzing the data. Results showed that both the preference of learning styles by these participants and effectiveness of the computer-aided instruction (Quizlet) yielded better scores over teacher-student direct instruction (Adaptive Frayer Model). Description: Thesis (M.Ed.)--Wichita State University, College of Education, Dept.of Curriculum and Instruction. URI: http://hdl.handle.net/10057/3986 Files in this item: 1
t11049_Vargas.pdf (478.3Kb) -
Reyes, Jared Michael (Wichita State University, May , 2011)[more][less]
Description: Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Human Performance Studies. URI: http://hdl.handle.net/10057/3970 Files in this item: 1
t11034_Reyes.pdf (678.6Kb) -
Poage, Cheryl Lynn (Wichita State University, May , 2011)[more][less]
Abstract: The purpose of this four-week study was to determine if the use of eReaders vs. traditional print novels in the eighth grade classroom would increase the comprehension scores, engagement, and comprehension strategy usage of struggling readers in the language arts classroom. The participants in this study consisted of twelve eighth grade students who performed at least two grade levels below on the STAR Comprehension Test. In addition to performing poorly, these students were also reluctant readers. Based on the assessments and classroom observations, the researcher attempted using eReaders to increase engagement, comprehension, and strategy usage. The researcher collected data on engagement before and during the study and had the students in the control and experimental groups work on comprehension strategies during the four-week period. Students took a STAR test at the end of the four weeks to measure comprehension gains. The results indicated significant gains in positive engagement and in comprehension strategies (words looked up and connections made) for the eReader group, while students in the print group were approaching significance in comprehension. In conclusion, the research showed that both conditions boasted positive results in various aspects of the study. While eReaders served as a tool to engage students positively during reading and to assist in the task of note taking, it did not necessarily contribute to the increase in comprehension gains. Description: Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction. URI: http://hdl.handle.net/10057/3967 Files in this item: 1
t11031_Poage.pdf (313.3Kb)
