http://hdl.handle.net/10057/253 Master's theses and Ed.D. dissertations of College of Education Search the Channel s http://soar.wichita.edu:8080/dspace/simple-search http://hdl.handle.net/10057/2073 title: A case study of co-teaching between a regular education teacher and a special education teacher in an elementary school authors: Mickelson, Kathryn A. <br>abstract: Teacher isolation continues to be a product of a strong school culture belief system that creates a professional challenge for educators attempting inclusive educational practices, particularly co-teaching partnerships between special education teachers and regular education teachers (Friend & Cook, 2004.) This case study specifically looked to understand how school culture influences co teaching collaboration efforts between a special education teacher and an elementary education teacher (Schein, 2004) where inclusive practices are implemented that have a positive impact on student learning for all students, especially students with disabilities. The study illustrates that it is possible to eliminate a traditional two track educational system between regular education and special education and to create an integrated culture where the two became fused as one. This elementary school was assigned a principal who believed a supportive school culture was best for students, teachers, and support staff and took this opportunity to create a more inclusive and collaborative environment. With the emphasis on inclusion, the principal fostered staff buy-in and established ownership with the staff by helping them focus on how to provide differentiated instruction to all students in regular education classes, including students with disabilities (Zigmond, 2001). In this collaborative school environment, a co-teaching partnership between a special education teacher and a 5th grade elementary teacher is considered to be a successful partnership. Having two highly qualified teachers willing to change how they teach in order to provide differentiated instruction and interventions helps meet the individual needs of the diverse student population in this 5th grade regular education classroom. <br>description: Wichita State University, College of Education, Dept. of Education <br> Fri, 28 Nov 2008 22:58:59 GMT http://hdl.handle.net/10057/2060 title: Are communicative and grammatical skills more effectively acquired in a traditional or differentiated beginning level foreign language classroom? authors: Ulrich, Vendla Jean <br>abstract: Research suggests much controversy exists in design and methodology of foreign language instruction. The purpose of this study was to understand if beginning level foreign language students acquire the language better with traditional methods of language instruction or with differentiated methods of language instruction. The study analyzed grammatical and communicative aspects in two classrooms of ten individuals using both teaching strategies. Subjects comprised various educational backgrounds, professions, gender, and race. Classes completed pre- and posttests, student learning surveys, and the instructor completed a professional journal. Findings confirmed both classrooms were successful in grammatical aspects of the language, but the differentiated classroom was more successful in communicative aspects of the language. <br>description: Thesis [M.Ed.] - Wichita State University, College of Liberal Arts and Science, Dept. of Curriculum and Instruction <br> Mon, 28 Apr 2008 22:58:59 GMT http://hdl.handle.net/10057/2057 title: Integration of technology into the teaching of social studies to 11th grade students in a Midwestern urban high school authors: Odongo, George Omondi <br>abstract: This study gathered data on how teachers integrated instructional technology into the teaching of social studies to 11th grade students in a Midwestern urban high school. A questionnaire, interviews and observations were used to collect data for the study. Findings indicated that technology integration is a factor in the teaching of social studies in the school. The study showed that Internet research, video tape, overhead projectors and online learning were the favored form of technology integrated into classroom instruction. The study showed a need to provide pre-service and classroom teachers with training opportunities which emphasize technology integration. Teachers’ perceptions of technology integration and prior teaching experiences were two of the noted factors which influenced a teacher’s decision to integrate technology. <br>description: Thesis [M.Ed.] - Wichita State University, College of Liberal Arts and Science, Dept. of Curriculum and Instruction <br> Mon, 28 Apr 2008 22:58:59 GMT http://hdl.handle.net/10057/2051 title: The effects of hydraulic resistance circuit training on whole body bone mineral density in postmenopausal women authors: Young, Kaelin Clifford <br>abstract: The aim of the present study was to determine whether a 12 week hydraulic resistance circuit training program, could maintain whole body bone mineral density in postmenopausal women. Participants included ten apparently healthy, postmenopausal women (56.5 + 7.5 years) who were allocated into two groups: exercise (EX) and control (CON). EX subjects participated in hydraulic resistance circuit training three days a week for 30 minutes per day. Exercise stations consisted of nine hydraulic resistance machines that targeted the main muscle groups and nine aerobic stations that consisted of dancing, jogging and cycling. Bone mineral density of the whole body was assessed at baseline and 12 weeks in both groups. No significant differences (P< 0.05) in whole body bone mineral density were found between groups determined by repeated measures ANCOVA. However, a trend (P= 0.054) for the EX group to increase whole body bone mineral density (baseline BMD= 1.08 + .07 g/cm2, 12-week= 1.11 + .07) over 12 weeks existed. These results suggest that hydraulic resistance strength training is a safe form of exercise and may be beneficial for maintaining bone mineral density in postmenopausal women. However, further research with a larger population and longer study duration is warranted. <br>description: Thesis [M.Ed.] - Wichita State University, College of Education, Dept. of Exercise Science <br> Wed, 28 Nov 2007 22:58:59 GMT