• A comparitive study of middle school and junior high school teacher attitudes toward transescent needs.

      Clemens, Janette M (2012-04-20)
      This study sought answers to the following three questions:(1)Is there any difference in the way middle school teachers and junior high school teachers view the developmental needs of the transescent? (2)Will intermediate teachers with six or more years of teaching experience reflect more positive attitudes toward transescent developmental needs than those with 5 or fewer years of teaching experience? and (3)Will the attitudes of elementary certified teachers reflect a greater degree of personal acceptance of transescent developmental needs than attitudes of secondary certified teachers? Methods and Procedures: The data were collected by means of a researcher-developed questionnaire administered to 207 middle school and junior high school Indiana teachers.The Likert-type instrument contained 34 items peratining to the social-emotional,physical,and intellectual needs of the transescent.For each depedent variable,mean scores and standard deviations were obtained for the two levels of each independent variable--school type,teaching experience,and certification level.Mean differences were computed and the statistical significance of each difference was assessed using an independent t test.The results were used in evaluating the twelve hypotheses of this study.A .05 significance level was used to accept or reject each hypothesis. Findings: The findings of this study indicate: 1.Middle school and junior high school teahcers do differ in their attitudes toward the social-emotional needs of the transescent. 2. Middle school and junior high school teachers do not differ significantly in their attitude toward the physical,intellectual and overall developmental needs of the transescent. 3)Teachers with 6 or more years of teaching experience do differ in their attitudes toward the physical needs of the transescent.4)Teachers with six or more years of teaching experience and one's with 5 or fewer years of teaching experience do not differ significantly in their attitudes toward the social-emotional,intellectual,and overall developmental needs of the transescent.5)Elementary certified teachers and secondary certified teachers do not differ significantly in their attitudes toward the social-emotional,physical,intellectual and overall developmental needs of the transescent.
    • A Descriptive Study of a Building-Based Team Problem-Solving Process

      Brewer, Alexander B. (2010-09-21)
      The purpose of this study was to empirically evaluate Building-Based Teams for General Education Intervention or BBT for GEI. BBT for GEI is a team problem-solving process designed to assist schools in conducting research-based interventions in the general education setting. Problem-solving teams are part of general education and provide support to students with academic or behavioral concerns by creating individualized interventions that teachers can use in the classroom. Historically, problem-solving teams’ two primary goals were to reduce referrals to special education and improve student performance on academic or behavioral concerns. This study examined the effectiveness of BBT for GEI by analyzing BBT for GEI teams’ alignment with the best practice indicators of intervention design and by evaluating how BBT for GEI teams’ practices predict student outcome. The analysis was done by reviewing permanent products of team GEI practices submitted by elementary school problem-solving teams trained in the BBT for GEI process by the Blumberg Center for Interdisciplinary Studies in Special Education. The teams’ permanent products were rated on 13 quality indicators of intervention design using a Likert type scale of 1-5 on adherence and presence of the indicator. The higher the rating on the scale, the greater the alignment with the identified best practices for that indicator. The quality indicators include the following: (a) behavioral definition, (b) baseline data, (c) problem validation, (d) problem analysis, (e) goal setting, (f) delivery specifics, (g) empiricallysupported content variables, (h) measurement strategy, (i) decision-making plan, (j) progress monitoring, (k) formative evaluation, (l) treatment integrity, and (m) summative evaluation. The average indicator ratings ranged from a low of 1.44 to a high of 3.64. This range suggests that the teams implemented some of the best practice indicators to a high degree, while other indicators were either not implemented to a high degree or not addressed. BBT for GEI teams implemented the Problem Analysis and Plan Development components with the highest fidelity while implementing the Plan Implementation and Plan Evaluation components with the lowest fidelity. When analyzing the themes and commonalities, it became apparent that many teams did not conduct more than their initial meeting in order to implement and monitor a plan. In addition to the 13 indicator ratings, two student outcome ratings were also assigned to teams’ permanent products, Goal Attainment Scaling (GAS) and Student Measured Performance (SMP). The average rating for GAS was 2.92. The average for SMP was 1.93. Two multiple regression analyses were conducted to determine the effect the 13 quality indicators have on GAS and SMP. The linear combination of the quality indicators of intervention design ratings was significantly related to both GAS and SMP. Individually, Intervention Plan Development and Problem Analysis were significant predictors of GAS. Four indicators were significant predictors of SMP, Problem Validation, Goal Setting, Intervention Plan Development, and Formative Evaluation.
    • A Program Evaluation: Therapeutic Playgroup for Preschool-Aged Children with Mental Health Needs

      Harden, Denise M. (2010-05-11)
      The understanding of preschool children has been explored in the fields of developmental psychology and early childhood education. The field of school psychology has also increased interest in the assessment of the social and emotional functioning of preschool children (Martin, 1986). Currently, there are changes in national education policy and societal pressures for systematic, professional assessment and intervention with younger children (Executive Office of the President, 1990). In addition, focus has been placed on the incorporation of evidence-based practices into assessment and treatment (Tolan & Dodge, 2005). Mental health services, in particular, aim to address the social and emotional needs of children and families through assessment, effective intervention, and collaboration/consultation. Currently, research in preschool programs specifies the use of a developmental model to meet children’s social-emotional needs, physical well-being, motor development, language and literacy development, cognition and general knowledge, and approach to learning (National Institute for Early Education Research, 2006). This study extends the literature on effective and comprehensive mental health programs for a preschool aged population by conducting a program evaluation on the effectiveness of a therapeutic playgroup model for providing mental health services to preschool aged children who exhibit social-emotional and behavioral problems due to family stress, abuse, neglect, and possible mental disorders of children and their caregivers. This study utilizes a mixed method design which incorporates data from caregivers, playgroup teachers, child records, and participantobservers. Findings indicate the effectiveness of the Therapeutic Playgroup Program in meeting the behavioral needs of preschool children, as well as overall program goals and objectives. Teacher efficacy was directly linked to effective and efficient behavior and practices in providing mental health services to young children with challenging behaviors.
    • A program for fifth and sixth grade reading

      Gill, Lela Merres (2012-08-15)
      Not Available.
    • A speech and hearing drill book

      Grider, Virgil Louis (2013-04-26)
      Not available.
    • A study in the facilitation of pupil adjustment

      Jenkins, Nelle N. (2013-03-05)
      Not available.
    • A study of failure in senior high school

      Lang, Dorothy R. (2013-04-04)
      Not available.
    • A study of the effects of fieldbus network inducted delays on control systems.

      Mianoo, Joseph (2012-05-21)
      Fieldbus networks are all-digital, two-way, multi-drop communication systems that are used to connect field devices such as sensors and actuators, and controllers. These fieldbus network systems are also called networked control systems (NCS). Although, there are different varieties of fieldbus networks such as Foundation Field Bus, DeviceNet, and Profibus available in the automation industries, Controller Area Network (CAN) is more widely accepted in automotive applications. The growing popularity of, and demand for, fieldbus networks can be attributed to several advantages they have, such as: reduction in capital costs, interoperability, and greater system functionality. However, as the complexity of modern fieldbus systems continue to increase, the concern on performance, reliability, and security also increases. To better reflect on this concern, the fieldbus based control systems should be extensively studied using simulations before implementing them in hardware. Network induced delays that may result from the bus arbitration schemes of the messages is an issue that needs investigation for these fieldbus networks. The impact of these delays on control system performance measures such as peak overshoot and settling time needs investigation. The purpose of this research was to study the causes of fieldbus network induced delays and their effects on control systems. The existence and causes for network induced delays were studied by other researchers. Previous delay analyses used analytical and stochastic methods to establish relationships for delays. This dissertation, however, uses statistical analysis methods to study the effect of various CAN parameters on network delays. The data for the statistical analysis was obtained from simulations. Though the literature indicates use of general purpose simulation tools such as OPNET, OMNeT++, and Network II, there exist simulation tools that are designed specifically to address a particular type of fieldbus such as CAN. The research in this dissertation uses such a tool called CANoe for simulating an automobile system. The impact of these delays on control system performance was studied by other research on Proportional Integral (PI) controllers. This dissertation extends these studies to Proportional Integral and Derivative (PID) controllers. In this dissertation, the causes of network delays and how these delays are affected by CAN parameters such as baud rate, bus load, and message length were investigated using CANoe simulations of an automobile system. The statistical techniques of descriptive statistics, and analysis of variance (ANOVA) were used to analyze data obtained for this part of the study. The findings of the ANOVA analysis revealed that CAN parameters have effect on CAN message delays. The effect of fieldbus network induced delays on control system performance such as stability and step-response for different PI and PID controllers were studied using a DC motor model. The delays considered were sensor-to-controller delay and controller-to-actuator delay. MATLAB/Simulink tools were used to analyze the effects of these delays. From this study, it was observed that fieldbus network induced delays have an effect on control systems stability and performance as described by the system step response. The results of this performance evaluation will be useful to design PID controller gains, and to verify how sensitive the control loops are under various time delays.