Monthly Archives: March 2012

Eficacia del programa Promoviendo Estilos de Vida Saludables con amas de casa participantes del programa Ciencias de la Familia y el Consumidor del Servicio de Extension Agricola en el municipio de Lajas, Puerto Rico (Education Papers posted on March 31st, 2012 )

The intention of this study was to evaluate the effectiveness of the Promoting Healthy Styles program. In this study formative and qualitative evaluation were used in a quasi-experimental design with a retrospective test. The experimental group was composed of 25 active participants of the Family and Consumer Science program and the control group consisted of 22 participants from a handicraft program at Lajas, PR. The experimental group received the lessons on which consisting of a curricular guide lessons. The control group participated in a conference on Health promotion. A retrospective test was used and the analysis of the collected data was performed by using the statistical package “Statistical Package for Social Sciences” (SPSS) version 15.0 for Windows. The findings for the experimental group indicate positive changes and attitudes in relation to modifying life styles at same time this study showed the effectiveness of the Promoting Healthy Styles educative program.

Teaching reading comprehension using match-to-sample discrete trial teachings, sight word identification, positive reinforcement and response repetition correction (Education Papers posted on March 31st, 2012 )

The purpose of this study was to determine whether the use of match-to-sample discrete trial teachings along with positive reinforcement and response repetition correction would assist in developing an autistic high school student’s reading comprehension. Data were collected once a week over 11 trials. The percentage of words comprehended by the participant was graphed by the researcher during each of the trials. The researcher used an ABAB reversal design. This study indicates that the participant’s reading comprehension greatly improved during treatment and returned to baseline when treatment was removed. The results of this study also demonstrate that with the use of match-to-sample discrete trial teachings, sight word reading, positive reinforcement and response repetition correction, reading comprehension can be significantly improved for students within the autistic population.

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Percepcion de los orientadores escolares y de los estudiantes de colegios catolicos adscritos a la diocesis de Arecibo en relacion a las Ciencias Agricolas como alternativa de estudio universitario (Education Papers posted on March 31st, 2012 )

The purpose of this descriptive-correlational study was to determine knowledge and perception of school counselors and of twelve grades student of private schools of Arecibos diocese regarding Agricultural Science as a careers and agriculture. Six school counselors and 237 students indicated to have a neutral perception about Agricultural Industry and agreed with their knowledge about this area. Moreover, they have a neutral perception and knowledge regarding Agricultural science. Students indicated to agree with the knowledge they have about agriculture and a neutral perception of this area and Agricultural Science. Students need more information related to this area and those who received information indicated to be positive related to Agricultural Science. During the last five years, school counselors indicated that they probably hey provided guidance but, they have not done it because of lack of time to coordinate activities. It is recommended to develop the needed guidance tools so the school counselors help their students to develop a successful future.

Study of Split Screen in shared-access scenarios: Optimizing value of PCs in resource-constrained classrooms in developing countries (Education Papers posted on March 31st, 2012 )

Cost restrictions in developing countries result in multi-user, shared-access scenarios preventing each user from having exclusive access to a Computer. Increasing student enrollment raises technology demand in classrooms. Despite collaborative learning practices, skewed user-Computer ratios continue to result in unequal opportunities for independent learning. This research studies students sharing a PC using a novel Split Screen User-Interface concluding that it enables students to achieve benefits of both independent and peer-supported learning. This interface allows two co-located students to share one Computer, interact with independent Windows Desktop sessions through the same display using separate input devices. The thesis draws conclusions from a study conducted in a computer Education school in Bangalore, India. Qualitative observations of two user groups are analyzed and a comparison is presented. The first group retained traditional Shared Screen practice while the second group employed Split Screen mode. Although the experiment did not account for significant quantitative difference in performance between the two groups as the sample size was small), detailed observations show that students in Split Screen group had the natural tendency to become individual learners, but there were ample evidences of peer-assisted learning. This confirms the thesis that Split Screen offers students the active and independent involvement opportunity of First World classrooms while retaining peer learning behaviors of traditional classrooms in developing countries. Although there are some usability constraints that prevent universal applicability, Split Screen potentially maximizes the value of existing computers while ensuring that educators retain their flexibility to design learning structures and methods.

Voice onset time for voiced and voiceless stops across English proficiency levels for sixteen Puerto Rican Spanish speakers at the University of Puerto Rico at Mayaguez (Education Papers posted on March 31st, 2012 )

This thesis examined Voice Onset Time (VOT) for voiced and voiceless stops across four English proficiency levels for sixteen Puerto Rican Spanish speakers at the University of Puerto Rico at Mayaguez. It used a Production Task to find out whether VOT values of voiceless and voiced stops in the Spanish and English of eight students varied across English proficiency levels and found that VOT values did not vary in Spanish but varied in English. High English proficiency students produced stops within the VOT range for American English; low proficiency students did not. The VOT production of the high proficiency students was consistent with an external target for English; that of the low proficiency students was consistent with inter-language and transfer. It used an Identification Task to examine whether eight students from the proficiency levels could identify the productions from the Production Task and found that identification did not match production.

Growing a new school community in a garden (Education Papers posted on March 31st, 2012 )

As a new school forms, the development of community is essential to creating a positive learning environment that meets both academic and Social-emotional needs of students. The purpose of the study was to examine how interactions in a garden could contribute to the development of community. From the literature, seven common elements of community were identified: inclusion, democracy, common purpose, diversity, communication, Social interactions, and a connection with the earth. The participants were 13 students in first through third grade and three garden teachers at a newly opened school with a focus on Environmental stewardship. Teacher and student initiated interactions were observed and recorded over the first three months of school. The data were analyzed to examine each element and interaction over time. The findings provided evidence of consistently positive interactions in the garden. Highly positive interactions in the garden include interconnection to the earth, and working together for a common purpose. Continuing instruction in the outdoor garden environment was recommended due to the highly positive community interactions observed.

A philosophy of film education (Education Papers posted on March 31st, 2012 )

This dissertation focuses on the development of a Philosophy of film Education. Why film? Films are a rich source of enjoyment for many of us; however, they can also give us insight into the world beyond our immediate experience and can, and often do inspire us, shock us, or make us rethink our assumptions about the world. I argue that film can be an agent of change. Everyday consumers can draw knowledge and self-identity from the mythic content of motion pictures and television programs. Far from being merely entertainment, mass media vehicles such as film convey ideas and ideals regarding the nature of the world and the universe and the moral structure of society. Through its integration of cinematic form and sound, film aspires to become a language, much like the other arts, such as literature, painting, and photography, are languages, and thus is amenable to Education. In this study I attempt to identify, explain, and justify some of the key aims, content, and pedagogical approaches of an education in film. I argue that filmmaking is a cognitive, collaborative and constructivist activity. This dissertation examines the place of film in the broad context of a general education. In order to further place the study in context, I explore and outline a brief history of film education in Canada and illustrate why film is significant to our understanding of the arts in general. I explore the reasons why film music may be seen as being fundamental to the film experience. I argue that the notion of literacy should be broadened to include the visual. Finally, I develop perspectives on teaching film theory and practice, including assessment, as part of a conception of curriculum and benefit in process from interviews with two local film educators. Keywords: aims of education; film; film music; popular culture.

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Athletic training students’ perceptions of their academic preparations for the Board of Certification examination (Education Papers posted on March 31st, 2012 )

To examine athletic training students’ perception of their Athletic Training Education Program (ATEP) in relation to their preparation for the Board of Certification (BOC) examination, participants completed an online survey consisting of 2 multiple choice questions and 13 questions utilizing a 5-point Likert scale. T-tests were performed to analyze all data. Alpha level was set at 0.05. The respondents perceived their academic preparation as either satisfactory (N=573, 87.6%) or unsatisfactory (N=81, 12.4%). Significant differences existed between those respondents passing the written, simulation, and practical portions of the exam on the first attempt compared to those who failed those portions. Of the content areas, only Pharmacology ( M=3.31), Psychosocial Intervention (M=2.89), Nutrition (M=2.82), and Healthcare Administration (M=2.71) had mean scores above 2.50 (1=Excellent, 5=Poor). As perceived by athletic training students who sat for the certification examination, ATEP’s are adequately preparing their students for the BOC certification examination.

Perceptions and use of a formative assessment system (Education Papers posted on March 31st, 2012 )

The purpose of this study was to explore how one state’s formative assessment testing system was utilized in classrooms throughout the 2006-2007 academic year, the perceptions teachers hold about this system, as well as the relationship between these uses and perceptions. Survey responses from 730 teachers in the state of Kansas were analyzed. Teachers taught various grade levels between 3rd and 8th grades as well as high school and taught math, reading, or a combination of both content areas. Results indicated that based on the stated purpose of the formative assessments, which is to guide instructional practices as needed in order to improve student learning as well as performance on the summative state assessment, teachers reported using this system as it was intended at least some of the time. The majority of teachers also thought that there were valuable benefits to using this formative assessment system. Finally, teachers’ use of the formative assessment system investigated in this study was significantly related to how they perceived its efficacy and value.

Percepcion de los maestros de Educacion Agricola de Puerto Rico sobre el Programa de Experiencias Agricolas Supervisadas (Education Papers posted on March 31st, 2012 )

This descriptive research determined teachers’ perception related to the importance of SAE in the Program of Agricultural Education. Data analysis demonstrated that Agricultural Education teachers agreed with the importance of integrate SAE in the curriculum. Also, it was found that teachers agreed with the existence of barriers that might restrict the preparation and utilization of SAE. Related to teachers’ knowledge it was found that 95% of them obtained a punctuation of 70% of knowledge regarding to SAE. Most teachers consider SAE as an useful tool to broaden their knowledge, they are interested in integrate SAE in the curriculum and are available to participate in meetings related to SAE in order the promote it with their students.