The Independent Reading Level Assessment and Its Impact on Third Grade Reading Achievement

This study focuses on the developmental reading taxonomy known as the Independent Reading Level Assessment (IRLA). The purposes of the study were to analyze the inclusion and timing of the elements required for learning to read, and to discover whether the use of the IRLA impacted results on summative third grade assessments (Smarter Balanced Assessments). A taxonomic structure was used to examine the content validity study of the IRLA. Findings were that while the developmental progressions were accurate and the elements were inclusive, the areas of executive functioning, phonological awareness, and vocabulary could be strengthened, and that spelling could be more pronounced to strengthen decoding and encoding of language. ANOVA analysis of standardized test scores in 49 IRLA schools over four years showed no statistically significant change. The wide range of scores from year one to year four indicated potential issues with implementation of the IRLA. This study yielded two conclusions: (1) the elements and timing for teaching reading as presented in the IRLA largely match the research base; 2) no evidence through standardized test scores of the impact of the IRLA was found

STEM Undergraduate Research Symposium 2016 Full Program

Full Program of the 2016 LSSF STEM Undergraduate Research Conference

A case study inquiry into the relative impact of Balanced Reading instruction on Hispanic students in a highly culturally diverse elementary school

This research explores the relative impact of Balanced Reading instruction upon Hispanic students in a highly culturally diverse elementary school. This case study inquiry focuses on Hispanic students learning to read in English in kindergarten, first and third grade, how these Hispanic students are affected by the classroom setting within the context of the Balanced Reading instructional framework of each respective grade, and what are the similarities and differences in the learning methodologies and strategies that impact the learning curve of these Hispanic students. The researcher collects qualitative data to determine the methods and strategies found to be most effective and frequently used in reading of Hispanic students. Data includes documentation: field notes, observations, interviews, questionnaires, and archival information. This multiple case study inquiry focuses on six Hispanic students: two in kindergarten, one in first grade, and three in third grade. Stratified purposeful sampling is used to facilitate comparisons. Spradley\u27s Developmental Research is used for componential analysis of the three case study groups and the Constant Comparative Method Analysis for analysis of interviews and questionnaires of both administration and teachers. Lastly, cross-case analysis is used to arrive at a more systematic and comprehensive instructional approach for Hispanic students in a highly culturally diverse elementary school. The findings of the case study conclude the Balanced Reading instructional framework is appropriate for educating Hispanic students in a highly culturally diverse elementary school and these Hispanic elementary students are able to acquire a second language, English, by means of a set of appropriate and effective teaching methods and strategies across the curriculum and diverse elementary grades from certificated teachers who use only English instruction without instructional support. These students are Spanish-speaking students upon entering elementary school and are taught only in an English-speaking environment without the use of translated instructional materials. The use of these methods and strategies across the curriculum and grade levels validates the theoretical claims that with appropriate teaching all students, no matter their cultural background, can achieve academically (Carlo, August, & McLaughlin, et. al., 2004; Luftig, 2003; Collins & Cheek, 2000; Garcia, 1999; Banks, 1994)

Rodney’s Archive: An Ethnographic Encounter with a Private Music Collection and its Collector

Located in the fields of cultural studies and media studies, this thesis frames an ethnography of the private collector, Rodney McElrea, (from Omagh, Co. Tyrone) and his music collection, simultaneously presenting an analysis of socio-cultural issues relating to collecting and archival practices. Focusing on the relationship between Rodney and his collected artefacts, this study is guided by several interrelated research questions: how is cultural meaning revealed in the private archive; to what degree are the taxonomic structures imposed on private archives directing interpretations of it; how might the cultural value of this particular private collection be determined in the absence of an institutional system of cultural evaluation. In addition the thesis explores how cultural memory and (Rodney’s) private memory are interrelated within the collected object in his archive and furthermore to what degree can the research questions guiding this thesis be explored through Rodney’s performance of the archive? The research is, therefore, framed within an overall narrative concerning the uncertain fate of Rodney’s collection, beyond the lifespan of its collector and how the collection might be preserved in the future.The thesis comprises an introduction, conclusion and five chapters. An accompanying DVD features some of my documentation of the field site within an eighteen-minute film. This film provides an ethnographic representation of my experience with Rodney and his archive. Chapter one discusses my first encounters with Rodney and attempts to identify the taxonomic systems at play within the collection. Drawing on a number of scholars from cultural studies, whose primary focus is the ontological status of archives, I explore the meaning of Rodney’s engagement with his artefacts and his motivations as a private collector. The role of practice is introduced in this chapter, as a means of navigating Rodney’s collection, and is supported by critical arguments from within the fields of visual anthropology and media studies. Chapter two focuses on how recorded sound functions within the collection as both an archival tool (of exploration) and an object of analysis, whilst referring to scholars from within auditory studies. Recorded sounds situate Rodney within the archival space, and are offered as one method of retaining the memory of the collector within future representations. Chapter three refers to Rodney’s past collecting practices when discussing the cultural significance of his collection through the metrics of various frameworks of value. Chapter four details the methodological approach to representing such an idiosyncratic collection and foregrounds the practice elements and curatorial process of interpreting and mediating Rodney and his archive. Here emphasis is placed on how the photographic image works in conjunction with recorded sound and how the film sequence performs within concepts of being both ‘archival’ and ‘ethnographic’ in nature. The fifth and final chapter discusses the film in relation to both Rodney’s engagement with it and its success in communicating ethnographic experience to the observer. The future survival of the collection is then revisited in view of Rodney’s deeply personal investment alongside external interests from individual and institutional sources, with complimentary yet different agendas surrounding the preserving of this private music collection

Dyslexic College Students: Quest for Literacy.

The initial purpose of this study focused on an Orton-Gillingham phonics remediation program and the effect the program had on college students. The emphasis of the study changed due to the fact that the Orton-Gillingham phonics program did not impact the college students\u27 learning, which was mainly due to the students having previously received some form of phonics instruction. The students had learned to compensate for their poor spelling ability through invented spelling, and the use of the computer and the spell checker. The other accommodations that decreased their need for knowledge of a spelling program were the use of a tape recorder, copy of notes, oral reader, and electronic dictionary. The students were more occupied with meeting the demands of college courses than learning a phonics program. The emphasis of the study changed, and the purpose evolved to acquiring a more concise understanding of the derelict college students\u27 acquisition of knowledge. Data was collected and analyzed on five dyslexic college students in order to determine: (a) What enabled the dyslexic college students who were identified as being learning disabled to attain high school graduation and pursue college degrees? (b) How did each student compensate to survive in school? (c) How did reflective practice affect the dyslexic college students perception of themselves as learners? and (d) What similarities and differences existed among the dyslexic college students? Through an in-depth description of five case studies, we received valuable insight regarding the survival tactics employed by these students. We learned how reflection can be employed by some students and the positive effects of such practices. A discussion of the similarities and differences of the students revealed that self-esteem, maturity, and motivation were the key factors for success

Course Catalog, 1979-1981

Course Catalogs include available majors, course requirements, costs, pictures, a brief institution history, and more.https://digitalcommons.kean.edu/ua_kc_cc/1016/thumbnail.jp

Course Catalog, 1989-1991

Course Catalogs include available majors, course requirements, costs, pictures, a brief institution history, and more.https://digitalcommons.kean.edu/ua_kc_cc/1020/thumbnail.jp

Course Catalog, 1983-1985

Course Catalogs include available majors, course requirements, costs, pictures, a brief institution history, and more.https://digitalcommons.kean.edu/ua_kc_cc/1018/thumbnail.jp

2006 Annual Research Symposium Abstract Book

2006 annual volume of abstracts for science research projects conducted by students at Trinity College

Are Online Catalogs for Children Giving Them What They Need? Children's Cognitive Development and Information Seeking and Their Impact on Design

Research shows children in an online environment often search by browsing, which relies heavily on recognition and content knowledge, so catalog systems for children must use effective symbols or pictorial representations, which correspond with children's own cognitive schema and level of recognition knowledge. This study was designed to look at the success of young children (ages 5 to 8) in searching 3 online public library catalogs designed for them, and it focused specifically on the pictorial representations and text descriptors used in the systems' browsing hierarchy. The research sought answer whether young children (ages 5 to 8) are really poor searchers because of cognitive development and lack of technology skills or if system design is the major reason for poor search results; i.e., Do current children's online catalog designs function in a manner that is compatible with information seeking by children? Although these results can not be generalized, this study indicates that there was a disconnect between the cognitive abilities of young users and catalog design. The study looked at search success on the 3 catalogs in relation to the catalog characteristics and individual user characteristics and makes 3 significant contributions to the field of library and information science. The first contribution is the modification of an existing model posed by Cooper and O'Connor and modified by Abbas (2002). The second significant contribution is the proposal of a new model, Creel's second best choice (SBC) model, that addresses the cognitive gap and design flaws that impact the choices participants made. The third significant contribution is that this study addresses and fills a gap in the literature