314 research outputs found
Basque Assimilation Across Four Generations: Experiences in a Rural Community
Get PDFThe first Basko came to the American West in the early 20th century with hopes of securing a future through sheep ranching. Most planned to return home with the money they had made to start their families. However, some stayed after finding a good way to make a living and starting a family.
This research investigates what assimilation was like for those who chose to stay. How far have they come and how did they assimilate? The research spans four generations and includes fourteen interviews with Basques living in Johnson County, Wyoming. In studying the assimilation process of these families we can gain an understanding of what it was like for immigrants coming to work in rural America and how they have changed over time.
This study found that assimilation began in the second generation and was nearly complete by the third generation. Interestingly, after four generations, what it means to be Basque can change dramatically
The Effectiveness of Explicit Literacy Instruction on Kindergarten and First-Grade Student’s Decoding Abilities
Get PDFThere is a growing concern among educators regarding how children best develop early literacy skills. Due to this educational concern, the purpose of this study was to investigate and build a better understanding of how explicit and systematic phonics, phonemic, and phonological awareness instruction impact kindergarten and first-grade student’s ability to decode text. Participants of the study included students currently enrolled in the researcher’s kindergarten and first-grade classrooms within two elementary schools consisting of 54 students. The researchers modeled and taught literacy skills and concepts on a daily basis with all students using explicit and systematic literacy instruction. The research design was a quantitative study using data collected through a FastBridge Nonsense Word Fluency screener (Illuminate Education Inc., 2023) on a biweekly basis analyzing a student\u27s ability to decode. The study took place during the 2022-2023 academic school year. The results of the study indicate there is a significant correlation between explicit and systematic instruction of early literacy skills and a student’s ability to decode
The Effectiveness of Explicit Literacy Instruction on Kindergarten and First-Grade Student’s Decoding Abilities
Get PDFThere is a growing concern among educators regarding how children best develop early literacy skills. Due to this educational concern, the purpose of this study was to investigate and build a better understanding of how explicit and systematic phonics, phonemic, and phonological awareness instruction impact kindergarten and first-grade student’s ability to decode text. Participants of the study included students currently enrolled in the researcher’s kindergarten and first-grade classrooms within two elementary schools consisting of 54 students. The researchers modeled and taught literacy skills and concepts on a daily basis with all students using explicit and systematic literacy instruction. The research design was a quantitative study using data collected through a FastBridge Nonsense Word Fluency screener (Illuminate Education Inc., 2023) on a biweekly basis analyzing a student\u27s ability to decode. The study took place during the 2022-2023 academic school year. The results of the study indicate there is a significant correlation between explicit and systematic instruction of early literacy skills and a student’s ability to decode
The Effectiveness of Explicit Literacy Instruction on Kindergarten and First-Grade Student’s Decoding Abilities
Get PDFThere is a growing concern among educators regarding how children best develop early literacy skills. Due to this educational concern, the purpose of this study was to investigate and build a better understanding of how explicit and systematic phonics, phonemic, and phonological awareness instruction impact kindergarten and first-grade student’s ability to decode text. Participants of the study included students currently enrolled in the researcher’s kindergarten and first-grade classrooms within two elementary schools consisting of 54 students. The researchers modeled and taught literacy skills and concepts on a daily basis with all students using explicit and systematic literacy instruction. The research design was a quantitative study using data collected through a FastBridge Nonsense Word Fluency screener (Illuminate Education Inc., 2023) on a biweekly basis analyzing a student\u27s ability to decode. The study took place during the 2022-2023 academic school year. The results of the study indicate there is a significant correlation between explicit and systematic instruction of early literacy skills and a student’s ability to decode
A permutation-based correction for Pearson's chi-square test on data with an imputed complex outcome / A modified EM algorithm for contingency table analysis with missing data
Get PDFStudies on human subjects often yield missing data, making progress in this field of inherent public health relevance. Here, two statistical methods are proposed for the analysis of discrete data with missing values. First, when one variable is subject to missingness, it was noted the application of Pearson’s chi-square test to singly-imputed data undermines the variability due to imputation, leading to a type-I error rate larger than the nominal level. This research concerns Pearson’s test on data with an imputed complex outcome, where one of its components suffers from missing values. Imputation in this context may be performed either directly through conditional imputation of the complex outcome given covariates, or indirectly through conditional imputation of its missing component given the covariates and the other, observed component. Although the latter imputation scheme is shown to be more efficient, an existing adjustment method cannot be extended to this scenario due to the lack of independence amongst the variables constituting the complex outcome. As a result, a novel permutation-based correction method for Pearson’s test is proposed. Simulation studies indicate it provides the nominal rejection rate under the null. Second, a modification of the expectation maximization (EM) algorithm for the analysis of discrete data with missing values is presented. In general, the update in the M-step requires either knowing or modeling the missing-data mechanism. However, misspecification of this mechanism may lead to biased estimates of model parameters. Given consistent initial estimates of the parameters (which may be obtained from an external, complete data set, or by recalling a random sample of subjects), the target function is approximated in the M-step with empirical estimates, allowing for unbiased estimation without specification or modeling of the often intangible missing-data mechanism. Simulation studies show this modified algorithm yields consistent estimates potentially more efficient than the initial estimates, even under non-ignorable missingness
What to Expect When They’re Expecting: A Look at Biomechanical Changes in Walking/Running During Pregnancy
Get PDF
- …
