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- Creator:
- Perkins, Jana Lynn
- Description:
- The purpose of this study is to determine the impact that vocabulary strategies have on the reading comprehension of second language learners at the high school level. According to the research reviewed, students benefit from strategy instruction that enables them to be self-monitoring about their vocabulary learning. If students make connections and use context to make meaning of what they read, they will improve in their reading comprehension. Second language learners at the high school level are in need of making gains in their reading in a short amount of time due to high stakes standardized testing and graduation requirements. This action research was done on two classes of equally matched second language learners. One class of 9th graders served as the control group, and a 10-12th grade class was the experimental group. At the completion of the l2-week intervention of extensive instruction in clarification vocabulary strategies, a posttest was given. Through quantitative analysis the study shows that there are significant statistical gains in reading comprehension when students receive vocabulary strategy instruction. Suggestions for further research may be in the area of amount of instruction time given to the intervention.
- Resource Type:
- Thesis
- Campus Tesim:
- East Bay
- Department:
- Education
- Creator:
- Kelley, Kathy Gizelle
- Description:
- It was hypothesized that parents would have perceived needs for parent education which in some way corresponded to their demographic characteristics, e.g., that parents of an only child would have different needs than older parents; that the perceived needs of parents of very young children would differ from those of parents with older children, and so on. A "Parent Opinion Survey" was developed, consisting of 24 questions, to survey parents on both their demographics and preferences for parent education. The survey included characteristics of age, marital status, educational level, income, number of children, prior participation in parent education offerings, their perceived need of parent education offerings in the various phases of parenting, and how important they felt parent education was in face of other life considerations. Of the 145 survey forms distributed in the greater San Francisco Bay area, eighty-one (81) were returned completed. The survey population was a predominantly high socioeconomic status group with high income and educational levels. A large proportion of the sample had participated in parent education. The data were analyzed using cross correlations yielding Pearson r coefficients and on Chi-Square. Frequency data were also calculated. All three types of statistics were utilized in the analysis and for formulation of conclusions and recommendations. A number of variables yielded statistically significant results. Age of parent, both at birth of first child and currently, correlated positively with reasons for participation and non-participation in parent education offerings. Age also correlated significantly with types of parent education preferred. Older parents tended to participate in parent education early in their parenting experience, to experience less need of parent education later, and to prefer peer-support group format. In contrast, younger parents tended not to participate early in parenthood and to experience more need later on. These and parents of more than one child appeared to prefer instructor-taught classes and support groups with a leader. Income proved to be one of the variables most frequently correlated with reasons for both participation and nonparticipation. The lower income group cited reasons of tiredness, the importance of spending time with their children, the expense of courses and childcare, and unavailability of formats acceptable to them as reasons for non-participation. Due to the non-representative, skewed nature of this population, the results are viewed with caution. Nevertheless, the hypothesis was accepted as supported by the data from the current sample based on numerous significant correlations on a number of variables. Further research, including replication of the study with a more representative sampling of the general population, is recommended. Recommendations are made as to design and presentation of parent education curricula based on these early findings.
- Resource Type:
- Thesis
- Campus Tesim:
- East Bay
- Department:
- Education
- Creator:
- Dunne, Brian David
- Description:
- This study was undertaken to determine the validity of the California Psychological Inventory (CPI) for the prediction of success or failure while on probation. The subjects for this study consisted of 32 male adult probationers in San Francisco County who agreed to take the CPI. These subjects fell into four groups, eight in each group, on the basis of their Base Code Expectancy Scoring Classification System scores and whether they were recidivistic or not. The Base Code system takes into account objective background data available in prison files, such as arrest record, prior employment history, and record of alcohol or opiate usage, and yields an "A," "B," or "C" rating according to the numerical score obtained. Those probationers who receive an "A" were considered low-risk, while those who receive a "B" or "C" rating were considered high-risk. The four groups of probationers were: (1) those who receive an "A" rating and successfully complete probation; (2) those who receive an "A" rating and do not successfully complete probation; (3) those who receive a "B" or "C" rating and successfully complete probation; and (4) those who receive a "B" or "C" rating and do not successfully complete probation. The criteria for failure on probation was the presence of at least one conviction (minor traffic violations excluded) during the probation period. The t test between two independent groups was computed to determine if there were differences among the four groups on any of the CPI scales. The results of this study indicated that the Sociability scale of the CPI significantly differentiated between "A" probationers who succeed on probation and "B" or "C" probationers who succeed on probation, as seen in the testing of H21. Also, the Socialization scale of the CPI significantly differentiated between "B" or "C" probationers who succeed on probation and "B" or "C" probationers who do not succeed on probation, as seen in the testing of H98. However, the overwhelming absence of significant differences among the four groups indicated that the CPI had little use in the prediction of recidivistic or nonredicivistic tendencies in probationers. It was concluded that the probation officer should rely upon the Base Code Expectancy Scoring Classification System and his own judgement in estimating the probability of recidivistic behavior in probationers.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- East Bay
- Department:
- Education