Educational Studies, Special Education
Helen Malone, Advisor
Teaching Addition to Learners with Moderate to Severe Disabilities Using Video Prompting
Academic performance for learners with moderate disabilities falls far behind their typically developing peers. Using SS design, three learners with moderate disabilities were taught single and double-digit addition video prompting. Results generalized to a different setting and social validity was high for parents, teachers, and learners.
Teaching and Learning, Reading & Literacy in Early & Middle Childhood
Shayne Piasta, Advisor
Characterizing and Identifying Associations of the Quantity and Quality of Early Childhood Language and Literacy Learning Opportunities
This study characterized the quantity and quality of children’s language and literacy learning opportunities as measured overall and across individual domains, and examined the associations among these multiple measures of quantity and quality. Findings revealed important differences in the learning opportunities afforded to young children.
Teaching and Learning, Language, Education, and Society
Tiffany Wild, Advisor
Teacher Perceptions of Resource Room Practices for Students with Visual Impairments
Inclusion practices have been spreading for students with visual impairments. The resource room is one of the service delivery options of inclusion settings. The purpose of this study is to explore how resource room teachers describe resource room practices based on their experiences with students with visual impairments in a resource room.
Jacob (Jack) Popovich
Educational Studies, Workforce Development and Education
Chris Zirkle, Advisor
Describing the Effects of Select Digital Learning Objects on the Financial Knowledge, Attitudes, and Behavior of Community College Students
This research describes community college students’ financial attitudes, financial knowledge, and planned and actual financial behaviors in the areas of Budgeting/Saving, Credit, and Student Loans.