Nurturing Young Students' Writing Knowledge, Self-Regulation, Attitudes, and Self-Efficacy: The Effects of Self-Regulated Strategy Development (SRSD)

The purpose of this study was to investigate the effectiveness of implementing the Self-Regulated Strategy Development (SRSD) model of instruction (Graham & Harris, 2005; Harris & Graham, 1996) on the writing skills and writing self-regulation, attitudes, self-efficacy, and knowledge of 6 first grade students. A multiple-baseline design across participants with multiple probes (Kazdin, 2010) was used to test the effectiveness of the SRSD instructional intervention. Each participant was taught an SRSD story writing strategy as well as self-regulation strategies. All students wrote stories in response to picture prompts during the baseline, instruction, independent performance, and maintenance phases. Stories were assessed for essential story components, length, and overall quality. All participants also completed a writing attitude scale, a writing self-efficacy scale, and participated in brief interviews during the baseline and independent performance phases. Results indicated that SRSD can be beneficial for average first grade writers. Participants wrote stories that contained more essential components, were longer, and of better quality after SRSD instruction. Participants also showed some improvement in writing self-efficacy from pre- to post-instruction. All of the students maintained positive writing attitudes throughout the study.

Student Writing Performance: Identifying the Effects when Combining Planning and Revising Instructional Strategies

The purpose of the current study is to identify the impact of teaching students to revise their stories on writing production (Total Words Written; TWW), writing accuracy (Percent Correct Writing Sequences; %CWS), number of critical story elements included in stories, and quality of writing. Three third-grade and one fourth-grade student who were experiencing difficulties in the area of writing were involved in the study. The students were first taught to plan their stories using the evidence-based program, Self-Regulated Strategy Development (SRSD), which has frequently been implemented to teach students to plan their stories. Students were then taught to revise their stories using SRSD procedures modified for instruction in revision strategies. Student progress was evaluated through a multiple-probe design across tasks and a multiple-probe design across participants, which allowed for experimental control over time and across story probes. In addition to the previously mentioned variables, student’s acceptability of the intervention and their attitudes toward writing were also assessed. Results indicated that instruction in revising increased student writing accuracy beyond the effects of instruction in planning. Additionally, although instruction in planning was shown to increase writing production, number of critical story elements, and quality of writing, instruction in revising produced additional improvement in these variables as well. Finally, results indicated that students liked the intervention and their attitudes toward writing generally increased. Implications for practice and future research directions will be discussed. Advisor: Merilee McCurdy

Vocabulary Instruction as a Tool for Helping Students of Diverse Backgrounds and Ability Levels to Understand Mathematical Concepts

This action research project describes a research project designed and implemented specifically with an emphasis on the instruction of mathematical vocabulary. The targeted population was my second period classroom of sixth grade students. This group of seventeen students represented diverse socioeconomic backgrounds and abilities. The school is located in a community of a population of approximately 5,000 people in the Midwest. My research investigation focused on the use of specific methods of vocabulary instruction and students’ use of precise mathematical vocabulary in writing and speaking. I wanted to see what effects these strategies would have on student performance. My research suggested that students who struggle with retention of mathematical knowledge have inadequate language skills. My research also revealed that students who have a sound knowledge of vocabulary and are engaged in the specific use of content language performed more successfully. Final analysis indicated that students believed the use of specific mathematical language helped them to be more successful and they made moderate progress in their performance on assessments.

Exploring the Influence of Vocabulary Instruction on Students’ Understanding of Mathematical Concepts

In this action research study of my classroom of 8th grade mathematics, I investigated the influence of vocabulary instruction on students’ understanding of the mathematics concepts. I discovered that knowing the meaning of the vocabulary did play a major role in the students’ understanding of the daily lessons and the ability to take tests. Understanding the vocabulary and the concepts allowed the students to be successful on their daily assignments, chapter tests, and standardized achievement tests. I also discovered that using different vocabulary teaching strategies enhanced equity in my classroom among diverse learners. The knowledge of the math vocabulary increased my students’ confidence levels, which in turn increased their daily and test scores. As a result of this research, I plan to find ways to incorporate the vocabulary teaching strategies I have used into current math curriculum. I will start this process at the beginning of the next school year, and will continue looking for new strategies that will promote math vocabulary retention.

The Importance of Vocabulary Instruction in Everyday Mathematics

In this action research study of my 6th grade math students I try to answer the question of how mathematical vocabulary plays an integral role in the understanding and learning of middle level mathematics. It is my belief that mathematics is a language, and to be fluent in that language one must be able to use and understand vocabulary. With the use of vocabulary quizzes and mathematically-centered vocabulary activities, student scores and understanding of math concepts can be increased. I discovered that many of the students had never been exposed to consistent mathematical terminology in their elementary education, which led many to an unfavorable impression of math. As a result of my research, I plan to incorporate vocabulary as a regular part of my mathematical teaching. As the students understood the language of math, their confidence, attitudes, and scores all began to improve.

PB1908-27 Loss From Cornstalk Disease in Custer County, Nebraska, During the Winter of 1906-1907 (Distributed January 1908, Reprinted December 1930)

"Cornstalk disease" is the name given to the cause or causes of death of cattle allowed to run in fields of standing cornstalks from which the ears have been gathered. It is probable that "many different maladies have been included under this name." In Nebraska, however, there is such a similarity in the symptoms reported by the farmers that it seems probable that the great majority of the losses attributed to cornstalk disease are really due to some common cause. As to the exact nature of this cause nothing is known. However, various theories have been advanced, and methods of prevention or treatment based upon these theories have been described.

RB34-6 The Relation of Drouth to Water-Use in Nebraska

Three severe drouths have occurred in Nebraska and adjacent states within the past eighty years, and less severe ones have come at moderately regular intervals. Their influence on the agricultural development of the state is well known, but their relation to water supply in general is not so well understood. This research bulletin is a brief review of the relation of drouth to soil moisture, surface water, and groundwater supplies.

RB32-270 A Seven Year Study of a Milk Supply

The amount of butter produced by the grain-belt states is evidence that a great many cows are milked by the midwestern farmer. Most of this milk is separated on the farm, the cream is sold, and the skimmilk is fed to hogs and other livestock. As the market for fluid milk has developed, many farmers near the cities have turned to the sale of milk, because it affords a better return for the butterfat sold. Much of the milk produced for sale as fluid milk is produced under practically the same conditions as milk which is produced primarily for the same of cream. The Department of Dairy Husbandry of the University of Nebraska, in conducting its instructional and investigational work, comes in contact with the milk producer. An effort has been made, therefore, to study the relation of milk quality to farm conditions as found among the milk producers or patrons who have delivered milk to the department. The study was carried on in an effort to find possible ways of bettering the conditions without upsetting the economic balance existing between the production of cream and fluid milk.

RB25-207 The Spindle-Tuber Disease: One Cause of "Run-Out" Seed Potatoes

The spindle-tuber disease is one of the most prevalent potato diseases occurring in all parts of Nebraska. It has been found in all varieties tested. It does much damage to the potato crop, in that it reduces the yield and injures the market quality of the potatoes. This 1925 publication discusses the spindler-tuber disease also known as "running-out" or degeneracy of seed potatoes; the distribution of the disease; effect upon yield and quality; symptoms of the different potato varieties; transmission of the disease and experiments; rate of increase of the disease; dry land versus irrigation in western Nebraska; straw mulching versus cultivation in eastern Nebraska; planting times; harvesting; and control.

Building Leadership: The Knowledge of Principals in Creating Collaborative Communities of Professional Learning

Research literature is replete with the importance of collaboration in schools, the lack of its implementation, the centrality of the role of the principal, and the existence of a gap between knowledge and practice--or a "Knowing-Doing Gap." In other words, there is a set of knowledge that principals must know in order to create a collaborative workplace environment for teachers. This study sought to describe what high school principals know about creating such a culture of collaboration. The researcher combed journal articles, studies and professional literature in order to identify what principals must know in order to create a culture of collaboration. The result was ten elements of principal knowledge: Staff involvement in important decisions, Charismatic leadership not being necessary for success, Effective elements of teacher teams, Administrator‘s modeling professional learning, The allocation of resources, Staff meetings focused on student learning, Elements of continuous improvement, and Principles of Adult Learning, Student Learning and Change. From these ten elements, the researcher developed a web-based survey intended to measure nine of those elements (Charismatic leadership was excluded). Principals of accredited high schools in the state of Nebraska were invited to participate in this survey, as high schools are well-known for the isolation that teachers experience--particularly as a result of departmentalization. The results indicate that principals have knowledge of eight of the nine measured elements. The one that they lacked an understanding of was Principles of Student Learning. Given these two findings of what principals do and do not know, the researcher recommends that professional organizations, intermediate service agencies and district-level support staff engage in systematic and systemic initiatives to increase the knowledge of principals in the element of lacking knowledge. Further, given that eight of the nine elements are understood by principals, it would be wise to examine reasons for the implementation gap (Knowing-Doing Gap) and how to overcome it.

EC31-133 The Management of Nebraska Soils (Revised March 1936)

The agricultural lands of this country are its greatest natural resource. History points out that nations with vast areas of good farm land are most likely to prosper and survive over long periods of time. Local communities, too, prosper and flourish in proportion to the productiveness of the surrounding land. Schools, social life, and business develop best in areas where the land is productive and properly managed and conserved. Nebraska, in common with other states, has suffered by the depletion of soil fertility. The reduction in acres in legumes and grasses, and the deplation of the organic matter in the surface soils, has likewise had its effect on the run-off of precipitation, soil blowing, and damage from drouth. In order to know what elements of fertility may become deficient and how soil fertility may be restored and maintained, we should understand the composition, character, and management of soils. In the following pages, some fundamentals of soil feritlity are given, followed later by a discussion of practical soil-management practices.

RB34-71 Effects of Inflation and Deflation Upon Nebraska Agriculture, 1914 to 1932

Nebraska farmers prospered during the period which followed the depression of the nineties and preceded the beginning of the World War. To be sure the prosperity was not uniformly distributed either by years or by areas. The corn crop was unusually short in a large portion of the state in 1901 and an almost total failure in many of the southern counties in 1913. Chinch bugs did considerable injury in 1901 and the Hessian fly in 1905 and 1914. There was noticeable damage from insects in some areas in other years. No part of the state, however, suffered from long-continued drouth or repeated ravages of insect pests. The depression of 1907 affected credit and prices very severly for a few months, but recovery was rapid and within less than a year business was again moving forward. This 1934 research bulletin covers the problems of inflation and deflation; changes in the prices of various commodities during inflation and deflation; prices and purchasing power of Nebraska farm products, 1914 to 1932; adjustments during inflation and deflation; the effect of wages on Nebraska agriculture; taxes; Nebraska farm income; changes in types of farming in Nebraska, 1914 to 1932; the banking situation; Nebraska farm land prices; and the effects of inflation and deflation upon Nebraska businesses.

Forty-eighth Annual Report of the Agricultural Experiment Station of Nebraska, February 1, 1935

This report differs from previous reports in two respects: it covers experimental work up to January 1, 1935, and it includes brief abstracts of publications since the last report. Previously most of the report dealt with work done before the end of the fiscal year; that is, work done between June 30 and January 1 was not reported until over a year later, for the most part. The present report corrects that defect, and in addition the abstracts of publications will make the report useful as a reference guide to published matter. The projects are discussed under subject headings and in addition to the abstracts, brief reports of progress in projects under way are included. Complete data for these projects are not included; rather an attempt has been made to show how far the work has gone and to indicate some of the directions or trends of the work. The drouth of the past summer reduced yields severely. As a result the collection of significant data on yields was almost impossible. A few of the Experiment Station workers have ben loaned to federal projects. Despite these handicaps many projects have been advanced and many have been completed.

Forty-Fifth Annual Report of the Agricultural Experiment Station of Nebraska, February 1, 1932

This report covers the investigations, expenditures, and publications of the Nebraska Agricultural Experiment Station for the fiscal year June 30, 1931. During the year 68 projects have been under investigation at the main station. These have covered a wide range of subjects. At the various substations the work is planned to meet the needs of the different regions. The funds for carrying on the work of the stations are derived from federal and state sources. The work is carried on in definite projects according to the supporting fund. Satisfactory progress was made on the research program. During the year eight projects were completed and seven new ones added. The selection of new projects is on the basis of most urgent need, together with the ability of the Experiment Station to carry the project. The financial depression in which agriculture still finds itself has increased rather than decreased the demand upon the Experiment Station and the College for new and definite information. This demand has been taken care of insofar as possible. During the year covered by this report eleven bulletins, nine research bulletins, and one circular have been published by the Experiment Station. In addition 22 technical papers have been prepared by members of the staff and printed in various technical and professional journals.

Creating Meaningful Homework and Implementing Homework Presentations to Aid in Mathematics Instruction

In this action research study of sixth grade mathematics, I investigated the use of meaningful homework and the implementation of presentations and its effect on students’ comprehension of mathematical concepts. I collected data to determine whether the creating of meaningful homework and the implementation of homework presentations would have a positive impact on the students’ understanding of the concepts being taught in class and the reasoning behind assigning homework. The homework was based on the lesson taught during class time. It was grade-level appropriate and contained problems similar to those students completed in class. A pre-research and post-research survey based on homework perceptions and my teaching practices was given, student interviews were conducted throughout the research period, weekly teacher journals were kept that pertained to my teaching practices and the involvement of the students that particular week, and homework assignments were collected to gauge the students’ understanding of the mathematics lessons. Most students’ perceptions on homework were positive and most understood the reasoning for homework assignments.