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You searched for +publisher:"University of Oklahoma" +contributor:("Grinnell-Davis, Claudette"). Showing records 1 – 2 of 2 total matches.

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University of Oklahoma

1. Beisly, Amber. APPROACHES TO LEARNING: CONCEPTUALIZATION AND MEASUREMENT OF A KEY SCHOOL READINESS INDICATOR.

Degree: PhD, 2020, University of Oklahoma

Often cited as a key school readiness indicator, Approaches to Learning (AtL) includes a wide variety of dispositions, behaviors, and characteristics such as curiosity, initiative, cooperation, attention, persistence, and frustration tolerance. Children with AtL may interact more positively with teachers or may be able to sustain attention and focus during interactions, which increases the likelihood that they will learn from these interactions. Nevertheless, the construct of AtL suffers from a lack of conceptual and measurement clarity related to its use as an umbrella construct. The aims of this study were to explore measurement issues related to AtL, examine how play supports the development of AtL, and to investigate profiles of AtL among a group of children. Considering this, a careful review of the literature related to AtL was presented, including the ways in which the construct has been termed, operationalized, and measured. Using a newly designed conceptual framework, studied were re-examined to understand measurement issues related to AtL. Next, classroom implications for the construct of AtL were explored using two kinds of play, exploration and dramatization. Vygotsky’s work regarding young children’s working theories and symbolic representation was discussed as well as ways in which teachers can use curriculum to amplify children’s initiative, curiosity, and flexibility. While play-based curricula support children’s AtL development, more work is needed to understand how individual children develop AtL in the classroom. To that end, Latent Profile Analysis was presented examining profiles of AtL using a sample of Head Start Children. Results from the study revealed five unique profiles, including positive, negative, and low AtL, lending support to the idea that children develop AtL through multiple pathways. Advisors/Committee Members: Horm, Diane (advisor), Ethridge, Elizbeth (committee member), Kwon, Kyong-Ah (committee member), Lake, Vickie (committee member), Grinnell-Davis, Claudette (committee member).

Subjects/Keywords: preschool; school readiness; approaches to learning; Vygotsky

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Beisly, A. (2020). APPROACHES TO LEARNING: CONCEPTUALIZATION AND MEASUREMENT OF A KEY SCHOOL READINESS INDICATOR. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/325375

Chicago Manual of Style (16th Edition):

Beisly, Amber. “APPROACHES TO LEARNING: CONCEPTUALIZATION AND MEASUREMENT OF A KEY SCHOOL READINESS INDICATOR.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed September 23, 2020. http://hdl.handle.net/11244/325375.

MLA Handbook (7th Edition):

Beisly, Amber. “APPROACHES TO LEARNING: CONCEPTUALIZATION AND MEASUREMENT OF A KEY SCHOOL READINESS INDICATOR.” 2020. Web. 23 Sep 2020.

Vancouver:

Beisly A. APPROACHES TO LEARNING: CONCEPTUALIZATION AND MEASUREMENT OF A KEY SCHOOL READINESS INDICATOR. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/11244/325375.

Council of Science Editors:

Beisly A. APPROACHES TO LEARNING: CONCEPTUALIZATION AND MEASUREMENT OF A KEY SCHOOL READINESS INDICATOR. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/325375


University of Oklahoma

2. Robinson, Joshua. THE RELATIONSHIP BETWEEN STUDENT BASIC PSYCHOLOGICAL NEEDS SATISFACTION AND TRUANCY.

Degree: EdD, 2020, University of Oklahoma

In spite of intense efforts to reduce student truancy, the prevalence of truancy at the high school level has remained consistent. The body of knowledge exploring truancy has identified myriad correlational relationships with truancy. The extant literature tends to focus on providing data to support how truancy is related to other abhorrent behaviors and undesirable life outcomes. However, little evidence has been presented with regard to the mechanisms underlying why students skip class. Many of these studies operationalize truancy as entire days of school missed without the knowledge or consent of their parents. Few studies have operationalized truancy to include individual sections of class skipped after a student has arrived to school. Few studies have examined truancy through the lens of Self-Determination Theory. The study of truancy through the lens of Self-Determination Theory may help to provide evidence for the mechanisms behind why students are motivated to attend class or not. The purpose of this study was to conduct an initial empirical investigation into the relationship between student perceptions of basic psychological need satisfaction or frustration and truancy. A randomly selected group of 10th, 11th, and 12th grade students from a large comprehensive urban high school participated in a school climate survey. Self-reported student perception data garnered from the climate survey and district administrative attendance data were utilized. Spearman’s rho correlational and negative binomial regression analyses were employed to determine the strength and direction of the relationship between student psychological needs and truancy. Results of the analysis indicated class truancy to be highly prevalent overall and across all measured student subgroup categories. While no significant associations were found between the focal variables and truancy, several interesting findings were presented. Advisors/Committee Members: Ford, Timothy (advisor), Adams, Curt (committee member), Ballard, Keith (committee member), Edwards, Beverly (committee member), Grinnell-Davis, Claudette (committee member).

Subjects/Keywords: Truancy; Self Determination Theory; Basic Psychological Needs

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Robinson, J. (2020). THE RELATIONSHIP BETWEEN STUDENT BASIC PSYCHOLOGICAL NEEDS SATISFACTION AND TRUANCY. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/323821

Chicago Manual of Style (16th Edition):

Robinson, Joshua. “THE RELATIONSHIP BETWEEN STUDENT BASIC PSYCHOLOGICAL NEEDS SATISFACTION AND TRUANCY.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed September 23, 2020. http://hdl.handle.net/11244/323821.

MLA Handbook (7th Edition):

Robinson, Joshua. “THE RELATIONSHIP BETWEEN STUDENT BASIC PSYCHOLOGICAL NEEDS SATISFACTION AND TRUANCY.” 2020. Web. 23 Sep 2020.

Vancouver:

Robinson J. THE RELATIONSHIP BETWEEN STUDENT BASIC PSYCHOLOGICAL NEEDS SATISFACTION AND TRUANCY. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/11244/323821.

Council of Science Editors:

Robinson J. THE RELATIONSHIP BETWEEN STUDENT BASIC PSYCHOLOGICAL NEEDS SATISFACTION AND TRUANCY. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/323821

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