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You searched for +publisher:"University of Southern California" +contributor:("Gallagher, Pat"). Showing records 1 – 2 of 2 total matches.

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University of Southern California

1. Cid, Luciano. Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies.

Degree: EdD, Education (Leadership), 2014, University of Southern California

Focusing on the discrepancies that exist between student and teacher-centered pedagogies, this study analyzed the ability of two professional development (PD) models, Explicit Direct Instruction (EDI) and Cognitively Guided Instruction (CGI]), to increase the mathematical performance, the mathematical reasoning, and the mathematical perception of elementary students. A causal-comparative ex post facto model of investigation was employed to carry out the study; consequently, purposeful sampling was used to identify all the participating subjects (N=81). Three independent-samples T-tests and one two-way ANOVA were employed to analyze whether differences existed between the groups regarding the following four criteria: (1) overall mathematical performance, (2) ability to reason mathematically, (3) perceptions of math and mathematics instruction, and (4) ability to reason mathematically when curriculum type and mathematical perception are combined into one linear-composite independent variable. Results showed a statistically significant difference in the overall mathematical performance and mathematical reasoning between the two groups. Conversely, mathematical perception, as well as the linear composite generated by combining perceptions and type of pedagogy, did not display any statistical significance between the two groups. Nevertheless, interesting patterns did arise once the results of the linear composite were segregated based upon perception designations (i.e., low, medium, high, and very high) and type of curriculum (CGI+EDI or EDI). Research and practical implications are discussed given the results. Advisors/Committee Members: Kaplan, Sandra (Committee Chair), Gallagher, Pat (Committee Member), Hasan, Angela Laila (Committee Member).

Subjects/Keywords: Cognitively Guided Instruction; Explicit Direct Instruction; mathematical reasoning; teacher-centered instruction; student-centered instruction; inquiry based learning

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

APA (6th Edition):

Cid, L. (2014). Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911

Chicago Manual of Style (16th Edition):

Cid, Luciano. “Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911.

MLA Handbook (7th Edition):

Cid, Luciano. “Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies.” 2014. Web. 10 Apr 2020.

Vancouver:

Cid L. Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Apr 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911.

Council of Science Editors:

Cid L. Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911


University of Southern California

2. Regur, Carey E. A dialogic reading intervention for parents of children with Down syndrome.

Degree: EdD, Education (Leadership), 2013, University of Southern California

This study attempted to address the reading comprehension and oral language challenges faced by children with Down syndrome by exploring the use of dialogic reading by parents. The study focuses on four research questions (1) Is there a difference in pre/post parent self-efficacy scales after participation in an intervention designed to teach parents of children with Down syndrome dialogic reading strategies? (2) How do parent behaviors change during parent-child book reading after participation in an intervention designed to teach parents of children with Down syndrome dialogic reading strategies? (3) Is there a relationship between self-efficacy for dialogic reading and practices during parent-child book reading for parents of children with Down syndrome? and (4) What are the observable behaviors of children with Down syndrome during parent-child book reading? Twenty-eight children with Down syndrome and their parents were recruited from a tutoring program designed specifically for families of children with the disability. The subjects participated in a non-randomized, correlational study of a dialogic reading intervention using a pre/post design. Data included two quantitative methods, a self-efficacy scale and the Dialogic Reading Inventory for Parent-child book reading (Dixon-Krauss, Januszka, & Chae, 2010), and two qualitative methods, parent interviews and observations of parent-child book reading experiences. This study provides evidence that parent self-efficacy and practices employed during parent-child book reading improved after participation in a dialogic reading intervention, and that self-efficacy relates to practice. The reading behaviors children exhibited during parent-child book reading improved significantly after their parents’ participation in a dialogic reading intervention and the children’s behaviors correlated with their parents’ behaviors. Given that the constraints of the traditional school day may not allow for adequate time and intensity of instruction to improve the oral language and reading comprehension of children with Down syndrome, training parents to implement dialogic reading techniques in the home setting may provide additional opportunities to supplement literacy development for the population. Advisors/Committee Members: Hirabayashi, Kimberly (Committee Chair), Mora-Flores, Eugenia (Committee Member), Gallagher, Pat (Committee Member).

Subjects/Keywords: Down syndrome; dialogic reading; parent-child book reading; self-efficacy; reading comprehension; oral language

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

APA (6th Edition):

Regur, C. E. (2013). A dialogic reading intervention for parents of children with Down syndrome. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/251908/rec/173

Chicago Manual of Style (16th Edition):

Regur, Carey E. “A dialogic reading intervention for parents of children with Down syndrome.” 2013. Doctoral Dissertation, University of Southern California. Accessed April 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/251908/rec/173.

MLA Handbook (7th Edition):

Regur, Carey E. “A dialogic reading intervention for parents of children with Down syndrome.” 2013. Web. 10 Apr 2020.

Vancouver:

Regur CE. A dialogic reading intervention for parents of children with Down syndrome. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Apr 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/251908/rec/173.

Council of Science Editors:

Regur CE. A dialogic reading intervention for parents of children with Down syndrome. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/251908/rec/173

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