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You searched for +publisher:"Virginia Commonwealth University" +contributor:("Paul Gerber, Ph.D."). Showing records 1 – 2 of 2 total matches.

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Virginia Commonwealth University

1. Williams, Kenya. THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS.

Degree: PhD, Education, 2015, Virginia Commonwealth University

Mathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional and behavioral disorders (EBD) receive sufficient instruction that leads to proficiency in the subject. Performing poorly in mathematics can result in dire future outcomes. This is particularly true for students with EBD, who already experience significant difficulties throughout and after their educational career. While studies have documented the academic and behavioral problems of students with EBD, not until recently have studies begun to concentrate on academic interventions that may aid in preventing some of the academic challenges these students face. It is of great importance that researchers continue to identify effective and efficient strategies of providing academic instruction, particularly in mathematics, to students with EBD. The current study examined the extent to which a technology-based intervention was effective in math instruction for students with EBD. In addition, to address the social/behavioral issues typically prevalent in students with EBD, students’ task engagement was also examined and a social validity survey was used to examine their attitudes toward mathematics and technology-based instruction. A single-subject multiple-probe design across six participants was selected for this study. The computer-assisted instruction (CAI) intervention, I CAN Learn computer software program, was implemented in a high school mathematics classroom. The overall results of the study indicated that the intervention improved the adolescents’ mathematics achievement, but findings revealed that the intervention was more effective with some participants than others. In addition, results indicated that the intervention may not be associated with the participants’ task engagement. The study’s social validity survey showed that the participants had varying attitudes toward mathematics and CAI at the end of the study. Advisors/Committee Members: Kevin Sutherland, Ph.D., Paul Gerber, Ph.D., Terri Sullivan, Ph.D., Yaoying Xu, Ph.D..

Subjects/Keywords: Mathematics; Emotional and Behavioral Disorders; Computer-assisted Instruction; Disability and Equity in Education; Education

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

APA (6th Edition):

Williams, K. (2015). THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3807

Chicago Manual of Style (16th Edition):

Williams, Kenya. “THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS.” 2015. Doctoral Dissertation, Virginia Commonwealth University. Accessed February 21, 2019. https://scholarscompass.vcu.edu/etd/3807.

MLA Handbook (7th Edition):

Williams, Kenya. “THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS.” 2015. Web. 21 Feb 2019.

Vancouver:

Williams K. THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2015. [cited 2019 Feb 21]. Available from: https://scholarscompass.vcu.edu/etd/3807.

Council of Science Editors:

Williams K. THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS. [Doctoral Dissertation]. Virginia Commonwealth University; 2015. Available from: https://scholarscompass.vcu.edu/etd/3807


Virginia Commonwealth University

2. Dempsey, Melanie C. FACTORS THAT INFLUENCE BREAST CANCER DIAGNOSES IN VIRGINIA WOMEN 40-64 YEARS OLD WHO UTLIZED THE EVERY WOMAN’S LIFE PROGRAM 1998-2012.

Degree: PhD, Education, 2015, Virginia Commonwealth University

This dissertation examines sociodemographic determinants and preventive health behaviors among women 40-64 years of age who participated in the Virginia Department of Health’s Every Woman’s Life breast cancer screening program. Utilizing secondary data, this research sought to explore patterns of breast cancer incidence, mammography screening utilization and sources of health information among low-income women. The Virginia Department of Health provided a large sample size (N=34,942) on which to perform binary logistic regression analyses. Sociodemographic determinants and preventive health behaviors were analyzed as potential influencing factors in the diagnosis of breast cancer, the stage at the time of diagnosis and source of health information. Additionally, frequencies across all variables were explored and compared to state and national statistics, where appropriate. In this study, cancer and preventive health disparities reported in the literature persist within this sample of low income women. The binary regression analyses demonstrated that there are marginally worse outcomes for each level of decreasing income. Those with the most “wealth” were less likely to be diagnosed with invasive breast cancer and were more likely to obtain health information from a health provider. Additionally, it was determined that those without a prior mammogram were more likely to be diagnosed with breast cancer and the cancer was more likely to be invasive. The aims of the Every Woman’s Life program align with Affordable Care Act (2010) to strengthen health care and eliminate cancer disparities. Highlighting program characteristics and presenting these analyses allows policymakers, program officials and practitioners an opportunity to tailor health promotion activities while considering all tiers of influence. Advisors/Committee Members: Joann T. Richardson, Ph.D., Resa Jones, MPH, Ph.D., Lisa Abrams, Ph.D., Paul Gerber, Ph.D..

Subjects/Keywords: breast cancer; breast cancer screening; health education; public health; National Breast and Cervical Cancer Early Detection Program; Community Health and Preventive Medicine; Women's Health

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

APA (6th Edition):

Dempsey, M. C. (2015). FACTORS THAT INFLUENCE BREAST CANCER DIAGNOSES IN VIRGINIA WOMEN 40-64 YEARS OLD WHO UTLIZED THE EVERY WOMAN’S LIFE PROGRAM 1998-2012. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4052

Chicago Manual of Style (16th Edition):

Dempsey, Melanie C. “FACTORS THAT INFLUENCE BREAST CANCER DIAGNOSES IN VIRGINIA WOMEN 40-64 YEARS OLD WHO UTLIZED THE EVERY WOMAN’S LIFE PROGRAM 1998-2012.” 2015. Doctoral Dissertation, Virginia Commonwealth University. Accessed February 21, 2019. https://scholarscompass.vcu.edu/etd/4052.

MLA Handbook (7th Edition):

Dempsey, Melanie C. “FACTORS THAT INFLUENCE BREAST CANCER DIAGNOSES IN VIRGINIA WOMEN 40-64 YEARS OLD WHO UTLIZED THE EVERY WOMAN’S LIFE PROGRAM 1998-2012.” 2015. Web. 21 Feb 2019.

Vancouver:

Dempsey MC. FACTORS THAT INFLUENCE BREAST CANCER DIAGNOSES IN VIRGINIA WOMEN 40-64 YEARS OLD WHO UTLIZED THE EVERY WOMAN’S LIFE PROGRAM 1998-2012. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2015. [cited 2019 Feb 21]. Available from: https://scholarscompass.vcu.edu/etd/4052.

Council of Science Editors:

Dempsey MC. FACTORS THAT INFLUENCE BREAST CANCER DIAGNOSES IN VIRGINIA WOMEN 40-64 YEARS OLD WHO UTLIZED THE EVERY WOMAN’S LIFE PROGRAM 1998-2012. [Doctoral Dissertation]. Virginia Commonwealth University; 2015. Available from: https://scholarscompass.vcu.edu/etd/4052

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