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Title: Curriculum-based measurement norming for reading fluency and written expression for French immersion students in School District #57
Contributors: Sylvie St-Pierre (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:12:36.258Z

Title: School-based evidence for the validity of curriculum-based measurement norms in School District #57
Contributors: Siama Ann Fewster (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study examines the relationship between local Curriculum-Based Measurement (CBM) scores and later academic performance. It adds school-based validity evidence to the body of research literature that has demonstrated CBM to be valid and reliable for a number of assessment purposes. CBM reading and written expression scores for 678 Grade 6 and 7 students were compared to their year-end English and Social Studies marks received in Grades 8, 9 and 10. Correlational and regression analyses confirmed the predictive validity of CBM scores. Data on the academic programming of the students in secondary school allowed for discriminant analysis procedures that demonstrated the ability of CBM to differentiate between student groups of various proficiency levels. Overall, findings support the appropriateness of the use of CBM norms for local assessment applications, including the use of CBM as an indicator of academic performance when making special education eligibility decisions.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:16:59.718Z

Title: Seeking cultural empowerment: teachers' perspectives on the Sm'algyax language program in the Prince Rupert School District
Contributors: Wael Afifi (author), Margaret Anderson (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:13:44.654Z

Title: Evaluation of the effectiveness of the Nechako Valley Secondary School mathematics program: an interrupted time series analysis
Contributors: Lynn Maksymchak (author), P.D. MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract avaialble.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-11T21:18:05.575Z

Title: Nonverbal communication: reading interaction between parent and child
Contributors: Kristy Lee Dent (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:17:23.21Z

Title: Portfolio evaluation in two English 12 classes
Contributors: Alan Walter Lehmann (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Recent educational research has stressed the importance of developing authentic means of assessment and evaluation. Portfolio assessment in language arts has been approved by the Ministry of Education in British Columbia as an alternative to testing. The purpose of this project is to devise a portfolio evaluation assignment suitable for use in English 12, work with two classes on its production during the term of one semester, and evaluate with them its effectiveness as a learning tool.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-11T21:17:51.227Z

Title: Literature, the young girls' club: gender, motivation, and upper-level English electives
Contributors: Michael Carson (author), Dennis Procter (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:14:08.495Z

Title: The validity of DIBELS as an indicator of early literacy achievement.
Contributors: Theodore Zarowny (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: As assessment for learning becomes a more common practice in schools throughout North America, this study adds to the current literature that validates assessment practices which educators may use to help guide instruction and support student learning. This study examines the concurrent validity of the Dynamic Indicators of Early Literacy Skills (DIBELS) using Kindergarten and Grade 1 teacher-assigned year-end scores and reading Curriculum Based Measurement (WRC) as the criterion variables. Besides conducting a test of validity, this study will also establish DIBELS benchmarks, or cut-off points, for Kindergarten and Grade 1 using a Northern British Columbia sample. DIBELS scores and CBM reading scores for Kindergarten and Grade 1 students were compared to their final Language Arts performance score. A correlational analysis between the criterion and predictive variables did not confirm concurrent validity of the various DIBELS measures at the Kindergarten level. Being limited to a pass/fail option for final reporting of Language Arts, the teacher assigned final scores resulted in a skewed distribution making a correlation difficult to confirm, indicating the possibility of a Type II error with the Language Arts data. However, significant correlation coefficients were produced between Grade 1 DIBELS measure and WRC. After establishing benchmarks for DIBELS, risk factors were able to be established. These risk factors provide an indication to educators the degree to which a student may be at risk in their early literacy development. This study supports the use of using DIBELS as part of a teacher's assessment regime to identify potential at risk readers so that timely and appropriate interventions can be put into place.
Discipline: Education-Curriculum and Instruction
Date added: 2017-03-30T17:06:06.501Z

Title: Creative drama in the writing process: The impact on elementary students' short stories.
Contributors: Rumiana Cormack (author), Dennis Procter (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This study investigated the impact of creative drama as a prewriting strategy, on both, the content and the process, of short story writing. Two grade 6/7 classes were involved in the study for a period of ten weeks, one receiving drama and the other one a lesson/discussion prewriting instruction. With regard to the scores the drama students received on their compositions in the nine categories measured (ideas, detail, audience awareness, sentence structure, language style, plot, setting, character, and narration/dialogue), they were slightly higher than those of the alternate group in the first of the two stories and highly significantly higher in the third story. The progressive increase in scores suggests that using creative drama as a prewriting activity is even more effective when used over a longer time span. The results also showed that students exposed to drama wrote longer stories, used more dialogue, and wrote more frequently in the first person. Other qualitative differences in the content of thestories between the two groups included students' approach to plot development, characterization, and setting description. The study also demonstrated that the students who received drama were generally positive about the prewriting activities, they enjoyed the writing process, and most frequently referred to their experience as being "fun".
Discipline: Education-Curriculum and Instruction
Date added: 2017-03-30T17:00:10.058Z

Title: Gender and relative-age differences in math fluency using curriculum-based measurement.
Contributors: Bonnie-Jean Ada Foulds (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-03-30T16:57:31.724Z

Title: Bridging the gap: a collaborative approach to developing an oral language program for early primary children
Contributors: Donna Preston (author), Anne Lindsay (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: It is well documented that children with language deficits may also demonstrate reading problems. There is a growing concern to both identify children with weak or poor communication skills at an early age and to implement intervention strategies that minimize the risk for later reading failures. The purpose of this project was to explore ways an administrator, the primary teachers, the speech-language pathologist and an academic consultant could collaborate in a curriculum development process and together design a developmental list of ora/language skills for children from pre-entry to grade two. Both the nature of collaboration and ora/language development are reviewed. Implications for future considerations are also discussed.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-11T21:18:57.839Z

Title: Strategy instruction and expository writing in an inclusive grade six/seven classroom: A teacher's perspective.
Contributors: Karin A. Paterson (author), Judith Lapadat (Thesis advisor), Trudy Mothus (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-03-30T17:00:37.968Z

Title: Web-based instruction: teaching students to utilize problem solving strategies
Contributors: Jennifer Mary Yun (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: In the last couple of years on-line courses have burgeoned on the world wide web. However, despite technological advances, there are a dearth of programs which aid students in developing problem solving skills. Currently, there are only five programs on the Test of English as a Foreign Language (TOEFL) exam that are available on the world wide web. All of five are based on a question, answer and evaluation format. The purpose of this M.Ed project is to develop a program that teaches students to utilize their cognitive and high order learning skills by providing multifaceted exercises that work on developing these strategies.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:14:41.739Z

Title: Bridges in Mathematics: small successes of some struggling math students
Contributors: Norman Kidwell (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Issues surrounding math learning abound. This paper reviews topics surrounding poverty and education, surveys the debate involving best practices and math teaching and investigates the discussion on abilities and math learning: the inclusiveness all learners. This comparative analysis looks at pre- and post-test assessment results from a group of struggling elementary math students before and after the introduction of the constructivist program Bridges in Mathematics to discover an increase in their math understanding. These encouraging results suggests a more in-depth at-length study to look at issues in want of further investigation including measuring the efficacy of the program over time. --P.ii.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:07:18.491Z