Browsing by Author "Bradley, Nancy Ann"

Now showing 1 - 6 of 6
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    Emerging Readers and Inferential Comprehension with Wordless Narrative Picturebooks: An intervention study
    Kambach, Anna Elizabeth (Virginia Tech, 2023-05-26)
    Inference generation is a process that is key to successful reading (e.g., Bowyer- Crane and Snowling, 2005; Oakhill and Cain, 2012) and that begins to develop early in the reading acquisition process, through listening comprehension (e.g., Kendeou et al., 2009). Despite being able to generate inferences, such as cause and effect, as early as four years old (Lynch and van den Broek, 2007) inference generation is a skill not explicitly taught to many emergent readers. This study looked at wordless picturebooks and how they could be used with linguistic prompting to develop inferential thinking in young readers, building on the work of Grolig et al. (2020). The study involved a a quasi-experimental, 2-between subjects (wordless/worded picturebooks) and 2-within subjects (pre/post-assessment) design examining the impact of a reading intervention on emergent readers' inferential narrative comprehension. One group's intervention utilized wordless picturebooks, while the second group used a worded picturebook. The gains from pre- to post-assessment suggested that wordless picturebooks, alongside the planned prompts, did have an impact on the inferential narrative comprehension of the students (t (35) = 4.99, d = 1.63, p<.001) and that the intervention as a whole positively impacts members of both groups.
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    Engaging Preservice Teachers in Reader's Theatre: Promoting Culturally and Linguistically Responsive Teaching
    Scott, William Paul (Virginia Tech, 2021-07-23)
    The demographic landscape of the elementary classroom continues to grow more diverse. Due to this increasing diversity, it is important that all educators, no matter the level of experience, are prepared to support all students, especially those from unique or under represented backgrounds. One way to assist educators in meeting these needs is to provide them with educational resources and effective teaching strategies that are culturally and linguistically responsive. A possible resource and teaching strategy is the literacy tool, Reader's Theatre. Considering this, the two studies contained in this dissertation provide readers with a glimpse of how Reader's Theatre may be used as a valuable resource to foster culturally and linguistically responsive classrooms. A content analysis (Berelson, 1952; Northrop et al., 2019; White and Marsh, 2006) of 141 Reader's Theatre scripts contained in the Best Class Collection (Young, 2019) was conducted to assess the cultural and linguistic authenticity of those resources. A thematic analysis (Braun and Clarke, 2006) was carried out accessing preservice teachers' perceptions and understandings of Reader's Theatre as a culturally and linguistically responsive teaching strategy gauging the value of combining the two teaching strategies. Overall, the findings from these two studies may serve as starting points for future research in respect to the value of implementing Reader's Theatre as a culturally and linguistically responsive teaching strategy as discussions about culturally and linguistically responsive teaching remain prevalent in today's elementary school classrooms.
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    Feedback in Digital Game-Based Learning (DGBL): Influencing Students' Self-Efficacy and Motivation
    Engelhardt, Mason Robert (Virginia Tech, 2024-03-28)
    As a teaching approach, digital game-based learning (DGBL) has grown in popularity and can positively influence students' motivational perceptions in difficult subjects, such as mathematics. DGBL has the capability to provide immediate feedback to students that can impact their results and experiences during gameplay; specifically, research studies have supported the conclusion that immediate feedback featured in DGBL can positively influence elementary students' self-efficacy and motivation related to DGBL gameplay. However, few studies have investigated the specific types of immediate feedback featured in DGBL within elementary mathematics. The purpose of this qualitative study was to investigate how different types of immediate feedback (i.e., destination, corrective, and explanatory) featured during DGBL use in mathematics influence elementary students' self-efficacy and motivation for gameplay. This study involved fifth grade students interacting with a digital game and being interviewed individually to elaborate on their perceptions regarding how feedback featured in DGBL influenced their self-efficacy and motivation. Findings from this study suggest the importance of DGBL immediate feedback as results indicated a positive change in both self-efficacy and motivation among students.
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    Fostering Computer Science Career Interest in Fifth-Grade Students
    Altimus, Jewel L. (Virginia Tech, 2023-05-22)
    Computer Science (CS) is among the fastest-growing fields. To fill the abundance of positions in Computer Science, early learning experiences should be implemented to promote interest in the field. This research aims to observe the impact of a design-based computer science treatment on 5th-grade students' interest in computer science careers. The treatment consisted of nine one-hour lessons in which the researcher introduced computer science content to students. At the end of the treatment, participants developed an application to study for a state-wide science assessment. To measure a change in students' career interests following the treatment, an adapted version of the STEM Career Interest Survey (STEM-CIS), grounded by Social Cognitive Career Theory (SCCT), was implemented using a pre-survey-post-survey design. Qualitative data was collected using focus groups to explain quantitative findings further. The samples' post-survey (39.62) mean was greater than the pre-survey mean (37.17), but the paired t-test was just above the statical significance level of 0.05, t(28)= -2.04, p =.051. There was a statistically significant increase for the survey items that align with the SCCT aspects Interest (t(30)= -2.30, p =.028) and Contextual Support (t(30)= -2.25, p =.032). The researcher identified several themes related to a positive perception toward the treatment and computer science and general during qualitative data analysis. These findings indicate a design-based computer science treatment can increase 5th-grade students' interest in computer science careers.
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    Practices and Perspectives of Primary Language Arts Teachers: A Formative Design Experiment Analyzing the use of Professional Development to Enhance Vocabulary Instructional Practices
    Bradley, Nancy Ann (Virginia Tech, 2010-07-23)
    The purpose of this study was to determine the impact of professional development designed to enhance vocabulary instruction on four first-grade teachers’ vocabulary instructional practices. The study incorporated a formative design methodology and the collection of baseline data on current instructional practices to inform the design of the professional development and subsequent intervention. According to Nagy and Scott (2004), word knowledge encompasses aspects and stages that surpass the common acceptance of what it means to know a word, definitional knowledge, and into the incorporation of that word into a child's working vocabulary knowledge. The teacher participants were provided with vocabulary instructional strategies through professional development with the goal of improving their vocabulary instructional practice. Following the professional development, the researcher initiated an eight-week intervention including observations, group meetings, and interviews to evaluate the impact of the professional development. Findings indicated that the professional development and intervention positively impacted the vocabulary instructional practices of the four first-grade teachers. Implications for future research include the benefit of using effective practices in professional development and a formative design framework to impact the instructional practice of primary teachers.
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    Supporting Teacher Peer Observations: A Qualitative Study of K–5 School Administrators' Associated Perceptions and Strategies
    Pacer, Kelsey Ann (Virginia Tech, 2024-05-21)
    Administrators have an impact on teacher peer observations in their schools. The purpose of this research was to explore administrators' perceptions of and strategies for supporting peer observation practices among K–5 teachers at their schools. The two research questions were: What are Virginia elementary school administrators' perceptions of supporting teacher peer observation practices in their schools? What strategies do these administrators use or recommend for supporting teacher peer observation practices in elementary schools? The study employed a basic qualitative design using demographic surveys and one-on-one semi-structured interviews. Inductive and deductive codes were assigned to interview data for analysis. Deductive codes were developed based on the research questions and literature reviewed. In addition, organic coding was used to capture emerging ideas. Findings were that administrators perceived teacher peer observations to be beneficial PD in their schools, assumed various roles and responsibilities to support teacher peer observations, found time, coverage, and negative teacher mindsets to be barriers to success, and had thoughts on expanding and refining teacher peer observation practices at their schools. Other findings were strategies for building culture, involving teachers in the development of teacher peer observation initiatives, collecting and reflecting on peer observations, and resourcefully addressing logistical barriers. Implications included the development of peer observation teams, collaborating with administrators from other schools to share ideas and strategies, and intentionally incorporating teacher peer observation practices into school strategic plans and master schedule considerations. The findings and implications may be of interest to elementary administrators in their efforts to support and improve the practice of teacher peer observations in their schools, as well as leadership directors and central office staff who strive to support principals.