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Jones, Leslie Kimberling University of Houston 2005 해외박사(DDOD)
Historically, a controversy concerning the need for developmental education in institutions of higher education has existed. The number of underprepared students applying to open admission institutions is on the rise nationally, resulting in a need to find effective means of bridging the gap between the substandard ability students enter with and the adequate ability necessary to succeed in college (Lesley, 1990; Weinstein, Dierking, Husman, Roska, and Powdrill, 1998). A need for quality research concerning best practices in developmental education has emerged (Weinstein, and others, 1998). Specifically, several researchers have emphasized the lack of research conducted with the use of lengthy text that represents the more realistic reading demands placed on college students (Flippo and Schumm, 2000; Peterson, 1992), the need for examining realistic study sessions in which students are allowed to self-select study strategies (Simpson and Nist, 2000; Snyder, 1985), and the need for assessments that reflect students' comprehension level of lengthy and more realistic reading (Flippo and Schumm, 2000; Valencia, Hiebert, and Afflerback, 1994). Therefore, the purpose of this study was to examine the effect of applying active reading study strategies to varying text lengths on the lower-level comprehension of developmental college reading students. A quasi-experimental pretest-posttest control group research design with matching was used. Valid and reliable pretest and posttest instruments were designed as appropriate measurements of lower-level comprehension. Results obtained through an analysis of covariance using a one-tailed test of statistical significance yielded an F-ratio (3.70) that was statistically significant ( p = .030) and an effect size (d = +0.43) that was educationally significant. Therefore, the directional research hypothesis stating that the lower-level comprehension of developmental college reading students with practice applying active reading study strategies to college textbook chapters is statistically significantly higher than the lower-level comprehension of developmental college reading students with practice applying active reading study strategies to college level textbook excerpts was accepted. Results of this study are significant in that they extend the knowledge base of best practices in developmental reading.
Poor but not Deficient: The Storied Lives of Working-class English Teachers
Jones, Heidi Jo University of Minnesota 2013 해외박사(DDOD)
Guided by my own experiences as an English teacher from a working-class background, I sought what Vagle & Jones (2012) term "a social, autobiographic, and pedagogical project" (p. 318), to understand, through autobiographical stories, how middle school and high school working-class English teachers from rural, suburban and urban contexts came to be teachers of English. In addition, I was interested in how their home lives and social class background influenced their career choice and how the participants describe their upward mobility and class passing in terms of their personal and professional lives. This qualitative study uses a Vygotskian (1978) sociocultural framework focusing on the mediation of tools, or artifacts, as avenue for meaning-making, as well as Holland et al (2001) as an anchor for theorizing the shifting negotiations of identity and social class as figured worlds. An interview study with embedded comparative case studies, the data were analyzed using narrative inquiry (Clandinin & Connelly, 2000) and critical event narrative analysis (Webster & Mertova, 2007) to mine the stories of the participants. Findings show that although all participants experienced similar trajectories, or a series of critical and like events (Webster & Mertova, 2007) to the middle class profession of teaching, two participants' trajectories enacted spaces of resistance within these common elements. One participant self-authored her own path to teaching after several well-timed interventions by school-related adults, whom I call social class brokers, a meme of Brandt's (1988) literacy sponsors. In addition, another participant used the cultural artifact of books—which she had previous viewed as a form of recreation—to leverage her entry into the teaching profession. The study also explains how the participants called on their sedimented identities (Rowsell & Pahl, 2007) to inform their day-to-day interactions with students. These findings reveal a need for social class-sensitive pedagogy (Jones & Vagle, 2013) and a better understanding of the ways in which social class vacillates and implicitly permeates virtually all classroom interactions. Specifically, this study has implications for teacher educators who are interested in ways to provide space for teacher candidates to have deeper and richer examinations of their own classed experiences in order to create the same type of space for the teacher candidates' future K-12 students.
Jones, Sara Ann Vanderbilt University ProQuest Dissertations & The 2022 해외박사(DDOD)
The first manuscript, “Measuring Reading Motivation: A Cautionary Tale” (Jones, 2020) is a mixed-methods study of Black girls’ reading motivation while engaging in a summer reading program grounded in the Black Girls’ Literacies Framework (BGLF; Muhammad & Haddix, 2016). This manuscript serves as the catalyst for this line of research by describing a misalignment between how reading motivation was captured on a commonly used survey instrument and how this group of Black girls enacted reading motivation in the classroom.The second manuscript, “Turning Away from Anti-Blackness: A Critical Review of Adolescent Reading Motivation Research” (Jones, 2022), is a systematic review of the adolescent reading motivation literature that employs Critical Race Theory (CRT; DeCuir & Dixson, 2004; Dixson & Rousseau Anderson, 2018; Ladson-Billings & Tate, 1995) to analyze researchers’ inclusion of race in conceptualizing and operationalizing adolescent reading motivation. This manuscript builds on the work of the first by taking a broad, yet critical, view of the study of adolescent reading motivation to investigate how the observed misalignment came to be. Manuscript two also serves to locate the problem in the study of reading motivation itself, rather than in readers.The final manuscript, “Being a Community With Reading: Black Girls’ Collective Reading Motivation” (Jones, in preparation) is a qualitative study that aims to identify trends in how Black girls describe and enact reading motivation during a summer reading program. Theoretically rooted in Black Girlhood Studies (BGS; Halliday, 2019), this study is designed to center the voices and perspectives of the participants throughout the study design. Artifact-elicited small group interviews bring forth the perspectives of these Black girl readers, while observational data shows how their perspectives are enacted in a classroom setting. This study offers an initial exploration into the generation of an emergent theory of adolescent reading motivation that centers Black girl readers, moving the work of the previous manuscripts forward towards mapping a race-reimaged adolescent reading motivation construct.Collectively, these three manuscripts identify a problem of both research and practice, investigate the theoretical and empirical roots of this problem, and offer an initial exploration towards a more responsive and humanizing alternative. This research aims to build the field’s understanding of how adolescent reading motivation can be reconceptualized to better reflect the reading motivations of Black girls. The work is timely and significant. The first manuscript highlights how Black girls can be inaccurately labeled as unmotivated readers because of a flawed conceptualization of reading motivation that centers white, middle-class norms, as described in the second manuscript. By centering Black girls’ perceptions and enactments of reading motivation, the final manuscript takes a much-needed step towards developing a broader, more culturally sustaining conceptualization of reading motivation which can then be used by researchers and classroom teachers to explore the relationships between instruction, reading motivation, and reading outcomes in a way that is responsive to all students.
Jones, Rachel New York University 2002 해외박사(DDOD)
This cross sectional study explored the relations of dyadic trust, sensation seeking, and sexual imposition with young, urban women's HIV sexual risk behaviors with primary and non-primary male partners. The sample consisted of 257 women, aged 18 to 29, in public housing developments and other community settings in an HIV epicenter in the urban Northeast. The conceptual framework was the Science of Unitary Human Beings (Rogers, 1970, 1992) whereby women and their male partners are in a dynamic, mutual process with each other and the environment. A hierarchical regression analysis found that, along with use of drugs or alcohol before or during sex, these variables contributed 25% of the variance in sexual risk behaviors. The hypothesized relation of sexual imposition with HIV sexual risk was supported as the most important variable. Dyadic trust was a suppressor variable that was highly correlated with sexual imposition but not with sexual risk behaviors. In the presence of higher trust, the relation of sexual imposition to HIV sexual risk was higher. This finding indicated that the more women trusted their partners, the more they tolerated their partner's imposition of sex, and the greater their HIV sexual risk behaviors. Sensation seeking was weakly but significantly related to sexual risk behaviors. Drugs or alcohol use before or during sex was no longer significantly related to sexual risk behaviors when sensation seeking was in the equation. The Sensation Seeking Scale in Urban Women (Jones, 2001) was a contemporary, culture, and gender appropriate version of Zuckerman's Sensation Seeking Scale (1979, 1994). The Women's Relative Sexual Risk Scale (Jones, 2001) measured young, urban women's unprotected vaginal, oral, and anal intercourse with male partners they were unsure or perceived to have engaged in sex with other women, with men, or injected drugs. Sexual imposition involved emotional, psychological, and rarely, physical pressures to have sex and not use condoms. These manifest traditional gender expectations that women “should” sexually satisfy their male partner. The Dyadic Trust Scale (Larzelere & Huston, 1980) measured relationship trust. All instruments demonstrated acceptable internal reliability. Audio Computer Assisted Self-Interview and mobile computing enhanced privacy during on-site data collection.
Radical activated cleavage: An alternative to proteolytic digestion of peptides and proteins
Jones, Barbara J Arizona State University 2005 해외박사(DDOD)
Though many techniques in proteomics research require protein fragmentation, there are few alternatives for this process. The current technology to produce a fragmentation pattern for proteins most often requires the use of protease digestion of separated proteins. Protease fragmentation is a limited technique as it is most useful in only a restricted pH range, is laborious in preparation, and there is increased background from its introduction, self-digestion, and inhibition. State of the art protease fragmentation requires 4 or more hours for in-solution digestion and 3--5 minutes in a microfluidic device. Because of the previously described limitation of enzymatic digestion, a method for the specific fragmentation of peptides and proteins that produces a detectable pattern in less than 30 seconds was developed. Radical activated cleavage (RAC) of peptides uses hydroxyl radical production, via photocatalysis at the surface of titanium dioxide (TiO2), to fragment the peptide and protein backbone. Fragmentation of biological products using this method is rapid, producing fewer fragments with more easily interpretable patterns. The use of this inorganic means adds an even greater flexibility as the surface is virtually impervious to alteration in a wide range of pH or temperature, and does not adulterate the sample or increase background noise. To prepare the radical generating surface, TiO2 was deposited by a wet chemical method, using titanium tetraisopropanate, onto glass and fused silica substrates. The production of hydroxyl radicals from UV light induced electron hole production was verified using terephthalic acid as a chemical sensor. Fragmentation of peptides such as angiotensin I, lys-bradykinin, and dynorphin was shown to be reproducible and rapid using RAC. Fragmentation occurred in patterns suggesting cleavage of the peptide bond at proline. Additionally, enkephalin, a peptide that does not contain proline, showed no fragmentation under the same conditions. The peptide angiotensin was fragmented using several different device configurations including: a well design; microfluidic channels; and a micro-sphere reactor. Each of the results showed a reproducible pattern when separated and detected using capillary electrophoresis.
Jones, Perry University of Washington 2015 해외박사(DDOD)
Translating to Strange Earth, Mirum Terra is a sequence of three musical pieces (The Taos Hum, Dune, and Blip) that explore some of the naturally occurring aural phenomena throughout the world. My primary goal in creating music that dives into the 'cryptoacoustics' is to immerse listeners into a musical representation---or artistic interpretation---of how one might perceive these sounds in person; creating a sonic landscape that transports the mind from the auditorium to various places throughout the world, and create the illusion of being in a wholly different environment. All three pieces were composed for Ambisonic listening.
Jones, Shiloh B East Carolina University 2005 해외박사(DDOD)
Developmental events during neurogenesis impact the morphology of neuronal structures such as the dendritic arbor, which is responsible for receiving and integrating synaptic input. Thus, dendritic arbor morphology is vital in the determination of the number and pattern of inputs received by the neuron. Moreover, the processes of dendrogenesis, as well as signaling events in the postsynaptic specialization are highly dependent upon reorganization of the actin cytoskeleton. Proteins that are involved in actin-related events during these processes contribute to the final morphological complexity of the dendritic arbor and to postsynaptic signaling. Two such candidates are the Abl non-receptor tyrosine kinases and delta-catenin, a brain specific armadillo protein and Abl kinase substrate. Abl kinases are expressed in the developing dendrite and contribute to several other aspects of neural development, but their roles in dendrogenesis remain unexplored. delta-Catenin, which is known to positively regulate dendrite outgrowth and branching, is also segregated to dendrites of mature neurons. The studies presented in this thesis explore molecular mechanisms involved in aspects of dendritic development and postsynaptic signaling, both of which underlie mature neuron function, thus contributing to signaling events in the brain. Our results demonstrated that: (1) Abl kinase activity influences actin reorganization during dendrogenesis by regulating the activity of RhoA, which cooperates with Rho kinase to modulate dendrite outgrowth and branching. (2) In addition to its demonstrated role as a positive regulator of dendrogenesis, the Abl kinase substrate delta-catenin is enriched in the postsynaptic density, where it interacts with members of the postsynaptic signaling apparatus and participates in excitatory glutamatergic signaling. (3) delta-Catenin-dependent dendrite arbor elaboration is not controlled directly by Abl kinase phosphorylation. (4) Though delta-catenin dependent dendrite arbor elaboration is inhibited by constitutive activation of the RhoA signaling pathway, it is not controlled by global changes in RhoA activity. Thus, our studies suggest that Abl kinases and delta-catenin may control dendrite morphology by exerting independent control of pathways that regulate actin reorganization. These studies extend our understanding of dendritic development and function and contribute to the overall knowledge of signaling events in the brain.
Jones, James K Saint Louis University 2005 해외박사(DDOD)
The purpose of this study is to determine the relationship that exists between student performance on the Missouri Assessment Program (MAP) and the American College Test (ACT). It will be determined if a correlation exists between student achievement levels on the MAP and the ACT. Correlation will be determined using the scores from three of the four core areas of the MAP of Missouri high school students and their corresponding ACT scores. The academic reputation of Missouri school districts are often based on achievement levels on these two high-stakes tests. The reputation of school administrators parallels the reputation of the district. Accountability of meeting lofty achievement goals on high-stakes tests is of specific importance to school superintendents and principals. Four different correlation coefficients were determined as a result of the research. The first identified the relationship between the overall assessment tools. This correlation coefficient resulted from the relationship of the composite ACT score of individual Missouri high school students with the mean of their communication arts, mathematics, and science MAP scores. The final three identified the relationship between the sub-tests of the two assessment tools. Quantitative data was collected from 20 mid-sized school districts throughout Missouri. Approximately 1,000 students are represented by numerical data for conclusion in the study. The Pearson Correlation Coefficient (r) was utilized to measure the direction and degree of relationship between individual student ACT achievement and MAP achievement in Missouri public schools. The four hypotheses were tested using the Pearson Correlation Coefficient (r). The correlation coefficient measures the degree of linear relationship between two variables. The research revealed that a positive correlation exists between individual student achievement on the MAP and the ACT. The strengths of the correlation varied on the specific disciplines addressed by each assessment. The correlations ranged from +.84 to +.66 as determined by the Pearson Correlation Coefficient (r). School administrators now have reason to believe that efforts in teaching and learning are having similar results on the two assessments when considering the achievement of individual students.
The development of an architecture for knowledge management in special education
Jones, Al Celester, Jr The George Washington University 2003 해외박사(DDOD)
This study was designed to provide a framework that supports the development and implementation of a knowledge management system in special education by analyzing the perception of leaders within the field of special education regarding knowledge management. This study also examined the correlation between areas in special education, and areas in business that were identified as highly beneficial for a knowledge management system and identified practices related to knowledge management in the field of business that may benefit the development of a knowledge management system in special education. This study was a modification and extension of a dissertation study conducted by Charles Bixler at The George Washington University (2000) designed to provide a framework for knowledge management in a technical enterprise. The 128 participants in the study completed an author-developed questionnaire, The Knowledge Management Questionnaire, which was based on the Bixler (2000) study. This questionnaire that examined the value of knowledge management in special education and its relationship to organizational communication, systemic organizational change and technology, collectively termed the “concept of care” in this study. The term concept of care has been studied in the literature in relationship to business knowledge management systems and its examination within this study helps to establish a bridge between business systems that focus on products and services as opposed to systems with special education that focus on outcomes for individuals with disabilities. The analysis of variance, Pearsons correlation, one sample t-test and the general linear model univerate procedure were used in testing the hypotheses of the study at p < .05. The analysis of the data indicates that leaders within the field of special education perceive knowledge management to be valuable to the field of special education and the data identifies specific areas, necessary practices and expected benefits related to that perception. In addition, the data found there was some correlation between areas perceived to be a high potential area in business for knowledge management and areas perceived to be a high potential area for knowledge management in special education. This indicates possible areas of future research and suggestions, and best practices that may be beneficial in special education. The data also indicates that the concept of care does affect the perception of perceived benefit of knowledge management for educational leaders. Very few studies address knowledge management and special education and further research is needed to examine the emergence of practices that support knowledge management at the federal, state, local and across education and other agencies that provide benefits to children with disabilities.