Adapting Davydov's mathematical methodologies to a United States third grade classroom (V. V. Davydov)

Minetola, Janice Ruth State University of New York at Binghamton 2002 해외박사(DDOD)

A body of literature originating in Russia has been focusing on the application of Vygotskian psychology to the teaching of scientific concepts in elementary-level classrooms. V. V. Davydov, who was Vice President of the Russian Academy of Education, was a pioneer in extending Vygotskian psychology to the teaching of mathematical concepts in Russia. Davydov's actual curriculum was not yet translated when this study was being planned and implemented; however, it was subsequently translated under the direction of Dr. Jean Schmittau of the State University of New York at Binghamton. The instructional plan was constructed from journal articles written by Davydov and Milulina and adaptations by Schmittau who had been to Russia, worked with Davydov's research group, and researched the understanding of students who had experienced his elementary mathematics program. The study required two groups of students, the experimental group and the comparison group. The researcher patterned mathematical instructional methodologies for the experimental group after Davydov's approach with Schmittau's adaptations using concrete aids available in the U.S. Instruction focused on the mathematical concepts of addition and subtraction facts and regrouping, place value, word problems, and multiplication. Comparison-group students were taught the same mathematical concepts using conventional mathematical methodologies by their respective teachers. In comparing results for the two groups of students, data show that more experimental-group students made greater gains in all three mathematics assessment areas on the third grade Comprehensive Test of Basis Skills achievement test. Data derived from student interviews show that the experimental-group students demonstrated a better understanding of regrouping and multiplication. Experimental-group students were also better able to determine the correct process in solving word problems and proceed to compute solutions to these problems correctly. Results of a Mathematics Attitude inventory were comparable for the categories of confidence and autonomy in mathematics; however, in the category of liking math, students in the experimental group showed a more positive attitude than comparison-group students. Results of Davydov's Test of Theoretical Thinking were comparable and inconclusive at this time.

The cost of running for office: How electoral campaign laws structure candidate entry in U.S. elections

Dowling, Conor M State University of New York at Binghamton 2008 해외공개박사

The lack of competition that plagues elections in the United States at all levels of government has been both widely lamented and widely studied. Given the strategic advantages electoral incumbents enjoy, it is not surprising that they are frequently able to skate through an election unopposed or with only token opposition. One aspect of the candidate emergence process that has been largely overlooked up to this point, however, are the effects certain electoral laws, such as ballot access requirements and public funding of candidates, have on candidate emergence. Following the "strategic politicians" model of candidate entry (Black 1972; Jacobson and Kernell [1981] 1983), I propose that such electoral laws are properly considered part of the cost ("C") term in the standard decision-making calculus of potential candidates. Specifically, ballot access requirements add to the costs a potential candidate faces, while public funding of candidates has the ability to alleviate some of the costs associated with becoming a candidate. I use House and gubernatorial data to empirically test these, and other, claims in the dissertation. I find that ballot access laws do limit candidate entry, but that they do not do so for all types of candidates. In particular, ballot access laws are more likely to have an effect on amateur (those who have not held previous elective office) candidate entry than they are experienced (those who have held previous elective office) candidate entry, especially in gubernatorial elections where experienced candidate entry is not influenced by ballot access laws in any fashion. I also find some differential effects between open seats and seats in which an incumbent is defending. I find that a greater number of experienced candidates contest open seat elections when public funding is available, but that public funding does not influence amateur candidate entry. Given these results, this dissertation should appeal to anyone interested in candidate entry and political ambition, candidate quality, and the costly nature of taking part in politics in the United States.

An exploration of teachers' and African-American students' attitudes toward ebonics in a community college writing program

Bennerson-Mohamed, Theresa A State University of New York at Binghamton 2002 해외박사(DDOD)

This exploratory study examined attitudes of English Department faculty and African-American students toward Ebonics in a community college writing program. It also looked at the implications for improved teaching and learning of Standard English in college level composition classes. This study centered on the English Department at a community college in upstate New York. A Language Attitude Survey and Demographic questionnaire were administered to English faculty to ascertain their views of Ebonics and non-standard English. Follow-up interviews were conducted with five previously surveyed faculty members. In addition, five African-American students were interviewed and their writing samples reviewed to determine their views and use of Ebonics and Standard English. Research on Ebonics indicates that racism is the historical context for the emergence and continuance of Ebonics. The isolation of African-Americans and their exclusion by speakers of Standard English has promoted African-Americans use of Ebonics. However, Africans began using Ebonics before they were even placed on slave ships while they were being held in slave factories on the west coast of Africa. Over the past three hundred years, blacks have maintained a strong connection to this language due largely to continued segregation, racism, and oppression. Studies show that teachers are better able to assist African-American students in their efforts to learn Standard English concepts if teachers have knowledge of the structure and variety of styles of Ebonics. This is important because the freshman composition class has been documented as being one of the more difficult classes for African-American students. In addition to having knowledge of Ebonics, teachers who possess positive attitudes about Ebonics are more successful when working with African-American students. Utilizing culturally relevant approaches and developing students' critical thinking skills are recommended approaches. The study suggests that the community college classroom is a microcosm of the larger society and issues of race are at the heart of the Ebonics issue. Both Blacks and Whites equate positive connotations with Standard English and negative connotations with Ebonics. This can set into motion oppositional relationships in the classroom between teachers and African-American students, especially since these students maintain a strong connection to Ebonics. African-American students' prior educational experiences can also have an impact on current learning.

Ideology, politics, and character education: A critical analysis

Yu, Tianlong State University of New York at Binghamton 2002 해외박사(DDOD)

This study is a critical analysis of the character education movement in the United States. It examines the ideologies that shape the movement and reveals its political nature. Literature review and document analysis are used to answer the research questions. Both historical texts and contemporary literature are examined to trace the development of character education and its surrounding socio-cultural discourses. Theoretical works by both advocates for character education, such as James Terry White, Harry McKown, William Bennett, and Thomas Lickona, and critics of character education, such as John Dewey, Hartshorne and May, Alfie Kohn, and Nel Noddings, are discussed. Major conclusions of the study reveal that character education represents a long-standing tradition of using schools as agents of social stability, political stasis, and cultural preservation. Especially when the society entered a transition period and the ruling class faced challenges, character education was called upon to solve social problems and socialize children to the established political, economic, and social orders. Far from being innovative, character education today maintains the tradition of virtue ethic. While claiming to teach universal virtues and engage in community-based decision-making, character educators largely ignore issues of gender, race, class, and culture and deceptively present character education as politically neutral. In the name of absolute moral principles, character educators define virtues based on particular ideologies and provide relative recommendations to students. Character education essentially promotes predominantly conservative ideologies such as absolutism, authoritarianism, and religious dogmatism. Given its serious weaknesses, character education does not represent an encouraging direction for school reform. Character education promotes the overall school reform movement that continues to be content-oriented, standards-based, and test driven. The overall reform agenda does not challenge the fundamental school structure and culture as the source of problems, therefore, it cannot bring significant and positive changes to American education. Similarly, character education that promotes the cultural politics of conservative power elites only reinforces the status quo and steers the general school reform in the wrong direction. As transformative school reform is needed, alternative moral education is required.

MODELING AND SIMULATION OF ELECTROMAGNETIC WAVE PROPAGATION IN ELECTRONIC PACKAGES (PARAMETER EXTRACTION)

XUE, DANWEI STATE UNIVERSITY OF NEW YORK AT BINGHAMTON 1997 해외박사

EFFECTS OF DIFFERENT LEADERSHIP STYLES AND FOLLOWERS' CULTURAL ORIENTATIONS ON PERFORMANCE UNDER VARIOUS TASK STRUCTURE AND REWARD ALLOCATION CONDITIONS

JUNG, DONG IL STATE UNIVERSITY OF NEW YORK AT BINGHAMTON 1997 해외박사

A Joint model of residential and firm location in urban areas

Deitz, Richard Mark State University of New York at Binghamton 1995 해외박사

Myth or reality : American business opinion on the China trade, 1949-1980

Huang, Kailai State University of New York at Binghamton 1993 해외박사

Household and collective in Chinese and Soviet agriculture

Lu, Aiguo State University of New York at Binghamton 1992 해외박사

The Economics of inequality in an agrarian society : land ownership, land tenure, population processes and the rate of rent in 1930's China

Arrigo, Linda Gail State University of New York at Binghamton 1996 해외박사