{"id":{"repo_id":"central-wash","oai_identifier":"oai:digitalcommons.cwu.edu:etd-1750"},"canonical_url":"https://search.dev.ndltd.org/etd/central-wash/oai:digitalcommons.cwu.edu:etd-1750","repository":{"repo_id":"central-wash","name":"Central Washington University","base_url":"https://digitalcommons.cwu.edu/do/oai/"},"display":{"title":"Literary Devices: Effects of Classroom Management on Student Engagement with 1:1 Devices","abstract":"The study compares two different classroom management strategies in a 5th and 6th grade classroom using an iPad based intervention. The students participated in 10 sessions of a language and grammar intervention on the <em>Moby Max</em> program. During five of the sessions, the teacher actively monitored the classroom, walking around the room, and redirecting students as necessary. For the other five sessions, the teacher used data from the intervention and monitored and redirected students from her computer screen. The data collected included the number of corrections given to each student by the teacher, the number of minutes the program considered each student active, and the percentage of time during the session the student was engaged with their work. The average of each of these measurements over the five sessions for each student was compared across the two classroom management styles. A statistical t-test was calculated to ascertain if there was a meaningful difference between the two variations. Of the three measurements taken, the percentage of focus time and the number of corrections were not found to have a statistical difference. The number of minutes of logged, however, was higher during the sessions when the teacher was actively monitoring.","abstract_html":"The study compares two different classroom management strategies in a 5th and 6th grade classroom using an iPad based intervention. The students participated in 10 sessions of a language and grammar intervention on the &lt;em&gt;Moby Max&lt;/em&gt; program. During five of the sessions, the teacher actively monitored the classroom, walking around the room, and redirecting students as necessary. For the other five sessions, the teacher used data from the intervention and monitored and redirected students from her computer screen. The data collected included the number of corrections given to each student by the teacher, the number of minutes the program considered each student active, and the percentage of time during the session the student was engaged with their work. The average of each of these measurements over the five sessions for each student was compared across the two classroom management styles. A statistical t-test was calculated to ascertain if there was a meaningful difference between the two variations. Of the three measurements taken, the percentage of focus time and the number of corrections were not found to have a statistical difference. The number of minutes of logged, however, was higher during the sessions when the teacher was actively monitoring.","abstract_has_math":false,"creators":["Parker, Elizabeth"],"institution":null,"degree_name":"Master of Education (MEd)","degree_level":null,"degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Janet Spybrook","Sharryn Walker","Wendie Lappin Castillo"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T01:37:09Z","subjects":["iPad","1:1 device","special education","classroom management","general education","intervention","Curriculum and Instruction","Disability and Equity in Education","Elementary Education","Instructional Media Design","Special Education and Teaching","Teacher Education and Professional Development"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.cwu.edu/etd/784","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Janet Spybrook","Sharryn Walker","Wendie Lappin Castillo"]},{"key":"dc:creator","label":"Author","values":["Parker, Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-09-15T07:00:00Z"]},{"key":"dc:type","label":"Dc Type","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["iPad","1:1 device","special education","classroom management","general education","intervention","Curriculum and Instruction","Disability and Equity in Education","Elementary Education","Instructional Media Design","Special Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.cwu.edu/etd/784"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The study compares two different classroom management strategies in a 5th and 6th grade classroom using an iPad based intervention. The students participated in 10 sessions of a language and grammar intervention on the <em>Moby Max</em> program. During five of the sessions, the teacher actively monitored the classroom, walking around the room, and redirecting students as necessary. For the other five sessions, the teacher used data from the intervention and monitored and redirected students from her computer screen. The data collected included the number of corrections given to each student by the teacher, the number of minutes the program considered each student active, and the percentage of time during the session the student was engaged with their work. The average of each of these measurements over the five sessions for each student was compared across the two classroom management styles. A statistical t-test was calculated to ascertain if there was a meaningful difference between the two variations. Of the three measurements taken, the percentage of focus time and the number of corrections were not found to have a statistical difference. The number of minutes of logged, however, was higher during the sessions when the teacher was actively monitoring."]},{"key":"dc:title","label":"Title","values":["Literary Devices: Effects of Classroom Management on Student Engagement with 1:1 Devices"]}]}],"canonical_facts":{"dc:contributor":["Janet Spybrook","Sharryn Walker","Wendie Lappin Castillo"],"dc:creator":["Parker, Elizabeth"],"dc:date.available":["2017-09-15T07:00:00Z"],"dc:description.abstract":["The study compares two different classroom management strategies in a 5th and 6th grade classroom using an iPad based intervention. The students participated in 10 sessions of a language and grammar intervention on the <em>Moby Max</em> program. During five of the sessions, the teacher actively monitored the classroom, walking around the room, and redirecting students as necessary. For the other five sessions, the teacher used data from the intervention and monitored and redirected students from her computer screen. The data collected included the number of corrections given to each student by the teacher, the number of minutes the program considered each student active, and the percentage of time during the session the student was engaged with their work. The average of each of these measurements over the five sessions for each student was compared across the two classroom management styles. A statistical t-test was calculated to ascertain if there was a meaningful difference between the two variations. Of the three measurements taken, the percentage of focus time and the number of corrections were not found to have a statistical difference. The number of minutes of logged, however, was higher during the sessions when the teacher was actively monitoring."],"dc:identifier":["https://digitalcommons.cwu.edu/etd/784"],"dc:language":["English"],"dc:subject":["iPad","1:1 device","special education","classroom management","general education","intervention","Curriculum and Instruction","Disability and Equity in Education","Elementary Education","Instructional Media Design","Special Education and Teaching","Teacher Education and Professional Development"],"dc:title":["Literary Devices: Effects of Classroom Management on Student Engagement with 1:1 Devices"],"dc:type":["Text"],"thesis:degree_discipline":["Special Education"],"thesis:degree_name":["Master of Education (MEd)"]},"updated_at":"2026-07-24T01:37:09Z"}