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Title: Cognitive frameworks and classroom practices: A case study of teacher learning and change.
Creator: Briscoe, Carol Sue., Florida State University
Abstract/Description: This interpretive case study identifies constructs which teachers and researchers may find useful in reporting and reflecting on teachers' knowledge bases, their interpretations of classroom roles and relationships, and curriculum implementation as individual change in practice is attempted. This study was undertaken in collaboration with a chemistry teacher at an urban high school in the southeast. Transcripts and field notes from participant observation in the teacher's classes were primary...
Show moreThis interpretive case study identifies constructs which teachers and researchers may find useful in reporting and reflecting on teachers' knowledge bases, their interpretations of classroom roles and relationships, and curriculum implementation as individual change in practice is attempted. This study was undertaken in collaboration with a chemistry teacher at an urban high school in the southeast. Transcripts and field notes from participant observation in the teacher's classes were primary data sources. The following interpretations emerged from the analyses of the data: (1) Visual images serve as referents for a teacher's thoughts and actions. Metaphor provides a way for teachers to talk about and construct meanings for actions based on the images. (2) A teacher's personal epistemological perspective influences her/his beliefs about what counts as knowledge and the roles of language, power, and learning in the classroom. (3) Teachers adopt taken for granted roles and approaches to teaching that school cultural myths suggest. Taboos and customs associated with the myths constrain teachers from exploring alternative roles or practices. (4) Metonymic conceptual models preconceputally structure teacher learning and constrain change., This study characterizes teacher learning and change as a process, the meaning of which, is socially negotiated. The extent to which desired changes may be implemented depends upon the meanings that teachers, students, and other members of the school community have for teaching and learning processes. Whether teachers are able to identify constraints and overcome them within the social context of the school may determine the extent to which change is possible., The results of this study suggest that teachers need assistance in examining their practices in order that they may understand better the influence of cognitive and social factors on their enactment of salient teaching roles. Identification of constraints may be a first step in facilitating change. Further research including collaborative studies of change is needed to increase our understanding of how cognitive constraints influenced by school myths and teachers' personal histories may be overcome.
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Date Issued: 1991, 1991
Identifier: AAI9123528, 3162240, FSDT3162240, fsu:78438
Format: Document (PDF)

Title: An evaluation of the impact of the Florida State University/University of West Florida cooperative doctoral program as perceived by graduates and their employers.
Creator: Black, Susanne Elizabeth., Florida State University
Abstract/Description: The purpose of this study was to evaluate the individual and organizational impact of the Florida State University/University of West Florida Cooperative Doctoral Program. All graduates of the program and their employers were included in the study. Interviews were conducted with 82 of 101 graduates and 11 employers to gather perceptions of program aspects, the graduates' professional growth and movement, the fiscal impacts of salary increases and program costs incurred by graduates, job...
Show moreThe purpose of this study was to evaluate the individual and organizational impact of the Florida State University/University of West Florida Cooperative Doctoral Program. All graduates of the program and their employers were included in the study. Interviews were conducted with 82 of 101 graduates and 11 employers to gather perceptions of program aspects, the graduates' professional growth and movement, the fiscal impacts of salary increases and program costs incurred by graduates, job performances, also the topics of research studies as organizational problems with suggested solutions., The results of the evaluation revealed a favorable impact of the doctoral program in the following areas: (1) Positive impacts for graduates came mainly from coursework, the dissertation process, and the professional rewards of completing the degree. (2) Although the EdD was conferred, graduates would have preferred to earn the PhD. (3) Convenience of the off campus program was cited as its greatest advantage. Disadvantages included limited access to professors and unavailable library resources. (4) The program positively impacted graduates' careers in the areas of promotion, salary supplement, and improved ability to perform job responsibilities. (5) The research studies proved beneficial for the employing organizations. (6) Employers perceived that the program positively impacted the graduates' job performances., From the findings of the study, the following conclusions were determined. (1) Graduates regretted that the PhD was not available through the off campus program. (2) Graduates perceived definite advantages of the off campus program. Disadvantages had to be ameliorated to successfully complete the program. (3) The lock step curriculum was a positive impact on the students' camaraderie. However, it prevented graduates from exempting courses based on their expertise. (4) The motivation of graduates to begin the doctorate was related to their perceptions of the eventual impact of the degree program.
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Date Issued: 1991, 1991
Identifier: AAI9123527, 3162239, FSDT3162239, fsu:78437
Format: Document (PDF)

Title: Gagne's events of instruction in a cooperative learning environment: A case study.
Creator: Flynn, John Lawrence., Florida State University
Abstract/Description: The purpose of this study was to determine how Gagne's learning theory, as represented in his events of instruction, accounted for and supported learning within a Cooperative Learning environment., The investigator carried out the study in a fourth-grade classroom with 27 students where the instructor used a Cooperative Learning model of instruction. Data were gathered over a five-month period using naturalistic methods., Findings supported the study's initial propositions: the events of...
Show moreThe purpose of this study was to determine how Gagne's learning theory, as represented in his events of instruction, accounted for and supported learning within a Cooperative Learning environment., The investigator carried out the study in a fourth-grade classroom with 27 students where the instructor used a Cooperative Learning model of instruction. Data were gathered over a five-month period using naturalistic methods., Findings supported the study's initial propositions: the events of instruction do occur within a Cooperative Learning environment; the events of instructions may be instantiated differently depending on the learning and the instructional environment; different individuals, groups, or instructional materials may provide the events of instruction; and the events of instruction contribute positively to effective learning in the classroom., The main conclusion of the study was that Gagne's instructional theory, as reflected in the events of instruction, supports and is compatible with Cooperative Learning's process-oriented, social learning theory.
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Date Issued: 1991, 1991
Identifier: AAI9119926, 3162226, FSDT3162226, fsu:78424
Format: Document (PDF)

Title: Students' perceptions and attitudes toward parent involvement in academic homework and its relationship to academic achievement.
Creator: Harris, Alfred, Jr., Florida State University
Abstract/Description: This was a correlational study of students' perceptions and attitudes toward parent involvement in students' academic homework and its relationship to students' academic achievement in school., The purpose of this study was to determine the relationship, if any, between parent involvement in their children's academic achievement in school as measured by performance on the Student Homework Survey (SHS) questionnaire, and the following tests: The Comprehensive Assessment Test (CAT) for grades...
Show moreThis was a correlational study of students' perceptions and attitudes toward parent involvement in students' academic homework and its relationship to students' academic achievement in school., The purpose of this study was to determine the relationship, if any, between parent involvement in their children's academic achievement in school as measured by performance on the Student Homework Survey (SHS) questionnaire, and the following tests: The Comprehensive Assessment Test (CAT) for grades three and five; and the Comprehensive Tests of Basic Skills (CTBS) for grade eight., The major question of the study was: Do students' perceptions and attitudes toward parent involvement in academic homework play a significant role in academic achievement among students? Four sub-questions were used to ascertain students' perceptions and attitudes toward (1) academic homework, (2) parent-teacher communication, (3) parent involvement and student academic achievement, and (4) students' attitudes toward parent involvement. A five-point Likert-type scale was used to rate the students' responses in the four categories assessed., The findings of this study, based on inclusive results, do not show that students' perceptions and attitudes toward parent involvement in academic homework and academic achievement are significantly correlated.
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Date Issued: 1990, 1990
Identifier: AAI9113931, 3162176, FSDT3162176, fsu:78374
Format: Document (PDF)

Title: A comparison of learning probability by several formulas versus an approach relying upon an understanding of the fundamental concept of probability.
Creator: Swiersz, Thomas Joseph., Florida State University
Abstract/Description: This study compared two different approaches to the teaching of elementary probability to 196 community college students. These two approaches were identified as the single concept approach and the multi-formula approach. In the single concept approach the students solved probability problems by relying solely upon the definition of 'probability'. Students in the multi-formula approach solved probability problems by the traditional approach of using several formulas., The multi-formula group...
Show moreThis study compared two different approaches to the teaching of elementary probability to 196 community college students. These two approaches were identified as the single concept approach and the multi-formula approach. In the single concept approach the students solved probability problems by relying solely upon the definition of 'probability'. Students in the multi-formula approach solved probability problems by the traditional approach of using several formulas., The multi-formula group and the single concept group were compared on achievement, retention, and transfer. An analysis of variance was used to analyze the achievement scores. The single concept group scored significantly higher (p-value = 0.0001). An analysis of covariance was used to analyze the retention scores. The single concept group scored significantly higher (p-value = 0.025). An analysis of variance was performed on the transfer items. Again, the single concept group scored significantly higher than the multi-formula group on the transfer items both on achievement and retention. The p-value was equal to 0.0001 for both analyses., A depth of understanding may account for these results. Whereas the multi-formula group divided their time and effort among several concepts associated with their formulas, the single concept group concentrated their efforts and attention on the single definitional concept. One might conjecture that students versed in a single concept would outperform those spreading the same amount of time over many concepts (formulas)., In addition to investigating the learning of probability, this study relates to two types of understanding identified by Richard Skemp. Instrumental understanding is identified with the multi-formula group and Relational understanding with the single concept group. The results of this study suggest that the single concept approach may be better for learning other mathematical concepts. For example, the idea of perimeter as the distance around a figure contrasted with a collection of formulas for finding the perimeters of various figures. Another example is the definitional meaning of integral exponents contrasted with a variety of formulas addressing operations with exponents., In view of the success with the single concept approach used in this study, additional research would tell if similar success may be realized with other mathematical topics.
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Date Issued: 1990, 1990
Identifier: AAI9112118, 3162163, FSDT3162163, fsu:78361
Format: Document (PDF)

Title: Images of males and females in primary and middle school textbooks in Iraq: A content analysis study.
Creator: Lutfi, Ghazwan Ala Al-Din., Florida State University
Abstract/Description: This study examined Arabic reading and civics education textbooks used in Iraq to determine whether their content was consistent with the policy of sex equity of the Ministry of Education. Specifically, the study sought to establish whether there was fair representation of both genders in Iraqi textbooks., Analysis of the narrative content was based on the following variables: sex, age, setting, family role, occupations, traits, activities, character role, vocabulary (nouns and pronouns) and...
Show moreThis study examined Arabic reading and civics education textbooks used in Iraq to determine whether their content was consistent with the policy of sex equity of the Ministry of Education. Specifically, the study sought to establish whether there was fair representation of both genders in Iraqi textbooks., Analysis of the narrative content was based on the following variables: sex, age, setting, family role, occupations, traits, activities, character role, vocabulary (nouns and pronouns) and number of male and female characters featured in titles. The pictorial content analysis examined gender, age, setting, and activities. The character was used as the unit of analysis., The results of the narrative and pictorial analysis showed that male characters outnumber female characters with respect to all variables. These differences were statistically significant. Both genders were portrayed in traditionally masculine and traditionally feminine activities. Intercoder reliability in the application of the content analysis instrument to the material for these results ranged from 0.92 to 1.0., The representation of female characters in textbooks does not accurately represent the important role Iraqi women play in building and serving the society of Iraq today., The findings of this study also confirmed those of previous research on the representation of male and female characters in school textbooks in other Arab and non-Arab countries., Recommendations for further research and policy issues were developed. More research needs to be done to discover ways to promote sex equity in the following areas: (a) coeducational and single-sex schools, (b) testing, (c) classroom organization and climate, and (d) the area of the hidden curriculum.
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Date Issued: 1990, 1990
Identifier: AAI9112105, 3162150, FSDT3162150, fsu:78348
Format: Document (PDF)

Title: A profile of students who repeatedly fail one or more CLAST communication subtests.
Creator: Carroll, Richard Earl., Florida State University
Abstract/Description: The purpose of this study was to develop a profile of the student who is most likely to fail one or more CLAST communication subtests two or more times. The study was limited in scope to an examination of the Chipola Junior College students who, through March of 1989, had failed one or more of the CLAST communication subtests two or more times, a total of eighteen students., Information gathered included (1) demographics of the Chipola Junior College district; (2) the name, sex, race, high...
Show moreThe purpose of this study was to develop a profile of the student who is most likely to fail one or more CLAST communication subtests two or more times. The study was limited in scope to an examination of the Chipola Junior College students who, through March of 1989, had failed one or more of the CLAST communication subtests two or more times, a total of eighteen students., Information gathered included (1) demographics of the Chipola Junior College district; (2) the name, sex, race, high school, and high school graduation date for each student who failed one or more CLAST communication subtests two or more times; (3) high school transcript information on each of these students; (4) whether the student was in a writing enhancement program, college preparatory class, or Teacher Advisement Program; and (5) the college transcript information on each student., The results of the study indicate that the Chipola Junior College student who is most likely to fail one or more CLAST communication subtests two or more times is a white male from a small town or rural high school within the five-county Chipola Junior College district. He took more terminal track than college track courses in high school, was not in a writing enhancement program in high school, did not take college preparatory courses in high school, did not participate in a Teacher Advisement Program in high school, had an overall high school GPA of 2.62, had a high school English GPA of 1.91, had an ACT English Usage Standard Score of 9.63 and had an ACT Composite Standard Score of 9.3., At Chipola Junior College he took college preparatory writing, but not college preparatory reading. He made a C in English 1101 and a D in English 1102, but he did not take any additional writing courses. His overall Chipola GPA was 2.26, and he failed the reading and essay subtests the first time he took the CLAST. He passed the reading subtest on his second attempt, but not the essay.
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Date Issued: 1990, 1990
Identifier: AAI9100057, 3162074, FSDT3162074, fsu:78272
Format: Document (PDF)

Title: A study of stages of concern of a new intervention (computer-assisted instruction) in an elementary school.
Creator: McEachern, Robert F., Florida State University
Abstract/Description: Throughout the nation, many political and industrial leaders are urging a technological transformation of America's educational system. Various current publications and articles have identified this transformation of our schools as necessary for continuation of our status as a world leader. A key element in the transformation of schools is the implementation of an intervention and the continued attention to the user's needs regarding the intervention's implementation., The purpose of this...
Show moreThroughout the nation, many political and industrial leaders are urging a technological transformation of America's educational system. Various current publications and articles have identified this transformation of our schools as necessary for continuation of our status as a world leader. A key element in the transformation of schools is the implementation of an intervention and the continued attention to the user's needs regarding the intervention's implementation., The purpose of this study was to describe the stages of concern of involved teachers in the implementation of a new instructional model, as well as the concerns of other members of the school's organizational community. The technology of this pilot program, Project CHILD, was the utilization of computer assisted instruction in conjunction with other teaching/learning aids, appropriate software and teaching strategies that include: (1) active learning, (2) shared responsibility, (3) cooperation and high expectations, and (4) a balanced curriculum, activities, and materials., The Concerns-Based Adoption Model (CBAM) is the framework that was used for this study. It emphasizes the personal component in change. Two assumptions underlie the model: (1) change is a process and not an event, and (2) in institutional change, the point of view of the individual is paramount. Using CBAM's Stages of Concern Questionnaire (SoCQ) as the instrument for gathering the stages of concern, the degree of implementation of the intervention by each group in the organization was measured three times during the implementation process. The data gathering times were at the end of the first year of implementation, at the beginning of the second year of implementation and during the late fall of the second year of implementation. The analytic method utilized was a comparative analysis of differences with a comparison to norm groups. Additionally, a frequency distribution approach was employed. The null hypotheses were tested at the.05 level of significance using the Mann-Whitney U Test. Means, standard deviations and ranges were presented where appropriate.
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Date Issued: 1990, 1990
Identifier: AAI9024103, 3162071, FSDT3162071, fsu:78269
Format: Document (PDF)

Title: The training effects of analogical reasoning as strategic knowledge on problem-solving.
Creator: Yang, Young-Sun., Florida State University
Abstract/Description: The purpose of this study was to determine whether training in analogical reasoning strategic knowledge would benefit problem solving in elementary physics, and how strategic knowledge would interact with different levels of individual competencies in domain knowledge. To develop a training model for this study, three different theories of analogical reasoning were integrated in a unified training model. First, based on componential theory, the overall framework of analogical reasoning was...
Show moreThe purpose of this study was to determine whether training in analogical reasoning strategic knowledge would benefit problem solving in elementary physics, and how strategic knowledge would interact with different levels of individual competencies in domain knowledge. To develop a training model for this study, three different theories of analogical reasoning were integrated in a unified training model. First, based on componential theory, the overall framework of analogical reasoning was explained. Then, structure-mapping theory and schema-based analogical transfer approach were used for specific strategies for the solution process., Forty-six ninth grade students who were enrolled in physical science classes participated in two groups: strategic training group and control group. Strategic training group received the strategic training and instruction in analogical reasoning, and control group received instruction without training. Then, in each group, students were blocked on the basis of their competency in physics demonstrated on a physics domain knowledge test. During the treatment session, strategic training was delivered for two consecutive days to the strategic training group. The training was composed of 20 pages of individualized printed learning material and designed for three lesson hours to complete. A week following the training, all students received a posttest of 50 minutes duration. The problem solving test was designed to measure student's ability to solve problems using analogical reasoning. It was composed of five pairs of problem solving situations in physics domains, and it had two aspects: students' performance on the domain knowledge problem solving posttest as product, and the process of problem solving on the posttest., Results indicated that the control group outperformed the training group. The interaction of domain knowledge with problem solving was significant for the process but not for the performance. Lower competency students performed better under the control condition than their counterparts under the training condition. Training was overall more effective for the higher competency students than the lower competency students. It was also found that reading competency was a major influence on process.
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Date Issued: 1990, 1990
Identifier: AAI9025568, 3162042, FSDT3162042, fsu:78240
Format: Document (PDF)

Title: The effect of instructional material on teachers' attitudes toward adoption and instructional effectiveness.
Creator: Davidove, Eric Alan., Florida State University
Abstract/Description: This study was designed to examine whether having teachers participate in material development activities is an effective strategy for producing instructional material that teachers will adopt. The primary purpose was to determine if teachers who reviewed a traditional chapter revised on the basis of teachers' suggestions would have significantly different attitudes toward adopting that chapter than teachers who reviewed the original, unrevised version or a modified version which incorporated...
Show moreThis study was designed to examine whether having teachers participate in material development activities is an effective strategy for producing instructional material that teachers will adopt. The primary purpose was to determine if teachers who reviewed a traditional chapter revised on the basis of teachers' suggestions would have significantly different attitudes toward adopting that chapter than teachers who reviewed the original, unrevised version or a modified version which incorporated changes suggested by student data and instructional designers. The study was also designed to compare the instructional effectiveness of the original version with the effectiveness of the teacher-designed and designer-designed versions., Teachers from a vocational school were randomly assigned to review one version of the chapter, and were asked to complete an Instructional Materials Acceptance Questionnaire. Students were asked to read the chapter randomly assigned to them and to complete a posttest., Contrary to expectations, the teacher-designed chapter was as effective as the designer-designed chapter and more effective than the original chapter, yet it was not more acceptable to teachers. As expected, the designer-designed chapter was more effective than the original chapter. However, teachers were no more favorably disposed to the designer-designed chapter than to the original chapter., Perhaps the teacher-designed chapter would have been more acceptable if the teachers who participated in the material development activities had discussed the material with the teachers who participated in the material review sessions. It is generally believed that a major reason why individuals adopt a new product is because other individuals in the social system are influencing them., Although the effects of the designer-designed and teacher-designed chapters were similar in this study, these results should not be viewed as conclusive. Differences in the qualifications of teachers and designers could vastly alter the instructional quality of materials revised on the basis of teacher and designer input.
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Date Issued: 1990, 1990
Identifier: AAI9025553, 3162033, FSDT3162033, fsu:78231
Format: Document (PDF)

Title: Comparison of the effects of two schema activators in the acquisition of verbal information in students with different levels of prior knowledge.
Creator: Mendez, Guadalupe., Florida State University
Abstract/Description: The purpose of this research was to investigate the effects of analogies and graphic organizers on the acquisition of verbal information. These schema activators were tested in relation to the learner's pre-existing knowledge or schemata about a science-related topic. Schema Theory is the theoretical foundation upon which this research was undertaken. Its conceptual framework corresponds to Kulhavy, Schwartz, and Peterson's (1986) model of encoding and retention., Subjects were 162 eleventh...
Show moreThe purpose of this research was to investigate the effects of analogies and graphic organizers on the acquisition of verbal information. These schema activators were tested in relation to the learner's pre-existing knowledge or schemata about a science-related topic. Schema Theory is the theoretical foundation upon which this research was undertaken. Its conceptual framework corresponds to Kulhavy, Schwartz, and Peterson's (1986) model of encoding and retention., Subjects were 162 eleventh and twelfth graders from the Florida State University Developmental Research School. A 3 x 2 factorial design with schema activators (three levels: analogy, graphic organizer, control) and prior knowledge (two levels: high and low) as independent variables was used. Processing activities, as measured by Reading Comprehension scores, were considered as a covariate. Effects of schema activators for different levels of prior knowledge were tested as well as the Kulhavy, Schwartz, and Peterson's model., An analogy, a graphic organizer, and stimulus material were developed and formatively evaluated before application., Data analyses included the use of Analysis of Covariance and Multiple Regression Analysis. Results indicate that schema activator groups performed significantly better than the control group on a posttest of verbal information learning. Prior knowledge was significantly related to students' performance, accounting for the greatest amount of variance. The interaction between the two factors was not significant., The Kulhavy, Schwartz, and Peterson's model of encoding and retention, accounted for a significant but small amount of variance. The model, however, seems to be susceptible to increasing its explanation of variance by the addition of new variables and redefinition of some of the variables originally used in the model. Prior knowledge was the most important variable included in the model., Results are analyzed in accordance with what theory suggests and what empirical studies have shown. The implication of the findings and future research areas are discussed.
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Date Issued: 1990, 1990
Identifier: AAI9023924, 3162024, FSDT3162024, fsu:78222
Format: Document (PDF)

Title: Curriculum materials centers in teacher training institutions: A comparative study to determine existing and desired conditions.
Creator: Toifel, Ronald C., Florida State University
Abstract/Description: The purpose of this study was to determine the current state of the conditions and functions of curriculum materials centers in teacher education institutions accredited by the National Council for The Accreditation of Teacher Education. The subjects selected for the study were the professional staffs of the curriculum materials centers of NCATE accredited teacher education institutions located in the United States., The data gathering instrument was a two-part questionnaire. Part 1 sought...
Show moreThe purpose of this study was to determine the current state of the conditions and functions of curriculum materials centers in teacher education institutions accredited by the National Council for The Accreditation of Teacher Education. The subjects selected for the study were the professional staffs of the curriculum materials centers of NCATE accredited teacher education institutions located in the United States., The data gathering instrument was a two-part questionnaire. Part 1 sought demographic information about the centers including the following: (1) name and location of the institution; (2) number of staff assigned to the center; (3) amount of the budget allocated to the center; (4) campus agency or agencies having administrative control of the center; (5) size of collection; (6) number of hours of service; (7) size of the center; (8) most important services performed by the center. Part 2 was an attitudinal survey consisting of fifty statements which sought information about the following six major areas of concern for the curriculum materials centers: (1) administration/policies; (2) funding; (3) staffing; (4) services; (5) resources; and (6) physical facilities. A Likert scale was used to measure the respondents' answers regarding the existing and desired conditions at the centers., The collected demographic data were analyzed and a general profile of the curriculum materials centers participating in the study was compiled as well as individual profiles for the centers in teacher education institutions categorized as large, medium, and small., The findings of the attitudinal survey indicated that the professional staffs supervising the centers considered most of the existing conditions satisfactory with the exception of certain facets of funding. Salaries, programs, and staffing were designated by the respondents as specific areas needing additional budgetary support., This study was not meant to serve as a blueprint for designing uniform curriculum materials centers nor was it meant to formulate a set of rigid standards for the centers. However, the findings can be used to assist accreditation teams, college and university administrators, teacher educators, and education librarians to provide better resources and services for existing centers and in planning new ones.
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Date Issued: 1990, 1990
Identifier: AAI9024109, 3162008, FSDT3162008, fsu:78206
Format: Document (PDF)

Title: Enhancing learner motivation in an instructor-facilitated learning context.
Creator: Visser, Jan., Florida State University
Abstract/Description: In this study the results are presented of a disciplined inquiry into the area of motivation to learn and systematic ways of influencing learners in this regard. Attention focuses on the clinical use of motivational messages, a strategy based on Keller's (1984, 1987a&b) ARCS model. Through this strategy learners are prompted, by means of, usually written, messages, normally delivered outside the classroom periods, to adjust their disposition to undertake learning tasks. Such messages are...
Show moreIn this study the results are presented of a disciplined inquiry into the area of motivation to learn and systematic ways of influencing learners in this regard. Attention focuses on the clinical use of motivational messages, a strategy based on Keller's (1984, 1987a&b) ARCS model. Through this strategy learners are prompted, by means of, usually written, messages, normally delivered outside the classroom periods, to adjust their disposition to undertake learning tasks. Such messages are designed and used according to a systematic, replicable process., It is defended that a naturalistic mode of inquiry is the most appropriate one for the particular research interest, and that, within that mode, a case study approach, within an embedded multiple-case perspective, is called for. Reference is made to the existing knowledge base in the area of motivational design, as well as to that of the chosen research paradigm and methodology., Three basic research interests are addressed in the study, i.e. that of the validity of the strategy under consideration, the question as to how and why the messages work, and the issue of their optimality. Evidence is presented and discussed to substantiate the proposition that the motivational messages strategy worked similarly well in the case of two of its applications almost three years apart. Of a total of ten propositions regarding the interaction between the messages and the learners, the messages and the instructor, and the messages and the environment, nine are found substantiated and one insubstantiated in the light of the data collected. It is also argued that evidence supports the contention that the strategy adapts itself to the circumstances of its application., As to the overall interpretation of the totality of phenomena discussed, the study concludes that motivational messages should not be looked upon in isolation, but as part of a more complex motivational system, in the context of which they enhance the effectiveness of the other components involved.
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Date Issued: 1990, 1990
Identifier: AAI9016507, 3161980, FSDT3161980, fsu:78179
Format: Document (PDF)

Title: Factors affecting decisions for converting small, private colleges from two-year to four-year institutions.
Creator: Sandifar, Dallas Eugene., Florida State University
Abstract/Description: The purpose of this study was to identify and examine the processes that private two-year colleges experience when determining the feasibility of converting to a four-year college. The study was based on responses from administrators, faculties, and board members of fourteen colleges. The research questions address: (1) factors that influenced the decision to change; (2) practices and procedures implemented; (3) problem areas encountered in the process of change; and (4) guidelines that could...
Show moreThe purpose of this study was to identify and examine the processes that private two-year colleges experience when determining the feasibility of converting to a four-year college. The study was based on responses from administrators, faculties, and board members of fourteen colleges. The research questions address: (1) factors that influenced the decision to change; (2) practices and procedures implemented; (3) problem areas encountered in the process of change; and (4) guidelines that could contribute to the efficiency of the substantive change process., This study was limited to the private two-year colleges in the Southern Association of Colleges and Schools with enrollment of 800 or less that had converted, or attempted to convert, to four-year status since 1977. All colleges in this study were visited after all questionnaires were returned. Three colleges were chosen for in-depth case studies after all data were reviewed and analyzed., The three in-depth case studies involved major constants that impeded progress: (1) there were no pre-application guidelines for two-year colleges considering conversion to four-year status; (2) none of the college administrators anticipated the increased expenses during and after converting to the four-year program; and (3) the length of time to complete the conversion process was underestimated., This study recommends that further study be made regarding fund-raising growth after an institution changes, the perceived image of the college after change, and the reliability of the needs analysis conducted prior to change. A recommendation was also made for further study to determine the need for a workshop to prepare faculty for participation in the change process.
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Date Issued: 1990, 1990
Identifier: AAI9016505, 3161978, FSDT3161978, fsu:78177
Format: Document (PDF)

Title: Pronunciation difficulties as experienced by Kuwaiti students learning English as a Foreign Language.
Creator: Alqazweeni, Ali., Florida State University
Abstract/Description: The purpose of this study was to identify and analyze difficulties experienced by Kuwaitis in the pronunciation of English vowel segments. The data were collected through tape-recorded interviews with 66 male Kuwaiti students in the College of Commerce of Kuwait University in 1988-1989. The researcher and an American professor of linguistics at the Florida State University analyzed the data by identifying segmental deviations from the pronunciation of the vowel segments acceptable to native...
Show moreThe purpose of this study was to identify and analyze difficulties experienced by Kuwaitis in the pronunciation of English vowel segments. The data were collected through tape-recorded interviews with 66 male Kuwaiti students in the College of Commerce of Kuwait University in 1988-1989. The researcher and an American professor of linguistics at the Florida State University analyzed the data by identifying segmental deviations from the pronunciation of the vowel segments acceptable to native speakers of English. They listened to the tapes and marked down the correct and incorrect pronunciation of the vowel segments as they occurred in the students' English speech., Scores from the analysis were displayed in tables showing each vowel segment, total number of errors and correct pronunciation, and vowel segments ranked in order of difficulty according to percentages of errors related to the total number of occurrences. Also, a series of chi-square goodness of fit computations were conducted on the findings to determine whether the ratio of difficult to easy for each vowel segment was statistically significant., The findings showed that the English vowel segments /e, ae, $\partial$, a, uw, u, ow, $\supset$/ constituted areas of serious pronunciation difficulty to the Kuwaiti students of ESL/EFL. In particular, with the English sounds /e/ as contrasted with /i/, and /ow/ as contrasted with /$\supset$/, the mispronunciation of the Kuwaitis would result in a change in meaning. These problems might be attributed to interference from the native language, improper instruction, and insufficient linguistics training of the English teachers., Pedagogical implications and recommendations are offered to assist English language teachers in Kuwait to implement teaching techniques that lead to better acquisition of English vowel segment pronunciation by Kuwaitis. They are also offered to help teacher training program staffs and curriculum experts reduce future problems, and design instructional materials that would improve the teaching of pronunciation of English vowel sounds. Also, suggestions for further research relevant and complementary to this study are offered.
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Date Issued: 1990, 1990
Identifier: AAI9016480, 3161970, FSDT3161970, fsu:78169
Format: Document (PDF)

Title: The effect of cooperative and individual task structure on concept learning, feedback preference, achievement, student interaction and attitude toward computer-based instruction.
Creator: Capozzi, Laura Marie., Florida State University
Abstract/Description: The purpose of this study was to examine the effect of a cooperative and individual task structure on concept learning by 109 Florida State University non-major biology students within a computer-based instructional environment. The interdependent cooperative groups included elements of an incentive and reward structure, a task appropriate for groupwork and an orientation to help each other learn. Students in non-interdependent groups and individuals had a task appropriate for groupwork but...
Show moreThe purpose of this study was to examine the effect of a cooperative and individual task structure on concept learning by 109 Florida State University non-major biology students within a computer-based instructional environment. The interdependent cooperative groups included elements of an incentive and reward structure, a task appropriate for groupwork and an orientation to help each other learn. Students in non-interdependent groups and individuals had a task appropriate for groupwork but included none of the other elements., The second purpose of this study was to identify the type of interactions that occurred between group members as they completed computer-based instruction. Interaction was felt to be related to feedback preference differences via computer-based instruction for individuals and groups., The dependent measures were achievement on a written posttest following instruction, simple or elaborated feedback preference selected from the computer program, helping behaviors used by group members as they interacted, percent correct responses given during instruction, and attitude toward the computer-based instruction., Results indicated that students in the non-interdependent treatment condition were significantly more likely to have their request for information ignored by other group members., Other hypotheses investigated in the study were not statistically significant for differences among treatment groups. Specifically, achievement gains on a retention posttest did not show any differences among interdependent and non-interdependent groups and individuals. There were also no differences in items correct during computer-based instruction., Although feedback preference differences for individuals and groups was not statistically significant, an unexpected pattern of initial feedback preferences existed which might warrant further investigation., Finally, because groups would feel encouraged and supported for their learning efforts by other group members, it was hypothesized that groups in both treatment conditions would have a greater liking for the computer-based instruction than individuals. In reality, all treatment groups had an equally positive disposition toward the computer-based instruction.
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Date Issued: 1989, 1989
Identifier: AAI9014600, 3161947, FSDT3161947, fsu:78146
Format: Document (PDF)

Title: Preservice teacher observations in unguided field experiences in physical education.
Creator: Pugh, Steven F., Florida State University
Abstract/Description: The purpose of this study was to obtain an insider's perspective of an unguided field experience, which was a part of a university professional preparation program, through the use of naturalistic research techniques. The methodologies employed were participant observation and interviewing (both formal and informal). Data were also collected by having the preservice teachers maintain daily journals of their observations., Data collection lasted six weeks. The seven volunteer subjects were...
Show moreThe purpose of this study was to obtain an insider's perspective of an unguided field experience, which was a part of a university professional preparation program, through the use of naturalistic research techniques. The methodologies employed were participant observation and interviewing (both formal and informal). Data were also collected by having the preservice teachers maintain daily journals of their observations., Data collection lasted six weeks. The seven volunteer subjects were senior physical education majors. The observation period entailed six hours of observation each week, for six weeks. The researcher was also a participant observer and made an effort to be in the settings with the preinterns as much as possible., Data were analyzed inductively, and working hypotheses developed as data were collected. Emergent patterns or categories which were prevalent in the data were investigated as they became evident. Validity of the observations was established through triangulation of multiple data sources, data checks, and through the application of thick description in reporting data., The focus of the preinterns' observations varied. However, the content of their observations was fairly consistent. The observations revealed that generally, the preinterns did not provide bases for their subjective observations; they often focused on Academic Learning Time (ALT), lesson organization, teaching methods, and student characteristics; they made simple as well as a wide variety of complex observations; they made comments about student skill performances but were not specific in these observations; they almost totally ignored individual student performance and the mechanics of the skill performances; and they seemed to disregard lesson purpose, student social interactions, teacher characteristics, the environment, and the school organization and administration., The study revealed that while the preinterns' observations did reflect some aspects of their training, other parts were neglected. The preinterns' past experiences, university training, and interaction with inservice teachers were strong influences on their observations. Their observations contained a variety of complex observations, but they were not representative of mature observers. Recommendations are made for future research and possible program improvements.
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Date Issued: 1989, 1989
Identifier: AAI9012934, 3161925, FSDT3161925, fsu:78124
Format: Document (PDF)

Title: The influence of textual display in printed instruction on attention and performance.
Creator: Price, Catherine Blanton., Florida State University
Abstract/Description: The primary purpose of this study was to examine the influence of textual display (manner in which text information is presented on a page) in printed instruction on learner attention to the instruction and performance of the instructional goal. Secondary purposes were to investigate any differential effects of textual display for high and low ability learners and to determine learner preference for textual display., Subjects were 90 preservice teachers who were randomly assigned to one of...
Show moreThe primary purpose of this study was to examine the influence of textual display (manner in which text information is presented on a page) in printed instruction on learner attention to the instruction and performance of the instructional goal. Secondary purposes were to investigate any differential effects of textual display for high and low ability learners and to determine learner preference for textual display., Subjects were 90 preservice teachers who were randomly assigned to one of three treatment conditions: Simple Textual Display, Moderate Textual Display, Complex Textual Display. The treatments were manipulated by varying specified elements of print design (text column width and position, horizontal and vertical spacing, and heading placement). Ability, measured by GPA, was a moderating variable., Attention was measured by the Attention subscale of the Instructional Materials Motivation Scale (Keller, 1987). Performance was measured by an objective-referenced test of recall. Preference was measured by items from the IMMS Attention and Confidence subscales., Data were analyzed using analysis of variance and chi-square. Results indicated that there was an interaction between ability and textual display for performance (p =.009), but not for attention. Results also indicated a main effect of textual display for performance (p =.004), but not for attention. The Moderate Textual Display produced significantly higher performance scores for low ability subjects (p $<$.001). Results of the test for preference revealed that, of the three versions, learners preferred the text exhibiting the Moderate Textual Display., These results show that a moderate textual display is preferred by learners and can improve performance of low ability learners. These findings have implications for the design and development of print instruction.
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Date Issued: 1989, 1989
Identifier: AAI9012933, 3161924, FSDT3161924, fsu:78123
Format: Document (PDF)

Title: Norton's Communicator Style theory: Testing its assumptions in the college classroom.
Creator: Emanuel, Richard Cecil., Florida State University
Abstract/Description: Four college instructors and the students (N = 329) in each of their two communication classes completed the Teacher Communicator Style (TCS) instrument at five different times during the same semester. The data were used to test two underlying assumptions of Norton's (1983) Communicator Style theory. Namely, that perceptions of a person's communication style become increasingly stable as a function of more association with that person, and that separate classes of students differ in their...
Show moreFour college instructors and the students (N = 329) in each of their two communication classes completed the Teacher Communicator Style (TCS) instrument at five different times during the same semester. The data were used to test two underlying assumptions of Norton's (1983) Communicator Style theory. Namely, that perceptions of a person's communication style become increasingly stable as a function of more association with that person, and that separate classes of students differ in their perceptions of the same teacher's communication style. Five related research questions were also explored., Of the ten communicator style subconstructs measured, the "Relaxed" and "Friendly" subconstructs were consistently ranked highest while the "Dominant," "Dramatic," and "Contentious" subconstructs were consistently ranked lowest. The data revealed a trend of increasing stability of students' perceptions of their teacher's communication style. This trend seems to "peak" around mid-term. However, only some of the increases in stability are statistically significant. The data also revealed that two separate classes of students differ in their perceptions of several aspects of the same teacher's communication style. Question 1 revealed that as the semester progresses, students do not move toward consensus about their teacher's communication style. Question 2 indicated that there are differences in students' perceptions of many aspects of their teacher's style based on gender, year in school, major, grade point average, expected course grade, previous experience with course content, freedom to elect a course, satisfaction with the class, and satisfaction with the teacher. Question 3 identified "satisfaction with the teacher" as the single best attitudinal predictor of the teacher's overall communication image. Question 4 identified "Friendly" as the single best communication style subconstruct predictor of the teacher's overall communication image. Question 5 revealed that there are statistically significant differences between some of the teachers' self-reports and their classes' perception of their style., The data yielded general trends and statistically significant findings which support the assumptions underlying Norton's theory. With this and future confirmations, the theory can continue to provide a strong framework for the study of communication style.
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Date Issued: 1989, 1989
Identifier: AAI9012912, 3161912, FSDT3161912, fsu:78111
Format: Document (PDF)

Title: The texts of teaching: A study of the conceptualization and practice of college composition instruction using a literary theory model of educational research.
Creator: Albritton, Thomas Wellington, Jr., Florida State University
Abstract/Description: It was argued (with support from literature on observational classroom research and literary criticism) that understanding data collected during classroom observations--transcripts, fieldnotes, etc.--requires one to interpret the language of teachers, students, and researchers, and that such a process might be well guided by a method of textual criticism., To test the strength of this argument, the researcher studied a set of data, consisting of transcribed audiotaped interviews (conducted...
Show moreIt was argued (with support from literature on observational classroom research and literary criticism) that understanding data collected during classroom observations--transcripts, fieldnotes, etc.--requires one to interpret the language of teachers, students, and researchers, and that such a process might be well guided by a method of textual criticism., To test the strength of this argument, the researcher studied a set of data, consisting of transcribed audiotaped interviews (conducted with two college composition teachers, both before and after instruction) and of transcribed instruction of those same teachers. The purpose of this research was to devise and attempt a critical analysis of the data modelled on literary theory., A critical work, J. Hillis Miller's The Linguistic Moment, was selected as the model for interpreting the data described above. This model guides readers' interpretations by alerting them to "linguistic moments" in literature, points at which readers' theories about literature are contradicted by what the page presents, and which are reconciled by the language that readers bring to bear during interpretation., So that linguistic moments in teaching could be studied, the teachers' preliminary references to teaching, learning, students, and writing were recorded and categorized. Those categories, termed "operational theories" of instruction, were compared with the actual processes of the classroom., When perceived as textual, the data from each class portrayed many voices and contexts. The teachers occasionally responded to this multiplicity in a way which disregarded the voices (the assumptions, goals, needs) of students, in favor of the voices of their own preliminary plans or assumptions. At other times, however, the classroom language was co-authored by students and teacher; educational goals and assumptions were regularly and mutually expressed, monitored, and revised., Conclusions emphasize the role of multiple contexts in the planning, practicing, or studying of classroom instruction. They also reiterate the demonstrated textuality of teaching and the value of critical theory as an educational research tool.
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Date Issued: 1989, 1989
Identifier: AAI9012905, 3161906, FSDT3161906, fsu:78105
Format: Document (PDF)

Title: The effects of attitude modeling and skill modeling on learner instructional motivation.
Creator: Ley, Kathryn L., Florida State University
Abstract/Description: This study investigated the effectiveness of using an attitude model to motivationally enhance instruction in two skill modeling media: print and interactive video. Three theories support the investigation of the relationship of attitude modeling to attitudes and instruction and their effects on instructional motivation and achievement. Social learning theory (Bandura, 1986) proposes that people learn behavior by observing others: modeling. Instructional theory (Gagne, 1985) proposes that...
Show moreThis study investigated the effectiveness of using an attitude model to motivationally enhance instruction in two skill modeling media: print and interactive video. Three theories support the investigation of the relationship of attitude modeling to attitudes and instruction and their effects on instructional motivation and achievement. Social learning theory (Bandura, 1986) proposes that people learn behavior by observing others: modeling. Instructional theory (Gagne, 1985) proposes that people can learn attitudes through modeling but it is instructional motivation theory (Keller, 1987) that describes the specific dimensions of instructional motivation: attention, relevance, confidence, and satisfaction (ARCS)., Adult students enrolled in vocational training were assigned to treatment groups. Half of the subjects in this study completed job interviewing instruction in print and the remainder completed the instruction in interactive video. Half witnessed a videotaped attitude model before beginning the instruction and the other half of the subjects did not see the attitude model before the instruction., The instructional strategy employed in each skill modeling media presented objectives, rule-learning and verbal information with examples of rule application with practice and feedback elicited from students., Results indicate that the presence of an attitude model does not affect instructional motivation. Results also indicate that it is possible to use either print or interactive video for skill modeling instruction without affecting instructional motivation. The skill modeling instructional media did not differentially affect three of the four dimensions of instructional motivation: relevance, confidence, or satisfaction. Learners in the interactive video reported more attention-getting properties in the interactive video instruction than in the print., The study validates the use of Keller's instructional motivation measurement scale (IMMS) with adults on a 10th grade reading level. The IMMS subscale scores did distinguish among the four dimensions of instructional motivation and scores indicated differences between the instructional motivation of males and females. After adaptation to the instructional context, the IMMS instrument remained reliable.
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Date Issued: 1989, 1989
Identifier: AAI9011346, 3161899, FSDT3161899, fsu:78098
Format: Document (PDF)

Title: Reducing the failure rate on Florida's State Student Assessment Test, Part II: An evaluation of district compensatory education programs.
Creator: Cornelious, Linda F., Florida State University
Abstract/Description: This was an investigation of the State Compensatory Education Programs offered by school districts in Florida. The purposes of this study were: (1) to determine if compensatory education programs have been effective in decreasing the failure rate on Florida's SSAT II; (2) to identify the characteristics of compensatory education programs and teachers; (3) to determine the most effective remedial methods; (4) to identify teachers' attitudes toward compensatory education programs and students;...
Show moreThis was an investigation of the State Compensatory Education Programs offered by school districts in Florida. The purposes of this study were: (1) to determine if compensatory education programs have been effective in decreasing the failure rate on Florida's SSAT II; (2) to identify the characteristics of compensatory education programs and teachers; (3) to determine the most effective remedial methods; (4) to identify teachers' attitudes toward compensatory education programs and students; and (5) to identify compensatory teachers' recommendations for program improvement., The population for this study consisted of all compensatory education teachers in public high schools in Northwest Florida. The sample was obtained from 45 high schools representing 90 percent of the target population. The student sample for this study consisted of tenth-grade, eleventh-grade and twelfth-grade students who had failed one or both parts of the SSAT II on previous administrations., Two instruments were used to address the research questions posed in this study: (1) a Survey Questionnaire developed by the researcher, and (2) the State Student Assessment Test, Part II., The major findings in this study revealed that: (1) Better data bases are needed. It is impossible to establish that compensatory education programs are or are not effective using present program data. (2) The majority of compensatory teachers have not participated in either preservice and/or in-service training programs and activities to prepare them to teach low-achieving students. (3) As a whole, the teachers had a generally positive attitude toward the compensatory education program and students. Teachers who were assigned to teach had less favorable attitudes than those who volunteered. (4) No one remedial method or combination of methods was superior in enhancing student's performance on the SSAT II. (5) Teachers recommended reducing class size in compensatory classes, providing more individualized instruction and ensuring an adequate quantity of instructional materials to improve compensatory education programs. There was overwhelming support for broadening compensatory education guidelines to include in-service training., These findings lead to several recommendations, which included: (1) the Department of Education assuming a greater role in providing technical assistance and resources to school districts; (2) teachers participating in professional development activities specifically geared to compensatory education; and (3) DOE implementing legislative mandates, which require uniform policies and procedures that will make compensatory education evaluations consistent and reliable within and across districts.
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Date Issued: 1989, 1989
Identifier: AAI9002915, 3161839, FSDT3161839, fsu:78038
Format: Document (PDF)

Title: English as a Second Language student preferences in regard to computerized language learning: A multiple case study.
Creator: LeMon, Richard E., Florida State University
Abstract/Description: This is a multiple case study of three students of English as a Second Language (ESL) who were exposed to computers. The study sought to explore the expectations of these first time users and the roles played by culture and motivation in regard to hardware and software preferences., The subjects worked within two environments of quite differing degrees of interaction. The less interactive consisted of an Apple II microcomputer, the workhorse of education, running a well-known ESL drill and...
Show moreThis is a multiple case study of three students of English as a Second Language (ESL) who were exposed to computers. The study sought to explore the expectations of these first time users and the roles played by culture and motivation in regard to hardware and software preferences., The subjects worked within two environments of quite differing degrees of interaction. The less interactive consisted of an Apple II microcomputer, the workhorse of education, running a well-known ESL drill and practice program. The more interactive environment consisted of games, simulations, graphics programs, and word processing on the Apple Macintosh microcomputer. These provided one set of parameters for the study., Another was the subjects. None had worked with computers before, and all three were receiving ESL instruction. The articulation between the subjects' parent cultures and their present circumstances in the United States was a variable which, it was hypothesized, would affect the quality of their computer experiences in predictable ways., Accordingly, interviews, observation, and the analysis of artifacts were used in order to discover data. Profiles of the subjects and their educational environments were gathered. Computer sessions were taped, clarified with interviews, and transcribed. Classifications of behavior and areas of interest and concern were identified. Finally, propositions were made in regard to the success or failure of humans and technology to interface., In general, all subjects displayed a preference for the less interactive program on the Apple II. In addition, the quality of their experiences in both environments corresponded positively with their apparent motivations for language learning. As these, in turn, were at least partially products of their parent cultures, the study implies that their experiences and preferences might be generalized to others.
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Date Issued: 1989, 1989
Identifier: AAI8915753, 3161835, FSDT3161835, fsu:78034
Format: Document (PDF)

Title: The effects of feedback timing and learner response confidence on delayed retention of verbal information.
Creator: Gottlieb, James Allen., Florida State University
Abstract/Description: This study investigated the effects of learner response confidence and feedback timing on long term retention of verbal information in college students. Two levels of learner response confidence (high, low) and four levels of feedback timing (immediate item-by-item feedback, immediate end-of-session feedback, 24-hour delayed end of session feedback, and absence of feedback) were studied., One hundred forty-one undergraduates were randomly assigned to one of the four treatment groups and...
Show moreThis study investigated the effects of learner response confidence and feedback timing on long term retention of verbal information in college students. Two levels of learner response confidence (high, low) and four levels of feedback timing (immediate item-by-item feedback, immediate end-of-session feedback, 24-hour delayed end of session feedback, and absence of feedback) were studied., One hundred forty-one undergraduates were randomly assigned to one of the four treatment groups and completed a 50-item initial test. Subjects rated their degree of confidence in the accuracy of their responses to each item upon its completion. KCR feedback was provided either upon completing the confidence rating for each item, at the end of the session, 24-hours after the end of the session, or not at all. All subjects completed a delayed retention test following a seven day retention interval., Analysis of variance indicated that 24-hour delayed end-of-session feedback did not result in significantly higher retention test performance. Secondly, error correction was not found to be significantly greater for the group receiving immediate end-of-session feedback compared to the group receiving immediate item-by-item feedback. Finally, error correction was not found to be significantly higher for 24-hour delayed feedback subjects making high confidence errors on the initial test than for members of any other treatment group making high confidence errors on the initial test., Future research should maintain the distinction between the programmed instruction and test content acquisition research traditions, maintain more precise operational definitions of experimental events, and automate whenever possible the delivery of content and measurement of performance. Additionally, the role of response confidence, especially low response confidence, in acquisition and retention should be studied further and integrated into a more comprehensive and prescriptive feedback model.
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Date Issued: 1989, 1989
Identifier: AAI8923297, 3161832, FSDT3161832, fsu:78031
Format: Document (PDF)

Title: The effect on performance and learner-sequencing decisions of Instructional Curriculum Maps in a hypertext environment.
Creator: Maldonado-Granados, Luis F., Florida State University
Abstract/Description: Learner characteristics (like previous training and experience on learner control, knowledge of the subject matter, and maturity level) and instructional variables (like statements of encouragement, advice, feedback, advance organizers, and monitoring strategies) have been found to affect what an individual learns when given control., Instructional Curriculum Maps (ICMs) (Wager, 1978) are among the potential tools for improving learner control of instruction. ICMs provide information about...
Show moreLearner characteristics (like previous training and experience on learner control, knowledge of the subject matter, and maturity level) and instructional variables (like statements of encouragement, advice, feedback, advance organizers, and monitoring strategies) have been found to affect what an individual learns when given control., Instructional Curriculum Maps (ICMs) (Wager, 1978) are among the potential tools for improving learner control of instruction. ICMs provide information about learning objectives, which are important to self-monitoring of study behavior, and information on prerequisite and functional relationships among objectives, which can support decisions about sequencing instruction., This study tests if: (1) Students who use a lesson map (LM) to guide study get better scores in a performance test than those students who use only a list of objectives (LI); or those who use a table of contents (TC); and (2) There is a positive correlation between ratings of student understanding of lesson content and performance for each treatment., Two computer-based lessons on the topic of heat energy were programmed using a hypertext environment. The lessons were administered on two consecutive days to 81 ninth graders randomly assigned to one of three experimental conditions. A retention test was administered one week later., The degree to which the students followed the prerequisite or functional relationships was analyzed using chi-square. A 3 x 2 x 2 factor analysis of variance with repeated measures on the last two factors was used to evaluate the effect of treatments on performance over time (posttest and retention test) and level of learning skills (high and low intellectual skills), and the Pearson correlation was used to test the relation between self assessment of student learning and performance., Results show that students follow diagrammed sequences. Data do not support significant differences of performance for the three groups, neither for high and low intellectual skills, neither for posttest and retention test. Use of LM and CT affects positively self assessment of learning understanding and these effects last after a week.
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Date Issued: 1989, 1989
Identifier: AAI8921300, 3161828, FSDT3161828, fsu:78027
Format: Document (PDF)

Title: Motivation and achievement of Greek students in English as a Foreign Language as seen from the perspective of gender and parental education.
Creator: Grigoryadis, Alexandra., Florida State University
Abstract/Description: This study examined the motivation and achievement of Greek students in English as a Foreign Language as seen from the perspective of gender and parental education. Specifically, it endeavored to answer (a) if there was a relationship between motivational orientation and parental education, (b) if there was a relationship between motivational orientation and gender, (c) if there is a relationship between language achievement scores and parental education, (d) if there was a difference in...
Show moreThis study examined the motivation and achievement of Greek students in English as a Foreign Language as seen from the perspective of gender and parental education. Specifically, it endeavored to answer (a) if there was a relationship between motivational orientation and parental education, (b) if there was a relationship between motivational orientation and gender, (c) if there is a relationship between language achievement scores and parental education, (d) if there was a difference in language achievement scores in school according to gender, and (e) if there was a relationship between motivational orientation and language achievement scores. The site of the research setting was three high schools in Athens, the capital of Greece. The three schools were part of an urban Athens school complex, housing four public schools. The subjects were 136 ninth and tenth grade students enrolled in the three Greek high schools and they were administered a questionnaire by the classroom teachers. All scoring was computer-analyzed. For question (a) an ANOVA was conducted with 3 levels of education and motivation as the dependent variable. For question (b) an ANOVA was conducted with 2 levels of gender and motivation as the dependent variable. For question (c) a Pearson product moment coefficient was calculated. For questions (d) and (e) an ANOVA was conducted with language achievement scores as dependent variable, and 2 levels of gender, and 3 levels of parental education as the independent variables., The study showed that the relationship between motivational orientation and parental education, between motivational orientation and gender, and finally, between motivational orientation and language achievement scores was not significant. The relationship between language achievement and parental education was not significant either. The relationship between achievement scores and gender was significant. Females did better in English as a Foreign Language than males.
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Date Issued: 1989, 1989
Identifier: AAI8918322, 3161810, FSDT3161810, fsu:78009
Format: Document (PDF)

Title: The effect of skill self-evaluation and feedback on task-specific self-efficacy, outcome expectancy, attitude, choice preference, and performance.
Creator: Laugen, Linda Fay., Florida State University
Abstract/Description: Learners vary in self-awareness and may respond differently to information about their ability to perform a novel task. This study explored the effects of entry-level skill information and feedback on learners classified as either high or low in generalized expectancy for success., Three levels of treatment included an introduction to a hieroglyphics lesson, the lesson, and a posttest. The first level explained the lesson and listed the performance objectives. The second level added a...
Show moreLearners vary in self-awareness and may respond differently to information about their ability to perform a novel task. This study explored the effects of entry-level skill information and feedback on learners classified as either high or low in generalized expectancy for success., Three levels of treatment included an introduction to a hieroglyphics lesson, the lesson, and a posttest. The first level explained the lesson and listed the performance objectives. The second level added a checklist of entry-level skills. The third level included the performance objectives, the checklist, and exercises covering the entry-level skills., Several weeks before the experiment, one hundred and eight students received the Generalized Expectancy for Success Scale. They were then ranked, matched by threes, and randomly assigned to one of the three levels of treatment., An analysis of variance showed no main effects of treatment on the dependent variables. Students who received the list of entry-level skills and practice feedback showed no higher level of self-efficacy, outcome expectancy, attitude, choice preference, or performance than the control group. The analysis did show significant main effects for generalized expectancy level on outcome expectancies (p $<$.05) and on choice preference (p $<$.05). No interactions between experimental treatments and generalized expectancy levels were found., The findings suggest that informing adolescent learners of instructional objectives has essentially the same effect on individuals' self-efficacy, outcome expectancy, attitude, choice preference, and performance as information on entry-level skills has. The significant effect of generalized expectancy level on outcome expectancies and expressed preference for participating suggests that: (1) generalized expectancy may be a viable personality characteristic that affects certain expectancies and attitudes in novel situations; (2) outcome expectancy and choice preference may be related; and (3) outcome expectancy and perceptions of self-efficacy may be distinct personality variables that can be measured separately.
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Date Issued: 1989, 1989
Identifier: AAI8916202, 3161802, FSDT3161802, fsu:78001
Format: Document (PDF)

Title: The effects of cognitive load of learning and prior achievement in the hypertext environment.
Creator: Tsai, Chia-jer., Florida State University
Abstract/Description: This experimental study explored the optimal use of hypertext for instruction by investigating the following questions: What are the effects of cognitive load of learning on learning outcomes and efficiency? Are there interactive effects between cognitive load and aptitude on students' learning outcomes and enjoyment of instructional method?, Seventy-nine ninth-grade students from a north Florida urban research school participated in this research. Six students participated in one-to-one...
Show moreThis experimental study explored the optimal use of hypertext for instruction by investigating the following questions: What are the effects of cognitive load of learning on learning outcomes and efficiency? Are there interactive effects between cognitive load and aptitude on students' learning outcomes and enjoyment of instructional method?, Seventy-nine ninth-grade students from a north Florida urban research school participated in this research. Six students participated in one-to-one evaluation of the materials, and 73 participated in the experiment., The independent variables were cognitive load of learning and learning aptitude. Cognitive load was manipulated with learning guidance and access constraint to create two treatment groups--Hierarchical hypertext and prototype hypertext. Learning aptitude was chosen to be prior achievement in science, the subject area of the instructional treatment. Subjects' science scores on the Comprehensive Tests of Basic Skills were used as prior achievement data., The dependent variables were general, intentional, and incidental learning outcomes, learning efficiency, and enjoyment of instructional method. Learning outcomes were measured with a multiple choice posttest, and enjoyment was measured with a questionnaire with an eight-point scale., The experiment was a posttest-only, equivalent-groups design. Subjects of the same sex were pair-matched based on prior achievement and randomly assigned to the treatment groups. After subjects finished the hypertext instruction, they took the posttest and then answered the questionnaire. The results were analyzed with interval estimation., Except results on enjoyment, most results are not statistically significant at the.05 alpha level. But the pattern of most results is consistent with theoretical predictions. Hierarchical hypertext was more effective for all categories of learning outcomes than prototype hypertext, but the advantage decreased with increasing prior achievement. Also hierarchical hypertext was more efficient for low aptitude students, but was less efficient for high aptitude students. Low aptitude students preferred hierarchical hypertext, and high aptitude students preferred prototype hypertext. Implications of learning path data collected for educational research are also discussed.
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Date Issued: 1989, 1989
Identifier: AAI8915768, 3161776, FSDT3161776, fsu:77975
Format: Document (PDF)

Title: An investigation of van Hiele-like levels of learning in transformation geometry of secondary school students in Singapore.
Creator: Soon, Yee-Ping., Florida State University
Abstract/Description: The main objective of this study was to investigate the hierarchical nature of the van Hiele levels in the learning of transformation geometry. Secondary school students in Singapore completed tasks using the concepts of reflection, rotation, translation and enlargement. In addition, the van Hiele levels of two current Singapore textbooks were analyzed for transformation geometry., A level characterization for transformation geometry was written after interpreting related research reports....
Show moreThe main objective of this study was to investigate the hierarchical nature of the van Hiele levels in the learning of transformation geometry. Secondary school students in Singapore completed tasks using the concepts of reflection, rotation, translation and enlargement. In addition, the van Hiele levels of two current Singapore textbooks were analyzed for transformation geometry., A level characterization for transformation geometry was written after interpreting related research reports. Test items were then developed, and critiqued by a nationally-based panel of mathematics educators. The items, revised for the first four levels were used in interviews with twenty secondary four students (ages 15-16) from a school. The audiotaped and videotaped interviews took two sessions of one and a half hours each. In the analysis, two persons independently assigned levels based on students' responses. These responses were analyzed for existence of level hierarchy using a Guttman Scalogram and for patterns of thinking. Textbooks were analyzed to identify levels for the content and the sequencing of the levels in the material., Results indicated the levels form a possible hierarchy. The percentage of responses at each level of thinking was: 42.5%, Basic; 36.25%, Level 1; 6.25%, Level 2; 12.5%, Level 3. Analysis of responses revealed students: (1) had misconceptions with enlargement which is the least achieved concept; (2) perceived transformations in terms of motion before attending to the properties associated with the transformation; (3) lacked precise vocabulary to describe transformations; (4) had difficulties in relating a matrix to a transformational picture; (5) continually referenced teachers and text as reasons for their solutions; (6) did proofs using particular examples. The textbook analysis showed expository lessons with many worked examples and exercises characterized at Level 1 and Level 2 pertaining to coordinate and matrix system. Also there was an absence of hands-on activities and applications to real life situations with little opportunity for students to explore, reflect and conjecture., The study has implications for teacher-educator in preparing the teachers to provide appropriate learning environments. The implication for the curriculum developer and textbook writer is in restructuring curricula.
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Date Issued: 1989, 1989
Identifier: AAI8915764, 3161774, FSDT3161774, fsu:77973
Format: Document (PDF)

Title: Effects of guided imagery on written occupational narratives.
Creator: Evans, Joy Darlene., Florida State University
Abstract/Description: The current study was designed to investigate the influence of guided imagery on written occupational narratives produced by university students. A sample of 75 undergraduate students (42 females and 33 males) who were self-declared occupationally undecided students participated in this study., Students were randomly assigned to one of three conditions: audio-taped guided occupational imagery followed by the task of writing a narrative describing a typical day on the job in an occupational...
Show moreThe current study was designed to investigate the influence of guided imagery on written occupational narratives produced by university students. A sample of 75 undergraduate students (42 females and 33 males) who were self-declared occupationally undecided students participated in this study., Students were randomly assigned to one of three conditions: audio-taped guided occupational imagery followed by the task of writing a narrative describing a typical day on the job in an occupational aspiration; audio-taped guided vacation imagery followed by the task of writing a narrative describing a typical day on the job in an occupational aspiration; or the task of writing a narrative describing a typical day on the job in an occupational aspiration preceded by no imagery., Hypotheses postulated that guided occupational imagery would facilitate the written articulation of a significantly greater number of stimulus propositions and response propositions about a typical day on the job in an occupational aspiration than non-occupationally related guided imagery (vacation imagery) or the no imagery control. Further hypotheses postulated that subject task enjoyability ratings in the occupational imagery condition would be significantly greater than subject task enjoyability ratings in the non-occupationally related imagery (vacation imagery) condition or no imagery control condition., Group comparisons were also analyzed concerning the usefulness of the experience, necessity of seeing a follow-up career counselor, and usefulness of peer sharing of the experience., Using the Wilks' Test within the MANOVA analyses, it was found that F(14,132) = 1.14, p =.33, suggesting that there was no overall significant group difference. Therefore, at the p $<$.05 level of significance, the null hypotheses were not rejected. It was also found that 92% of the students in the occupational imagery condition, 76% of the students in the vacation imagery condition, and 64% of the students in the no imagery control condition were in agreement (Likert ratings of 5, 6, or 7 on a scale of 1-7) with the statement that they obtained additional insights while writing the narrative about their occupational aspiration.
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Date Issued: 1989, 1989
Identifier: AAI8909932, 3161755, FSDT3161755, fsu:77954
Format: Document (PDF)

Title: A comparison of disseminators: Providing sexual abuse prevention materials to children.
Creator: Tice, Janice Lee., Florida State University
Abstract/Description: Professionals in the area of child sexual assault prevention have been concerned about reducing this phenomena risk by arming children with assertive skills, healthy self-concepts and prevention tactics and information. The primary purpose of this dissertation was to determine from which disseminator children were able to learn greater amounts of sexual abuse prevention guidelines. The research question addressed differences in outcome on the Information Dissemination Questionnaire, (IDQ),...
Show moreProfessionals in the area of child sexual assault prevention have been concerned about reducing this phenomena risk by arming children with assertive skills, healthy self-concepts and prevention tactics and information. The primary purpose of this dissertation was to determine from which disseminator children were able to learn greater amounts of sexual abuse prevention guidelines. The research question addressed differences in outcome on the Information Dissemination Questionnaire, (IDQ), based upon the information disseminator., One hundred and twenty-one children were randomly assigned to the following three comparison groups: a group trained by a designated independent resource in a school setting; a group trained by parents who had attended the parent training, and a minimal treatment group. All three groups of children initially viewed the film, "No More Secrets." Children in the first experimental group received additional information from a designated independent resource in a school setting in a presentation entitled, "Safety Rules." Parents of children in the second experimental group were trained in the school setting by the same designated independent resource in a presentation titled, "How to Talk to Your Children About Sexual Abuse." These parents were then asked to discuss the information with their children in Group B within the two weeks following the training. The parent training included a viewing of the film, "No More Secrets," a lecture entitled, "How to Talk to your Children about Sexual Abuse;" and (for modeling purposes) a videotape of the independent resource discussing the film, "No More Secrets," with the children of the first experimental group. Children in this group also saw the film. Children in the minimal treatment group only viewed the film., All three groups of children participated in pre- and post-testing using the Information Dissemination Questionnaire as the outcome measure. Data was analyzed through a Chi$\sp2$ for for each item on the IDQ. Significant results were obtained on IDQ items 7, 8 and 9. Treatment C primarily contributed to significant results on item 7. Treatment B contributed to significant results on items 8 and 9. Non-significant results were obtained on IDQ items 1, 2, 3, 4, 5, 6, 10, 11, 12, and 13. (Abstract shortened with permission of author.)
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Date Issued: 1988, 1988
Identifier: AAI8905756, 3161753, FSDT3161753, fsu:77952
Format: Document (PDF)

Title: A conceptual framework for teaching aesthetics to elementary students.
Creator: Delacruz, Elizabeth Manley., Florida State University
Abstract/Description: The purpose of this philosophical study was to clarify and synthesize a variety of theories and approaches in cognitive developmental psychology, curriculum theory and development, aesthetics, as they relate to visual art education. Four conceptual frameworks for teaching aesthetics as a component of a discipline-based art education program were proposed. These conceptual frameworks for aesthetics were developed from varying philosophical, psychological, and sociological theories as found in...
Show moreThe purpose of this philosophical study was to clarify and synthesize a variety of theories and approaches in cognitive developmental psychology, curriculum theory and development, aesthetics, as they relate to visual art education. Four conceptual frameworks for teaching aesthetics as a component of a discipline-based art education program were proposed. These conceptual frameworks for aesthetics were developed from varying philosophical, psychological, and sociological theories as found in the writings of Monroe Beardsley, Harold Osborne, Morris Weitz, George Dickie, Melvin Rader, Joseph Margolis, and Richard Kostelanetz., A conceptual approach to aesthetics as a subject of study for children was placed within a curriculum continuum ranging from traditional academic rationalistic and cognitive-empirical orientations, to more radical personal relevancy and social reconstructionistic orientations. Elliot Eisner's and Elizabeth Vallance's curriculum frameworks and Henry Giroux's, Anthony Penna's, and William Pinar's curriculum ranges were examined, and compared, and brought together to provide a comprehensive overview of curriculum theory options. Glenys and Adolph Unruh's background research into curriculum theory and practice was also reviewed to identify influences on educational policy making., Cognitive developmental theories proposed by Jean Piaget, Jerome Bruner, and David Feldman were examined and compared to clarify the basis for organizing content and instructional sequencing, with regard to learning theory, student readiness, and levels of understanding as proposed in a discipline-based art education orientation., The works of art educators and educational theorists interested in the area of aesthetics reviewed in this study included Tom Anderson, David Ecker, Gilbert Clark, Enid Zimmerman, Michael Parsons, Arthur Efland, Vincent Lanier, John Jagodzinski, Dwaine Greer, Margaret DiBlasio, Karen Hamblen, Merle Flannery, Betty Redfern, and Ralph Smith. Their varying approaches were compared and contrasted., As philosophical inquiry, this study clarified and brought together varying views on the nature of teaching and learning in art. The particular focus of this study on the discipline of aesthetic inquiry and the manner in which young children could reasonably approach the subject resulted in a broadly based synthesis of divergent approaches to aesthetics.
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Date Issued: 1988, 1988
Identifier: AAI8909931, 3161737, FSDT3161737, fsu:77936
Format: Document (PDF)

Title: Evaluation and validation of two instructional design techniques to improve coordinate concept learning.
Creator: Schroedl, Sharon M., Florida State University
Abstract/Description: This study examined the effectiveness and utility of two instructional design methods, the concept tree and the rational set generator (RSG), to improve coordinate concept learning. Four instructional designers independently developed a self-study instructional lesson to teach upper-level teacher education students to interpret standardized test scores. Two designers developed the lesson using conventional systematic instructional design procedures. Two other designers developed a similar...
Show moreThis study examined the effectiveness and utility of two instructional design methods, the concept tree and the rational set generator (RSG), to improve coordinate concept learning. Four instructional designers independently developed a self-study instructional lesson to teach upper-level teacher education students to interpret standardized test scores. Two designers developed the lesson using conventional systematic instructional design procedures. Two other designers developed a similar lesson incorporating the concept tree and RSG into the instruction., Beilby's (1980) cost effectiveness model was used to determine the cost effectiveness of both design methodologies. A content analysis was conducted to determine how the lessons differ in structure., Eighty three students enrolled in a required upper-level teacher education course were randomly assigned the lessons during a regular class period. Following completion of the lesson, students completed a criterion-referenced posttest., Students who received the instruction incorporating the concept tree and examples generated by the rational set generator performed as well on the criterion referenced posttest as students who had received conventionally developed instruction. Posttest items generated by the rational set generator were more difficult for both groups of students. Both lessons contained the same basic content, in terms of coverage of objectives. However, presentation styles differed. Results also indicated that lower development costs were incurred when the concept tree and rational set generator were used to develop the instruction., These findings are useful to instructional developers, test item writers, and others interested in producing cost-effective concept-learning instruction.
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Date Issued: 1988, 1988
Identifier: AAI8905754, 3161733, FSDT3161733, fsu:77932
Format: Document (PDF)

Title: The effects of two curricular approaches on junior high students' attitudes towards Hispanics.
Creator: Meads, Katherine Ann., Florida State University
Abstract/Description: This was a nonequivalent control group study of the effects of two curricular approaches on junior high students' attitudes toward Hispanics. One group was exposed to a semester of Spanish I, primarily a linguistically-based course. Another group was enrolled in a semester-length "Exploring Spanish" course, primarily culturally-based. In addition to these two groups, a control group was employed. A total of 194 students were available for both the pretest and posttest versions of the attitude...
Show moreThis was a nonequivalent control group study of the effects of two curricular approaches on junior high students' attitudes toward Hispanics. One group was exposed to a semester of Spanish I, primarily a linguistically-based course. Another group was enrolled in a semester-length "Exploring Spanish" course, primarily culturally-based. In addition to these two groups, a control group was employed. A total of 194 students were available for both the pretest and posttest versions of the attitude measures--Cooke's Semantic Differential and the Revised Bogardus Social Distance Scale., To look for a significant change in attitude resulting from the Spanish I or Exploring Spanish instruction, attitude scores were submitted to a one-way analysis of covariance. The analysis of data did not reveal significant differences between any two groups in regard to attitude toward Hispanics., A supplementary aspect of the study was the correlation of students' grades in the Spanish I or Exploring Spanish classes with attitude toward Hispanics. Significant correlations were found for particular countries of interest and particular measures of attitude., This research indicates that, for junior high students, foreign language and cultural instruction does not foster positive attitudes toward the target language group.
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Date Issued: 1988, 1988
Identifier: AAI8906230, 3161730, FSDT3161730, fsu:77929
Format: Document (PDF)

Title: The effect of instructions on aspects of conversations between native and nonnative speakers of English.
Creator: Meyer, Robert Earl., Florida State University
Abstract/Description: In this study, the effects of instructions and time on other-correction behavior by native speakers (NSs) of English when speaking with nonnative speakers (NNSs) and on how much NNSs talk in conversations with NSs were examined., The subjects were selected by availability from the student body of Barat College in Lake Forest, Illinois and were randomly assigned to one of two groups of pairs. These pairs, consisting of one NS and one NNS, met on three occasions. Each time, they received...
Show moreIn this study, the effects of instructions and time on other-correction behavior by native speakers (NSs) of English when speaking with nonnative speakers (NNSs) and on how much NNSs talk in conversations with NSs were examined., The subjects were selected by availability from the student body of Barat College in Lake Forest, Illinois and were randomly assigned to one of two groups of pairs. These pairs, consisting of one NS and one NNS, met on three occasions. Each time, they received written instructions directing them to converse for at least ten minutes. The conversations were tape recorded. The two groups differed in that the NSs in one group were also instructed to correct the English of their NNS partners while those in the other group did not receive such instructions., The number of other-corrections in each session was counted, and the amount of time during which the NNS was speaking was measured in seconds. Analysis of Covariance (ANCOVA) was performed on each of these measured variables using a mixed design of two treatment levels and three trials, with NNS scores on the SPEAK Test of spoken English proficiency serving as the covariate. No effect of instructions or time on other-correction or speaking quantity was found. Also, no significant relationship between NNS proficiency in spoken English and other-correction or speaking quantity was found. However, a significant relationship between other-correction and age of the NS was found; higher other-correction scores were associated with older NS subjects.
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Date Issued: 1988, 1988
Identifier: AAI8827886, 3161664, FSDT3161664, fsu:77864
Format: Document (PDF)

Title: The effects of student ability, locus-of-control and type of instructional control on motivation and performance.
Creator: Klein, James Douglas., Florida State University
Abstract/Description: The purpose of this study was to examine the effects of type of control over instructional strategy, student ability, and locus of control on performance and the motivational outcomes of confidence and satisfaction. In order to conduct the study, a factorial ATI design was utilized. Seventy-five seventh grade students worked through a computer-assisted instructional lesson to learn defined concepts in advertising. Half of the students were given learner control over the instructional strategy...
Show moreThe purpose of this study was to examine the effects of type of control over instructional strategy, student ability, and locus of control on performance and the motivational outcomes of confidence and satisfaction. In order to conduct the study, a factorial ATI design was utilized. Seventy-five seventh grade students worked through a computer-assisted instructional lesson to learn defined concepts in advertising. Half of the students were given learner control over the instructional strategy of the lesson, while the other half used a lesson with program control over the instructional strategy. Student ability and locus of control were considered as aptitude variables. Upon completion of the lesson, students in both treatments completed a survey designed to measure their confidence and satisfaction, and took a posttest to determine if they could identify the advertising concepts presented in the lesson., A regression analysis of results indicated that both ability and locus of control were positively and significantly related to performance, while a relationship between type of instructional control and performance was not found. As predicted, ability had the greatest relationship with performance scores regardless of whether or not students had control over the instructional strategy. Results also indicated that ability was the only variable that significantly related to confidence and that none of the independent variables were significantly related to satisfaction. While an interaction between type of control, ability, and locus was predicted, no interaction was found. Results suggest that control over instructional strategy may not be adequate to provide students with the perception of control.
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Date Issued: 1988, 1988
Identifier: AAI8822454, 3161647, FSDT3161647, fsu:77847
Format: Document (PDF)

Title: A comparison of the effects of aesthetically and non-aesthetically illustrated language materials on comprehension of young children.
Creator: Zymaris, Angelique K., Florida State University
Abstract/Description: The purpose of this study was to test the alternative hypothesis that subjects who use Aesthetically Illustrated Language Materials (AILM) will have significantly greater mean comprehension scores than subjects who use non-Aesthetically Illustrated Language Materials (non-AILM)., More specifically, five original stories (AILM and non-AILM) with 166 illustrations were developed and used as part of this experiment for the population of interest. A sample of 255 fourth grade students enrolled in...
Show moreThe purpose of this study was to test the alternative hypothesis that subjects who use Aesthetically Illustrated Language Materials (AILM) will have significantly greater mean comprehension scores than subjects who use non-Aesthetically Illustrated Language Materials (non-AILM)., More specifically, five original stories (AILM and non-AILM) with 166 illustrations were developed and used as part of this experiment for the population of interest. A sample of 255 fourth grade students enrolled in the New York City public schools were part of this experiment., The results of a Multivariate Analysis of Variance (MANOVA) supported the alternative hypothesis that there was a significant difference in subjects' mean comprehension scores when using the AILM materials as compared with the control group., The treatment descriptive means, standard deviations, and the MANOVA Sum of Squares were shown to be highly significant (at p value =.00001) in all five AILM treatments., Thus, it is concluded that the AILM method was significantly more effective as compared with the control group., It therefore follows that since AILM helps the student achieve better reading comprehension, its future use would be a valuable contribution to the field of education.
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Date Issued: 1988, 1988
Identifier: AAI8819152, 3161609, FSDT3161609, fsu:77810
Format: Document (PDF)

Title: THE SOCIOCULTURAL AND RELIGIOUS ETHOS OF THE GREEK PAROCHIAL SCHOOLS IN THE AMERICAN SOUTHEAST.
Creator: KALANGIS, GEORGE PETER., Florida State University
Date Issued: 1979, 1979
Identifier: AAI8001104, 3091123, FSDT3091123, fsu:77780
Format: Document (PDF)

Title: THE EFFECTS OF TWO ALTERNATE SETS OF CONDITIONS OF LEARNING OF STATE-ANXIETY AND RULE-LEARNING.
Creator: QUESADA, SANDRA., Florida State University
Abstract/Description: This study investigated the effects of two alternate sets of conditions of learning on state-anxiety and rule learning in a systematically designed instructional unit. Normally, systematically designed instruction (control group) presents objectives to the learners and requires written (overt) responses to practice questions., In the "specially designed" instructional materials of the experimental group, there were no objectives or overt responding. Rather, learners were asked to just "think"...
Show moreThis study investigated the effects of two alternate sets of conditions of learning on state-anxiety and rule learning in a systematically designed instructional unit. Normally, systematically designed instruction (control group) presents objectives to the learners and requires written (overt) responses to practice questions., In the "specially designed" instructional materials of the experimental group, there were no objectives or overt responding. Rather, learners were asked to just "think" (covert) their answers to the same practice questions that were responded to overtly by the control group., There were 92 female undergraduates randomly assigned to treatment groups. Forty-nine participants were assigned to the "special" instructional group and 43 participants were assigned to the "normal" instructional group., The participants' A-State levels were measured before (A(,1)), during (A(,2)), and after (A(,3)) the instructional treatment. These repeated A-State measures were used to assess initial A-State (A(,1)) and changes in A-State as a function of instructional treatment (A(,2) and A(,3)). Following the instructional treatment and A-State measures participants received an objective-referenced posttest to assess the quality of their rule-using learning., The resulting data were analyzed using multiple regression analysis to determine if there were significant main effects or interaction effects. Measures of prior knowledge, instructional time, and pre-instructional A-State (A(,1)) were used as covariates in this analysis., The results of the analysis indicated no interactions between instructional treatments and A-State levels. There were no significant predictors for posttest performance. Pre-instructional A-State (A(,1)) and instructional treatment were significant predictors of A(,2) (during instruction A-State). Contrary to prediction, participants in the "normal" instructional treatment reported lower levels of A(,2). Instructional treatment and A(,1) were significant predictors of the after instruction (A(,3)) measure of A-State., Methodological weaknesses and inappropriate instruction possibly prevented the predicted results. These deficiencies were detailed in Chapter IV.
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Date Issued: 1983, 1983
Identifier: AAI8309283, 3091120, FSDT3091120, fsu:77777
Format: Document (PDF)

Title: The systematic application of principles of motivation to the design of printed instructional materials.
Creator: Bickford, Nancy Lee., Florida State University
Abstract/Description: This study sought to determine the effects of a systematic application of motivational principles to the design of printed instruction on the motivation and achievement of rural high school students. Procedures were developed to operationalize a systematic approach to motivational design., This study took place in three phases: analysis, development of materials, and implementation. During the analysis phase (1) a lesson was selected and analyzed; (2) nine teachers were interviewed concerning...
Show moreThis study sought to determine the effects of a systematic application of motivational principles to the design of printed instruction on the motivation and achievement of rural high school students. Procedures were developed to operationalize a systematic approach to motivational design., This study took place in three phases: analysis, development of materials, and implementation. During the analysis phase (1) a lesson was selected and analyzed; (2) nine teachers were interviewed concerning motivation strategies that would be effective with those students; and (3) a student motivational profile was derived. During the development phase, a criterion-referenced test and a redesigned lesson were developed., During the implementation phase, the students were randomly assigned to experimental or control groups. All students read the assigned lesson, completed a motivation survey, and took the criterion-referenced achievement test., The data were analyzed using analysis of covariance. The students who received the redesigned, motivationally enhanced version of the lesson achieved more and were more motivated than students who received the original lesson., The results obtained were not conclusive, but they suggest that the systematic application of motivational principles to the design of printed instruction can improve student achievement and motivation.
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Date Issued: 1989, 1989
Identifier: AAI8916198, 3091109, FSDT3091109, fsu:77766
Format: Document (PDF)

Title: The effects of think-ahead questions and prior knowledge on learning and retention.
Creator: Osman, Mohamed Eltanir., Florida State University
Abstract/Description: One important implication of metacognition research and theory is that learners should be viewed as active participants who respond to instruction, and fully understand the strategies they induced to use. The purpose of this study was to investigate the effects of embedded think-ahead questions and differences in prior knowledge on learning and retention. It was hypothesized that there would be an interaction among think-ahead questions, type of learning, and prior knowledge. It was also...
Show moreOne important implication of metacognition research and theory is that learners should be viewed as active participants who respond to instruction, and fully understand the strategies they induced to use. The purpose of this study was to investigate the effects of embedded think-ahead questions and differences in prior knowledge on learning and retention. It was hypothesized that there would be an interaction among think-ahead questions, type of learning, and prior knowledge. It was also hypothesized that students who received rationale for the questions will be better able to correctly answer more questions than students who did not., A total of 156 tenth grade students from Godby High School participated in the study. Students were divided into two prior knowledge groups (high and low) and were randomly assigned to one of three treatment groups. The first group received a basic lesson on genetics. The second group received the same content plus embedded think-ahead questions. The third group received the same content plus think-ahead questions plus a rationale for the embedded questions. All students were given both immediate and delayed posttest., The treatment effects for learning were analyzed using ANCOVA for repeated measures design, using reading ability as a covariate. The treatment means were also compared using Fisher's LSD pairwise comparison procedures. The results indicate that students who received think-ahead questions performed better on both facts and problem solving than students who did not receive questions. The results also show that students who received rationale for the embedded questions performed better on both immediate and delayed tests than those students who did not. This study suggests that think-ahead questions improve higher-order learning. It also suggests that providing a rationale for strategy use can improve learning.
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Date Issued: 1992, 1992
Identifier: AAI9233295, 3091101, FSDT3091101, fsu:77758
Format: Document (PDF)

Title: A comparison of two distinctive preparations for quantitative items in the Scholastic Aptitude Test.
Creator: Kelly, Frances Smith., Florida State University
Abstract/Description: The SAT is a major milestone for many high school juniors and seniors. Scoring as high as possible is of utmost concern for college bound students because SAT scores often determine the college or university they may attend and the scholarships they may receive. As a result, those who can financially afford to take prep courses for the SAT do., Over the past forty years research studies have found that SAT preparation increases test scores. These previous studies have been concerned only with...
Show moreThe SAT is a major milestone for many high school juniors and seniors. Scoring as high as possible is of utmost concern for college bound students because SAT scores often determine the college or university they may attend and the scholarships they may receive. As a result, those who can financially afford to take prep courses for the SAT do., Over the past forty years research studies have found that SAT preparation increases test scores. These previous studies have been concerned only with increasing test scores. To date, no study has investigated if one method of preparation produces higher gains than another, nor has any study identified those students for whom preparation is most beneficial. A comparison of methods among existing studies is impossible because most reports do not include the methods or materials used., The contents of most SAT preparatory books deal primarily with a review of the mathematical concepts involved. However, an inspection of several SAT items reveals that the SAT tests more than mere rote calculations and algebraic manipulations--it tests "understanding," "application," and "nonroutine" methods of problem solving. Therefore, the present study was proposed to examine and assess the effectiveness of two methods of student preparation for the SAT-M: the first method of preparation explored content review, solving each item in a rigid traditional manner, and the second method of preparation examines the use of flexible problem solving strategies to answer the items rather than using routine mathematical manipulations., Sixty-two juniors and seniors participated in the study. The results of the study showed that the students taught test-taking strategies scored significantly better than the control group. However, this strategies group did not score significantly better than the group who was taught content. The content group did not score significantly better than the control group. This indicates that students could benefit from instruction in flexible, nonroutine methods of solving SAT-M items efficiently.
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Date Issued: 1992, 1992
Identifier: AAI9306060, 3091100, FSDT3091100, fsu:77757
Format: Document (PDF)

Title: An investigation into the relationships between teachers' exposure, demographic characteristics, concerns, and receptivity to an educational innovation.
Creator: You, Yeongmahn., Florida State University
Abstract/Description: The purpose of this study is to investigate the relationships between teachers' exposure, demographic characteristics, concerns, and receptivity to an educational innovation. The target population for this study consisted of elementary, middle, and high school teachers in Florida. For the purpose of this study, two separate samples were selected from two different populations using a proportionate stratified sampling technique., The research findings are summarized below. The plotted stages...
Show moreThe purpose of this study is to investigate the relationships between teachers' exposure, demographic characteristics, concerns, and receptivity to an educational innovation. The target population for this study consisted of elementary, middle, and high school teachers in Florida. For the purpose of this study, two separate samples were selected from two different populations using a proportionate stratified sampling technique., The research findings are summarized below. The plotted stages of concerns profile for the SY2000 teachers and for the Non-SY2000 group reflect inexperienced users' and nonusers' concerns, respectively. About 70% of teachers from the SY2000 group are in a low level of resistance, while about 86% of Non-SY2000 teachers indicate moderate risk or caution level. All of the relationships between the independent variables and the dependent variable were found to be statistically significant. However, after reviewing the effects of the selected demographic characteristics on teachers' concerns and receptivity, the data show that each element of the background characteristics relate differently to concern and receptivity. Overall, school level functions as the highest predictor of receptivity. Also, after reviewing the effects of the selected demographic characteristics on teachers' concerns, school level for the SY2000 group and age for the Non-SY2000 group function as the highest predictors of concern., Several general conclusions can be made based on the findings from this study: (a) Teachers' pattern of concerns are developmental, with the exception of a minor variation in the collaboration stage; (b) The different contributions of demographic characteristics are made on variance of concern about and receptivity to the innovation in terms of their portion of variance and significant; and (c) Teachers' concerns regarding an innovation are found to be a powerful predictor of the potential for receptivity to the innovation., Several recommendations were made such as ongoing diagnosis to identify the current stages of concerns and intermittent assessments of resistance and further exploration of cause-and-effect relationships between the variables.
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Date Issued: 1993, 1993
Identifier: AAI9406043, 3091098, FSDT3091098, fsu:77755
Format: Document (PDF)

Title: The history of K-12 economic education in Florida, 1974-1994.
Creator: Jennings, Cheryl Denise Godbolt., Florida State University
Abstract/Description: In 1949 a national organization formally recognized as the Joint Council on Economic Education, comprised of economists, educators, and persons in business and industry, began promoting economic literacy in pre-collegiate schools. A quarter century later, the Florida Legislature officially mandated the teaching of free enterprise and consumer education in grades K-12., The purpose of this study was to critically examine and analyze the various forces and processes associated with the economic...
Show moreIn 1949 a national organization formally recognized as the Joint Council on Economic Education, comprised of economists, educators, and persons in business and industry, began promoting economic literacy in pre-collegiate schools. A quarter century later, the Florida Legislature officially mandated the teaching of free enterprise and consumer education in grades K-12., The purpose of this study was to critically examine and analyze the various forces and processes associated with the economic education movement in Florida. The population for the study were persons identified as having past or current connections with the 1974 law and to those who influenced subsequent K-12 economic education curriculum policy decisions., The findings confirmed that the K-12 economic education curriculum in Florida was shaped by many conditions and circumstances. Legislative action has been most prominent and has influenced the development and expansion of economics within disciplines and across grade levels., It was determined that economic education has sustained itself in Florida because of support from many sources including business and industry, higher education, and teachers and administrators in school districts across Florida. The study revealed, however, that despite two decades of continuous programming delivered to teachers and students, formal assessment of student knowledge has been limited., The writer identifies several educational implications as well as numerous recommendations for future research on this subject.
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Date Issued: 1996, 1996
Identifier: AAI9627201, 3088901, FSDT3088901, fsu:77700
Format: Document (PDF)

Title: Judging oral proficiency: Can the naive judge determine standardized test scores (Test of Spoken English) through an interview process.
Creator: Freeman, Gregory Lee., Florida State University
Abstract/Description: The process of determining whether a prospective international teaching assistant or professor has adequate oral language skills varies from university to university throughout the country. At The Florida State University oral language certification of a prospective candidate is done in either of two ways: (1) the candidate can take the Test of Spoken English (TSE) and receive a score of 220; or (2) the department chair can certify that the candidate would receive a score of 220 on the TSE if...
Show moreThe process of determining whether a prospective international teaching assistant or professor has adequate oral language skills varies from university to university throughout the country. At The Florida State University oral language certification of a prospective candidate is done in either of two ways: (1) the candidate can take the Test of Spoken English (TSE) and receive a score of 220; or (2) the department chair can certify that the candidate would receive a score of 220 on the TSE if the individual took the test. This research study was undertaken to examine the validity of the policy., Five international students who met the university's requirement to become graduate students and teaching assistants were given the SPEAK test (the institutional form of the TSE) and were also interviewed using typical interview type questions. The SPEAK tests were then scored by certified raters. The audio-taped interviews of the international students were given to 26 department chairs. The chairs were asked to state whether the individual students would receive a score of 220 on the standardized test. Also, the chairs were asked to predict the scores the students would receive on overall comprehension, pronunciation grammar and fluency after examining the TSE/SPEAK scoring guidelines., The results of the SPEAK test showed that 3 out of the 5 students received scores of 120 or higher. The chairs were approximately 97% successful judging the students who had 220 or higher but were nearly 76% incorrect when judging the two students who did not receive the minimum score required. The range of scores given on the sub-sections indicate wide-spread disagreement or misunderstanding of the TSE scoring guidelines. The results indicate that the policy of having chairs judge oral proficiency is inconsistent and needs further examination.
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Date Issued: 1996, 1996
Identifier: AAI9622854, 3088869, FSDT3088869, fsu:77668
Format: Document (PDF)

Title: The effects of input device control and gender pairing on learner satisfaction and achievement with level III interactive video.
Creator: Gaddis, Susanne Elizabeth., Florida State University
Abstract/Description: This study examined the effect of input device control and gender pairing on learner achievement and satisfaction when learners work in pairs utilizing level 3 interactive video to learn Spanish. Twenty subjects were randomly selected from 8th, 9th and 10th grade Spanish classes, and randomized into same and opposite sex pairs. Each group was asked to complete a series of 4 interactive video Spanish lessons during which 4 separate treatments were applied. These treatments varied the amount of...
Show moreThis study examined the effect of input device control and gender pairing on learner achievement and satisfaction when learners work in pairs utilizing level 3 interactive video to learn Spanish. Twenty subjects were randomly selected from 8th, 9th and 10th grade Spanish classes, and randomized into same and opposite sex pairs. Each group was asked to complete a series of 4 interactive video Spanish lessons during which 4 separate treatments were applied. These treatments varied the amount of control an individual learner had over the input devices during the lessons. These treatments included full control, no control, and unspecified control. All lessons were videotaped and a portion of these videotapes was used as part of the final analysis., Five individual hypotheses were tested. Two hypotheses predicted same sex pairing would lead to higher satisfaction with a partner, satisfaction with a lesson, and lesson scores. Three hypotheses predicted that varying the amount of control an individual has during an interactive lesson would affect their satisfaction and lesson scores., Prior to the beginning of the first lesson, a small survey was administered to measure an individual's experience and comfort level with the interactive computer environments. Survey results revealed male and female subjects were largely homogeneous with regard to experience and comfort with computers., Of the five hypotheses tested, one was clearly supported by both quantitative and qualitative analysis. This hypothesis predicted same sex pairing would lead to greater lesson satisfaction and greater satisfaction with the partner than opposite sex pairing. The remaining four hypotheses were not supported by the analysis.
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Date Issued: 1995, 1995
Identifier: AAI9530362, 3088654, FSDT3088654, fsu:77456
Format: Document (PDF)

Title: The effects of cooperative versus individual computer-based instruction and learning style on concept learning.
Creator: Nam, Sang-don., Florida State University
Abstract/Description: The primary purpose of this study was to investigate the effects of cooperative CBI (C-CBI) and individual CBI (I-CBI) on concept learning. The study also examined interaction effects of instructional modes and learning styles on achievement and attitude. A special attempt was made to analyze the effects of different pairings of students on learning., Fifth- and sixth-grade subjects (N = 119) were designated as one of three types based on their learning styles. Ninety-eight subjects...
Show moreThe primary purpose of this study was to investigate the effects of cooperative CBI (C-CBI) and individual CBI (I-CBI) on concept learning. The study also examined interaction effects of instructional modes and learning styles on achievement and attitude. A special attempt was made to analyze the effects of different pairings of students on learning., Fifth- and sixth-grade subjects (N = 119) were designated as one of three types based on their learning styles. Ninety-eight subjects classified as either extrovert or introvert were included in the experiment. Twenty-one subjects classified as undetermined were excluded from the experiment. Subjects were stratified by learning styles and randomly assigned to one of two CBI instructional modes. In the C-CBI condition, students were further randomly assigned to one of three types of pairs., The two independent variables in this study were learning style and instructional mode. Both learning style and instructional mode had two levels. The dependent variables included achievement and attitude. The achievement measures were obtained through the 20-item posttest. Attitude scores were assessed using a 10-item Likert-type attitude survey. The study employed a 2 x 2 randomized block design. Both posttest scores and attitude data were analyzed through ANOVA procedures., The results of the study showed that C-CBI neither facilitated nor decreased student achievement. However, the expected superiority of C-CBI over I-CBI was borne out by the attitude data. While an interaction effect on achievement between instructional mode and learning style was not observed, an expected interactive relationship on attitude between both variables was observed from the study. The manner in which individuals were paired made no significant difference in both dependent measures., Specific factors that may have caused a particular finding were discussed in relation to existing literature and supporting ideas. Several additional limitations relative to problems with the entire study were also discussed. Finally, conclusions and recommendations drawn from the study were presented both for future research and for instructional practice.
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Date Issued: 1995, 1995
Identifier: AAI9525921, 3088601, FSDT3088601, fsu:77403
Format: Document (PDF)

Title: A study of the usefulness and effectiveness of a self-instructional print module on multicultural behaviour change in apprentices in Manitoba.
Creator: Cap, Ihor., Florida State University
Abstract/Description: This study assessed the usefulness and effectiveness of a self-instructional print module on multicultural behaviour change (i.e., knowledge and ideology) in apprentices in the province of Manitoba. The review of literature reported the results of individual experimentation studies on the effectiveness of instructional media (technology) in relation to Information (Knowledge) and Attitude Change, and Persuasiveness with various ethnocultural subjects., The Multicultural Ideology Scale,...
Show moreThis study assessed the usefulness and effectiveness of a self-instructional print module on multicultural behaviour change (i.e., knowledge and ideology) in apprentices in the province of Manitoba. The review of literature reported the results of individual experimentation studies on the effectiveness of instructional media (technology) in relation to Information (Knowledge) and Attitude Change, and Persuasiveness with various ethnocultural subjects., The Multicultural Ideology Scale, Instructional Materials Motivation Survey, Background Information Questionnaire, researcher-constructed Canadian Multiculturalism Knowledge Inventory and self-study module, underwent a one-to-one evaluation and a field-trial (test) run. The Kuder-Richardson 20 measure and Cronbach's Alpha defined the reliability of the instruments. Measurement and content review experts gave feedback and suggestions for revision before field testing. This phase of the study provided the necessary "pretest" data for (1) clarifying procedures, test directions and materials, and (2) estimating the effectiveness and usefulness of the final prototype. T-tests determined that the pre- to posttest gains were significant., The main experimental research study followed a "Pretest-Posttest Control Group Design" with randomization. Descriptive and inferential statistics provided answers to the hypotheses posed. All data were analyzed at the.05 level of significance using the SAS System at the University of Manitoba in Winnipeg., The findings of the study revealed: (1) no significant entry knowledge or attitudinal differences between majority and minority apprentices regarding Canadian multiculturalism or their acceptance of a multicultural ideology. (2) a large and significant posttest difference between the experimental group and the nontreatment control group regarding apprentices knowledge of multiculturalism after adjusting for initial baseline differences. (3) a moderate but nonsignificant posttest difference between the experimental group and the nontreatment control group regarding apprentices acceptance of a multicultural ideology after adjusting for initial baseline differences. (4) no significant posttest interaction effects between ancestry and type of group regarding knowledge of multiculturalism or acceptance of a multicultural ideology after adjusting for initial baseline differences. (5) no significant motivational module appeal difference between majority and minority apprentices., The conclusion was drawn that the same or similarly designed instruction provides one avenue to fostering multicultural behaviour change in learners in trade apprenticeships.
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Date Issued: 1995, 1995
Identifier: AAI9525912, 3088594, FSDT3088594, fsu:77396
Format: Document (PDF)

Title: Constructivist values for instructional design: A case study of a graduate-level learning environment.
Creator: Lebow, David G., Florida State University
Abstract/Description: This investigation used the case study method in attempting to discover how people functioned in a computer-supported learning environment designed on the basis of constructivist values. The subject for the study was a graduate-level course developed to help students reflect on and expand their personal views of the teaching-learning process and to foster higher-order thinking skills and positive disposition toward learning. The main contributions of the study to existing literature are to...
Show moreThis investigation used the case study method in attempting to discover how people functioned in a computer-supported learning environment designed on the basis of constructivist values. The subject for the study was a graduate-level course developed to help students reflect on and expand their personal views of the teaching-learning process and to foster higher-order thinking skills and positive disposition toward learning. The main contributions of the study to existing literature are to reflect on the implications of constructivist values and current theories of learning for the design of computer-supported learning environments, provide information on how to design for higher-order thinking skills and positive disposition toward learning within a constructivist framework, and suggest solutions to a variety of classroom management issues that may arise when the classroom is made into an authentic learning environment., In considering results of the study, five themes emerged that appear to have general relevance for the design of communities of learners. The themes, which represent areas of inherent tension in the teaching-learning process, include discomfort and overload, self-direction and teacher guidance, personal construction and enculturation, divergence of opinion and shared meaning, and authenticity and contrivance.
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Date Issued: 1995, 1995
Identifier: AAI9526494, 3088582, FSDT3088582, fsu:77384
Format: Document (PDF)

Title: The attitudes of non-native ESL teachers toward a notational/functional syllabus.
Creator: Mohd-Asraf, Ratnawati., Florida State University
Abstract/Description: This study assessed the attitudes of ESL secondary school teachers who are non-native speakers of English toward particular aspects of the notional-functional syllabus in the hope that it will add to our understanding of the relevance of this approach in a second or foreign language situation. This study also sought to determine whether the views that teachers hold regarding language teaching issues are related to their formal training and their previous experience as language learners, as...
Show moreThis study assessed the attitudes of ESL secondary school teachers who are non-native speakers of English toward particular aspects of the notional-functional syllabus in the hope that it will add to our understanding of the relevance of this approach in a second or foreign language situation. This study also sought to determine whether the views that teachers hold regarding language teaching issues are related to their formal training and their previous experience as language learners, as measured by age., This study utilized a self-developed questionnaire to assess the teachers' attitudes toward the Malaysian KBSM English Language Syllabus. A questionnaire was utilized as a means of gathering the data because the researcher was interested in determining the attitudes of a large number of respondents who are distributed over a large area. The teachers' responses to the open-ended questions were also used in the description of their attitudes., The subjects for this study were randomly selected from a complete and current listing of all the ESL teachers teaching in the state of Selangor. Of the 600 questionnaires sent, 435 were returned but 419 were usable for the study, representing a return rate of 70%., The results of the study indicate that the teachers placed a great deal of importance on the teaching of grammar. 90% of the teachers urged that the syllabus place greater emphasis on grammar, and many viewed that teaching toward communicative competence will not enable the student to become proficient in the language., Results of the chi-square test suggest that the teachers' formal training may have made an impact on their views toward these syllabus issues: (1) the integration of language skills; (2) the organization of the syllabus according to themes and functions and (3) the emphasis to be placed on accuracy in students' compositions. The results, however, do not give us enough evidence to conclude that the teachers' previous experiences as language learners made a difference in teachers' attitudes.
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Date Issued: 1995, 1995
Identifier: AAI9523914, 3088569, FSDT3088569, fsu:77371
Format: Document (PDF)

Theses and Dissertations (174)	+ -
Digitized Theses and Dissertations (174)	+ -

Education, Technology (15)	+ -
Education, Educational Psychology (13)	+ -
Education, Mathematics (13)	+ -
Education, Language and Literature (12)	+ -
Education, Teacher Training (10)	+ -

Education, Administration (8)	+ -
Education, Bilingual and Multicultural (8)	+ -
Education, Elementary (7)	+ -
Education, Higher (7)	+ -
Education, Secondary (7)	+ -
Education, Sciences (6)	+ -
Education, Tests and Measurements (6)	+ -
Education, General (4)	+ -
Education, Physical (4)	+ -
Education, Adult and Continuing (3)	+ -
Education, Guidance and Counseling (3)	+ -
Education, Social Sciences (3)	+ -
Education, Sociology of (3)	+ -
Language, General (3)	+ -
Language, Linguistics (3)	+ -
Education, Community College (2)	+ -
Education, Philosophy of (2)	+ -
Library Science (2)	+ -
Psychology, General (2)	+ -
Sociology, Demography (2)	+ -
Sociology, Social Structure and Development (2)	+ -
Women's Studies (2)	+ -
Artificial Intelligence (1)	+ -
Computer Science (1)	+ -

ABODERIN, ADEWUYI OYEYEMI. (1)	+ -
ADAMS, CLEMENTINA RODRIGUEZ. (1)	+ -
AL-GHAMDI, YOUSIF ABDULLAH SANAD. (1)	+ -
Adams, Paul Edwin. (1)	+ -
Albritton, Thomas Wellington, Jr. (1)	+ -

Alfaro-Varela, Gilberto. (1)	+ -
Alqazweeni, Ali. (1)	+ -
Aspinwall, Leslie Nolan. (1)	+ -
BADDAR, MOHAMMAD SUBHI. (1)	+ -
BECKER, MARC STEPHEN. (1)	+ -
BOGUSCH, BETTY BAKER. (1)	+ -
BOHLER, GEORGE SIDNEY. (1)	+ -
BOOK, LEON CHARLES. (1)	+ -
BOWEN, DOROTHY NACE. (1)	+ -
BRYANT, SUSAN MARGARET. (1)	+ -
BUNCH, REBECCA DIANNE. (1)	+ -
Barrow, Dorian Allan. (1)	+ -
Bassoppo-Moyo, Temba Charles. (1)	+ -
Bickford, Nancy Lee. (1)	+ -
Black, Susanne Elizabeth. (1)	+ -
Blake, Frances Elizabeth. (1)	+ -
Briscoe, Carol Sue. (1)	+ -
Brown, Richard William. (1)	+ -
Brush, Sabitra S. (1)	+ -
CAMPOS, AGUSTIN. (1)	+ -
CLEVELAND, LINDA CRAWFORD. (1)	+ -
COLLIER, JACQUELYN LIGHTSEY. (1)	+ -
COTHRAN, PAUL EDWIN. (1)	+ -
Cap, Ihor. (1)	+ -

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