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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: Achieving comprehensive curriculum reform: An analysis of the implementation of a mathematics and science education policy.
Creator: Dana, Thomas Michael., Florida State University
Abstract/Description: The 1983 Educational Reform Act in Florida mandated the development of the Comprehensive Plan for Improving Mathematics, Science, and Computer Education in Florida. In the plan, eight overall goals provided a framework for improving mathematics, science, and computer education during the ten-year period from 1989 to 1999. Those goals were to strengthen the curriculum, to make learning mathematics and science more exciting, to use state-of-the-art instructional technology to enhance learning,...
Show moreThe 1983 Educational Reform Act in Florida mandated the development of the Comprehensive Plan for Improving Mathematics, Science, and Computer Education in Florida. In the plan, eight overall goals provided a framework for improving mathematics, science, and computer education during the ten-year period from 1989 to 1999. Those goals were to strengthen the curriculum, to make learning mathematics and science more exciting, to use state-of-the-art instructional technology to enhance learning, to better prepare and enhance teachers, to encourage students from under-represented populations, to re-design student and program assessment models, and to promote productive partnerships with schools, businesses, industries, community members, and parents., The purpose of this study was to provide a systematic profile of what has been done in schools, districts, and the State of Florida to reach the goals of the Comprehensive Plan and to determine key issues pertaining to implementation. A set of indicators of progress in mathematics and science education were constructed and provided a frame for data collection and analysis., Findings of the study illuminate state, district, and local level happenings with respect to each of the eight goals of the Comprehensive Plan. It can be interpreted from the findings that the degree of implementation of this plan varied greatly both within and between the three levels studied. Topics such as coordination within and between levels, vision of how the plan could be implemented, commitment to implement the plan, and technical assistance provided an analytic frame for understanding implementation issues. Curriculum reform of the magnitude recommended did not occur to the degree expected in original implementation plans. Although some change was noted in state, district, and school practices over the first two years of implementation, there was little evidence to indicate change also occurred with respect to the underlying principles of the plan, which emphasized the importance of active student involvement in constructing mathematical and scientific knowledge.
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Date Issued: 1992, 1992
Identifier: AAI9222374, 3087770, FSDT3087770, fsu:76580
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: An analysis of the relationship between teachers' attitudes toward writing and their responses to ESL student texts.
Creator: Blake, Frances Elizabeth., Florida State University
Abstract/Description: This project responds to a call for research in the field of second language (L2) composition. Specifically, it concerns teacher response. One way for teachers to verify if they are reaching their objectives in a writing course is to make the connection between their attitudes toward writing and their comments on student papers., The present study presents the results of a national survey of 107 ESL composition teachers. Participants were asked to do the following: (1) to respond to The Emig...
Show moreThis project responds to a call for research in the field of second language (L2) composition. Specifically, it concerns teacher response. One way for teachers to verify if they are reaching their objectives in a writing course is to make the connection between their attitudes toward writing and their comments on student papers., The present study presents the results of a national survey of 107 ESL composition teachers. Participants were asked to do the following: (1) to respond to The Emig-King Attitude Scale for Teachers (instrument #1), which measures attitudes of preference, perception and process of writing, (2) to respond to a first draft of a sample ESL composition (instrument #2), and (3) to explain their comments and describe how they would proceed in subsequent drafts., The survey was analyzed to see to what degree teachers actually respond to those aspects of writing that they believe to be most important. Teachers' comments were classified into the following categories: content, organization, vocabulary, language use and mechanics., Results indicate that respondents' preference, perception and process of writing did not correlate with the number of responses to the above five categories. That is, teachers' response styles varied even though they had similar attitudes toward writing. However, many teachers did respond to the student writing based on their own definitions of good writing; therefore, the conclusion drawn from this study is that teacher training in ESL composition will help teachers practice annotation styles which guide the student through the entire writing process and effectively communicate the goals of the assignment., My belief is that if teachers become aware of their preference for writing, perception of good writing, and process in writing, they will be better prepared to communicate the goals of the assignment at each stage during the drafting process. However, more research which includes the context of the classroom and multiple drafts of one student essay is needed to make such an assumption.
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Date Issued: 1994, 1994
Identifier: AAI9514092, 3088501, FSDT3088501, fsu:77304
Format: Document (PDF)

Title: Applications of neural networks to intelligent tutoring systems.
Creator: Posey, Chlotia L., Florida State University
Abstract/Description: A shortage of teachers in scientific disciplines, shrinking educational budgets, and larger numbers of students per classroom instructor--all point to the need for increased emphasis on computers in education. Given the power of neural networks and the potential effectiveness of computer-based instructional systems, this research has focused on combining these systems. The results of this dissertation demonstrate the promise of synthesizing neural networks and intelligent tutoring systems ...
Show moreA shortage of teachers in scientific disciplines, shrinking educational budgets, and larger numbers of students per classroom instructor--all point to the need for increased emphasis on computers in education. Given the power of neural networks and the potential effectiveness of computer-based instructional systems, this research has focused on combining these systems. The results of this dissertation demonstrate the promise of synthesizing neural networks and intelligent tutoring systems (ITS's)., This dissertation discusses two different neural networks: the consistency network and the neural tutor. The consistency network provides an efficient means of dynamically maintaining the consistency of information in ITS's containing a student record. The inferencing process of neural networks furnishes a convenient and natural method of propagating information throughout the student record., The consistency network assimilates the skill assessment of knowledge components in its inferencing process. This assessment includes the incorporation of historical data and allows for the fuzziness inherent in determining the performance level of students., The research also investigates the use of neural networks to assist in the difficult and critical task of knowledge acquisition for intelligent systems. Using synthetic data, the network shows promise in learning the weights employed in the consistency network. By starting with a priori information and using a neural network to expand this knowledge, the task of developing intelligent systems can be reduced., The neural tutor helps determine the appropriate tutoring technique to be used in the presence of student errors. This network demonstrates that neural networks can be used to learn the appropriate class of response to be given the student based on training samples.
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Date Issued: 1992, 1992
Identifier: AAI9309733, 3088010, FSDT3088010, fsu:76817
Format: Document (PDF)

Title: A case study analysis of parents', teachers', and students' perceptions of the meaning of grades: Identification of discrepancies, their consequences, and obstacles to their resolution.
Creator: Carlton, Janet Pilcher., Florida State University
Abstract/Description: The purpose of this study was to contrast how teachers assign grades with how parents, teachers, and students interpret grades. The investigation, therefore, identified discrepancies between how high school teachers assign grades and how parents and students interpret grades. In addition to discrepancies, this investigation described consequences for students when discrepancies exist, and obstacles to removing these discrepancies., A case study approach was used in this investigation. It was...
Show moreThe purpose of this study was to contrast how teachers assign grades with how parents, teachers, and students interpret grades. The investigation, therefore, identified discrepancies between how high school teachers assign grades and how parents and students interpret grades. In addition to discrepancies, this investigation described consequences for students when discrepancies exist, and obstacles to removing these discrepancies., A case study approach was used in this investigation. It was anticipated, that to successfully use a case study methodology, a linkage must exist between all elements being investigated. Therefore, six high school students were selected along with one of their parents, and their Language Arts and Mathematics teachers., The findings indicated that a discrepancy exists between how teachers assign grades and how parents interpret grades. A discrepancy does not exist between how teachers assign grades and how students interpret grades. The discrepancies appear to occur because the grading system is not communicated to parents by teachers or students. The expected consequence for students is that their parents misinterpret their performance in school. If grades do not measure what parents perceive they measure, wrong decisions are made., This case study investigation had three limitations. First, subjective views of the researcher can influence the way information is gathered, recorded, analyzed, and interpreted. Second, these findings can only be generalized to the defined setting. Third, several audiences who interpret and use grades were not included in this study.
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Date Issued: 1992, 1992
Identifier: AAI9306051, 3087948, FSDT3087948, fsu:76755
Format: Document (PDF)

Title: A case study of learning chemistry in a college physical science course developed for prospective elementary teachers.
Creator: Brush, Sabitra S., Florida State University
Abstract/Description: The purpose of this study is to analyze the teaching and learning process in a recently developed physical science course with the focus being on the learning of chemistry. In 1991, Florida State University received a grant from the National Science Foundation (NSF) for the purpose of restructuring science and science education courses for prospective teachers. A major part of this project has been focused on improving the science curriculum for prospective elementary teachers., This study...
Show moreThe purpose of this study is to analyze the teaching and learning process in a recently developed physical science course with the focus being on the learning of chemistry. In 1991, Florida State University received a grant from the National Science Foundation (NSF) for the purpose of restructuring science and science education courses for prospective teachers. A major part of this project has been focused on improving the science curriculum for prospective elementary teachers., This study attempts to focus on learners, and the learners' perceptions of the chemistry component of the restructured course. These areas are: "what are students' preferences for the way teachers teach?", "what are students' perceptions of the physics part of the physical science course (preferred versus experienced)?", "what are the teacher's views about teaching and learning?" and "how do the students perceive the learning environment in chemistry (preferred versus experienced)?". The goal of the dissertation is to discuss these findings, and present implications for college science curriculum reform., The main theoretical framework used in this study is constructivism. It has two basic tenets: knowledge is personally and socially constructed, and individuals are accountable for how and what they know. Interpretive or ethnographic research techniques are used in the study.
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Date Issued: 1993, 1993
Identifier: AAI9413274, 3088246, FSDT3088246, fsu:77050
Format: Document (PDF)

Title: Chemistry teaching practices and the social construction of teachers' professionalism in Costa Rica.
Creator: Alfaro-Varela, Gilberto., Florida State University
Abstract/Description: This study explores the way a group of chemistry teachers in Costa Rica construct themselves as professionals. This is a preliminary study on the issue of teachers' professionalism in Costa Rica from a perspective other than salary. The intention was to explore how a group of eight chemistry teachers set up situations to interact among themselves as well as with other teachers and professionals in the school system as the basis to generate collaboration and autonomy. Two chemistry teachers...
Show moreThis study explores the way a group of chemistry teachers in Costa Rica construct themselves as professionals. This is a preliminary study on the issue of teachers' professionalism in Costa Rica from a perspective other than salary. The intention was to explore how a group of eight chemistry teachers set up situations to interact among themselves as well as with other teachers and professionals in the school system as the basis to generate collaboration and autonomy. Two chemistry teachers participated in an in-depth analysis of their life histories as professionals. The teachers set up situations for interaction with others. These include students, colleagues, parents and members of the community. Content programs and regulations for evaluation were explored as part of the aspects that influence teachers' actions in the school culture., As an interpretive study, data were constructed from school setting observations, personal life histories as told by chemistry teachers, interviews with school system participants and documents from which teachers defined their roles in school. The findings of the study are categorized as they relate to the following: (1) chemistry teachers, (2) teacher unions, (3) policy mediators, (4) principals, (5) colleagues, (6) students, (7) teacher educators, and (8) content programs and evaluative regulations., From this study it is inferred that the professional actions of teachers are not strongly supported in the school system. Thus, the construction of professional identity is a lifelong process for which teachers need to interact with others on a permanent basis.
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Date Issued: 1993, 1993
Identifier: AAI9334238, 3088131, FSDT3088131, fsu:76938
Format: Document (PDF)

Title: Cognitive and affective variables involved in recreational computer-generated games.
Creator: Dreyfous, Ricardo Hipolis., Florida State University
Abstract/Description: Since the introduction of video games, youngsters have felt attracted to them. Youngsters spend many hours playing computer-generated games., The purpose of this study was to determine the elements that make computer-generated games very attractive as well as the ones that are not attractive to the students and to develop a descriptive model that examines the relationship between the strategies the students used when playing video games and their cognitive styles., The research investigated...
Show moreSince the introduction of video games, youngsters have felt attracted to them. Youngsters spend many hours playing computer-generated games., The purpose of this study was to determine the elements that make computer-generated games very attractive as well as the ones that are not attractive to the students and to develop a descriptive model that examines the relationship between the strategies the students used when playing video games and their cognitive styles., The research investigated the use of two probabilistic video games (The Factory and Tetris) and two deterministic ones (Super Mario Brothers III and OutNumbered). The participants were four sixth grade girls. They were observed and video taped while playing video games. Also, they took two tests: Flags Test, for spatial visualization and GEFT for field dependence/independence., A relationship was found between field dependence/independent cognitive style and the way the informants played games that have some kind of disembedding, like Tetris and The Factory. Also, there was a close relationship between the way the participants played video games that contain spatial-visualization components and their scores on the Flags Test scores., This research found nine (9) elements the youngsters were attracted to in video game playing. Those nine elements were: (1) the active control the children have over the task they are doing, (2) a scoring system to provide an instant feedback, (3) attractive graphics, (4) sense of adventure, (5) continuous action, (6) absence of school-like environment, (7) the presence of a character with which to identify, (8) the absence of right answers, and (9) challenging situations every time they play.
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Date Issued: 1994, 1994
Identifier: AAI9432617, 3088381, FSDT3088381, fsu:77186
Format: Document (PDF)

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: A cognitive strategies framework for domain-integrated process-oriented library instruction: The effects on research process orientation, library anxiety, attitudes, and research products of college students.
Creator: Zahner, Jane Elizabeth., Florida State University
Abstract/Description: The purpose of this study was to compare the effects of two methods of academic library instruction on research process orientation (a construct developed by Kuhlthau), library anxiety (a construct developed by Mellon), student performance on the complex problem-solving task of researching and compiling a research paper bibliography, research paper topic and title development, perceptions of the immediate usefulness of the library instructional sessions, and attitudes about library...
Show moreThe purpose of this study was to compare the effects of two methods of academic library instruction on research process orientation (a construct developed by Kuhlthau), library anxiety (a construct developed by Mellon), student performance on the complex problem-solving task of researching and compiling a research paper bibliography, research paper topic and title development, perceptions of the immediate usefulness of the library instructional sessions, and attitudes about library instruction in general., Two instructional treatments, traditional approach and a cognitive strategies approach, were designed for use in the library skills component of a undergraduate English composition class. One hundred ninety students were assigned, in intact groups, to one of the two treatment groups. The researcher, an experienced library instructor, taught all sections using a lecture and discussion format., The traditional instruction was resource-oriented and emphasized standardized procedures for student interaction with the library environment. The cognitive strategies instruction was process-oriented and emphasized integration of cognitive skills for problem-solving, metacognitive skills for self-monitoring, and affective skills for self-motivation., A series of t-tests were conducted to determine pretest, posttest and gain score differences between treatment groups on the research process orientation, library anxiety, and general attitudes measures. Group differences in expert ratings of student performance on the research paper bibliographies and in student perceptions of the usefulness of instruction were also analyzed using a t-test. The categorical data produced by measures of research topic and title development were compared using a chi-square analysis., Overall, the cognitive strategies instruction was successful in improving research process orientation, reducing library anxiety, and improving general attitudes. Evidence for the effectiveness of this instruction was also shown in evaluator judgements of more focused research paper topics and titles among the cognitive strategies group, and especially, in the strong performance of the cognitive strategies group on the research paper bibliographies. The measure of perceptions of immediate usefulness of library instruction did not detect any significant group differences, with both groups indicating strongly positive perceptions.
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Date Issued: 1992, 1992
Identifier: AAI9306070, 3087963, FSDT3087963, fsu:76770
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 comparison of expectations and realities of retired military personnel who chose teaching as a second career: An analysis conducted in three Florida counties.
Creator: Champagne, Norman Anthony., Florida State University
Abstract/Description: The primary purpose of this study was to investigate whether there are differences between the prior expectations of retired military personnel who chose teaching as a second career and the realities they encountered on the job in the field of teaching. The population used in this study consisted of all retired military personnel employed full time as teachers in elementary (N = 8), secondary (N = 51), and vocational/technical (N = 9) public schools in the three Florida counties of Escambia,...
Show moreThe primary purpose of this study was to investigate whether there are differences between the prior expectations of retired military personnel who chose teaching as a second career and the realities they encountered on the job in the field of teaching. The population used in this study consisted of all retired military personnel employed full time as teachers in elementary (N = 8), secondary (N = 51), and vocational/technical (N = 9) public schools in the three Florida counties of Escambia, Okaloosa, and Santa Rosa., The data gathering methods used in this research were a survey questionnaire and personal interviews. The results indicated a significant difference between the overall expectation and reality ratings for 8 of the 18 items extracted from the literature as reasons retired military personnel should choose teaching as a new career. However, analysis of the data by subgroup shows that elementary teachers and vocational teachers indicated no significant difference between overall expectation and reality ratings. Also, the data indicate that for two-thirds of the items, half or more of the subjects experienced on the job exactly what they expected., The findings also indicate that the subjects had more realistic expectations for the factors having to do with the job itself, such as self-satisfaction and achievement, than they did with the environmental factors, such as salary and benefits. Also, they were more satisfied with the job-related factors than with the environmental factors., Perhaps the most significant conclusion that can be drawn from this study is that the problems retired military personnel experienced as beginning teachers approximated those experienced by other beginning teachers.
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Date Issued: 1993, 1993
Identifier: AAI9332297, 3088109, FSDT3088109, fsu:76916
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: A comparison of teaching behaviors identified by successful veteran teachers with those required by Florida's Beginning Teacher Program.
Creator: Smith, Robert Joseph, Jr., Florida State University
Abstract/Description: The major objective of this study was to identify teaching behaviors successful teachers felt were important for high student achievement and compare those teacher behaviors with the generic teacher competencies required by Florida's Beginning Teacher Program., In this descriptive research study, data was collected from successful veteran teachers using the structured interview technique. These teachers were asked to identify teaching behaviors they have found to be effective in improving...
Show moreThe major objective of this study was to identify teaching behaviors successful teachers felt were important for high student achievement and compare those teacher behaviors with the generic teacher competencies required by Florida's Beginning Teacher Program., In this descriptive research study, data was collected from successful veteran teachers using the structured interview technique. These teachers were asked to identify teaching behaviors they have found to be effective in improving student achievement. Respondents were selected by random from a pool of former "Teacher of the Year" honorees and Florida Beginning Teacher Program completers who are effective teachers in the School District of Escambia County. The interviewer used a questionnaire designed specifically for this study and a survey instrument developed by the Florida Department of Education., Florida began its Beginning Teacher Program on July 1, 1982 with the stated goal to increase student achievement by improving teacher performance. The program was/is committed to the professional development of the beginning teacher through a comprehensive program of support, training, and documentation. The training includes collaborative planning, conferencing, observing, assessing, prescribing, and repeating the cycle until the beginning teacher successfully demonstrates all required generic teacher competencies. Research based information on effective teaching was used in the design of Florida's Beginning Teacher Program (Handbook for the Florida Beginning Teachers, 1985-1986)., From the data obtained, the following conclusions were generated. The Beginning Teacher Program completers and the Teacher of the Year group rated all 27 generic competencies above the minimum mean of 3.00 for competency acceptance. The elementary teachers tended to rate the importance of the competencies as to job relatedness, frequency of use, and importance for initial certification higher than their peers in middle and high school. The effective teaching behaviors identified by the successful teachers surveyed were not significantly different from those competencies required for program completion of Florida's Beginning Teacher Program.
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Date Issued: 1991, 1991
Identifier: AAI9124636, 3087543, FSDT3087543, fsu:76366
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: 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: Constructing a portrait of a high school mathematics teacher in Costa Rica.
Creator: Diaz Obando, Evangelina., Florida State University
Abstract/Description: Recent work by researchers in the area of teaching practice proposes that assisting teachers to reconstruct their epistemologies and beliefs about the nature of the subject to be learned appears to be a powerful way of enhancing teaching and learning in mathematics classrooms. A growing body of research questions the level of mathematical sense making of students in classroom based activities, suggesting that current classroom practice conceptualizations need improvements., The purpose of...
Show moreRecent work by researchers in the area of teaching practice proposes that assisting teachers to reconstruct their epistemologies and beliefs about the nature of the subject to be learned appears to be a powerful way of enhancing teaching and learning in mathematics classrooms. A growing body of research questions the level of mathematical sense making of students in classroom based activities, suggesting that current classroom practice conceptualizations need improvements., The purpose of this research was to investigate the factors relating to the decisions that teachers make about their practice, more specifically, teacher and students beliefs about mathematics, teaching and learning mathematics, various interactions and its relationships with what happen during classroom practice, via a case study of a high school teacher, in the context of Costa Rica. The case study provides a detailed description and analysis of the researcher's interpretation of the teacher and some of her students. This study was conducted under a constructivist framework., Data for this research were collected over a six month period. The primary data sources were field notes from class observations, and formal and informal recorded interviews/discussions. The investigation also involved participant observations in the classroom and planning sessions., A narrative of Sofia's experiences during the research progress was developed using themes such as metaphors, beliefs (about mathematics, teaching mathematics, and learning mathematics), and actions, to describe Sofia's teaching style. Another theme was regarding teacher's and students' roles, and their views about each other., The researcher found that teaching is very complex. Throughout Sofia's actions there were evidences that different components were woven together. Sofia held two contrasting sets of beliefs. Sofia's stated beliefs were that the teacher's main role is to provide students with opportunities to construct meanings for themselves, while her beliefs-in-practice suggested that direct instruction (teacher as dispenser of knowledge) is an effective way to teach. When planning, Sofia was more influenced by the syllabus and topics to be covered than student knowledge.
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Date Issued: 1993, 1993
Identifier: AAI9413292, 3088254, FSDT3088254, fsu:77058
Format: Document (PDF)

Title: The construction of classroom learning environments at the college-level: A qualitative study of effective faculty teachers.
Creator: Sutherland, Tracey Erle., Florida State University
Abstract/Description: The purpose of this study was to study the strategies used by effective faculty teachers at the Florida State University to develop classroom learning environments at the college level. The study focused on: (1) the extension of current knowledge about the development of effective classroom learning environments at the college level through in-depth examination of the strategies used by effective faculty teachers; (2) exploration of the full range of the dimensions of learning environments as...
Show moreThe purpose of this study was to study the strategies used by effective faculty teachers at the Florida State University to develop classroom learning environments at the college level. The study focused on: (1) the extension of current knowledge about the development of effective classroom learning environments at the college level through in-depth examination of the strategies used by effective faculty teachers; (2) exploration of the full range of the dimensions of learning environments as they were conceptualized by Rudolf Moos; (3) exploration of other dimensions of classroom learning environments which emerged from the data collected; and (4) gaining insight into how effective college teachers interpret the strategies they employ to create educational environments., As the goal of the inquiry was in-depth understanding, a qualitative interviewing method was employed in data collection. An extreme-case sampling procedure was used to select the study's ten faculty participants. The data were analyzed in the constant comparative style which allowed categories to emerge from the data. That analysis was then related to Rudolf Moos' classroom environment theory framework., The findings of the study suggest that the theoretical framework defined by Rudolf Moos, and used as the conceptual framework for this inquiry, has definite application within the university classroom. However the findings also indicate that the Relationship Dimension of that framework should be expanded to allow greater complexity in explaining environmental elements, while the System Maintenance and Change Dimension contains elements that do not apply within the college classroom.
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Date Issued: 1991, 1991
Identifier: AAI9209135, 3087702, FSDT3087702, fsu:76512
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: 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: Delineating instruction: A collaborative planning approach that brings development and delivery systems together.
Creator: Peart, Moses., Florida State University
Abstract/Description: This study investigates the development of a collaborative approach to instructional planning, in the context of a local, natural instructional setting in the educational system of a Caribbean island. Parallel teams of planners are brought together from both the development and the delivery systems of this instructional context; to develop an instructional plan of their choice., The collaborative instructional exercise is developed as a series of planning sessions--utilizing the mechanism of...
Show moreThis study investigates the development of a collaborative approach to instructional planning, in the context of a local, natural instructional setting in the educational system of a Caribbean island. Parallel teams of planners are brought together from both the development and the delivery systems of this instructional context; to develop an instructional plan of their choice., The collaborative instructional exercise is developed as a series of planning sessions--utilizing the mechanism of a small group interaction/problem-solving process. The group of 12 main, direct participants consists of six developers and six deliverers of instruction. Data collection is done by means of preliminary questionnaire/survey and documents reviews; by in-process interviews by discussions, observations, recordings, documents reviews; and by post-planning interviews of individual participants. A comprehensive review of related literature is also presented, to put this study in perspective and lay the basis for useful analysis. Analysis of the collaborative planning process and description of the emergent model are presented in terms of the opinions, decisions, behaviors/actions, and approaches of the participants. Within-group comparisons are made in terms of the respective roles played by each team of planners, and in terms of the relative contributions of individuals in each team., Findings of the investigation reveal that both sets of planners considered more elements that traditionally prescribed and described in instructional models., Furthermore, the planners introduced new dimensions to, and derived new meanings from, aspects of the planning process. Findings of this study support some findings of earlier research studies (e.g., that instructional planners do not systematically follow the prescriptive models of instructional planning and development. It was also shown, however, that planners in this study context do use some traditional elements in the development of their own approach. The collaborative planning approach (model) that emerged is described, and implications for applications to the context are suggested. Implications for further research into collaborative planning are also discussed.
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Date Issued: 1994, 1994
Identifier: AAI9514718, 3088531, FSDT3088531, fsu:77333
Format: Document (PDF)

Title: A descriptive analysis of test scores posted by seven community colleges on the communication subtests of the College-Level Academic Skills Test.
Creator: Culbreth, Laurie Bonney., Florida State University
Abstract/Description: An analysis of the 1991 Florida CLAST essay and reading subtest data reveals that only three Florida community colleges: Lake-Sumter Community College, St. Johns River Community College, and Indian River Community College reported the highest passing rates on both the essay and reading subtests. The other twenty-five community colleges in the state reported large differences in student passing rates between the essay subtest and the reading subtest., The researcher also examined four other...
Show moreAn analysis of the 1991 Florida CLAST essay and reading subtest data reveals that only three Florida community colleges: Lake-Sumter Community College, St. Johns River Community College, and Indian River Community College reported the highest passing rates on both the essay and reading subtests. The other twenty-five community colleges in the state reported large differences in student passing rates between the essay subtest and the reading subtest., The researcher also examined four other community colleges within the state: Chipola Junior College, Gulf Coast Community College, North Florida Junior College, and Lake City Community College. These four institutions reported large differences in the student passing rates between the CLAST essay subtest and the reading subtest., The purpose of this study is to ascertain possible factors which contribute to the higher passing rates reported by L-SCC, SJRCC, and IRCC. The six factors are curricula required for A.A. degree-seeking students, reading materials, exiting CLAST policies, student entrance scores, and teaching strategies and teaching styles of the English departments., An analysis of this data reveals that two factors are related to the superior CLAST performance of the students at L-SCC, IRCC, and SJRCC--Category 2 (curricula) and Category 3 (exiting CLAST policies).
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Date Issued: 1994, 1994
Identifier: AAI9502846, 3088451, FSDT3088451, fsu:77256
Format: Document (PDF)

Title: Determinants of population knowledge and attitudes of secondary school teachers of population education in the province of Aceh, Indonesia.
Creator: Hiliry, Mas'ud D., Florida State University
Abstract/Description: The goal of this study was to assess the level of knowledge and attitudinal characteristics of secondary school teachers teaching population education; to examine the relationship between two dependent variables (population knowledge and attitude toward population education) and thirteen independent variables (age, sex, marital status, religion, ethnicity, education, teaching experience, experience in teaching population education, other sources of information on population issues, training...
Show moreThe goal of this study was to assess the level of knowledge and attitudinal characteristics of secondary school teachers teaching population education; to examine the relationship between two dependent variables (population knowledge and attitude toward population education) and thirteen independent variables (age, sex, marital status, religion, ethnicity, education, teaching experience, experience in teaching population education, other sources of information on population issues, training participation, support from the community, support from colleagues, and support from administrators); and also to test hypotheses based on the premise that knowledge is theoretically related to attitude., The sample comprised 224 teachers. The Pearson correlation analysis of data identified eight independent variables significantly related to knowledge (age, teaching experience, education, experience in teaching population education, training participation, other sources of information on population issues, support from the community, and support from colleagues). Five independent variables related significantly to attitude toward population education (education, training, age, teaching experience and experience in teaching population education). The analysis of data using parsimonious regression indicated that for this sample there were six significant determinants of population knowledge: education, training participation, sex (male), support from the community, environmental variables and other source of information on population matter)., For the attitude toward population education there were three significant determinants which affect attitude toward population education (education, training participation and age). Reciprocal analysis showed that there were a significant positive relationship between knowledge of population and attitude toward population education and vice versa., The result of this study appear to throw some light on the relationship between attitude and knowledge on a subject matter. By taking a broader and more comprehensive definition of attitude than is often the case in attitude research, the direction of the relationship has been clarified, and at least a partial explanation can be proposed for the low correlation usually found between attitude and knowledge in a subject matter. However, this research used a small sample in a small geographic area. Before its findings can receive more general acceptance the study needs to be replicated in other places, and with difference social-demographic background.
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Date Issued: 1992, 1992
Identifier: AAI9233291, 3087842, FSDT3087842, fsu:76652
Format: Document (PDF)

Title: Developing executive control processes in reading: The design and evaluation of the reading strategies training program.
Creator: Jacobs, John William, III., Florida State University
Abstract/Description: The purpose of this study was twofold. First, by following systematic instructional design procedures, component skills were identified and instructional materials were developed for a paper-based reading strategies training program (RSTP). The theoretical basis for instruction was a model describing the components of strategic reading. Ninety subjects were randomly assigned to three treatment conditions. The uninformed treatment group (UT) received only instruction on how to perform seven...
Show moreThe purpose of this study was twofold. First, by following systematic instructional design procedures, component skills were identified and instructional materials were developed for a paper-based reading strategies training program (RSTP). The theoretical basis for instruction was a model describing the components of strategic reading. Ninety subjects were randomly assigned to three treatment conditions. The uninformed treatment group (UT) received only instruction on how to perform seven reading tactics. The informed treatment group (IT) was given, in addition, information about where, when, and when not to use these tactics. The informed plus metacognition group (ITM) was given the same instructional materials as the IT group plus a four step metastrategy that was expected to aid subjects' selection and ordering of tactics. Subjects were given a pretest and posttest on skills taught in the RSTP, and an attitude questionnaire., Results of the training indicated the RSTP improved subjects' skills, although expected between-group differences were not found and skill acquisition was less than desirable for all groups. This result prompted additional training for a subset (N = 57) of the original sample, with the criterion for exclusion from retraining being absence from five or more of the original 13 training sessions. Approximately two weeks later, these subjects were individually tested with six reading tasks that required use of either low comprehension-intensive tactics (i.e., scanning or skimming) or high comprehension-intensive tactics (i.e., notetaking and summarization). As subjects performed the reading tasks, the experimenter rated their performance in terms of whether or not they applied the correct reading tactics within each task., Subjects' reading strategy use changed in response to variations in type of reading tasks (either low or high comprehension-intensive) but not in accordance with hypothesized differences based on group inclusion. Tactic use was also significantly correlated with grade and reading achievement. The finding of no significant group differences failed to support previous research indicating the efficacy of training executive control processes for facilitating transfer. However, the instructional model used to develop the RSTP, as well as data collection procedures used to investigate reading strategy use, will be useful to other researchers. (Abstract shortened with permission of author.)
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Date Issued: 1987, 1987
Identifier: AAI8805668, 3086796, FSDT3086796, fsu:76271
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: 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: 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 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 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: Effective community college teaching and the role of instructional systems design skills: A multiple case study.
Creator: Smith, Dain Elton., Florida State University
Abstract/Description: This exploratory, multiple case study examined the teaching behaviors of three effective community college teachers from an Instructional Systems Design perspective. The purpose of the study was to: (a) Identify those effective teacher behaviors reflective of ISD principles, (b) determine how the identified ISD behaviors are employed by effective teachers, and (c) identify those ISD principles omitted by effective teachers., Key ISD behaviors studied included: (a) developing specific goals...
Show moreThis exploratory, multiple case study examined the teaching behaviors of three effective community college teachers from an Instructional Systems Design perspective. The purpose of the study was to: (a) Identify those effective teacher behaviors reflective of ISD principles, (b) determine how the identified ISD behaviors are employed by effective teachers, and (c) identify those ISD principles omitted by effective teachers., Key ISD behaviors studied included: (a) developing specific goals and/or objectives, (b) developing objectives-based instruction, (c) developing objectives- based assessments, and (d) revising instruction based upon collected student data. Secondary attention was given to other ISD planning skills and the delivery of instruction in accordance with ISD principles., The three teachers were selected from a pool of teachers who had been recognized for their outstanding teaching. The subject matter taught by the teachers included: humanities, occupational therapy, psychology, and writing., The evidence used to answer the case study questions was gathered from teacher planning documents, teacher and student interviews, student surveys and classroom observations., The number of ISD behaviors employed by the effective community college teachers varied greatly. Whereas one teacher employed all fourteen behaviors, the other teachers employed only a few of the planning behaviors and most of the delivery behaviors. Detailed descriptions of the instructional behaviors performed by the teachers are described., Four factors that may influence the use of ISD principles are discussed. Implications related to the community college setting and the literature on effective teaching are also discussed.
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Date Issued: 1993, 1993
Identifier: AAI9410169, 3088235, FSDT3088235, fsu:77039
Format: Document (PDF)

Title: The effects of a teacher-directed method and an individualized learning program in teaching motor skills to college students.
Creator: Croom, Annie Pearl., Florida State University
Abstract/Description: The purpose of this study was two-fold: (1) To compare the effects of a teacher-directed method and an individualized learning packet in teaching a unit of beginning badminton skills to college students. (2) To determine the attitude of the students exposed to each teaching method., Seventy students were selected from two activity courses in the Physical Education and Recreation Department at West Georgia College in Carrollton, Georgia, to serve as the population samples to be studied. These...
Show moreThe purpose of this study was two-fold: (1) To compare the effects of a teacher-directed method and an individualized learning packet in teaching a unit of beginning badminton skills to college students. (2) To determine the attitude of the students exposed to each teaching method., Seventy students were selected from two activity courses in the Physical Education and Recreation Department at West Georgia College in Carrollton, Georgia, to serve as the population samples to be studied. These students were not physical education majors and ranged from age 18-22. The two groups were randomly assigned to the treatments. Subjects were required to complete a badminton screening form in order for the investigator to determine if they had previous formal instruction in a badminton class or not. Three badminton skills tests were administered to all subjects at the second and third class meeting to determine the initial performance levels of the subject. Groups received instruction in the beginning badminton unit for twenty lessons over a 10-week period. A paired t-test for significant differences at the.05 level of confidence was used to evaluate the pretest to posttest improvement. The results indicated that both groups improved significantly on the badminton skill tests. Both methods are effective for the teaching and learning of selected badminton skills. Posttest analysis indicated no significant difference in two of the three tests which supported that either method was effective. Consequently, physical education teachers can employ the individualized learning packet approach in selected learning environments. The resulting release time frees the teachers to be a facilitator who works individually with each student, allowing him or her to improve at their own rate without sacrificing quality personalized instruction in larger classes., At the end of the formal instruction a questionnaire was administered by the investigator in order to determine the students' perceptions concerning the value of the badminton course. The t-test of significant difference indicated at the.05 level of confidence that subjects did not differ significantly in their perceptions and opinions of the individualized learning packet and the teacher-directed methods as successful approaches for the teaching and learning of selected beginning badminton skills. Both groups expressed strong positive perceptions that the course was valuable. (Abstract shortened with permission of author.)
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Date Issued: 1992, 1992
Identifier: AAI9233288, 3087906, FSDT3087906, fsu:76716
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: 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: 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: 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: 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: 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 instructional control, cognitive style, and prior knowledge on learning of selected CBI taught arithmetic skills in a Korean elementary school.
Creator: Yoon, Gwan-Sik., Florida State University
Abstract/Description: The purpose of this study is to investigate the effects on achievement of: (1) instructional control strategies, (2) prior knowledge, and (3) cognitive style in computer-based instruction. Also, this study attempts to find an optimal type of instructional control strategy based upon students' achievement and learning time. The contents of the nine lessons selected for this study are the multiplication facts. This type of computer-based instruction is basically composed of drill and practice...
Show moreThe purpose of this study is to investigate the effects on achievement of: (1) instructional control strategies, (2) prior knowledge, and (3) cognitive style in computer-based instruction. Also, this study attempts to find an optimal type of instructional control strategy based upon students' achievement and learning time. The contents of the nine lessons selected for this study are the multiplication facts. This type of computer-based instruction is basically composed of drill and practice programs. These computer-based instruction drill and practice lesson programs are developed for IBM compatible computers. To assess field independence and field dependence, the Children's Embedded Figures Test (CEFT) is employed. This CEFT developed as an instrument to identify the field independent and field dependent 7 to 12 year old students. The student population involved in this investigation comes from the Dong-Sung Private Elementary School located in Pusan, Korea. One hundred sixty-six second and third grade students were selected for this study during the second semester of the 1993 school year. The basic experimental design is 3 (program control, learner control, and learner control with advisement) x 2 (high and low prior knowledge) x 2 (field independence and field dependence). The dependent variable are the achievement score on the posttest and the time that students actually spend completing the computer-based lesson. The results show types of instructional control strategies interact with levels of prior knowledge and types of cognitive styles. This study suggests that instructional control strategies would be used differently based on students' aptitudes; also, instructional design should be considered with time on task.
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Date Issued: 1993, 1993
Identifier: AAI9410171, 3088237, FSDT3088237, fsu:77041
Format: Document (PDF)

Title: The effects of preinstructional activities in enhancing learner recall and conceptual learning of prose materials for preservice teachers in Zimbabwe.
Creator: Bassoppo-Moyo, Temba Charles., Florida State University
Abstract/Description: A number of studies have shown evidence of both facilitative and nonfacilitative effects of preinstructional strategies in enhancing learner recall and conceptual understanding of textual materials. Three activities considered in this study are advance organizers, performance objectives, and structured overviews. Six hundred and sixty eight preservice teachers enrolled in Zimbabwe's premier teachers' training colleges participated., The first phase was composed of an experiment to test any...
Show moreA number of studies have shown evidence of both facilitative and nonfacilitative effects of preinstructional strategies in enhancing learner recall and conceptual understanding of textual materials. Three activities considered in this study are advance organizers, performance objectives, and structured overviews. Six hundred and sixty eight preservice teachers enrolled in Zimbabwe's premier teachers' training colleges participated., The first phase was composed of an experiment to test any significant differences between the control and the treatment variables. All subjects were randomly assigned to the control and treatment groups. For each group, a simple analysis of variance (ANOVA) was used to show whether there were any statistical differences between the treatment groups. Glass's effect size technique was also applied to determine the composite differences between the groups., The second phase of the study was of a descriptive nature. Parallel surveys to 64 faculty 674 students were used to identify characteristics likely to make participants supportive of preinstructional activities.
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Date Issued: 1993, 1993
Identifier: AAI9410154, 3088223, FSDT3088223, fsu:77027
Format: Document (PDF)

Title: The effects of self-regulatory skills and type of instructional control on learning from computer-based instruction.
Creator: Yang, Yong-Chil., Florida State University
Abstract/Description: The purpose of this study was to examine the relationship between the level of self-regulatory skills and the type of instructional control in a computer-based instruction. Subjects participating were 77 sixth-grade students. Their self-regulatory skills were measured by 33 items on cognitive strategy use, metacognitive strategy use, and self-management skills. Based on the level of their self-regulatory skills, subjects were randomly assigned to one of the four instructional treatments....
Show moreThe purpose of this study was to examine the relationship between the level of self-regulatory skills and the type of instructional control in a computer-based instruction. Subjects participating were 77 sixth-grade students. Their self-regulatory skills were measured by 33 items on cognitive strategy use, metacognitive strategy use, and self-management skills. Based on the level of their self-regulatory skills, subjects were randomly assigned to one of the four instructional treatments. Instructional materials were the computer-based concept lesson developed for teaching four defined concepts used in advertisements. The learner control group was given control over content choice, instructional sequence, review options, and review amount. The experimental design was randomized block three-way analysis of variance design. Independent variables were self-regulatory skills, instructional control, and embedded question, and the dependent variables were the number of correct items on the 20 posttest multiple-choice items and the amount of learning time taken to complete the lesson., The results showed that the learner control group was more affected by the level of students' self-regulatory skills than the program control group. When high self-regulatory students were presented with embedded questions during learning, they used self-regulatory skills more effectively under learner control than when they were not presented with the embedded questions. However, no effects were found between students with low and high self-regulatory skills under program control. Students with high self-regulatory skills under learner control tended not only to learn more but also to take less time to complete the lesson than did those under program control. And it was found that students' level of self-regulatory skills was not an important variable in determining learning time required to complete a given lesson. The results of the study provided empirical evidence that students' self-regulatory skills play a critical role in effective exercise of learner-control strategy in computer-based instruction.
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Date Issued: 1991, 1991
Identifier: AAI9209144, 3087753, FSDT3087753, fsu:76563
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: The effects of three types of adjunct questions on intellectual skill acquisition.
Creator: Rodriguez, Stephen Richard., Florida State University
Abstract/Description: This study explored the effectiveness of three types of adjunct questions incorporated in a print-based lesson on statistical rules. Subjects--80 graduate students at San Jose State University in California--were randomly assigned to one of four instructional conditions, defined by the type of questions included. Questions were designed to support either context activation, expectancy clarification, or cognitive strategy activation., Dependent variables included total posttest score as well...
Show moreThis study explored the effectiveness of three types of adjunct questions incorporated in a print-based lesson on statistical rules. Subjects--80 graduate students at San Jose State University in California--were randomly assigned to one of four instructional conditions, defined by the type of questions included. Questions were designed to support either context activation, expectancy clarification, or cognitive strategy activation., Dependent variables included total posttest score as well as scores on three subcategories of interpretation and calculation questions. Moderating variables considered in the study included the number of adjunct questions answered correctly and the amount of time spent completing the instruction., Neither type of adjunct question improved overall criterion performance in comparison to the control condition. Control subjects did complete the instruction more quickly than most other subjects (F (3, 69) = 8.00, p $<$.001). A moderate correlation between the number of adjunct questions that collective subjects in adjunct question conditions adequately answered and posttest performance also emerged (r (52) =.434, p $<$.01)., Results support the view that the number of adjunct questions answered appears to positively correlate with the quality of criterion performance. Overall, however, adjunct questions as employed in the study do not appear to support encoding and learning.
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Date Issued: 1991, 1991
Identifier: AAI9132981, 3087619, FSDT3087619, fsu:76435
Format: Document (PDF)

Title: The effects of types of feedback on learning, retention, feedback study time, feedback efficiency, and response confidence in the domain of concept learning.
Creator: Chen, Sue-Jen., Florida State University
Abstract/Description: The purpose of the study was to examine the effects of types of computer-delivered feedback on (1) knowledge acquisition and retention, (2) feedback study time, (3) feedback efficiency, and (4) learner response confidence in the domain of concept learning. The following four levels of feedback were investigated: (1) knowledge of result (KR); (2) knowledge of result + knowledge of correct answer (KC); (3) knowledge of result + knowledge of correct answer followed by elaboration (CE); and (4)...
Show moreThe purpose of the study was to examine the effects of types of computer-delivered feedback on (1) knowledge acquisition and retention, (2) feedback study time, (3) feedback efficiency, and (4) learner response confidence in the domain of concept learning. The following four levels of feedback were investigated: (1) knowledge of result (KR); (2) knowledge of result + knowledge of correct answer (KC); (3) knowledge of result + knowledge of correct answer followed by elaboration (CE); and (4) knowledge of result + elaboration followed by knowledge of correct answer (EC)., One hundred sixty college students enrolled in an introductory psychology course at the Florida State University participated in the study. Students were randomly assigned to one of the four treatment groups to take a CAI lesson teaching the concepts presented in Gagne's Taxonomy of Human Learning. The instructional task required the subjects to classify instructional objectives into one of Gagne's schema of nine learned capabilities., T-tests were used to analyze the general effect of feedback on student response confidence. Separate ANOVAs were performed to analyze the treatment effects of various types of feedback on student performance, feedback study time, feedback efficiency, and learner response confidence on immediate and delayed retention posttests., Results from the statistical analyses on the student performance upon immediate and delayed posttests revealed a significant difference between KR and the other three feedback groups; however, no difference was indicated among KC, CE, and EC feedback groups. In terms of feedback study time and feedback efficiency on learning and retention, the KC feedback approach was found to be less time consuming and more time efficient than the two elaborated feedback procedures (CE and EC). Type of feedback had little effect on learner response confidence., For a replication of the study, it is suggested to increase the amount of instruction and practice examples for the difficult concepts; or, to reduce the learning tasks involved in the lesson. Other recommendations for future feedback research are provided.
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Date Issued: 1991, 1991
Identifier: AAI9132970, 3087612, FSDT3087612, fsu:76428
Format: Document (PDF)

Title: The effects of types of instructional control and levels of self-regulatory skills on achievement and retention from a developmental perspective.
Creator: Kim, Kyoung-Hee Yoon., Florida State University
Abstract/Description: The main purpose of this study was to investigate the effects of types of instructional control and the levels of self-regulatory skills at two grade levels on achievement and completion time of instruction. A secondary purpose of this study was to explore student en route data under learner control according to student levels of self-regulatory skills or grade., A total of ninety-six seventh and ninth grade students participated in the study. Students were randomly assigned to treatment...
Show moreThe main purpose of this study was to investigate the effects of types of instructional control and the levels of self-regulatory skills at two grade levels on achievement and completion time of instruction. A secondary purpose of this study was to explore student en route data under learner control according to student levels of self-regulatory skills or grade., A total of ninety-six seventh and ninth grade students participated in the study. Students were randomly assigned to treatment groups. In the learner control group, students were given control over content selection, sequence, amount of practice, amount of review, completion of time, and pace. Students in the program control group were not given control over the instruction except in completion time and pace. All students were given a paper and pencil posttest immediately after completing the instruction and ten days later., Students with high self-regulatory skills performed better on both tests than those with low self-regulatory skills. However, general results for achievement do not yield a strong effect favoring either program control or learner control. For the completion time of instruction, results indicated that there are no differences between types of instructional control, according to the students levels of self-regulatory skills. A developmental aspect of self-regulatory skills were found by interactions and analysis of en route data. Implications for the further study are also discussed.
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Date Issued: 1992, 1992
Identifier: AAI9303351, 3087915, FSDT3087915, fsu:76725
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: 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: An evaluation of the effectiveness of two methods for providing computer-assisted repeated reading training to reading-disabled students.
Creator: Cohen, Andrew Lawrence., Florida State University
Abstract/Description: The present study evaluated the instructional effectiveness of two methods for providing computer-assisted repeated reading training to reading disabled students. One repeated reading method, the Processing Power program (ICT, Inc., 1983), was designed to help disabled readers compensate for proposed dysfunctions in visual processes, while providing repeated reading practice (Fisher, 1979, 1980, 1981). Consequently, disabled readers in the processing power condition received repeated reading...
Show moreThe present study evaluated the instructional effectiveness of two methods for providing computer-assisted repeated reading training to reading disabled students. One repeated reading method, the Processing Power program (ICT, Inc., 1983), was designed to help disabled readers compensate for proposed dysfunctions in visual processes, while providing repeated reading practice (Fisher, 1979, 1980, 1981). Consequently, disabled readers in the processing power condition received repeated reading instruction that included isolated word practice to improve the efficiency of word decoding skills, widely spaced words to reduce the amount of competing textual information, and increasingly complex visual formats to reacquaint the reader with the left-to-right sequencing of text. The second method of repeated reading practice, the Reading Shell program (IDDEA Inc. and SIMPAC Educational products, Inc., 1986), provided disabled readers in the repetitive reading condition with standard text formats during all passage readings., Forty seven reading disabled students, matched in groups of three based on intelligence, age, and word recognition ability were randomly assigned to either the processing power condition, repetitive reading condition, or no-treatment control group. Contrasts between the oral reading fluency rates of subjects in the two repeated reading programs indicates that disabled readers are able to process standard text without the visual interference hypothesized by Fisher's (1979, 1980, 1981) Complementary theory of reading.
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Date Issued: 1988, 1988
Identifier: AAI8819144, 3161602, FSDT3161602, fsu:77803
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: An examination of the effectiveness of the Values Integration Pyramid module among graduate social work students.
Creator: Haynes, Dennis Tilton., Florida State University
Abstract/Description: The profession of social work has historically placed great emphasis on the centrality of values. However, there have been few empirical studies of specific values education strategies to enhance the professional socialization of social work students. This study assumes that the infused approach of values education is a "necessary but not sufficient" model. It highlights the development of an educational module teaching values integration to graduate social work students. This module...
Show moreThe profession of social work has historically placed great emphasis on the centrality of values. However, there have been few empirical studies of specific values education strategies to enhance the professional socialization of social work students. This study assumes that the infused approach of values education is a "necessary but not sufficient" model. It highlights the development of an educational module teaching values integration to graduate social work students. This module integrates the dimensions of personal, social, political, and professional values. The Values Integration Pyramid (VIP) module is theoretically grounded, and incorporates Jack Mezirow's (1991) Transformation Theory, one of the newer adult learning theories., A quasi-experimental design was utilized to examine the effectiveness of the VIP module. The study also describes the differences among values that entering two-year MSW students enrolled in an introductory practice course at a southern university bring to social work education. Concurrence with social work values was measured by the Professional Opinion Scale (POS) developed by Abbott (1988). The association of students' political philosophy and previous exposure to oppression content course(s), and concurrence with social work values is examined., ANOVA and ANCOVA procedures did not identify a significant intervention effect of the VIP module. Students' political philosophy and oppression course(s) exposure were found to be associated with social work value concurrence when examined through biserial correlation. Further development of the VIP module is needed, along with continuing research in values education strategies' effectiveness. Additionally, values research is needed to examine differential strategies with students of varying political philosophies.
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Date Issued: 1993, 1993
Identifier: AAI9334249, 3088139, FSDT3088139, fsu:76946
Format: Document (PDF)

Theses and Dissertations (93)	+ -
Digitized Theses and Dissertations (93)	+ -

Education, Educational Psychology (16)	+ -
Education, Technology (13)	+ -
Education, Mathematics (12)	+ -
Education, Teacher Training (10)	+ -
Education, Administration (8)	+ -

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

Florida State University (93)	+ -
Adams, Paul Edwin. (1)	+ -
Alfaro-Varela, Gilberto. (1)	+ -
Aspinwall, Leslie Nolan. (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)	+ -
Cap, Ihor. (1)	+ -
Capozzi, Laura Marie. (1)	+ -
Carlton, Janet Pilcher. (1)	+ -
Carroll, Richard Earl. (1)	+ -
Champagne, Norman Anthony. (1)	+ -
Chen, Sue-Jen. (1)	+ -
Cohen, Andrew Lawrence. (1)	+ -
Cornelious, Linda F. (1)	+ -
Croom, Annie Pearl. (1)	+ -
Culbreth, Laurie Bonney. (1)	+ -
Dana, Thomas Michael. (1)	+ -
Davidove, Eric Alan. (1)	+ -
Deautriell, William P. (1)	+ -
Delacruz, Elizabeth Manley. (1)	+ -
Diaz Obando, Evangelina. (1)	+ -
Dreyfous, Ricardo Hipolis. (1)	+ -
Duncan, Charles Arthur. (1)	+ -
Emanuel, Richard Cecil. (1)	+ -

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