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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: COGNITIVE STYLES OF AFRICAN THEOLOGICAL STUDENTS AND THE IMPLICATIONS OF THOSE STYLES FOR BIBLIOGRAPHIC INSTRUCTION.
Creator: BOWEN, DOROTHY NACE., Florida State University
Abstract/Description: A descriptive study of the cognitive styles of African theological students was conducted in order to propose the most appropriate strategies for bibliographic instruction in African theological colleges., The following research questions were asked: (1) What are the learning styles of African theological students in Kenya and Nigeria? (2) Do students in the two countries differ in their learning styles? If so, how? (3) What teaching strategies do theological students in Kenya and Nigeria...
Show moreA descriptive study of the cognitive styles of African theological students was conducted in order to propose the most appropriate strategies for bibliographic instruction in African theological colleges., The following research questions were asked: (1) What are the learning styles of African theological students in Kenya and Nigeria? (2) Do students in the two countries differ in their learning styles? If so, how? (3) What teaching strategies do theological students in Kenya and Nigeria prefer? (4) What teaching strategies can be recommended as those likely to be most effective for bibliographic instruction in theological schools in Africa?, The Cognitive Style Inventory for African Students and the Group Embedded Figures Test were administered to 118 theological students in two theological colleges in Nigeria and in two theological colleges in Kenya. In order to determine whether African theological students share a unique learning style, the same instruments were also administered to 87 students studying in form V in Kenyan and Nigerian government schools., Findings. Ninety-one percent of all the students were field-dependent, and 9% were field-independent. All students (100%) in the West African schools were field-dependent, and 84% of the Kenyan students were field-dependent., The theological students tended to be more field-dependent than the government school students. Ninety-seven percent of the theological students were field-dependent, and 83% of the government school students were field-dependent., The results of the Cognitive Style Inventory for African Students showed the preferences of African theological students to be very similar to those of African government school students. A majority of the subjects had a visual orientation rather than an auditory one. They showed the ability to perceive meaning through touch and through sight. Depending upon the situation, the African theological students look to family, associates or themselves when making decisions. Both inductive and deductive reasoning are employed., The data were used to propose teaching strategies for bibliographic instruction. The strategies were reviewed and approved by a panel of experts in cognitive style mapping.
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Date Issued: 1984, 1984
Identifier: AAI8503162, 3085980, FSDT3085980, fsu:75466
Format: Document (PDF)

Title: A COMPARATIVE STUDY OF CAPITALIZATION AND PUNCTUATION PERFORMANCE OF FLORIDA PUBLIC SCHOOL STUDENTS IN GRADES FIVE, EIGHT, AND ELEVEN.
Creator: HARWARD, LUCY ELEANOR BOOZER., Florida State University
Abstract/Description: This study analyzes 220 free-writing responses of students. A high correlation exists among the scoring by the investigation team and two reliability correlation teams. (The criterion style sheet is included as "Appendix A."), Each skill needed is tested for statistical significance between and among grade level means for frequency of need and percentage of correct use. The skills are ranked by grade level means for each of the two categories in three groups: combined capitalization and...
Show moreThis study analyzes 220 free-writing responses of students. A high correlation exists among the scoring by the investigation team and two reliability correlation teams. (The criterion style sheet is included as "Appendix A."), Each skill needed is tested for statistical significance between and among grade level means for frequency of need and percentage of correct use. The skills are ranked by grade level means for each of the two categories in three groups: combined capitalization and punctuation skills, only capitalization skills, and only punctuation skills. A sequence of skills is identified from those skills for which there are sufficient data for one-way analyses among grade levels and which also occur across grade levels in the top halves of the ranked grade level means for frequency of need., Persons for whom this research may hold the greatest interest are persons who share in the responsibilities for curriculum development and evaluation in the areas of capitalization and punctuation, but who do not have the privilege of direct contact with students.
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Date Issued: 1984, 1984
Identifier: AAI8503168, 3085966, FSDT3085966, fsu:75452
Format: Document (PDF)

Title: A COMPARATIVE STUDY OF SELECTED VARIABLES IN SPECIAL EDUCATION AND REGULAR CLASSROOM TEACHERS' ATTITUDES TOWARD THE HANDICAPPED STUDENT.
Creator: STEVENS, ROBERT NICHOLS., Florida State University
Abstract/Description: This is a descriptive study of Florida teachers and their attitudes toward disabled learners. As a result of Public Law 94-142 with its concept of "least restrictive environment," regular classroom teachers have special need students in their classrooms with increasing frequency. A survey was utilized to measure teachers' attitudes toward the disabled., The population included secondary school teachers selected as representive of the entire state. Two sampling populations were used: first,...
Show moreThis is a descriptive study of Florida teachers and their attitudes toward disabled learners. As a result of Public Law 94-142 with its concept of "least restrictive environment," regular classroom teachers have special need students in their classrooms with increasing frequency. A survey was utilized to measure teachers' attitudes toward the disabled., The population included secondary school teachers selected as representive of the entire state. Two sampling populations were used: first, special education teachers and second, social studies and math teachers. Teachers within these groups were selected randomly., The data gathering instrument consisted of a biographical checklist, the Attitude Toward Disabled People Scale by Yuker, Block, and Younng, the Empathy Scale by Robert Hogan, and the Survey of Ethical Attitudes by Robert Hogan. The surveys were mailed directly to teachers., Responses from 71 percent of the teachers sampled were received and computed using the Statistical Package for the Social Sciences (SPSS)., Analysis of variance revealed that there is a significant difference between special educators and regular classroom teachers' attitudes toward the disabled. There were also significant differences among the teachers of each group, illustrating that area of speciality does effect attitude toward the disabled. Teacher race and sex were determined not to have an effect on attitude towards the disabled., A path analysis of the survey items revealed that there were causal relationships between variables. The strongest positive relationship was found between empathy and attitude toward disabled people. Age and number of years teaching had negative correlations with attitude towards disabled people. Teachers who operate from an ethic of personal conscience had a better attitude toward the disabled than teachers who operate from an ethic of social responsibility., Recommendations include: inservice teacher training that considers differences of teachers, incorporation of empathy training into teacher education programs, planning by Teacher Education Centers for P.L. 94-142 workshops., Further research was recommended: duplication of the study using preservice teachers; examination of other variables that could effect teachers attitude; experimental research using existing inservice programs; in-school research to determine which teachers are already teaching the handicapped effectively.
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Date Issued: 1981, 1981
Identifier: AAI8205749, 3085168, FSDT3085168, fsu:74663
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: A COMPARISON OF THE EFFECTIVENESS AND EFFICIENCY OF THREE DEMONSTRATION CONDITIONS IN THE ACQUISITION OF A MOTOR SKILL (TIME, CARDIOPULMONARY RESUSCITATION).
Creator: NORMAN, RUENA WILLIAMS., Florida State University
Abstract/Description: The purpose of this study was to compare both the effectiveness and efficiency of utilizing live demonstrations (with a fully adequate and precise display of the movement) and videotaped demonstrations (with and without a fully adequate and precise display of the movement) in teaching a motor skill, cordiopulmonary resuscitation (CPR)., After observing one of the three demonstrations, 97 tenth and eleventh grade students completed a written test which assessed their knowledge of information...
Show moreThe purpose of this study was to compare both the effectiveness and efficiency of utilizing live demonstrations (with a fully adequate and precise display of the movement) and videotaped demonstrations (with and without a fully adequate and precise display of the movement) in teaching a motor skill, cordiopulmonary resuscitation (CPR)., After observing one of the three demonstrations, 97 tenth and eleventh grade students completed a written test which assessed their knowledge of information critical to satisfactorily performing cardiopulmonary resuscitation. Next, the students practiced and received feedback from CPR instructors who utilized predetermined guidelines. The instructors also recorded the time required for each student to demonstrate mastery of the skill. After the practice and feedback session, other CPR instructors utilizing a performance checklist evaluated each student's ability to satisfactorily perform CPR on a manikin. Prior to the experiment, a questionnaire was administered to students to determine which students to exclude from the study based on previous exposure to cardiopulmonary resuscitation and/or physical handicaps., A one-way analysis of variance test revealed no significant differences in the time required for practice and feedback between demonstration groups. Females did require a significantly longer period of time for practice and feedback than did males. There were also no significant differences in test scores for the three demonstration groups. The Pearson product-moment correlation between the written test scores and time required for practice and feedback was negative (r = -.23). A post hoc hypothesis that students from the three demonstration groups would exhibit an equal ability to demonstrate mastery of cardiopulmonary resuscitation was developed and tested by a 3 x 2 chi square test. The results of the chi square test were significant. Utilizing a technique known as partitioning of chi square, it was concluded that a significantly smaller proportion of students who observed the fully adequate and precise display of the movement on videotape demonstrated mastery of the motor skill than did students in the other two demonstration groups. This finding was attributed to an artifact (failure of equipment). Students who demonstrated mastery scored significantly higher on the written test and required a significantly shorter period of time for practice and feedback than did students who failed to demonstrate mastery.
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Date Issued: 1984, 1984
Identifier: AAI8505313, 3086000, FSDT3086000, fsu:75486
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 COMPARISON OF THE ENGLISH SKILL PERFORMANCES OF TEACHER EDUCATION AND HUMANITIES ENGLISH MAJORS AT SRINAKHARINWIROT UNIVERSITY, THAILAND (LANGUAGE, EFL PROGRAMS, INSTRUCTION, PROFICIENCY, CURRICULUM).
Creator: NILRAT, KINGKARN., Florida State University
Abstract/Description: The purposes of this study were (a) to determine whether the two types of English as a Foreign Language (EFL) programs at Srinakharinwirot University (SWU), Thailand, made any differences on the students' English skill performances as measured by the Test of English as a Foreign Language (TOEFL); and (b) to determine the relative English language strengths and weaknesses of EFL majors in the faculties of education and humanities., The subjects were 157 fourth-year EFL majors in the faculties...
Show moreThe purposes of this study were (a) to determine whether the two types of English as a Foreign Language (EFL) programs at Srinakharinwirot University (SWU), Thailand, made any differences on the students' English skill performances as measured by the Test of English as a Foreign Language (TOEFL); and (b) to determine the relative English language strengths and weaknesses of EFL majors in the faculties of education and humanities., The subjects were 157 fourth-year EFL majors in the faculties of education and humanities at three SWU campuses, namely, Prasarnmitr, Bangsan, and Songkhla. Eighty-four were from the faculty of education and 73 were from the faculty of humanities., The independent variable was the EFL program which had two attributes: education EFL program and humanities EFL program. The dependent variables were four elements of the TOEFL score: TOEFL total scores, TOEFL listening comprehension scores, TOEFL structure scores, and TOEFL reading comprehension scores. The two control variables (the covariates in this study) were the student's grade point average in English courses and the number of years the student had studied English., The hypotheses tested were that there were no significant differences between the mean scores in (a) TOEFL total, (b) TOEFL listening comprehension, (c) TOEFL structure, and (d) TOEFL reading comprehension of the education EFL majors and those of the humanities EFL majors., Analysis of covariance was used to analyze the data. The .05 alpha level was set as a criterion for the rejection of the hypotheses., The findings showed that the two EFL programs at SWU did not make significant differences in listening comprehension, structure, or general English skills; but they did make a significant difference in reading comprehension skills. The total TOEFL scores of education EFL majors and humanities EFL majors were 420 and 437, respectively. These scores were below the level required for entry into U.S. and Canadian universities. However, both groups scored highest in language structure and lowest in listening comprehension.
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Date Issued: 1986, 1986
Identifier: AAI8619148, 3086356, FSDT3086356, fsu:75836
Format: Document (PDF)

Title: A COMPARISON OF TWO METHODS OF STUDYING COLLEGE TEXTBOOK MATERIALS: OBJECTIVES ALONE VS. OBJECTIVES PHRASED AS ADJUNCT QUESTIONS IN A LEARNING HIERARCHY WITH A COLOR-CODED UNDERLINING SYSTEM.
Creator: YOUNG, SARAH VARNER., Florida State University
Abstract/Description: This study addressed the question of how a teacher might assist students to study college textbook materials in order to convert textual information into performances of the intellectual skills of a learning hierarchy. Two methods of study were compared for a single textbook chapter for which a whole series of intellectual skills were to be attained as the chapter objectives. The research was designed to determine if students using an integrated study method would perform better on the...
Show moreThis study addressed the question of how a teacher might assist students to study college textbook materials in order to convert textual information into performances of the intellectual skills of a learning hierarchy. Two methods of study were compared for a single textbook chapter for which a whole series of intellectual skills were to be attained as the chapter objectives. The research was designed to determine if students using an integrated study method would perform better on the chapter test than those not using the method. Students in two intact, introductory-level classes in the human services participated in this study as part of their course work., Students in an experimental group received pretraining in the integrated study method, using a study-method workbook and an early chapter in the text. These students then used this study method for a later chapter. The method consisted of a color-coded strategy for selective underlining of portions of text relating to the enabling and terminal objectives of a chapter learning hierarchy phrased as adjunct questions (the integrated study method). It was expected that the integrated study method would overcome the handicaps of (a) lack of congruence in sequencing between text and hierarchy, and (b) need to convert relevant textual information into intellectual skills reflected in the hierarchy., Students in a control group received pretraining in a different study method, using a study-method workbook and an early chapter in the text. The method consisted of the use of a terminal objective as a guide to studying textual materials. These control students were provided with the same textual materials and the identically-phrased terminal objective of the hierarchy as those given to the experimental group and told to use their own study methods. They did not receive instruction and practice in the integrated study method which was given to the experimental group., The hypothesis which was tested in this study stated that students receiving instruction and practice in the use of the integrated study would perform better than those students not receiving such instruction and practice. However, the test data failed to support the hypothesis. An analysis of covariance of the two treatment means (experimental and control) of the criterion test detected no significant difference at the 0.05 level of significance. The use of the integrated study method, thus, resulted in no observable differential effects on test performance scores., According to statements from students, the least effective component of the integrated study method was the color-coded underlining, followed by the training workbook, the hierarchy (showing adjunct questions which represented the performance objectives in the hierarchy), the practice questions about the study method, and the adjunct questions (which represented the performance objectives in the hierarchy). Students rated adjunct questions as the most helpful component of the integrated study method. Student ratings and assessment of effectiveness of the separate components are consistent with existing literatures about the separate components., On the basis of the encouraging factors noted when students in this experiment used adjunct questions to guide their study of textual materials, additional attention should be given to strengthening adjunct questions as a study aid for achieving performances of intellectual skills. The study aids should be congruent with the criterion test which measures the performances of those objectives.
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Date Issued: 1981, 1981
Identifier: AAI8125849, 3085026, FSDT3085026, fsu:74524
Format: Document (PDF)

Title: COMPETENCIES NEEDED FOR INSTRUCTIONAL SUPERVISORY PERSONNEL IN FLORIDA SCHOOL DISTRICTS AS PERCEIVED BY SELECTED SCHOOL PERSONNEL.
Creator: COLLIER, JACQUELYN LIGHTSEY., Florida State University
Abstract/Description: The purpose of this investigator's study was to ascertain the critical compentencies needed by instructional supervisors as perceived by selected school personnel in Florida. A secondary purpose was to determine the competencies needing to be emphasized by Florida School District supervisors in order to perform effectively on the job., A list of competency statements was identified through the review of the literature: (1) on the role of expectations of supervision, (2) role of the supervisor...
Show moreThe purpose of this investigator's study was to ascertain the critical compentencies needed by instructional supervisors as perceived by selected school personnel in Florida. A secondary purpose was to determine the competencies needing to be emphasized by Florida School District supervisors in order to perform effectively on the job., A list of competency statements was identified through the review of the literature: (1) on the role of expectations of supervision, (2) role of the supervisor in Florida, (3) development and identification of leadership competencies, (4) studies related to impact legislation, (5) Florida legislation passed 1967-1984 and (6) question-answer responses acquired from administrative-supervisory personnel concerning legislation affecting the instructional program in schools., There were 120 instruments (response sheets) distributed to the outside panel members comprised of a variety of supervisory job titles. These were made up from the State Department of Education consultants, university professors, district administrative/supervisory personnel and Teacher Education Center and inservice staff development directors., The outside panel of respondents was asked to evaluate and rank order the 73 competency statements on a two-column scale., A taxonomy was used to classify the competency statements. This included Critical Functions and Supervisory Domains., Of the seventy-three competencies, the data revealed that sixty-nine were accepted on the evaluation scale and sixty-seven on the rank order scale. Among the sixty-nine competencies accepted, 8 out of 23 or 49 percent were evaluated in the I - Conceptual Function cluster as "always necessary." Of the sixty-seven competencies "always needing emphasized" 9 out of 23 or 39 percent were in the I - Conceptual Function cluster. It may be concluded that such a small number is not significant enough to show any overall differences in the evaluation of the competencies being necessary as opposed to the rank order of these competencies being emphasized for Florida instructional supervisory personnel job performance.
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Date Issued: 1984, 1984
Identifier: AAI8505288, 3085986, FSDT3085986, fsu:75472
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: THE CUMULATIVE EFFECTS OF INCREMENTAL PRACTICE ON THE RETENTION OF MATHEMATICAL RULES.
Creator: HORINE, JULIE ELAINE., Florida State University
Abstract/Description: The purpose of this study was to examine the cumulative effects of incremental practice on the retention of mathematical rules. Fifty-four fifth grade students were instructed by the same instructor over a three week period of time in the addition and subtraction of fractions. Students were ranked and paired according to standardized mathematics scores from the California Comprehensive Tests of Basic Skills test., Members of each pair were randomly assigned to one of two treatment groups, one...
Show moreThe purpose of this study was to examine the cumulative effects of incremental practice on the retention of mathematical rules. Fifty-four fifth grade students were instructed by the same instructor over a three week period of time in the addition and subtraction of fractions. Students were ranked and paired according to standardized mathematics scores from the California Comprehensive Tests of Basic Skills test., Members of each pair were randomly assigned to one of two treatment groups, one consisting of daily practice problems reflective of the skills taught that day (nonincremental) and the other, daily practice problems reflective of skills taught since the first day of the instructional unit (incremental). A unit posttst was administered immediately following the instructional unit and a delayed retention test was administered two weeks later., An Analysis of Covariance indicated that the use of incremental practice had no significant effect on student performance on either the immediate posttest or the delayed retention test. The entry skills test covariate accounted for most of the explained variance., There were no significant differences in attitude toward mathematics as a result of the treatment. However, results of a Multiple Regression Analysis indicated that the use of incremental practice produced more favorable attitudes toward mathematics for students with low entry skills that the use of nonincremental practice., Results also indicated a significant relation between the degree to which students maintained previously learned skills and how well they performed on both the immediate posttest and the delayed retention test.
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Date Issued: 1983, 1983
Identifier: AAI8314190, 3085540, FSDT3085540, fsu:75032
Format: Document (PDF)

Title: CURRENT TRENDS IN TEACHING COMPOSITION IN SELECTED FLORIDA HIGH SCHOOLS: SUCCESSES AND FAILURES.
Creator: STALLWORTH, FRANCES H., Florida State University
Abstract/Description: This study attempted to answer seven questions regarding how department heads in selected Florida high schools (9-12) approach the teaching of composition. The questions dealt with: (1) objectives of writing, (2) concepts of writing, (3) types of textbooks used, (4) supplementary materials used, (5) writing programs available, (6) successful writing programs, and (7) unsuccessful writing programs. The investigator was interested in determining if such characteristics as state expenditure in...
Show moreThis study attempted to answer seven questions regarding how department heads in selected Florida high schools (9-12) approach the teaching of composition. The questions dealt with: (1) objectives of writing, (2) concepts of writing, (3) types of textbooks used, (4) supplementary materials used, (5) writing programs available, (6) successful writing programs, and (7) unsuccessful writing programs. The investigator was interested in determining if such characteristics as state expenditure in the school district, degrees held, and years of experience affect the way department heads teach composition., In order to acquire the necessary data, the investigator used two questionnaires which were sent to 71 department heads in 71 high schools located in 19 counties selected by the stratified method. When the questionnaires were returned, they were analyzed according to mean, median, or percentages., Findings. The investigator was able to detect a trend in the responses from the more experienced department heads who tended to be more divergent and more successful in their efforts to teach writing. Other findings include: (1) Clear communication was top priority for teaching writing; (2) The majority of the department heads reported extensive use of Warriner's English Grammar and Composition; (3) Audio-visuals were used widely; (4) Although writing was widely reported as an integrated part of the total language arts programs, several schools in the surveys cited specific writing programs such as creative writing, journalism, writing laboratory, composition, and college preparatory. Successful Writing methods. (5) Use of students' personal experiences; (6) Careful teacher evaluation; (7) Frequency of writing; (8) Pre-writing; Unsuccessful Writing Methods. (9) The holistic approach; (10) Increasing syntactic growth; (11) Teaching grammar., Conclusions. Based on available data, state expenditure did not play a significant role regarding how writing is taught. Department heads with masters' degrees and more than 10 years' experience tended to be more divergent in their approaches to teaching writing than did the less experienced ones.
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Date Issued: 1982, 1982
Identifier: AAI8214942, 3085252, FSDT3085252, fsu:74747
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: DECODING SKILL AND VOCABULARY KNOWLEDGE IN READING COMPREHENSION.
Creator: PERKINS, PEGGY GARDNER., Florida State University
Abstract/Description: The relative importance of decoding skill and vocabulary knowledge to reading comprehension was investigated. Ninety-one fourth grade students from Hillsborough County Public School System were assessed on their decoding ability, vocabulary knowledge, and reading comprehension ability. Decoding ability was measured by (a) a 40-item Vocalization Latency Test (VL) utilizing a reaction-time apparatus; (b) a modified form of the Literary Assessment Battery Decoding Test (MLAB); and (c) the...
Show moreThe relative importance of decoding skill and vocabulary knowledge to reading comprehension was investigated. Ninety-one fourth grade students from Hillsborough County Public School System were assessed on their decoding ability, vocabulary knowledge, and reading comprehension ability. Decoding ability was measured by (a) a 40-item Vocalization Latency Test (VL) utilizing a reaction-time apparatus; (b) a modified form of the Literary Assessment Battery Decoding Test (MLAB); and (c) the decoding section of the Wide Range Achievement Test (WRAT). Vocabulary knowledge was measured by the vocabulary score from the Comprehensive Test of Basic Skills (CTBS). Reading comprehension, the dependent variable, was measured by (a) a multiple choice Cloze #1 Test which contained high frequency words at a fourth grade level; and by (b) an altered multiple choice Cloze #2 Test which contained a portion (up to 10 percent) of low frequency (unfamiliar) words. Significant correlations were found among the variables of interest., Comparisons were made among several of the correlations. It was found that (a) the correlation between decoding skill (MLAB) and Cloze #2 was significantly lower than the correlation between vocabulary (CTBS) and Cloze #2; and (b) the correlation between decoding skill (MLAB) and Cloze #1 was significantly higher than the correlation between the same measure of decoding (MLAB) and Cloze #2 ((alpha) = .01)., Multiple regression analyses yielded the findings that (a) decoding made a significant contribution to reading comprehension (high frequency words, Cloze #1) when vocabulary was controlled; (b) vocabulary made a significant contribution to reading comprehension (high frequency words, Cloze #1) when decoding was controlled; (c) decoding did not make a significant contribution to reading comprehension (low frequency words, Cloze #2) when vocabulary was controlled; and (d) vocabulary made a significant contribution to reading comprehension (low frequency words, Cloze #2) when decoding was controlled., The results indicate that students depended on both decoding and vocabulary for reading comprehension in Cloze #1. In contrast, the students were more dependent on their vocabulary knowledge in the comprehension of Cloze #2.
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Date Issued: 1982, 1982
Identifier: AAI8308680, 3085495, FSDT3085495, fsu:74987
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: THE DESIGN AND EVALUATION OF A COURSE IN "THINKING OPERATIONS" FOR FIRST GRADERS IN VENEZUELA (COGNITIVE, ELEMENTARY, LEARNING).
Creator: VIVAS, DAVID A., Florida State University
Abstract/Description: This study was designed to develop and evaluate an Instructional Package on Thinking Operations for first graders in Venezuela. The skills developed into the Instructional Package were observing, comparing, and classifying, according to Louis Raths. The analysis and interpretation of theory and prior studies in learning to think were from the Information Processing Model. Five measures were used: test of Thinking Operations, school readiness, creative thinking, intelligence scale, and socio...
Show moreThis study was designed to develop and evaluate an Instructional Package on Thinking Operations for first graders in Venezuela. The skills developed into the Instructional Package were observing, comparing, and classifying, according to Louis Raths. The analysis and interpretation of theory and prior studies in learning to think were from the Information Processing Model. Five measures were used: test of Thinking Operations, school readiness, creative thinking, intelligence scale, and socio-economic status. The results from the posttest scores on thinking operations were used as the dependent variable. The subjects were 214 first graders from the Guarenas-Guatire school district in the State of Miranda, Venezuela. Three classrooms with a total of 114 students were randomly assigned to the treatment, and three classrooms with a total of 100 students were assigned to regular classroom activities. The research design was a classroom nested within treatment model. Analysis of variance and covariance was used for analyzing the data., In Thinking Operations the results indicate that the treatment group performed better than the regular classroom activities group. Performance improved in the school where the treatment was applied and the classroom nested within treatment effect was significant at posttest in Thinking Operations. Within the treatment group, one of the three possible contrasts was statistically significant: it indicated that the classroom with the lowest socio-economic status performed better than the one with the highest. For the non-treatment group the classroom with the high socio-economic status was better than the classroom with the medium socio-economic status., Another result observed was that classroom effect on performance in creative thinking was significant. Average gain scores in creative thinking were greater for students from the most deprived sector. The specific goal of enhancing the ability of first grade students in Thinking Operations was achieved with the Instructional Package treatment. This result is in accordance with what theory and prior findings had indicated. The implications of the findings and future research areas are also discussed.
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Date Issued: 1984, 1984
Identifier: AAI8509847, 3086033, FSDT3086033, fsu:75519
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: DEVELOPMENT AND EVALUATION OF A NOVEL TECHNIQUE FOR FRONT-END ANALYSIS IN INSTRUCTIONAL DESIGN.
Creator: SHERMAN, SCOTT PULVER., Florida State University
Abstract/Description: Research Context. Often instructional designers developing training materials for business or the military are not content experts. Similarly, content experts often are neither familiar with nor interested in learning training theory and methods. At the start of a training development project, there may be no job/task descriptions sufficient for instructional staff to undertake instructional development. The common dilemma then is how to efficiently work with content experts to make a task...
Show moreResearch Context. Often instructional designers developing training materials for business or the military are not content experts. Similarly, content experts often are neither familiar with nor interested in learning training theory and methods. At the start of a training development project, there may be no job/task descriptions sufficient for instructional staff to undertake instructional development. The common dilemma then is how to efficiently work with content experts to make a task analysis and create other specifications which will enable the instructional staff to begin drafting instructional material., A Novel Technique for Front-End Analysis. This study implemented and evaluated a novel technique to streamline front-end analysis for design and development of self-instructional texts on job tasks. The first stage of the technique involves one or more content experts completing a "large-grained analysis" of a topic, using a multiple-item instrument titled the "Topic Analysis Worksheet" (TAW). The second stage involves a more detailed, "fine-grained" topic analysis by the instructional staff using the TAW and resources named by the content expert(s). The end result is a full set of instructional specifications for the topic., The instructional writer(s) then transmute the content into appropriate forms (e.g., graphics and text at an appropriate reading level) for placement in a prespecified standard lesson format., The research involved a combination of descriptive information and quantitative data with specific, a priori criteria of success. The informative data were gathered by: (1) tracking tasks and times required to develop individual lessons plus related costs and materials consumed; (2) instructional design expert reviewing the completed lesson specifications; (3) content experts technically reviewing the lessons; (4) performance and attitude tests of learners; (5) structured interviews of project personnel, including the project instructional designer and writers to determine strengths of the technique as well as ways to improve it.
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Date Issued: 1987, 1987
Identifier: AAI8711741, 3086562, FSDT3086562, fsu:76037
Format: Document (PDF)

Title: DEVELOPMENT AND EVALUATION OF A PARTICIPATORY PLANNING/LEARNING MODEL FOR INTRODUCING STUDY OF THE FUTURE TO STATE EDUCATION AGENCY STAFF.
Creator: MASTERTON, PAULINE MERBITZ., Florida State University
Abstract/Description: This research investigates the problem of how to initiate a training program for state education agency staff to increase individual and organizational capabilities for coping with uncertain futures. The investigation used a four-stage process of exploration, model-building, design/development, and validation to construct and test a model which would engage prospective learners in producing plans and generating evaluation data, while also enhancing their readiness to participate in subsequent...
Show moreThis research investigates the problem of how to initiate a training program for state education agency staff to increase individual and organizational capabilities for coping with uncertain futures. The investigation used a four-stage process of exploration, model-building, design/development, and validation to construct and test a model which would engage prospective learners in producing plans and generating evaluation data, while also enhancing their readiness to participate in subsequent training activities., The model identifies functional tasks and decision questions for planning elements, evaluation elements, and cooperative learning elements, which are to be addressed during a five to six phase cycle of planning and learning sessions. Elements and tasks are based upon a synthesis of prescriptions from literature and other information sources on (a) the future as a field of study; (b) the adult professional as a learner; (c) nonformal education as a setting; and (d) models for planning and instructional decision making., A prototype based upon the model was tested, using evidence from design sources and from the outputs and opinions of the state education agency staff who participated in the study. Sixteen research questions addressed five dimensions of validity. Thirteen questions yielded positive judgements, one question produced a judgement of "somewhat positive", and two questions yielded negative judgements, for an overall percentage exceeding 81% positive judgements of validity. These findings suggested further that the model is valid along three of the identified dimensions (productive, practical and adaptable). For the other two dimensions (adequate in scope and acceptable), some question remains.
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Date Issued: 1981, 1981
Identifier: AAI8114769, 3084888, FSDT3084888, fsu:74389
Format: Document (PDF)

Title: THE DEVELOPMENT AND FIELD TESTING OF A COMPONENT FOR THE EVALUATION OF BILINGUAL VOCATIONAL EDUCATION PROGRAMS IN THE STATE OF FLORIDA.
Creator: MARANGOS, MARY ANNA., Florida State University
Abstract/Description: The segment of the United States population categorized as Limited English Proficiency (LEP) is characterized by a high unemployment rate and a large number of secondary school dropouts. The United States Congress has provided funding for special programs including the 1976 Vocational Education Amendments (VEA) to the 1963 Vocational Education Act which earmarked funds for the LEP population in the form of Bilingual Vocational programs. This amendment also mandated the evaluation of all...
Show moreThe segment of the United States population categorized as Limited English Proficiency (LEP) is characterized by a high unemployment rate and a large number of secondary school dropouts. The United States Congress has provided funding for special programs including the 1976 Vocational Education Amendments (VEA) to the 1963 Vocational Education Act which earmarked funds for the LEP population in the form of Bilingual Vocational programs. This amendment also mandated the evaluation of all funded areas., The survey conducted during this study identified the lack of state models for the evaluation of Bilingual Vocational Education Programs (BVPs). The state of Florida, in order to comply with the 1976 VEA, authorized the development of the Bilingual Vocational Instructional Program Review (BVEIPR)., This study addressed: (a) the identification of the standards and criteria necessary for quality BVPs and (b) the development of the BVIPRC., The rationale for this study was developed from the theory that evaluation is a process that can lead to development, improvement, and rational decision making for educational programs., Data were obtained in three phases from personnel involved in the instruction of LEP students in the state of Florida. A result of this study was the development of the BVIRPC. This component included the standards and criteria needed for quality BVPs as well as those required for vocational education, as identified for the state of Florida., The Florida Bureau of Vocational Research, Dissemination and Evaluation staff provided the funding that developed this first state model that has incorporated the special needs of the LEP students enrolled in vocational programs. This model provides the standards and criteria, which, when met, will provide quality BVPs.
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Date Issued: 1981, 1981
Identifier: AAI8205695, 3085129, FSDT3085129, fsu:74625
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 CULTURAL AFFINITY ON LANGUAGE DOMINANCE OF ARAB MINORITY STUDENTS IN SELECTED AMERICAN PUBLIC SCHOOLS.
Creator: HAZU, TUMA WADI., Florida State University
Abstract/Description: The study analyzed the relationship between cultural affinity and language dominance of Arab minority students participating in bilingual/bicultural education programs. The hypotheses tested were: (1) Arabic dominant Arab students would not exhibit a greater affinity for the Arab culture than for the American culture. (2) English dominant Arab students would not exhibit a greater affinity for the American culture than for the Arab culture. (3) Bilingual students would not exhibit an equal...
Show moreThe study analyzed the relationship between cultural affinity and language dominance of Arab minority students participating in bilingual/bicultural education programs. The hypotheses tested were: (1) Arabic dominant Arab students would not exhibit a greater affinity for the Arab culture than for the American culture. (2) English dominant Arab students would not exhibit a greater affinity for the American culture than for the Arab culture. (3) Bilingual students would not exhibit an equal affinity for both the Arab and the American culture., A major undertaking of the study was the modification and the adaptation of the Cultural Affinity Scale to the Arab culture, which was later used to assess cultural affinity. To assess language dominance, the Basic Inventory of Natural Language was used. The subjects for the study were 72 Arab minority students enrolled in fourth through eighth grade bilingual/bicultural classes in Wayne County School District in Detroit, Michigan., The results of the study failed to confirm the relationship, if any, between the cultural affinity and the language dominance of Arab students in bilingual education programs. Regardless of their language dominance, the subjects demonstrated a consistent expression of their biculturalism. The fact that all the subjects were enrolled in bilingual/bicultural classes may be a significant factor in the explanation of the results.
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Date Issued: 1982, 1982
Identifier: AAI8214928, 3085243, FSDT3085243, fsu:74738
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 ORGANIZING CONTENT ON ACHIEVEMENT AND TIME ON TASK IN INSTRUCTIONAL TRAINING PROGRAMS DESIGNED FOR ADULT LEARNERS (APTITUDE TREATMENT, INTERACTION).
Creator: WRIGHT, ELIZABETH E., Florida State University
Abstract/Description: In the past ten years, interest in developing an empirically-based technology for designing and organizing information has received renewed attention. An outgrowth of this interest has been the development of a comprehensive technique for designing and organizing instructional content called the Organized Content Technique (OCT). While used in several major training programs, OCT has not been tested to ascertain its utility for improving learning outcomes or saving training time., This study...
Show moreIn the past ten years, interest in developing an empirically-based technology for designing and organizing information has received renewed attention. An outgrowth of this interest has been the development of a comprehensive technique for designing and organizing instructional content called the Organized Content Technique (OCT). While used in several major training programs, OCT has not been tested to ascertain its utility for improving learning outcomes or saving training time., This study sought to determine whether presenting content in an instructional sequence developed by OCT made any difference in learner achievement or in time on task when compared to presenting the learner with a prose rendition of the same content., The study employed a factorial research design with randomization to equate experimental groups. Two categories of ability, high and low, and two instructional treatments having identical instructional designs except for content treatment were used. Content was developed using Organized Content Technique for one treatment and was presented in prose for the other treatment., Forty-seven junior- and senior-level students enrolled at The University of West Florida in Pensacola, Florida, during the Fall of 1983, served as subjects (Ss) for the study. They were randomly assigned to treatments, yielding approximately 12 data points for each of the four cells. Since Ss were randomly assigned, the individual served as the unit for data analysis. Individual scores on a post-achievement test on learning and time on task served as the dependent variables., The data analysis revealed the following facts that were significant at the .05 level of probability: (1) Ss receiving the OCT treatment had higher achievement levels than Ss receiving the prose treatment. (2) High-ability Ss had higher achievement scores irrespective of the treatment. (3) High-ability Ss receiving the OCT treatment spent less time on task than high-ability Ss receiving the prose treatment. (4) Low-ability Ss receiving the prose treatment spent less time on task than low-ability Ss receiving the OCT treatment.
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Date Issued: 1984, 1984
Identifier: AAI8427333, 3085915, FSDT3085915, fsu:75401
Format: Document (PDF)

Title: THE EFFECT OF POST ADJUNCT QUESTIONS VERSUS ROTE REPETITION ON THE RECOGNITION OF VERBAL INFORMATION.
Creator: STEVENSON, MARY JEAN MARTIN., Florida State University
Abstract/Description: This study examined the effects of instructional treatment on reducing intersentence interference in connected discourse. Intersentence interference occurs when the learner is confronted with similar stimuli that are associated with different responses. Two levels of instructional treatment (post adjunct questions and rote repetition) and two levels of syntax (active voice and passive voice) were hypothesized to have differential effects on the reduction of learning interference., The 101...
Show moreThis study examined the effects of instructional treatment on reducing intersentence interference in connected discourse. Intersentence interference occurs when the learner is confronted with similar stimuli that are associated with different responses. Two levels of instructional treatment (post adjunct questions and rote repetition) and two levels of syntax (active voice and passive voice) were hypothesized to have differential effects on the reduction of learning interference., The 101 third and fourth grade students were randomly assigned to one of four treatment groups. The students read pairs of target and variation sentences. Two groups were assigned pairs of sentences which were all in the active voice. The other two groups were given the same target sentences in the active voice and the variation sentences in the passive voice. These comprised the constructional treatments. For the instructional treatments, two groups were instructed to use a rote repetition practice strategy, and two groups were given a post adjunct question practice strategy. Thus, each of the four groups received one constructional treatment and one instructional treatment. All students were administered the same multiple-choice word recognition test which probed for the object of the target sentences., Using a 2 x 2 factorial analysis of covariance to compare student posttest scores, it was found that there were no significant differences between the four treatment groups, and there was no interaction effect. Analysis of student errors showed that students who erred were likely to choose previously encountered items from the variation sentences rather than unencountered items. These results support previous research on frequency theory.
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Date Issued: 1982, 1982
Identifier: AAI8215252, 3085269, FSDT3085269, fsu:74764
Format: Document (PDF)

Title: THE EFFECT OF SELECTED EVENTS OF INSTRUCTION ON STUDENT MASTERY OF A MATHEMATICS RULE.
Creator: ZEH, BRENDA SUE., Florida State University
Abstract/Description: The purpose of this study was to investigate the relationship between the number of selected events of instruction included in an instructional program and the proportion of students reaching mastery of the rule for dividing mixed fractions., Seventy students from fifth through eighth grades who scored 80% or higher on an entry test and below 80% on a pretest were stratified by grade and sex and randomly assigned to the treatment groups. Group 1, the control group, received a statement of the...
Show moreThe purpose of this study was to investigate the relationship between the number of selected events of instruction included in an instructional program and the proportion of students reaching mastery of the rule for dividing mixed fractions., Seventy students from fifth through eighth grades who scored 80% or higher on an entry test and below 80% on a pretest were stratified by grade and sex and randomly assigned to the treatment groups. Group 1, the control group, received a statement of the objective, the stimulus, and assessment. Groups 2, 3, and 4, the experimental groups, received the successively added independent variable events of providing learner guidance, stimulating recall of prerequisite skills, and practice and feedback. The dependent variables were the proportion of students who scored 80% or better on the posttest, which was given immediately following the treatment, and the retention test, which was administered one week following the treatment., Chi-square analysis of the data revealed no differences among the groups on either the posttest or retention test. Further analysis revealed no differences in performance across treatments or within any particular treatment groups due to sex or grade of the subjects. The sequential addition of learner guidance, recall of prerequisite skill, and practice and feedback to instructional programs did not affect the proportion of students who reached mastery of the rule for dividing mixed fractions.
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Date Issued: 1982, 1982
Identifier: AAI8309287, 3085518, FSDT3085518, fsu:75010
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: EFFECT OF SPACED AND VARIED PRACTICE ON THE TRANSFER OF A PRINCIPLE.
Creator: TILLMANS, MICHAEL CHARLES., Florida State University
Abstract/Description: The effects of a learning module on transfer of training of a principle following spaced and varied practice of that principle were investigated using high school science students (N = 41). Treatment groups received spaced and varied practice, direct instruction for transfer (the transfer module) or both. Dependent measures were tests for near transfer., The test score means for the combination of treatments was higher than for the spaced and varied practice group or for the transfer module...
Show moreThe effects of a learning module on transfer of training of a principle following spaced and varied practice of that principle were investigated using high school science students (N = 41). Treatment groups received spaced and varied practice, direct instruction for transfer (the transfer module) or both. Dependent measures were tests for near transfer., The test score means for the combination of treatments was higher than for the spaced and varied practice group or for the transfer module group on the near and far transfer tests. The spaced and varied practice group scored higher on the two dependent measures than the transfer module group. The difference between the combination treatment group and the transfer module group was found statistically significant on the near transfer test., Essential and supportive procedures used to improve the success and the breadth of the transfer performance were suggested.
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Date Issued: 1982, 1982
Identifier: AAI8228132, 3085385, FSDT3085385, fsu:74880
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)

Theses and Dissertations (166)	+ -
Digitized Theses and Dissertations (166)	+ -

Education, Educational Psychology (16)	+ -
Education, Technology (14)	+ -
Education, Mathematics (13)	+ -
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, Bilingual and Multicultural (4)	+ -
Education, General (4)	+ -
Education, Physical (4)	+ -
Education, Reading (4)	+ -
Education, Adult and Continuing (3)	+ -
Education, Guidance and Counseling (3)	+ -
Education, Social Sciences (3)	+ -
Education, Sociology of (3)	+ -
Education, Community College (2)	+ -
Education, Philosophy of (2)	+ -
Language, General (2)	+ -
Language, Linguistics (2)	+ -
Library Science (2)	+ -
Psychology, General (2)	+ -
Sociology, Demography (2)	+ -
Sociology, Social Structure and Development (2)	+ -
Women's Studies (2)	+ -
Artificial Intelligence (1)	+ -
Computer Science (1)	+ -

ABODERIN, ADEWUYI OYEYEMI. (1)	+ -
ADAMS, CLEMENTINA RODRIGUEZ. (1)	+ -
AL-GHAMDI, YOUSIF ABDULLAH SANAD. (1)	+ -
Adams, Paul Edwin. (1)	+ -
Alfaro-Varela, Gilberto. (1)	+ -

Aspinwall, Leslie Nolan. (1)	+ -
BADDAR, MOHAMMAD SUBHI. (1)	+ -
BECKER, MARC STEPHEN. (1)	+ -
BOGUSCH, BETTY BAKER. (1)	+ -
BOHLER, GEORGE SIDNEY. (1)	+ -
BOOK, LEON CHARLES. (1)	+ -
BOWEN, DOROTHY NACE. (1)	+ -
BRYANT, SUSAN MARGARET. (1)	+ -
BUNCH, REBECCA DIANNE. (1)	+ -
Barrow, Dorian Allan. (1)	+ -
Bassoppo-Moyo, Temba Charles. (1)	+ -
Bickford, Nancy Lee. (1)	+ -
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CLEVELAND, LINDA CRAWFORD. (1)	+ -
COLLIER, JACQUELYN LIGHTSEY. (1)	+ -
COTHRAN, PAUL EDWIN. (1)	+ -
Cap, Ihor. (1)	+ -
Capozzi, Laura Marie. (1)	+ -
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