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Title: WRITING SKILLS IN THE NIGERIAN SCHOOL CERTIFICATE ENGLISH LANGUAGE PROGRAM.
Creator: ABODERIN, ADEWUYI OYEYEMI., Florida State University
Abstract/Description: The study reviewed the importance of English language in Nigeria. As the country's official language, the language of formal education, of politics, of commerce, and of inter-ethnic and international communication, English has become a language required for full participation in Nigerian affairs. This is the reason for the investigator's concern about students' poor performance in English every year on the West African School Certificate Examination (WASCE)., Several possible causes were...
Show moreThe study reviewed the importance of English language in Nigeria. As the country's official language, the language of formal education, of politics, of commerce, and of inter-ethnic and international communication, English has become a language required for full participation in Nigerian affairs. This is the reason for the investigator's concern about students' poor performance in English every year on the West African School Certificate Examination (WASCE)., Several possible causes were examined, but the paucity of qualified teachers of English and absence of good English language textbooks were considered to be the most threatening. Since teacher training normally requires a long time to accomplish, it was resolved that textbooks should provide the immediate remedy by presenting instructional materials in such quantity and of such quality as will ensure students' general competence in English language and success in the WASCE., Consequently, there were two parts to the study. The first part examined the types and amount of composition tasks set in each of the three coursebooks which subdivide into fifteen textbooks. The composition tasks in the fifteen textbooks and WASCE English composition papers from 1969-1979 were compiled by the investigator and handed out to a panel of three independent raters. The raters categorized each composition task according to the working definitions provided by the investigator. Frequency counts were later computed and expressed as percentages for the purpose of comparison., It was found that students were more frequently expected to write in the transactional-report category than in any of the six other categories used in the study. The textbooks' failure to include a fair proportion of composition tasks for each category was regarded as a fault since composition tasks were set in all the categories in the WASCE at one time or another., The second part of the study assessed the quality of instruction in each coursebook and the accompanying Teachers' Notes. Two of the three coursebooks were found to be average while the third was rated inferior. It was concluded that a coursebook would be satisfactory in the Nigerian situation examined in the study only if it provided superior quality instruction.
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Date Issued: 1980, 1980
Identifier: AAI8104855, 3084765, FSDT3084765, fsu:74266
Format: Document (PDF)

Title: EFFECTS OF TYPES OF REVIEW TECHNIQUES ON THE RETENTION OF MEANINGFUL PROSE.
Creator: ADAMS, CLEMENTINA RODRIGUEZ., Florida State University
Abstract/Description: The purpose of this study was to determine the effects of three types of review procedures: re-reading, recall exercise, and recall exercise plus re-reading, on the delayed retention of a meaningful prose text that had been read once., A sample of 909 fourth and fifth grade students from the Fairfax County Public School System, in the state of Virginia, participated in the study., A 1 x 4 posttest-only control group design was used. The prose text used in the study was a revised version of a...
Show moreThe purpose of this study was to determine the effects of three types of review procedures: re-reading, recall exercise, and recall exercise plus re-reading, on the delayed retention of a meaningful prose text that had been read once., A sample of 909 fourth and fifth grade students from the Fairfax County Public School System, in the state of Virginia, participated in the study., A 1 x 4 posttest-only control group design was used. The prose text used in the study was a revised version of a section from a children's text entitled: Paws, Hoofs and Flippers, by Olive Earle (1954). The measurement instrument used was a short-answer essay test. The test was judged to have content validity, and the reliability was .70 according to the Spearman-Brown formula., The study was conducted in three sessions. In the first session of the study, all of the students read the same text. During the second session, students worked with individual booklets that contained different review procedures: (1) a re-reading of the text, or (2) a recall exercise based on the text, or (3) a combination of the recall exercise plus a re-reading, or (4) a placebo activity., During the third session, one week after the initial session, all of the students answered an identical cued-recall test., An analysis of covariance was used to test the null hypothesis of no difference among the treatment groups at an alpha of .05. The students' reading levels were used as a covariate. The results showed a significant difference among the treatment groups (p .05).
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Date Issued: 1984, 1984
Identifier: AAI8416686, 3085798, FSDT3085798, fsu:75285
Format: Document (PDF)

Title: An examination of the effects of three types of preinstructional strategies on field-dependent and field-independent college students' academic performance in an introductory biology course.
Creator: Adams, Paul Edwin., Florida State University
Abstract/Description: This study investigated the effects of three types of print-based preinstructional strategies: (a) advance organizer, (b) performance objectives, and (c) viewing focus questions utilized in conjunction with an expository segment of videotaped instruction on the learning performance of undergraduate biology students classified as having Field-dependent or Field-independent cognitive styles. The Group Embedded Figures Test (GEFT) was used to measure cognitive styles. The sample for the study...
Show moreThis study investigated the effects of three types of print-based preinstructional strategies: (a) advance organizer, (b) performance objectives, and (c) viewing focus questions utilized in conjunction with an expository segment of videotaped instruction on the learning performance of undergraduate biology students classified as having Field-dependent or Field-independent cognitive styles. The Group Embedded Figures Test (GEFT) was used to measure cognitive styles. The sample for the study consisted of 194 undergraduates enrolled in 3 sections of an introductory Biology 103 course. The instructional content used in the study was a sixteen-minute expository videotape entitled "Susumu Tonegawa: Keys to the Immune System.", Procedure. After having been classified as field-dependent or field-independent by means of the GEFT one week prior to the treatments, students were assigned by a stratified random sampling approach to one of three preinstructional strategies or to an alternate (control group) activity. Students participated in the study as intact classes. The print-based preinstructional strategy treatments were administered by means of booklets prior to the presentation of the instruction. An immediate posttest was administered following the instruction. One week after the treatments, an identical delayed posttest was administered., Method. A 4 x 2 factorial design was used for the study. The initial analysis of data was done using a two-way analysis of covariance (ANCOVA) to assess the effects of covariates and the interaction of treatments with cognitive styles. Covariates measured were: (1) gender, (2) GPA, (3) status (i.e., freshman, sophomore, junior, senior), and, (4) prior knowledge test score, and (5) scores on the first examination for the Biology 103 course. No effects were found for any of the covariates. No effect was found for cognitive style or for the interaction treatments and cognitive styles. Subsequent data analyses were done using a one-way analysis of variance (ANCOVA) and Duncan's Multiple Range Test., Results. Statistically significant effects were found at $\alpha$ =.05 relating to the effect of preinstructional strategies upon the immediate and delayed posttest performance of both field-dependent and field-independent students. Two preinstructional strategies resulted in statistically significant higher immediate and delayed posttest scores. They were (a) performance objectives, and, (b) viewing focus questions., Conclusions. This study supports the use of performance objectives and viewing focus questions as effective preinstructional strategies. No evidence was found for aptitude-treatment interactions.
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Date Issued: 1993, 1993
Identifier: AAI9320334, 3088064, FSDT3088064, fsu:76871
Format: Document (PDF)

Title: THE EFFECTIVENESS OF USING MICROCOMPUTERS IN LEARNING ALGEBRAIC PRECEDENCE CONVENTIONS.
Creator: AL-GHAMDI, YOUSIF ABDULLAH SANAD., Florida State University
Abstract/Description: The rules for order of operations are important to students in numerical computation, simplifying algebraic expressions, evaluating formulas, writing proofs, solving equations, and success on standardized tests. Errors in evaluating expressions that require knowledge of this topic are often found at middle and high school. Moreover, pilot testing revealed that college students also committed such errors. Some students made errors that were consistent with an incorrect interpretation of the My...
Show moreThe rules for order of operations are important to students in numerical computation, simplifying algebraic expressions, evaluating formulas, writing proofs, solving equations, and success on standardized tests. Errors in evaluating expressions that require knowledge of this topic are often found at middle and high school. Moreover, pilot testing revealed that college students also committed such errors. Some students made errors that were consistent with an incorrect interpretation of the My Dear Aunt Sally mnemonic., A few scholars have given careful thought to order of operations. However, many students, teachers and texts have given little attention to this topic. Microcomputers can give students appreciation and motivation for studying conventions. The fact that some of these rules are built into microcomputers allows students to investigate them with rich and varied activities enhanced by immediate feedback., This study has shown that the time ordinarily used in teaching these conventions may not be adequate. A questionnaire revealed that most students had only one class period studying the topic., Since students had exhibited definite weaknesses on grouping conventions and since the use of computers employ such conventions, a study was done to determine the effectiveness of using microcomputers in teaching this topic. The study involved 132 students at three high schools in Florida. The experimental group was taught the conventions with the aid of microcomputers. The control group was taught the conventions through traditional teaching methods without the use of microcomputers., The results of the experiment showed that the experimental group performed significantly better than the control group. The experimental group scored significantly higher (.05) than the control group on achievement, retention, and transfer., During the pilot study a new difficulty related to conventions was noticed. Expressions that involved numerals repeated in certain ways, "special numerals," were missed with high frequency. The study showed that the whole group of subjects (experimental and control) performed significantly worse at evaluating these special numeral expressions as opposed to the regular expressions.
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Date Issued: 1987, 1987
Identifier: AAI8711707, 3086536, FSDT3086536, fsu:76011
Format: Document (PDF)

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

Title: The use of the personal reflexive journal in the adult literacy tutorial: The case of Jane.
Creator: Alexander, Mary M. Cozean., Florida State University
Abstract/Description: This ethnographic, single-case study was conducted over a two-year period. It documents the changes that occurred in the life of a forty-two year old female as she gained reading and writing skills in a literacy tutorial. This documentation was based on numerous personal journals that she dictated and wrote., Although her income level or economic status did not change significantly during the period of the study, her individual reading scores rose from lower elementary to post-secondary level...
Show moreThis ethnographic, single-case study was conducted over a two-year period. It documents the changes that occurred in the life of a forty-two year old female as she gained reading and writing skills in a literacy tutorial. This documentation was based on numerous personal journals that she dictated and wrote., Although her income level or economic status did not change significantly during the period of the study, her individual reading scores rose from lower elementary to post-secondary level. In addition, according to her, what changed in her life was her self-concept with respect to reading and writing, and her insight into the historical value of what she had learned outside of any educational setting. This change or growth process was paralleled to the Kubler-Ross model (1975), and was compared to the Belenky, et al. model (1986)., A ten-step program and process model for the Personal Reflexive Journal was developed and is included in this study for use with adult literacy students who are learning to express themselves through writing.
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Date Issued: 1989, 1989
Identifier: AAI9014594, 3161942, FSDT3161942, fsu:78141
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: Pronunciation difficulties as experienced by Kuwaiti students learning English as a Foreign Language.
Creator: Alqazweeni, Ali., Florida State University
Abstract/Description: The purpose of this study was to identify and analyze difficulties experienced by Kuwaitis in the pronunciation of English vowel segments. The data were collected through tape-recorded interviews with 66 male Kuwaiti students in the College of Commerce of Kuwait University in 1988-1989. The researcher and an American professor of linguistics at the Florida State University analyzed the data by identifying segmental deviations from the pronunciation of the vowel segments acceptable to native...
Show moreThe purpose of this study was to identify and analyze difficulties experienced by Kuwaitis in the pronunciation of English vowel segments. The data were collected through tape-recorded interviews with 66 male Kuwaiti students in the College of Commerce of Kuwait University in 1988-1989. The researcher and an American professor of linguistics at the Florida State University analyzed the data by identifying segmental deviations from the pronunciation of the vowel segments acceptable to native speakers of English. They listened to the tapes and marked down the correct and incorrect pronunciation of the vowel segments as they occurred in the students' English speech., Scores from the analysis were displayed in tables showing each vowel segment, total number of errors and correct pronunciation, and vowel segments ranked in order of difficulty according to percentages of errors related to the total number of occurrences. Also, a series of chi-square goodness of fit computations were conducted on the findings to determine whether the ratio of difficult to easy for each vowel segment was statistically significant., The findings showed that the English vowel segments /e, ae, $\partial$, a, uw, u, ow, $\supset$/ constituted areas of serious pronunciation difficulty to the Kuwaiti students of ESL/EFL. In particular, with the English sounds /e/ as contrasted with /i/, and /ow/ as contrasted with /$\supset$/, the mispronunciation of the Kuwaitis would result in a change in meaning. These problems might be attributed to interference from the native language, improper instruction, and insufficient linguistics training of the English teachers., Pedagogical implications and recommendations are offered to assist English language teachers in Kuwait to implement teaching techniques that lead to better acquisition of English vowel segment pronunciation by Kuwaitis. They are also offered to help teacher training program staffs and curriculum experts reduce future problems, and design instructional materials that would improve the teaching of pronunciation of English vowel sounds. Also, suggestions for further research relevant and complementary to this study are offered.
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Date Issued: 1990, 1990
Identifier: AAI9016480, 3161970, FSDT3161970, fsu:78169
Format: Document (PDF)

Title: The role of graphic representation and students' images in understanding the derivative in calculus: Critical case studies.
Creator: Aspinwall, Leslie Nolan., Florida State University
Abstract/Description: Calls for reform in the way that calculus is taught stress the importance of instruction focused on graphic as well as analytic representations of functions and derivatives. The value of calculus lies in its potential to reduce complex problems to simple rules and procedures. However, students taught only rules and procedures often emerge from calculus classrooms without the ability to analyze graphs and lack an understanding of the conceptual foundations of the slope of a tangent line. Study...
Show moreCalls for reform in the way that calculus is taught stress the importance of instruction focused on graphic as well as analytic representations of functions and derivatives. The value of calculus lies in its potential to reduce complex problems to simple rules and procedures. However, students taught only rules and procedures often emerge from calculus classrooms without the ability to analyze graphs and lack an understanding of the conceptual foundations of the slope of a tangent line. Study based solely on analytic representations of functions and their derivatives often produces only procedural understanding., In this study, two undergraduate calculus students were confronted with graphic representations for functions and their derivatives and asked to produce graphs that represented their images--their unique internal representations. Their attempts to provide external representations of their images provided the data for the study. The purposes of the study are two-fold: (1) to contrast the different mathematical understandings of these two students that have been revealed as a result of analyses of their graphic constructs for the derivative function and (2) to present the consequences of an instructional strategy based on graphic representation for functions and derivatives., The study demonstrates that graphic instructional representations for functions and their derivatives, and students' concomitant images, have the potential for producing a richer understanding than that achieved by analytic study alone. Stimulated by graphic instructional representations, students form and can utilize mental images to construct understanding of the calculus derivative and to demonstrate their unique internal mathematical representations.
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Date Issued: 1994, 1994
Identifier: AAI9432611, 3088377, FSDT3088377, fsu:77182
Format: Document (PDF)

Title: AN EXPERIMENTAL STUDY TO INVESTIGATE THE TEACHING-LEARNING OF THE BASIC CONCEPTS OF FRACTIONS IN GRADE TWO.
Creator: BADDAR, MOHAMMAD SUBHI., Florida State University
Abstract/Description: This study was designed to obtain information about the teaching and learning of the basic concepts of fraction using the instructional unit which was developed on the basis of research and revisions introduced as a result of a pilot study. The major questions posed were: (1) How effective is the instructional unit taught in a classroom setting in terms of pupil achievement, retention and transfer? (2) How does achievement of pupils in the instructional unit compare with results from other...
Show moreThis study was designed to obtain information about the teaching and learning of the basic concepts of fraction using the instructional unit which was developed on the basis of research and revisions introduced as a result of a pilot study. The major questions posed were: (1) How effective is the instructional unit taught in a classroom setting in terms of pupil achievement, retention and transfer? (2) How does achievement of pupils in the instructional unit compare with results from other populations? (3) What are the main difficulties pupils encounter in learning the basic fraction concepts? (4) What revision should be made in the instructional unit as a result of this study?, It is generally agreed that there is a need to provide children with more experience with the fundamental interpretations of fractions and their representations in concrete situation before going on to their more formal aspects. On examining the different interpretations and representations of fractions, it seems that the very basic concept of fraction is that it is a part of a continuous whole. Thus there is a need to develop and test curricula dealing with this stage of the fraction development using the part - whole interpretation., The Unit was taught to two second grade classes (68 pupils in all) at an elementary school in Tallahassee. The classes were taught by two classroom teachers. Nine lessons were taught, one per day, each lasting between 30 to 45 minutes. Achievement measures included a posttest, a retention test, and a transfer test. A pretest was also given., T-test was used to test the hypotheses of the study. Item and category analyses were used to identify the major difficulties encounterd by students., The children has the most difficulty with the following: (1) Identifying a unit among many units. (2) Applying fractions to number line. (3) Comparison of fractions using symbols., Recommendations for revisions of the Unit were made., In conclusion the Unit is an effective instrument for instruction and can be used with success in classroom.
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Date Issued: 1985, 1985
Identifier: AAI8524589, 3086143, FSDT3086143, fsu:75626
Format: Document (PDF)

Title: Restructuring college-level physics for prospective elementary school teachers: A sociocultural analysis of the roles the instructor plays.
Creator: Barrow, Dorian Allan., Florida State University
Abstract/Description: The dissertation is based on an ethnographic study of a college instructor, Dr. Smith, involved in the process of developing the curriculum of a new physics course for prospective K-6 school teachers. It adopts a model of curriculum that assumed different levels of participation, and different players in the curriculum development process (Goodson, 1990). Using this model, the instructor who participates at all levels (the planning, the translation, and the implementation) of the...
Show moreThe dissertation is based on an ethnographic study of a college instructor, Dr. Smith, involved in the process of developing the curriculum of a new physics course for prospective K-6 school teachers. It adopts a model of curriculum that assumed different levels of participation, and different players in the curriculum development process (Goodson, 1990). Using this model, the instructor who participates at all levels (the planning, the translation, and the implementation) of the restructuring process provides the unifying thread that connects the various levels of the process together., The study attempts to answer one fundamental question: What was the role of the instructor in the process of developing the curriculum of this restructured physics course? In the process of inquiry other questions emerged and also assumed importance. One such question was: what were the students' perceptions of the classroom learning environment created by the new physics course and how did that compare to what the students would have preferred? The dissertation discusses the findings related to these questions, and their implications for college science curriculum reform., The findings of the study suggest that when students feel ownership of a science course, learning or personal sense making, instead of grades, become their primary focus. Hence, the role of the instructor in the process of developing a restructured science curriculum for prospective teachers is to ensure that the students become involved in the mediation of the curriculum at all levels. This includes the mediation of the curriculum at the level of activities and themes, and to ensure that the students have a voice in creating a vision of the course, particularly, at the level of curricular planning and the setting of course goals. The instructor is also the person to bring students, colleagues, educators, and planners together in a way that would provide a context for the education, and learning of each other to support cultural change. Most importantly, the science instructor must make a special effort on behalf of the prospective teachers to connect the science content and processes covered in the college course, to the science that the prospective teachers will be required to teach in K-6 classrooms, since college science instructors have a significant impact of how prospective teachers will teach science in elementary schools.
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Date Issued: 1993, 1993
Identifier: AAI9318507, 3088039, FSDT3088039, fsu:76846
Format: Document (PDF)

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

Title: INVESTIGATION OF TEACHER DECISION MAKING AND PROBLEM SOLVING IN THE ADOPTION OF INSTRUCTIONAL PRODUCTS: A TEST OF THE LINKAGE DISSEMINATION MODEL.
Creator: BECKER, MARC STEPHEN., Florida State University
Abstract/Description: Despite massive expenditures in research and development, quality instructional products often have less than optimal impact upon student achievement. Many educators have concluded that traditional modes of product dissemination into schools contribute substantially to this problem. Traditional dissemination practices display a retail orientation, failing to consider the difficulty experienced by school practitioners in making decisions about product adoption., Recognition of the limited...
Show moreDespite massive expenditures in research and development, quality instructional products often have less than optimal impact upon student achievement. Many educators have concluded that traditional modes of product dissemination into schools contribute substantially to this problem. Traditional dissemination practices display a retail orientation, failing to consider the difficulty experienced by school practitioners in making decisions about product adoption., Recognition of the limited decision making capability in schools resulted in the development of the Linkage Model of Dissemination. Linkage trains school faculties to employ a systematic, problem-solving approach to making decisions about product adoption. The model encourages widespread teacher participation in decision making, coordinated by change agents known as linkers., This study investigated participatory decision making and systematic problem solving, within the Linkage Model, and their relationship to product acceptance. Data were collected from faculty members in elementary schools participating in the Florida Linkage System. The following major findings emerged from investigation of five research questions: (1) The correlation between teacher participation in decision making and acceptance of an instructional product was relatively low. (2) The extent of teacher participation in decision making was moderately related to the leadership style of the principal. The principal's leadership style bore no significant relationship to product acceptance. (3) The implementation of systematic problem solving displayed a moderate correlation with acceptance of an instructional product. (4) School practitioners (facilitators) trained in systematic problem solving perceived the following: (a) Systematic problem solving was useful and practical. (b) Linkers were most helpful with the tasks of problem identification and planning for implementation. (c) Linkers were second in helpfulness within and across all problem-solving tasks, exceeded by school-based curriculum coordinators. District personnel and external consultants, due to lack of proximity to schools, were less helpful. This perception was in accordance with the design of the Florida Linkage System.
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Date Issued: 1983, 1983
Identifier: AAI8404724, 3085709, FSDT3085709, fsu:75199
Format: Document (PDF)

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

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

Title: An 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: EFFECTS OF FIVE DIFFERENT PICTURE PLACEMENTS IN PRINTED TEXT ON THE ACQUISITION AND RETENTION OF VERBAL INFORMATION AND CONCRETE CONCEPTS.
Creator: BOGUSCH, BETTY BAKER., Florida State University
Abstract/Description: The purpose of this study was to examine the effects of five variations in the location of meaningful illustrations in relation to their referent text on immediate recall and retention of verbal information and concrete concepts, on time to completion of the instruction, and on students' opinions about the instructional materials, the subject matter, and their own performance., The bases for the conceptual framework for the study was the information-processing model of Robert M. Gagne and...
Show moreThe purpose of this study was to examine the effects of five variations in the location of meaningful illustrations in relation to their referent text on immediate recall and retention of verbal information and concrete concepts, on time to completion of the instruction, and on students' opinions about the instructional materials, the subject matter, and their own performance., The bases for the conceptual framework for the study was the information-processing model of Robert M. Gagne and research on the functions of pictures in text., Assessment instruments were an immediate posttest, a parallel delayed retention test, and an opinionnaire. Covariates were standardized reading test scores; time, in minutes, to completion of the instruction; and, for analysis of retention test scores, immediate posttest scores., The study was conducted in two phases--a pilot study and the experiment. Data from 45 fifth-grade students in two intact classrooms were analyzed for the pilot study. Data from 291 fifth-grade students in twelve intact classrooms were examined for the experiment., Analysis of covariance resulted in no significant differences in the effects of the five illustration placements on total immediate posttest scores, total delayed retention test scores, the subparts of verbal information scores and concrete concepts scores on the two tests, or on the time taken to completion of instruction. Chi-square analysis of response frequencies on each of the ten items of the opinionnaire revealed no significant differences among the five treatment groups for any item. The covariates accounted for most of the explained variance in the analyses of covariance., This study provided a theoretical basis for research in the use of pictures in text, but did not add to the body of research on which the decisions of graphic and instructional designers about the use of pictures in text should be based.
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Date Issued: 1983, 1983
Identifier: AAI8314182, 3085533, FSDT3085533, fsu:75025
Format: Document (PDF)

Title: A MODEL FOR THE EVALUATION AND INTEGRATION OF THE PLATO SYSTEM OF COMPUTER-ASSISTED INSTRUCTION INTO THE INSTRUCTIONAL DESIGN EFFORT OF COMMUNITY COLLEGES OF FLORIDA.
Creator: BOHLER, GEORGE SIDNEY., Florida State University
Abstract/Description: A model was developed to determine the full cost of implementing a PLATO-based system of Computer-Assisted Instruction. Costs were classified into four categories: personnel, facilities, equipment, and courseware. A Cost Data Collection Form was developed to identify the elements of each category and to summarize the results. The study concluded that, while PLATO-based CAI was capable of being a cost-effective instructional delivery system under certain circumstances, its most common...
Show moreA model was developed to determine the full cost of implementing a PLATO-based system of Computer-Assisted Instruction. Costs were classified into four categories: personnel, facilities, equipment, and courseware. A Cost Data Collection Form was developed to identify the elements of each category and to summarize the results. The study concluded that, while PLATO-based CAI was capable of being a cost-effective instructional delivery system under certain circumstances, its most common application--drill and practice--was very expensive when compared with alternative media., A management model was also developed for the purpose of effectively integrating PLATO-based CAI into the instructional design effort of Florida Community Colleges. Taking into consideration the diversity of institutional sizes and resources, the model incorporates the most desirable aspects of centralized and decentralized administration. Areas of administrative responsibility were classified as follows: technical direction and administration, program analysis and evaluation, courseware development, and programming and equipment operations. While recommending that strictly administrative functions be centralized, the study recommended that all other functions be delegated to the PLATO Project Steering Committee consisting of all professional users of the system.
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Date Issued: 1980, 1980
Identifier: AAI8100632, 3084699, FSDT3084699, fsu:74200
Format: Document (PDF)

Title: MULTICULTURAL EDUCATION, NCATE ACCREDITATION, AND TEACHER EDUCATION PROGRAMS: A DELPHI SURVEY OF SELECTED PROGRAM LEADERS.
Creator: BOOK, LEON CHARLES., Florida State University
Abstract/Description: An emphasis on multicultural education (MCE) permeated the 1977 revision of the NCATE standards, yet regional teacher education institutions in Missouri and its eight bordering states are predominantly unicultural in demography. Therefore, a Delphi survey in three rounds tested opinions of selected issues related to cultural pluralism, multicultural teacher education, accreditation, and related institution-specific practices. The study determined the perceptions of the program leaders and...
Show moreAn emphasis on multicultural education (MCE) permeated the 1977 revision of the NCATE standards, yet regional teacher education institutions in Missouri and its eight bordering states are predominantly unicultural in demography. Therefore, a Delphi survey in three rounds tested opinions of selected issues related to cultural pluralism, multicultural teacher education, accreditation, and related institution-specific practices. The study determined the perceptions of the program leaders and whether consensus exists on these issues., Respondents expressed strongest support for ideological issues related to multicultural teacher education, while expressing clear, but less strong, support for accreditation and topics within cultural pluralism. While institution-specific practices showed least agreement overall, respondents indicated that they believe they have implemented multicultural teacher education programs in relatively unicultural settings, at least to NCATE's satisfaction., Strongest consensus was determined for some 11 of the 47 items, centering on ideological issues concerning MCE within teacher education programs. Least consensus was conveyed on nine items touching on all sections of the survey. Consensus for the remaining items was reserved, qualified either by the comparative strength of dissent expressed for an item whose mean response indicated agreement (or disagreement), or by the lack of dissent for an item whose mean response suggested "no opinion.", Results for institution-specific practices were not as strong as those for related philosophical ideals, suggesting that while respondents believe NCATE may be satisfied with their MCE efforts, NCATE may not be., The study uncovered promising possibilities for additional similar research.
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Date Issued: 1982, 1982
Identifier: AAI8225276, 3085334, FSDT3085334, fsu:74829
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: 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: The motivational effects of norm-referenced, knowledge-of-results, and criterion-referenced feedback.
Creator: Brown, Richard William., Florida State University
Abstract/Description: The purpose of this study was to investigate the effects of three different forms of feedback on student goal orientation, belief in whether ability could be improved on a task, and continuing motivation to learn. Eighty four high school students were randomly assigned to one of three treatment conditions. One treatment consisted of a print-based instructional package and a computer-based testing episode where students were told they would receive and received norm referenced feedback...
Show moreThe purpose of this study was to investigate the effects of three different forms of feedback on student goal orientation, belief in whether ability could be improved on a task, and continuing motivation to learn. Eighty four high school students were randomly assigned to one of three treatment conditions. One treatment consisted of a print-based instructional package and a computer-based testing episode where students were told they would receive and received norm referenced feedback immediately following the computer-based test. The second treatment consisted of the same materials with the exception that they were told they would receive and received criterion referenced feedback. The third treatment group received identical materials but were told they would receive and received knowledge of results feedback. Results indicated that different feedback conditions did not have an effect on student goal orientations, on belief as to whether students could improve their ability on the experimental task, or continuing motivation to learn. Exploratory post hoc analyses indicated that ego orientation was significantly correlated with a belief that students could improve their ability on the task (p $<$.05). This finding is inconsistent with previous findings and suggests more research is required regarding this relationship.
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Date Issued: 1992, 1992
Identifier: AAI9303343, 3087909, FSDT3087909, fsu:76719
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: THE EFFECTS OF VISUALIZATION AND VERBALIZATION AS STUDY STRATEGIES ON MIDDLE SCHOOL STUDENTS' RETENTION OF DEFINED CONCEPTS LEARNED FROM EXPOSITORY TEXT.
Creator: BRYANT, SUSAN MARGARET., Florida State University
Abstract/Description: This experimental study examined the effects of two learning strategies, visualization and verbalization, on retention of verbal information and defined concepts when these are learned from expository text. Fifty-four sixth grade students read and studied a social studies lesson concerning the Industrial Revolution. One group answered embedded questions by generating drawings, while a second group answered the same questions by writing short essays. A control group read the lesson with no...
Show moreThis experimental study examined the effects of two learning strategies, visualization and verbalization, on retention of verbal information and defined concepts when these are learned from expository text. Fifty-four sixth grade students read and studied a social studies lesson concerning the Industrial Revolution. One group answered embedded questions by generating drawings, while a second group answered the same questions by writing short essays. A control group read the lesson with no embedded questions. No rules for drawing or writing were presented, but students did have the opportunity to ask questions about, and practice, their assigned strategy. During one class period, students studied the lesson using the assigned strategy and completed an immediate, multiple-choice test assessing their learning of facts and concepts. Nine days later the students took the same test again so that delayed retention could be measured. No significant effects of an imposed strategy on learning were found on any measures. Interesting differences, although not statistically significant, indicate the possibility that strategy use (either visual or verbal) may enhance the learning of defined concepts.
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Date Issued: 1986, 1986
Identifier: AAI8708164, 3086484, FSDT3086484, fsu:75964
Format: Document (PDF)

Title: HEMISPHERIC DOMINANCE PATTERNS AND READING ACHIEVEMENT.
Creator: BUNCH, REBECCA DIANNE., Florida State University
Abstract/Description: Investigation was made to (1) accumulate researcher visual, auditory, and kinesthetic left and right hemispheric reading behaviors and to (2) determine if modality-specific brain dominance patterns were related to reading achievement. From previous research similar numbers of left and right hemispheric reading behaviors were accumulated implying the importance of each hemisphere to reading. When 346 right handed, seven and eight year old children's reading achievement was compared using ANOVA...
Show moreInvestigation was made to (1) accumulate researcher visual, auditory, and kinesthetic left and right hemispheric reading behaviors and to (2) determine if modality-specific brain dominance patterns were related to reading achievement. From previous research similar numbers of left and right hemispheric reading behaviors were accumulated implying the importance of each hemisphere to reading. When 346 right handed, seven and eight year old children's reading achievement was compared using ANOVA statistical design to eight varied modality-specific hemispheric dominance patterns, the following resulted: (1) neither children with predominantly left nor right hemispheric dominance patterns were significantly greater in achievement, (2) children with crossed dominance patterns were weaker in achievement than children with unilateral dominance of either hemisphere, and (3) children, comprising 8.7% of the sample who were right handed with heavy left handed latency and who were more right ear dominant, had significantly lower reading achievement at the 0.21 level using F-Test measures than any other hemispheric pattern. Typically, though statistically no longer as significant, these pupils were also visually dominant with their left eye creating a double crossed dominance with their left eye creating a double crossed dominance between left eye and right hand and right ear and left handed latency., The value of this study lies in demonstrating that the left hemisphere is no more important in both reading functions and achievement than the right hemisphere, both appear similarly involved in reading behaviors and achievement.
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Date Issued: 1983, 1983
Identifier: AAI8317363, 3085579, FSDT3085579, fsu:75071
Format: Document (PDF)

Title: IDENTIFICATION OF PREDICTORS OF PRIOR KNOWLEDGE IN THE VERBAL INFORMATION AND INTELLECTUAL SKILLS DOMAINS USING ROTHKOPF'S MODEL OF INSTRUCTION.
Creator: CAMPOS, AGUSTIN., Florida State University
Abstract/Description: The present study was designed to identify the best single measure of prior knowledge and the best linear combination of measures of prior knowledge that predicts best student achievement for the verbal information and intellectual skills domains. Rothkopf's model of instruction was used as the theoretical framework for this investigation. Five measures of prior knowledge were considered: (1) number of science courses taken (NC), (2) grade point average in science courses (GPA), (3) free...
Show moreThe present study was designed to identify the best single measure of prior knowledge and the best linear combination of measures of prior knowledge that predicts best student achievement for the verbal information and intellectual skills domains. Rothkopf's model of instruction was used as the theoretical framework for this investigation. Five measures of prior knowledge were considered: (1) number of science courses taken (NC), (2) grade point average in science courses (GPA), (3) free-association test scores (ASSO), (4) vocabulary test scores (VOC), and (5) prior achievement test scores (PA). Results from post-test scores in a lesson on Mechanics were used as the dependent variable. Eighty-four twelfth graders from Florida State University Developmental Research School were the subjects for this study. Regression techniques were used for analyzing the data., The results indicate that the prior achievement test (PA) was the best single predictor of prior knowledge for the verbal information and intellectual skills domains as well as the best predictor of total student performance. The results of the other four measures differ depending on the learning outcome considered. While ASSO, VOC, and GPA accounted for a significant amount of explained variance in verbal information, it was only GPA that did so for intellectual skills., A linear combination of measures of prior knowledge was determined: for the verbal information PA, ASSO, and VOC was used; PA and GPA for intellectual skills; and PA, GPA and VOC for the total student performance., General measures of prior knowledge (NC and GPA), were compared with specific ones (PA, ASSO, and VOC). Specific measures accounted for a significantly greater amount of variance than general measures in verbal information and total student performance. The difference in explained variance favoring specific measures was small (1.92%) in the intellectual skills domain., Rothkopf's model of instruction, as defined in this study, accounted for a significant amount of variance in all three types of student performance investigated. However, two of the variables considered, disparity and covert mathemagenic activities, accounted for an insignificant amount of explained variance. Instruction-relevant experience--prior knowledge--was found to be the most important factor affecting student achievement. This result is in accordance with what theory suggests. The implications of the findings and future research areas are discussed.
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Date Issued: 1983, 1983
Identifier: AAI8314400, 3085550, FSDT3085550, fsu:75042
Format: Document (PDF)

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

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

Title: A 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: The teaching of culture in foreign language education: A Chinese perspective.
Creator: Chao, Hsiao-ya., Florida State University
Abstract/Description: The present study was an investigation to examine the current situation in the field of teaching foreign cultures in China's language education. The study concentrated on answering the question of whether there were any differences between the Chinese subjects from the state and provincial normal universities and those from the district teachers colleges concerning their acquisition of social and cultural knowledge and information about the United States., The data collected from the...
Show moreThe present study was an investigation to examine the current situation in the field of teaching foreign cultures in China's language education. The study concentrated on answering the question of whether there were any differences between the Chinese subjects from the state and provincial normal universities and those from the district teachers colleges concerning their acquisition of social and cultural knowledge and information about the United States., The data collected from the performance of 171 subjects on the culture quiz and from their responses to the survey revealed that some significant differences existed between the two groups of subjects. The first group of subjects (those from the state and provincial normal universities) scored much higher on the culture quiz than the second group of subjects (those from the district teachers colleges). Moreover, the first group of subjects also held a more positive attitude toward the learning of foreign cultures., The study also showed that the first group of subjects were less satisfied with the instruction of culture in their schools and were less content with their mastery of knowledge and information of foreign cultures, than the second group of subjects., No evidence was found to establish a significant difference between the two groups of subjects with respect to their ways of obtaining sociocultural knowledge. Media, other than classroom instruction, was their main source of acquiring information of other cultures. The study revealed that the two groups of subjects had better knowledge of such cultural aspects as literature, history, and the like than knowledge of behavioral patterns and lifestyles., The study also reported the subjects' expectations of improvement in the teaching of culture; most of them cared more about importation of video and audio materials though only a small number of them expected much change in classroom instruction.
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Date Issued: 1991, 1991
Identifier: AAI9212270, 3087729, FSDT3087729, fsu:76539
Format: Document (PDF)

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

Title: THE USE OF COMMUNITY VOLUNTEERS IN A RURAL SECONDARY SCHOOL GIFTED AND TALENTED PROGRAM.
Creator: CLEVELAND, LINDA CRAWFORD., Florida State University
Abstract/Description: This study investigated the development of a program which used members of the community as adjunct instructional personnel for rural, gifted and talented secondary students. The researcher reviewed literature related to identification of gifted and talented students, utilization of community volunteers in instructional programs, and development of community resource files. Using information gained from the literature, criteria for selecting participants were established, and 17 gifted and...
Show moreThis study investigated the development of a program which used members of the community as adjunct instructional personnel for rural, gifted and talented secondary students. The researcher reviewed literature related to identification of gifted and talented students, utilization of community volunteers in instructional programs, and development of community resource files. Using information gained from the literature, criteria for selecting participants were established, and 17 gifted and talented 12th grade students--7 males and 10 females--were identified. A plan for building a community resource file was developed, and the file was built. Units of instruction in the areas of art, music, and writing were developed by the researcher. Thirty-one community volunteers were used to field test the model program. The Kuder Preference Record Form C and a student questionnaire developed by the researcher were administered to participants at the beginning and completion of the program to determine its effects on vocational interests and student perceptions of the program, their community, and the use of volunteers. Upon completion of the program, a researcher developed questionnaire concerning reasons for participation, understanding of aims and problems of the school, and value of the program in terms of personal gratification was administered to the volunteers. Overall findings of the study indicated that an educational model using community volunteers could be developed to provide an appropriate education for gifted and talented secondary students. Perceptions of both groups indicated that community volunteers could be effectively used as instructional personnel. Improved communication resulting from interaction between school and community and the effects on student learning would indicate that programs using community resources be expanded to other students.
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Date Issued: 1980, 1980
Identifier: AAI8108183, 3084804, FSDT3084804, fsu:74305
Format: Document (PDF)

Title: An evaluation of the effectiveness of two methods for providing computer-assisted repeated reading training to reading-disabled students.
Creator: Cohen, Andrew Lawrence., Florida State University
Abstract/Description: The present study evaluated the instructional effectiveness of two methods for providing computer-assisted repeated reading training to reading disabled students. One repeated reading method, the Processing Power program (ICT, Inc., 1983), was designed to help disabled readers compensate for proposed dysfunctions in visual processes, while providing repeated reading practice (Fisher, 1979, 1980, 1981). Consequently, disabled readers in the processing power condition received repeated reading...
Show moreThe present study evaluated the instructional effectiveness of two methods for providing computer-assisted repeated reading training to reading disabled students. One repeated reading method, the Processing Power program (ICT, Inc., 1983), was designed to help disabled readers compensate for proposed dysfunctions in visual processes, while providing repeated reading practice (Fisher, 1979, 1980, 1981). Consequently, disabled readers in the processing power condition received repeated reading instruction that included isolated word practice to improve the efficiency of word decoding skills, widely spaced words to reduce the amount of competing textual information, and increasingly complex visual formats to reacquaint the reader with the left-to-right sequencing of text. The second method of repeated reading practice, the Reading Shell program (IDDEA Inc. and SIMPAC Educational products, Inc., 1986), provided disabled readers in the repetitive reading condition with standard text formats during all passage readings., Forty seven reading disabled students, matched in groups of three based on intelligence, age, and word recognition ability were randomly assigned to either the processing power condition, repetitive reading condition, or no-treatment control group. Contrasts between the oral reading fluency rates of subjects in the two repeated reading programs indicates that disabled readers are able to process standard text without the visual interference hypothesized by Fisher's (1979, 1980, 1981) Complementary theory of reading.
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Date Issued: 1988, 1988
Identifier: AAI8819144, 3161602, FSDT3161602, fsu:77803
Format: Document (PDF)

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

Title: THE EFFECTS OF REDUCED-SCALE TRAINERS ON THE TRANSFER OF LEARNING.
Creator: COTHRAN, PAUL EDWIN., Florida State University
Abstract/Description: This study was designed to determine whether transfer of learning would differ significantly between subjects trained and tested utilizing the same instructional materials, differing only in the scale of the model used for training and the use or non-use of an audio supplement with text. The models used were reduced-scale, full-scale and the actual equipment., Four hypotheses were generated. Three hypotheses dealt with the relationships between the three models, and one hypothesis dealt with...
Show moreThis study was designed to determine whether transfer of learning would differ significantly between subjects trained and tested utilizing the same instructional materials, differing only in the scale of the model used for training and the use or non-use of an audio supplement with text. The models used were reduced-scale, full-scale and the actual equipment., Four hypotheses were generated. Three hypotheses dealt with the relationships between the three models, and one hypothesis dealt with the relationship between the two audio treatments. The subjects were 60 first-term enlisted U.S. Army personnel, similarily qualified, based upon their General Technical (GT) and Electronic (EL) scores on the Armed Forces Qualification Test, (AFQT). Instructional material consisted of an individualized, self-paced booklet, an audio tape, which read the booklet, the three aforementioned models, an end-of-course test and a transfer test., Each subject was trained and tested on one of the models until an established mastery level was attained on the end-of-course test. Once mastery was demonstrated, each subject was given a transfer test on the actual equipment., The data was analyzed using ANCOVA in a 3 x 2 design, with the individual GT score as the covariate. The results indicate no significant differences in average performance nor variability between the three model treatments, but do indicate significant differences in average performance and variability between the two audio conditions. Subjects using the audio supplement, with text, produced significantly better average performance and were more consistent. The analyses showed no significant interactions., The ANCOVA performed on the transfer and time scores revealed very low correlations. No ANCOVA was performed on the error scores since there was virtually no within-group correlation between the GT and error scores. These findings suggest little or no predictive power within the ranges of GT and performance.
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Date Issued: 1981, 1981
Identifier: AAI8205588, 3085114, FSDT3085114, fsu:74612
Format: Document (PDF)

Title: The effects of a teacher-directed method and an individualized learning program in teaching motor skills to college students.
Creator: Croom, Annie Pearl., Florida State University
Abstract/Description: The purpose of this study was two-fold: (1) To compare the effects of a teacher-directed method and an individualized learning packet in teaching a unit of beginning badminton skills to college students. (2) To determine the attitude of the students exposed to each teaching method., Seventy students were selected from two activity courses in the Physical Education and Recreation Department at West Georgia College in Carrollton, Georgia, to serve as the population samples to be studied. These...
Show moreThe purpose of this study was two-fold: (1) To compare the effects of a teacher-directed method and an individualized learning packet in teaching a unit of beginning badminton skills to college students. (2) To determine the attitude of the students exposed to each teaching method., Seventy students were selected from two activity courses in the Physical Education and Recreation Department at West Georgia College in Carrollton, Georgia, to serve as the population samples to be studied. These students were not physical education majors and ranged from age 18-22. The two groups were randomly assigned to the treatments. Subjects were required to complete a badminton screening form in order for the investigator to determine if they had previous formal instruction in a badminton class or not. Three badminton skills tests were administered to all subjects at the second and third class meeting to determine the initial performance levels of the subject. Groups received instruction in the beginning badminton unit for twenty lessons over a 10-week period. A paired t-test for significant differences at the.05 level of confidence was used to evaluate the pretest to posttest improvement. The results indicated that both groups improved significantly on the badminton skill tests. Both methods are effective for the teaching and learning of selected badminton skills. Posttest analysis indicated no significant difference in two of the three tests which supported that either method was effective. Consequently, physical education teachers can employ the individualized learning packet approach in selected learning environments. The resulting release time frees the teachers to be a facilitator who works individually with each student, allowing him or her to improve at their own rate without sacrificing quality personalized instruction in larger classes., At the end of the formal instruction a questionnaire was administered by the investigator in order to determine the students' perceptions concerning the value of the badminton course. The t-test of significant difference indicated at the.05 level of confidence that subjects did not differ significantly in their perceptions and opinions of the individualized learning packet and the teacher-directed methods as successful approaches for the teaching and learning of selected beginning badminton skills. Both groups expressed strong positive perceptions that the course was valuable. (Abstract shortened with permission of author.)
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Date Issued: 1992, 1992
Identifier: AAI9233288, 3087906, FSDT3087906, fsu:76716
Format: Document (PDF)

Title: 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: 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: 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: Staff development for ESOL teachers: A Balesian analysis of cooperative learning groups.
Creator: Deautriell, William P., Florida State University
Abstract/Description: This study applies a Balesian analysis to the investigation of the dynamics in cooperative learning groups. The bulk of the research on cooperative learning has focused on academic achievement and social behavior with students and adults. A gap exists in the research on the dynamics of cooperative learning at the staff development level. This study attempts to answer two research questions: (a) How do individuals behave in cooperative learning groups? (b) Does behavior in cooperative learning...
Show moreThis study applies a Balesian analysis to the investigation of the dynamics in cooperative learning groups. The bulk of the research on cooperative learning has focused on academic achievement and social behavior with students and adults. A gap exists in the research on the dynamics of cooperative learning at the staff development level. This study attempts to answer two research questions: (a) How do individuals behave in cooperative learning groups? (b) Does behavior in cooperative learning groups differ from behavior in traditional groups as discerned by Bales?, The methodology consisted of videotaping teachers in an ESOL workshop interacting in cooperative learning groups as they engaged in task-oriented activities. The videotapes were then submitted to a Balesian analysis which compared cooperative groups with Bales' traditional groups., The first research question was analyzed by means of group profiles. The comparison of group profiles for Bales' groups and the cooperative groups suggested that people in cooperative groups tend to: produce relatively high rates of verbal interaction; produce meaningful task-oriented input; produce relatively high rates of recall and concept attainment; produce relatively high rates of critical thinking; and promote attention to time on task., Regarding research question two, the findings showed, that cooperative learning groups did not conform to the predicted patterns of Bales' groups. This deviation was attributed to the characteristic difference of the two types of groups based on the presence of the attributes positive goal interdependence and individual accountability contained in the cooperative but not the traditional groups. Additionally, these two attributes produced flexible task-resolution patterns, equal opportunity for input, and diminution of role differentiation., The implications of the study suggested the potential for developing a cooperative learning group model of staff development, grounded in cooperative learning theory, and employing cooperative learning groups. Furthermore, the findings implied the effectiveness of cooperative learning groups especially in the area of ESOL staff development. Further research was recommended to continue this line of investigation.
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Date Issued: 1993, 1993
Identifier: AAI9318511, 3088042, FSDT3088042, fsu:76849
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: 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: The relationship among declarative behavior management knowledge, pupil control ideology, and teacher efficacy for middle-grade physical education teachers.
Creator: Duncan, Charles Arthur., Florida State University
Abstract/Description: The purpose of this study was to assess the declarative behavior management knowledge, pupil control ideology, and teacher efficacy of physical education teachers in north Florida middle schools. Additionally, the study explored relationships among the three measures., A multiple choice declarative knowledge instrument, designed for the study, and two other instruments, the Pupil Control Ideology, and the Teacher Efficacy Scale were combined into one survey packet. Data were collected on site...
Show moreThe purpose of this study was to assess the declarative behavior management knowledge, pupil control ideology, and teacher efficacy of physical education teachers in north Florida middle schools. Additionally, the study explored relationships among the three measures., A multiple choice declarative knowledge instrument, designed for the study, and two other instruments, the Pupil Control Ideology, and the Teacher Efficacy Scale were combined into one survey packet. Data were collected on site from 102 middle grade physical education teachers in north Florida counties., Descriptive data indicated that teachers participating in the study were not knowledgeable about behavior management models frequently cited in professional literature. The mean score for subjects was 40.64%. Related teacher rankings indicated that "trial and error" experience ranked significantly (p $<$.01) higher as a source of behavior management knowledge than other potential knowledge sources (formal course work, independent study, or in-service training)., Pupil control ideology correlated with behavior management knowledge (r = $-$.1640; p $<$.05), and two factors of teacher efficacy, teaching efficacy (r = $-$.5033; p $<$.001), and personal efficacy (r = $-$.1862; p $<$.05). Teacher efficacy factors did not significantly correlate with declarative behavior management knowledge., The results of this study indicated that behavior management knowledge and pupil control ideology may be linked. Further, teachers participating in the study did not score well on an eclectic behavior management knowledge test and relied on trial and error to acquire the knowledge that they did have. Therefore, it was concluded that both pre-service and in-service teacher training programs should be examined as to the adequacy of their behavior management components and their potential to affect pupil control ideology.
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Date Issued: 1992, 1992
Identifier: AAI9306030, 3087983, FSDT3087983, fsu:76790
Format: Document (PDF)

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

Title: A study of social interaction processes in mathematical problem-solving partnerships.
Creator: Erle, Sharon Borntrager., Florida State University
Abstract/Description: The purpose of this study was to build a descriptive model of social-interaction processes of natural and artificially imposed student partnerships engaged in mathematical problem-solving activity. The theoretical perspective of this study was based on the socio-cognitive model of learning which hypothesizes that cognitively effective social interactions will generate perturbations or disequilibrations in subject's existing knowledge schemes., To enable the development of the model, questions...
Show moreThe purpose of this study was to build a descriptive model of social-interaction processes of natural and artificially imposed student partnerships engaged in mathematical problem-solving activity. The theoretical perspective of this study was based on the socio-cognitive model of learning which hypothesizes that cognitively effective social interactions will generate perturbations or disequilibrations in subject's existing knowledge schemes., To enable the development of the model, questions relating to partnerships roles, differences in problem-solving strategies between partners, and evidence of coordinated problem-solving activity were of particular interest. Through the use of nonroutine mathematics tasks that had the potential of being problematic, an environment for discrepant points of view was provided., The study was conducted in two phases. First a fourth grade class was observed biweekly for a period of eight weeks to document and analyze interaction patterns. Based on the initial observation, two natural dyads and three natural triads were selected for the second phase of the study. In the second phase of the study the selected natural partnerships and researcher imposed artificial partnerships were videotaped in problem-solving sessions where nonroutine mathematics tasks were given to the partnerships. Artificial partnerships were determined through researcher imposed changes in partnership participants based on the observation phase of the study and an initial analysis of the natural partnership videotapes., Major themes that emerged in the qualitative analysis of the data were: gender differences, levels of collaboration, partnership roles, methods of resolving conflict, and effects of setting changes. A synthesis of major themes revealed a descriptive model in which three factors contributed to the level and quality of task-focused interactions. The three factors were: the type of mathematics task posed, the presence of a socially dominant partner, and the degree of cognitive difference between partners.
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Date Issued: 1992, 1992
Identifier: AAI9303346, 3087911, FSDT3087911, fsu:76721
Format: Document (PDF)

Title: Students' perceptions of growth in writing.
Creator: Evangelista, Lisa Catherine., Florida State University
Abstract/Description: This qualitative study sought to discover how students evaluate their progress in writing. Previous research has addressed self-evaluation of single compositions and of writing ability, but no study has focused on students' perceptions of their own development as writers., My study examined 11th- and 12th-graders' interpretations of their progress--through grades, teacher commentary, peer response, comparison with other student writers, and their own knowledge based on experience in reading...
Show moreThis qualitative study sought to discover how students evaluate their progress in writing. Previous research has addressed self-evaluation of single compositions and of writing ability, but no study has focused on students' perceptions of their own development as writers., My study examined 11th- and 12th-graders' interpretations of their progress--through grades, teacher commentary, peer response, comparison with other student writers, and their own knowledge based on experience in reading and writing. Student "beliefs," compiled from interviews and informal discussions with writers over a period of nearly five months, revealed assumptions about writing progress strongly influenced by instruction and teacher expectations., The students were generally accurate in their self-evaluation, but were not able to articulate a complex understanding of themselves as writers. They were conscious of problems they had solved and ways that their writing had improved, but most were not taking themselves seriously as writers or making efforts to accelerate their improvement. Very few writers were practiced at independent strategies of self-evaluation and revision so critically linked to development., Three case studies were contrasted with patterns in the class as a whole to distinguish developmental characteristics. Students' use of terms and consciousness of problems contribute to an understanding of writing improvement that is highly variable. The findings suggest that meaningful diagnostic evaluation, instructional planning, and negotiated summative evaluation depend on the knowledge writers build of their own processes of growth in writing.
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Date Issued: 1988, 1988
Identifier: AAI8814409, 3086820, FSDT3086820, fsu:76295
Format: Document (PDF)

Theses and Dissertations (183)	+ -
Digitized Theses and Dissertations (183)	+ -

Education, Language and Literature (17)	+ -
Education, Educational Psychology (16)	+ -
Education, Technology (15)	+ -
Education, Mathematics (13)	+ -
Education, Teacher Training (10)	+ -

Education, Reading (9)	+ -
Education, Administration (8)	+ -
Education, Bilingual and Multicultural (8)	+ -
Education, Elementary (8)	+ -
Education, Higher (7)	+ -
Education, Secondary (7)	+ -
Education, Sciences (6)	+ -
Education, Tests and Measurements (6)	+ -
Education, Adult and Continuing (4)	+ -
Education, Community College (4)	+ -
Education, General (4)	+ -
Education, Physical (4)	+ -
Education, Guidance and Counseling (3)	+ -
Education, Social Sciences (3)	+ -
Education, Sociology of (3)	+ -
Language, General (3)	+ -
Language, Linguistics (3)	+ -
Education, Philosophy of (2)	+ -
Library Science (2)	+ -
Psychology, General (2)	+ -
Sociology, Demography (2)	+ -
Sociology, Social Structure and Development (2)	+ -
Women's Studies (2)	+ -
Artificial Intelligence (1)	+ -

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

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

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