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

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

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

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

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

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

Title: Delineating instruction: A collaborative planning approach that brings development and delivery systems together.
Creator: Peart, Moses., Florida State University
Abstract/Description: This study investigates the development of a collaborative approach to instructional planning, in the context of a local, natural instructional setting in the educational system of a Caribbean island. Parallel teams of planners are brought together from both the development and the delivery systems of this instructional context; to develop an instructional plan of their choice., The collaborative instructional exercise is developed as a series of planning sessions--utilizing the mechanism of...
Show moreThis study investigates the development of a collaborative approach to instructional planning, in the context of a local, natural instructional setting in the educational system of a Caribbean island. Parallel teams of planners are brought together from both the development and the delivery systems of this instructional context; to develop an instructional plan of their choice., The collaborative instructional exercise is developed as a series of planning sessions--utilizing the mechanism of a small group interaction/problem-solving process. The group of 12 main, direct participants consists of six developers and six deliverers of instruction. Data collection is done by means of preliminary questionnaire/survey and documents reviews; by in-process interviews by discussions, observations, recordings, documents reviews; and by post-planning interviews of individual participants. A comprehensive review of related literature is also presented, to put this study in perspective and lay the basis for useful analysis. Analysis of the collaborative planning process and description of the emergent model are presented in terms of the opinions, decisions, behaviors/actions, and approaches of the participants. Within-group comparisons are made in terms of the respective roles played by each team of planners, and in terms of the relative contributions of individuals in each team., Findings of the investigation reveal that both sets of planners considered more elements that traditionally prescribed and described in instructional models., Furthermore, the planners introduced new dimensions to, and derived new meanings from, aspects of the planning process. Findings of this study support some findings of earlier research studies (e.g., that instructional planners do not systematically follow the prescriptive models of instructional planning and development. It was also shown, however, that planners in this study context do use some traditional elements in the development of their own approach. The collaborative planning approach (model) that emerged is described, and implications for applications to the context are suggested. Implications for further research into collaborative planning are also discussed.
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Date Issued: 1994, 1994
Identifier: AAI9514718, 3088531, FSDT3088531, fsu:77333
Format: Document (PDF)

Title: 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: 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 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: A pedagogy for choral conducting based on score miniaturization.
Creator: Wine, Thomas R., Florida State University
Abstract/Description: A review of the existing literature for the teaching of conducting indicated that many authors chose not to incorporate the development of score reading skills in their methodology, even though most conducting authorities recommended some form of score study. The purpose of this study was to create a method whereby fundamental conducting gestures could be taught in direct correlation to existing music literature., Studies in error detection indicated most conducting students can not work...
Show moreA review of the existing literature for the teaching of conducting indicated that many authors chose not to incorporate the development of score reading skills in their methodology, even though most conducting authorities recommended some form of score study. The purpose of this study was to create a method whereby fundamental conducting gestures could be taught in direct correlation to existing music literature., Studies in error detection indicated most conducting students can not work directly from a full conductor's score. Materials from music appreciation and music theory text books as well as existing examples from conducting text books were consulted to develop an approach for presenting the score in a miniaturized format., Results of a limited pilot study indicated that students found the miniaturized score was significantly effective in teaching them to identify and prepare conducting gestures. Using suggestions from the pilot study, 24 musical examples of diverse musical styles and historical periods were selected for presenting fundamental conducting skills. These musical examples were placed into 28 figures representing miniaturized scores of the actual music. Each miniaturized score was followed by a series of musical and gestural considerations for the conductor to study in preparing to conduct the musical example., While the format of miniaturized scores met with success in a limited setting, a summative evaluation should be completed to determine the lasting impact of this curriculum design. The ability of students to transfer score miniaturization to other musical styles not found in this text should also be evaluated.
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Date Issued: 1994, 1994
Identifier: AAI9502832, 3088449, FSDT3088449, fsu:77254
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: Talking about a revolution: The politics and practice of feminist teaching.
Creator: Sattler, Cheryl L., Florida State University
Abstract/Description: This dissertation is a qualitative inquiry into the politics and practice of feminist teaching. While much literature exists which discusses feminist teaching, the majority of the literature is written from a personal perspective, or lacks empirical data. This study addresses that absence by weaving together theoretical feminist writings with empirical data on the lives of feminist women teachers. Taking a grounded theory approach, nine feminist women teachers were interviewed intensively...
Show moreThis dissertation is a qualitative inquiry into the politics and practice of feminist teaching. While much literature exists which discusses feminist teaching, the majority of the literature is written from a personal perspective, or lacks empirical data. This study addresses that absence by weaving together theoretical feminist writings with empirical data on the lives of feminist women teachers. Taking a grounded theory approach, nine feminist women teachers were interviewed intensively about their lives, education, work, and feminist beliefs and practices. Of the nine teachers, five are high school teachers and four are university teachers, enabling comparative work across these two structures. The study reveals a complex interplay among feminist identity and practice and the social structures and social organizational features of both the high school and the university. A key dimension is the interplay of power between teachers and administrators and teachers and students, a politic which varies by location and by structure. Feminist practice for these women is more clearly a content than a process issue, and feminist teaching is location--as well as person-specific. In high schools, these teachers overtly and deliberately add feminist content, while carefully maintaining a balance between multiple viewpoints and their own, which I have termed the dilemma of disclosure and disaster. In universities, where content is more flexible, teachers' feminist practices extend to non-classroom locations and to both content and process issues within their classrooms. Connections are drawn to mentoring, the school as a workplace, feminist theory, censorship, and pedagogical practice. Additionally, feminist identity is problematized and located specifically within institutions and with individuals.
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Date Issued: 1994, 1994
Identifier: AAI9434117, 3088406, FSDT3088406, fsu:77211
Format: Document (PDF)

Title: Selecting multicultural literature for secondary schools in Trinidad, a pluralistic country.
Creator: Sawh, Ruth., Florida State University
Abstract/Description: The original purpose of this study was to explore an alternative concept for selecting multicultural literature for secondary schools in Trinidad, a pluralistic country. The investigator studied models of instruments that are used to select multicultural literature in pluralistic countries, such as Great Britain, Canada, Australia and the United States, where Multicultural Education has been instituted. It was the investigator's intention to create a model for selecting multicultural...
Show moreThe original purpose of this study was to explore an alternative concept for selecting multicultural literature for secondary schools in Trinidad, a pluralistic country. The investigator studied models of instruments that are used to select multicultural literature in pluralistic countries, such as Great Britain, Canada, Australia and the United States, where Multicultural Education has been instituted. It was the investigator's intention to create a model for selecting multicultural literature suited to Trinidad's multicultural needs., The investigator found that no instrument could be sensitized to all human variables, hence the reason that selected literature is often censored. Censorship has no place in intellectual growth and is definitely contrary to the purpose for multicultural literature which seeks to educate about as many cultures as possible. The recommendation, then, is for teachers to prepare to teach their students about culturally sensitive aspects that may appear in the literature being taught. In this way, teachers will not impinge upon the intellectual growth of their students.
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Date Issued: 1994, 1994
Identifier: AAI9503105, 3088479, FSDT3088479, fsu:77284
Format: Document (PDF)

Title: The impact of type of school-based programs on self-efficacy development of teen-aged parents.
Creator: Hardy-Blake, Brenedette Lile., Florida State University
Abstract/Description: The Family Planning Perspectives (1989), estimates 40% of all 14-year olds living in the US will become pregnant before their twentieth birthday. Bane & Ellwood (1984) report that 50 percent of the teen mothers will have a repeat pregnancy within 36 months. The Study Group on Teenage Pregnancy (1989), estimate higher figures of repeat pregnancies from teen mothers not enrolled in educational or vocational programs. Most pregnant or parenting teens who choose to stay in school choose to attend...
Show moreThe Family Planning Perspectives (1989), estimates 40% of all 14-year olds living in the US will become pregnant before their twentieth birthday. Bane & Ellwood (1984) report that 50 percent of the teen mothers will have a repeat pregnancy within 36 months. The Study Group on Teenage Pregnancy (1989), estimate higher figures of repeat pregnancies from teen mothers not enrolled in educational or vocational programs. Most pregnant or parenting teens who choose to stay in school choose to attend a Teen Age Parent Program (TAPP)., The purpose of this study was to determine the differences, if any, of the TAPP and the resident high schools. This difference was determined by comparing the self efficacies of the teen parents who attended the respective school settings. The educational environment impacts the outcomes for the teen parents (eg., academic performance, self esteem, internal/external locus of control, coping abilities and thus the teen's efficaciousness., In the 1989 Florida legislative session, laws required every school district to provide Teen Age Parent Programs (TAPP) with special educational curriculum, child care services, health care and social services, and transportation. The legislation stated that all students were entitled to a quality education., A Causal Analysis Model was developed using Bandura's Social Learning Theory in answering the question of "quality education." The model describes the educational environment of the TAPP., Thirty African American teen Parents were asked to complete a questionnaire to assess their feelings of Internal/External Locus of Control, their coping abilities and a personality assessment. Data from the instruments were analyzed by One Way Anova and used descriptively. A comparison of High School Equivalency Test scores of the three groups was done to further analyze curricula differences of these schools., The participants attend two academic programs (High School #1 and High School #2) and an alternative high school TAPP. The participants' reasons for attending the TAPP or choosing to remain at their academic high school along with their reasons for participating in a support group were examined. Three of these young mothers, one from each school setting, were asked to provide structured interviews that became case studies.
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Date Issued: 1994, 1994
Identifier: AAI9502807, 3088478, FSDT3088478, fsu:77283
Format: Document (PDF)

Title: Personal understandings and mental models of information: A qualitative study of factors associated with the information-seeking and use of adolescents.
Creator: Pitts, Judy M., Florida State University
Abstract/Description: This study investigated the following question: When students are seeking and using information, why do they make the decisions they make? Decisions made by twenty-six students were examined as the students completed a classroom assignment that required them to seek and use information. Mental model theory, constructivism, and sociohistorical psychology provided theoretical bases for the study., The three-month naturalistic case study was conducted in a science class. Students (grades 10, 11,...
Show moreThis study investigated the following question: When students are seeking and using information, why do they make the decisions they make? Decisions made by twenty-six students were examined as the students completed a classroom assignment that required them to seek and use information. Mental model theory, constructivism, and sociohistorical psychology provided theoretical bases for the study., The three-month naturalistic case study was conducted in a science class. Students (grades 10, 11, and 12) worked in groups to create "video documentaries," 15-30 minute videotapes on topics related to the class. Data were collected from the students and several adults using observation, interactive interviews, and documents (some solicited by the researcher). The constant comparison method of analysis was used., A proposed grounded theory that emerged from the study conceptualized a learning experience as composed of several intertwined "learning strands." The strands in the observed unit were subject-matter, life-skills, information-seeking-and-use, and production. Students assessed problems and based decisions on previously constructed understandings from whichever learning strand seemed to provide the most direct approach to a solution. Each strand continually influenced all the others, either supporting or constraining learning, but this interaction was unrecognized by students and teachers. Because most students' prior experience had been scant, students' understandings and mental models related to information and information-seeking-and-use did not provide support for decisions leading to the effective use of traditional information institutions (such as libraries) or for some other activities (such as organizing information and editing a videotape)., As students worked through the task, they faced a number of barriers. Some were simple logistical problems. Others were problems caused either by their own limited mental models or by the limited mental models of adults working with them. Students could address the logistical problems; they required support from an insightful adult to overcome the other problems., An educator corollary recommends that educators who are planning a learning experience view it holistically and emphasize the construction of new understandings on all the learning strands instead of focusing attention on only one.
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Date Issued: 1994, 1994
Identifier: AAI9416154, 3088286, FSDT3088286, fsu:77090
Format: Document (PDF)

Title: The negotiation of social norms in a university mathematics problem-solving class.
Creator: Trowell, Sandra Davis., Florida State University
Abstract/Description: The purpose of this research was to examine the negotiation of social norms in a university mathematics problem solving class. The beliefs and patterns of action which the participants in this class negotiated to define their learning environment were seen as defining the taken-to-be-shared social norms., Each class session was video recorded to accompany field notes. Video recorded interviews were conducted with the instructor after each class session and with four students periodically...
Show moreThe purpose of this research was to examine the negotiation of social norms in a university mathematics problem solving class. The beliefs and patterns of action which the participants in this class negotiated to define their learning environment were seen as defining the taken-to-be-shared social norms., Each class session was video recorded to accompany field notes. Video recorded interviews were conducted with the instructor after each class session and with four students periodically throughout the semester., Lectures were not given nor were procedures imposed. Each learner constructed his/her mathematics and this construction was enhanced by their interaction with other participants in the classroom., The research includes descriptions of each class session, as well as an examination of the beliefs and actions of the instructor and the four students interviewed. In investigating this mathematics class that focused upon mathematics as a sense making activity, opportunities were identified that encouraged mathematical thinking., The set of norms negotiated in this class included collaboration, intellectual autonomy, students devising their own methods, students determining the viability of their solutions rather than the instructor, students initiating the presentation of multiple solutions and ideas, students focusing upon heuristics and strategies rather than answers, and an expectation for all solutions and ideas to make sense even those presented by the instructor. The successful negotiation of these social norms were effective in establishing a rich mathematics learning environment.
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Date Issued: 1994, 1994
Identifier: AAI9422473, 3088316, FSDT3088316, fsu:77120
Format: Document (PDF)

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

Title: 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: 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: Use of intrinsic and payoff criteria to evaluate the effectiveness of instructional materials and their impact on instructor-led training.
Creator: Williamson, Naja A., Florida State University
Abstract/Description: The primary purpose of this study was to determine whether an instructional materials formative evaluation model that incorporated both payoff and intrinsic criteria resulted in more effective training materials in an instructor-led environment than a model relying on intrinsic criteria alone. Two revised versions of materials were developed and delivered in a classroom setting. Version X$\sb1$ was revised using intrinsic criteria only, and Version X$\sb2$ on the basis of both intrinsic...
Show moreThe primary purpose of this study was to determine whether an instructional materials formative evaluation model that incorporated both payoff and intrinsic criteria resulted in more effective training materials in an instructor-led environment than a model relying on intrinsic criteria alone. Two revised versions of materials were developed and delivered in a classroom setting. Version X$\sb1$ was revised using intrinsic criteria only, and Version X$\sb2$ on the basis of both intrinsic criteria and student data., The study focused on the effects of these two versions in both a highly and less-controlled environment. The dependent measures were learner performance and attitude, trainer attitude, trainer effectiveness, and trainee intent to use the skills on the job., Due to low test reliability in both environments, the posttest results were not interpretable. Participant intent to use course skills was not interpretable due to a ceiling effect., Trainers' attitudes toward the course were more positive for Version X$\sb2$. The results for trainer effectiveness were mixed. In the highly controlled environment, the ratings for this indicator were higher for Version X$\sb2$ for one trainer, but not the other. In the less-controlled environment, the trainers for Version X$\sb2$ were rated slightly higher in most categories for both modules. A comparison of trainer delivery revealed that better trainers performed equally well delivering bother versions. Some of the weaker trainers were rated significantly higher in their delivery of Version X$\sb2$ for some categories., Learner attitudes were more positive for Version X$\sb2$ in the highly controlled setting. In the less-controlled environment, the ratings for Version X$\sb2$ were mixed. These results indicate that the use of payoff data as a basis for revision decisions is likely to result in instruction that is better received by trainers and learners.
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Date Issued: 1993, 1993
Identifier: AAI9317638, 3088027, FSDT3088027, fsu:76834
Format: Document (PDF)

Title: The impact of Greek bilingual programs on the academic performance language preservation and ethnicity of Greek-American students: A case study in Chicago.
Creator: Xidis, Anthony Steven., Florida State University
Abstract/Description: This study assessed the impact of Greek bilingual education programs on (1) the academic achievement of students who attend Greek language schools and Greek bilingual programs, (2) the ability of these students to speak the Greek language; and (3) the ethnic identity and self-concept of the Greek-American students., The general hypothesis of the study was that Greek-American students who attend Greek schools or Greek bilingual programs will have higher academic achievement, better language...
Show moreThis study assessed the impact of Greek bilingual education programs on (1) the academic achievement of students who attend Greek language schools and Greek bilingual programs, (2) the ability of these students to speak the Greek language; and (3) the ethnic identity and self-concept of the Greek-American students., The general hypothesis of the study was that Greek-American students who attend Greek schools or Greek bilingual programs will have higher academic achievement, better language preservation and more positive self-concept than those who do not attend such schools. The major purpose of the study was to determine whether Greek bilingual education would prove effective in increasing the Greek-American students' knowledge and ethnic identity., The study took place in Chicago. The instruments of the study were two questionnaires and a language test. The first questionnaire was the Student Greek Language Attitude Questionnaire (SGLAC) and was used to measure the attitude towards the Greek language. The second questionnaire was the Greek American Student Culture Attitude Inventory (GSCAI), and was used to measure Greek-American students' attitudes toward and knowledge of the Greek culture. The Regents Comprehensive Examination in Modern Greek was used to assess student proficiency in modern Greek. The instruments were administered to two groups of students who attend Greek bilingual schools and students who attend monolingual schools. Also, student school records were obtained to ascertain the academic achievement of students. The size of the sample was exactly 139 students of seventh and eighth grade. All subjects were approximately of equal socioeconomic status., The collected data were analyzed through quantitative procedures, such as t-test and chi-square analyses. The findings of the study indicated that there were significant differences between Greek-American students who attend Greek schools or Greek bilingual programs and Greek-American students who attend English monolingual schools., Overall, Greek-American students who attend Greek schools or Greek bilingual programs have higher academic achievement in all the academic areas of study: math, English, social studies, and science. Also they have better preservation of the Greek language and more positive self concept towards their ethnic identity and culture, than Greek-American students who do not attend Greek schools or Greek bilingual programs., A significant finding is that Greek bilingual education has positive effects on pupils' educational development.
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Date Issued: 1993, 1993
Identifier: AAI9317637, 3088026, FSDT3088026, fsu:76833
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: 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: An investigation of the dimensionality of minimum competency exam containing multiple-choice and student-produced-response items.
Creator: Sheridan, Valerie Barr., Florida State University
Abstract/Description: This study's purpose was to investigate the dimensionality of a test containing multiple-choice (MC) and student-produced-response (SPR) item formats. Parallel tests (SPR and MC) were developed to assess skills for Florida's 1994 High School Competency Test (HSCT). Each test contained nine items selected or prepared parallel to those in the contrasting test and corresponding to a HSCT skill. Both SPR and MC tests were administered to 556 tenth graders enrolled in Florida high schools., Five...
Show moreThis study's purpose was to investigate the dimensionality of a test containing multiple-choice (MC) and student-produced-response (SPR) item formats. Parallel tests (SPR and MC) were developed to assess skills for Florida's 1994 High School Competency Test (HSCT). Each test contained nine items selected or prepared parallel to those in the contrasting test and corresponding to a HSCT skill. Both SPR and MC tests were administered to 556 tenth graders enrolled in Florida high schools., Five analyses attempted to determine the dimensionality of the test. Exploring the test's unidimensionality, confirmatory factor analyses were performed, followed by higher order factor analyses, and a modified parallel analysis. To explore potential content factors, principal component analyses of the total item set and for each section of the test (SPR and MC) were conducted, as well as a multi-dimensional scaling analysis., Analyses indicate, to varying degrees, that the test is sufficiently unidimensional for measurement purposes. Results of the second order analysis and the modified parallel analysis offer a qualified yes to whether this test could be considered unidimensional enough to be analyzed using IRT procedures. No format factors were present in the study. The question regarding similarity of content for the two item formats resulted in unexpected process factors for both item formats, however, findings were tentative.
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Date Issued: 1993, 1993
Identifier: AAI9317639, 3088063, FSDT3088063, fsu:76870
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: 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: Semantic construction of relationships in curriculum of algebra II and chemistry.
Creator: Olson, Jean Kathryn., Florida State University
Abstract/Description: The curriculum integration between algebra II and chemistry was investigated during a unit on gas laws. High school students enrolled in both algebra II and chemistry and their teachers participated in the qualitative study. Data were analyzed using a scheme developed from the findings of Lemke and Lampert. Important to the study were linguistic register findings, integration barriers and perceptions held by students., The study examined three areas of analyses of linguistic registers...
Show moreThe curriculum integration between algebra II and chemistry was investigated during a unit on gas laws. High school students enrolled in both algebra II and chemistry and their teachers participated in the qualitative study. Data were analyzed using a scheme developed from the findings of Lemke and Lampert. Important to the study were linguistic register findings, integration barriers and perceptions held by students., The study examined three areas of analyses of linguistic registers including cognitive (personal and within each course), interactive (personal between courses) and negotiation (interactive between students) as questions of how students constructed meaning using their registers were explored., Eleven assertions were constructed that identified areas of problem solving approaches, perceptions of course applications, possibilities of and barriers to course integration, linguistic register findings and student perceptions of curriculum. The assertions were used to enhance understanding of student difficulty in relating knowledge constructed in algebra II for use in construction of knowledge in chemistry., The assertions were used to identify applications and implications for the results of this study that may be applied to teaching and learning algebra II and chemistry.
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Date Issued: 1993, 1993
Identifier: AAI9413293, 3088255, FSDT3088255, fsu:77059
Format: Document (PDF)

Title: Effective community college teaching and the role of instructional systems design skills: A multiple case study.
Creator: Smith, Dain Elton., Florida State University
Abstract/Description: This exploratory, multiple case study examined the teaching behaviors of three effective community college teachers from an Instructional Systems Design perspective. The purpose of the study was to: (a) Identify those effective teacher behaviors reflective of ISD principles, (b) determine how the identified ISD behaviors are employed by effective teachers, and (c) identify those ISD principles omitted by effective teachers., Key ISD behaviors studied included: (a) developing specific goals...
Show moreThis exploratory, multiple case study examined the teaching behaviors of three effective community college teachers from an Instructional Systems Design perspective. The purpose of the study was to: (a) Identify those effective teacher behaviors reflective of ISD principles, (b) determine how the identified ISD behaviors are employed by effective teachers, and (c) identify those ISD principles omitted by effective teachers., Key ISD behaviors studied included: (a) developing specific goals and/or objectives, (b) developing objectives-based instruction, (c) developing objectives- based assessments, and (d) revising instruction based upon collected student data. Secondary attention was given to other ISD planning skills and the delivery of instruction in accordance with ISD principles., The three teachers were selected from a pool of teachers who had been recognized for their outstanding teaching. The subject matter taught by the teachers included: humanities, occupational therapy, psychology, and writing., The evidence used to answer the case study questions was gathered from teacher planning documents, teacher and student interviews, student surveys and classroom observations., The number of ISD behaviors employed by the effective community college teachers varied greatly. Whereas one teacher employed all fourteen behaviors, the other teachers employed only a few of the planning behaviors and most of the delivery behaviors. Detailed descriptions of the instructional behaviors performed by the teachers are described., Four factors that may influence the use of ISD principles are discussed. Implications related to the community college setting and the literature on effective teaching are also discussed.
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Date Issued: 1993, 1993
Identifier: AAI9410169, 3088235, FSDT3088235, fsu:77039
Format: Document (PDF)

Title: A formative evaluation of mainstreaming at-risk students: A case study.
Creator: Johnson, Ann Thomas., Florida State University
Abstract/Description: The purpose of this study was to examine educational strategies of mainstreaming at-risk students into regular classes and to determine if the strategies had an impact on students' academic and social adjustment. The study was conducted in two parts. Part 1 included a program description and critique, results from two surveys, and trend data for the QS and GAP programs. The teacher perception survey was designed to assess teachers' opinions about mainstreaming. A Learning and Study Strategies...
Show moreThe purpose of this study was to examine educational strategies of mainstreaming at-risk students into regular classes and to determine if the strategies had an impact on students' academic and social adjustment. The study was conducted in two parts. Part 1 included a program description and critique, results from two surveys, and trend data for the QS and GAP programs. The teacher perception survey was designed to assess teachers' opinions about mainstreaming. A Learning and Study Strategies Inventory was used to assess a select group of tenth graders' learning skills and how they could be altered through educational interventions. Trend data were used to determine the impact of the program., Part 2 consisted of qualitative analysis of data gathered through a series of interviews with teachers, students, and a counselor. Validity and reliability of data was established by member checks, and triangulation., Most teachers surveyed and interviewed had positive opinions about mainstreaming. However, students in the program disagreed with the idea of mainstreaming. The results of the LASSI provided support to the idea that students needed additional help with learning strategies. Trend data revealed a decrease in the mainstreamed students' grade point average, an increase in the number the number of disciplinary referrals, and hours missed from class., Based on the findings, it was concluded that four important elements are necessary in mainstreaming at-risk students. First, teachers must be provided with inservice training to insure some classroom success of at-risk students. Second, the needs of the students require a caring and supportive environment. Third, instructional techniques for helping students achieve success involves active teaching techniques, cooperative learning, use of learning strategies, and eliminating time as a factor for deciding grades. Last, there must be support from the administrative staff, which includes provision of necessary funds for operating a successful program. The conclusions are congruent with the ideas of humanistic theories of education and support the position that every child can learn.
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Date Issued: 1993, 1993
Identifier: AAI9413282, 3088248, FSDT3088248, fsu:77052
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 instructional control, cognitive style, and prior knowledge on learning of selected CBI taught arithmetic skills in a Korean elementary school.
Creator: Yoon, Gwan-Sik., Florida State University
Abstract/Description: The purpose of this study is to investigate the effects on achievement of: (1) instructional control strategies, (2) prior knowledge, and (3) cognitive style in computer-based instruction. Also, this study attempts to find an optimal type of instructional control strategy based upon students' achievement and learning time. The contents of the nine lessons selected for this study are the multiplication facts. This type of computer-based instruction is basically composed of drill and practice...
Show moreThe purpose of this study is to investigate the effects on achievement of: (1) instructional control strategies, (2) prior knowledge, and (3) cognitive style in computer-based instruction. Also, this study attempts to find an optimal type of instructional control strategy based upon students' achievement and learning time. The contents of the nine lessons selected for this study are the multiplication facts. This type of computer-based instruction is basically composed of drill and practice programs. These computer-based instruction drill and practice lesson programs are developed for IBM compatible computers. To assess field independence and field dependence, the Children's Embedded Figures Test (CEFT) is employed. This CEFT developed as an instrument to identify the field independent and field dependent 7 to 12 year old students. The student population involved in this investigation comes from the Dong-Sung Private Elementary School located in Pusan, Korea. One hundred sixty-six second and third grade students were selected for this study during the second semester of the 1993 school year. The basic experimental design is 3 (program control, learner control, and learner control with advisement) x 2 (high and low prior knowledge) x 2 (field independence and field dependence). The dependent variable are the achievement score on the posttest and the time that students actually spend completing the computer-based lesson. The results show types of instructional control strategies interact with levels of prior knowledge and types of cognitive styles. This study suggests that instructional control strategies would be used differently based on students' aptitudes; also, instructional design should be considered with time on task.
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Date Issued: 1993, 1993
Identifier: AAI9410171, 3088237, FSDT3088237, fsu:77041
Format: Document (PDF)

Title: An experienced teacher's model of thinking and teaching: An ethnographic study on teacher cognition.
Creator: Moallem, Mahnaz., Florida State University
Abstract/Description: This study was designed to explore an expert teacher's model of thinking and teaching as it occurred within the social and cultural context of the classroom. It also sought to compare an expert teacher's model of thinking and teaching with those of instructional systems design to identify the similarities and differences between them. To accomplish these goals, the study focused on the process and relationships among four aspects of teacher thinking: (1) the teacher's experiential world and...
Show moreThis study was designed to explore an expert teacher's model of thinking and teaching as it occurred within the social and cultural context of the classroom. It also sought to compare an expert teacher's model of thinking and teaching with those of instructional systems design to identify the similarities and differences between them. To accomplish these goals, the study focused on the process and relationships among four aspects of teacher thinking: (1) the teacher's experiential world and frame of reference; (2) the teacher's knowledge and beliefs; (3) her planning and interactive teaching, and (4) her reflective thinking., The study employed a naturalistic approach which combined different methodological techniques. The data were analyzed in the constant comparative style, which allowed categories to emerge from the data. The generated model of the teacher thinking and teaching was then compared to instructional systems design (ISD) models and principles., The findings of the study suggest that there is an interactive relationship among the teacher's different components of thinking and teaching. While the teacher's preplanning seemed to be a good indicator of what was going to happen in the classroom, the planning occurs during interactive and reflective phases of thinking and teaching. The data also showed that reflection was an integral component of the experienced and competent teacher's thought process and occurred before, during, and after teaching., The results of comparisons between the teacher's model of thinking and teaching with ISD models suggested that there were fundamental differences between these two models. The separation of instructional planning from implementation and evaluation, the linear or procedural model of teaching and planning, and the concept of reflection or evaluation of effectiveness of instruction after implementation were found to be major sources of differences between the two models.
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Date Issued: 1993, 1993
Identifier: AAI9407825, 3088214, FSDT3088214, fsu:77018
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: A comparison of two distinctive preparations for quantitative items in the Scholastic Aptitude Test.
Creator: Kelly, Frances Smith., Florida State University
Abstract/Description: The SAT is a major milestone for many high school juniors and seniors. Scoring as high as possible is of utmost concern for college bound students because SAT scores often determine the college or university they may attend and the scholarships they may receive. As a result, those who can financially afford to take prep courses for the SAT do., Over the past forty years research studies have found that SAT preparation increases test scores. These previous studies have been concerned only with...
Show moreThe SAT is a major milestone for many high school juniors and seniors. Scoring as high as possible is of utmost concern for college bound students because SAT scores often determine the college or university they may attend and the scholarships they may receive. As a result, those who can financially afford to take prep courses for the SAT do., Over the past forty years research studies have found that SAT preparation increases test scores. These previous studies have been concerned only with increasing test scores. To date, no study has investigated if one method of preparation produces higher gains than another, nor has any study identified those students for whom preparation is most beneficial. A comparison of methods among existing studies is impossible because most reports do not include the methods or materials used., The contents of most SAT preparatory books deal primarily with a review of the mathematical concepts involved. However, an inspection of several SAT items reveals that the SAT tests more than mere rote calculations and algebraic manipulations--it tests "understanding," "application," and "nonroutine" methods of problem solving. Therefore, the present study was proposed to examine and assess the effectiveness of two methods of student preparation for the SAT-M: the first method of preparation explored content review, solving each item in a rigid traditional manner, and the second method of preparation examines the use of flexible problem solving strategies to answer the items rather than using routine mathematical manipulations., Sixty-two juniors and seniors participated in the study. The results of the study showed that the students taught test-taking strategies scored significantly better than the control group. However, this strategies group did not score significantly better than the group who was taught content. The content group did not score significantly better than the control group. This indicates that students could benefit from instruction in flexible, nonroutine methods of solving SAT-M items efficiently.
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Date Issued: 1992, 1992
Identifier: AAI9306060, 3091100, FSDT3091100, fsu:77757
Format: Document (PDF)

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

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

Title: Perception of population change and the implementation of population education: A case study in North Sulawesi, Indonesia.
Creator: Rantung, Ventje Victor., Florida State University
Abstract/Description: This study assessed the relationship between teachers' perception of population change and their implementation of population education conditioned by such background factors as sociodemographics, school environment, and population education program facilities. The general hypothesis was that teachers with a positive perception of population change were more inclined to implement population education in their courses. Theoretically, the scope of population education can be explained through a...
Show moreThis study assessed the relationship between teachers' perception of population change and their implementation of population education conditioned by such background factors as sociodemographics, school environment, and population education program facilities. The general hypothesis was that teachers with a positive perception of population change were more inclined to implement population education in their courses. Theoretically, the scope of population education can be explained through a perception-behavior model which was presented as a perception-implementation relationship derived from the results of this study., A self-administered questionnaire was used to collect data from the general public secondary schools in North Sulawesi, Indonesia. With a multi-stage purposive sampling design, a sample of 455 teachers were selected to respond to the questionnaire. Data were analyzed utilizing a two-stage least squares method with additional descriptive procedures., The findings indicated a strong relationship between perception and implementation with r =.316. Using first stage least squares on the seven background variables; exposure, place of residence, and teaching assignment shared a great amount of the variation in perception. These variables, together with educational background and school level, affected implementation., Teachers who were more exposed to population education program facilities, who lived in rural areas, and who taught geography, civics, economics, and biology had higher perceptions of population change. Together with those having low academic backgrounds and working in the middle schools, they effectively implemented population education., Although the background variables influenced implementation more than perception in the ordinary (first stage) least squares analysis, the second stage analysis showed that estimated perception was a more powerful predictor than estimated implementation. This suggests a background-perception-implementation model to be recommended for population education programs, research, and evaluation.
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Date Issued: 1992, 1992
Identifier: AAI9222414, 3087794, FSDT3087794, fsu:76604
Format: Document (PDF)

Title: Existing and preferred general education requirements in eight representative degree programs at two Florida universities: A multiple case study.
Creator: Opper, John Herbert, Jr., Florida State University
Abstract/Description: The purpose of the study was to describe the existing and preferred content and structure of the general education curriculum. The study also sought to determine if some agreement existed in the perceptions of faculty from varied disciplines as to the importance of a set of liberal/professional education outcomes and the role of general education coursework as a part of the total undergraduate experience., In order to provide for a representative sample of degree programs, a representative...
Show moreThe purpose of the study was to describe the existing and preferred content and structure of the general education curriculum. The study also sought to determine if some agreement existed in the perceptions of faculty from varied disciplines as to the importance of a set of liberal/professional education outcomes and the role of general education coursework as a part of the total undergraduate experience., In order to provide for a representative sample of degree programs, a representative degree program from each of the eight areas identified by Biglan (physics, biology, English, psychology, mechanical engineering, nursing, accounting and special education) was selected for inclusion in the study. Basic information on the content and structure of the general education curriculum was collected from the institution catalog and other documents where available in preparation for the site visit. The majority of the data collection was obtained from interviews done during the site visit., The findings of the study suggest that faculty members across the representative degree programs expressed a positive view of general education coursework. Overall, faculty members expressed dissatisfaction with student writing and critical thinking abilities. Little curricular change in the general education component of the undergraduate degree program was expected with the exception of the addition of a multicultural requirement. Further, faculty members in the various degree programs indicated general agreement with the the outcomes developed by the Professional Preparation Network for students in their respective degree programs.
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Date Issued: 1992, 1992
Identifier: AAI9222408, 3087791, FSDT3087791, fsu:76601
Format: Document (PDF)

Title: The impact of classroom climate on students' attitudes and behavior toward matters related to population: A case study in public high schools, the province of West Java, Indonesia.
Creator: Suryawikarta, Bay., Florida State University
Abstract/Description: This study examined the impact of classroom climate on students' population attitudes and behavior. The inquiry teaching method--which develops students' critical thinking and ability to use rational examination toward social problems--was assumed to shape an open-classroom climate. The study surveyed a sample of 685 students from 65 West Java public high schools coupled with observations of 35 classrooms., The major findings showed that classroom climate, as the reflection of using both non...
Show moreThis study examined the impact of classroom climate on students' population attitudes and behavior. The inquiry teaching method--which develops students' critical thinking and ability to use rational examination toward social problems--was assumed to shape an open-classroom climate. The study surveyed a sample of 685 students from 65 West Java public high schools coupled with observations of 35 classrooms., The major findings showed that classroom climate, as the reflection of using both non-inquiry and the occasional practice of inquiry teaching methods in teaching population matters, affected students' population attitudes significantly but it had no effect on students' population behavior. The latter seems to be influenced largely by variables other than classroom climate. Students' place of residence, the size of family in which students are raised, access to sources of information, students' academic major and their family educational and occupational background affected students' population attitudes and behavior significantly. Access to sources of information about matters related to population had a meaningful effect on students' population attitudes and behavior. The role of persons (parents, relatives, peer groups, community leaders, teachers, and government officials) as the agents of population socialization have been replaced by the mass media, both the electronic and printed media., The information gathered from classroom observations was in agreement with the results of the quantitative findings. Most social studies teachers used a one-way instructional method, frequently recited teaching materials and provided almost no chance to discuss population issues with students in an open classroom climate. Findings from the observations of 35 classroom activities showed that social studies teachers frequently used non-inquiry teaching method when they taught their students with matters related to population. The inquiry teaching method was occasionally practiced by a few social studies teachers in West Java public high schools. Therefore, if there was an influence of classroom climate on students' population attitudes, it was the effect of using both non-inquiry and the occasional practice of inquiry teaching methods in teaching population matters.
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Date Issued: 1992, 1992
Identifier: AAI9233302, 3087848, FSDT3087848, fsu:76658
Format: Document (PDF)

Title: Images of teachers in the instructional systems design literature over time.
Creator: Taguchi, Mina., Florida State University
Abstract/Description: The purpose of the study was to uncover the kinds of teacher image held by researchers and practitioners in ISD. The study examined not only current images but also past images since the process of image formation is cumulative. And also, since images might have changed over time, it was considered worthwhile to situate them in the context of the development of the ISD discipline and previous attempts to introduce ISD into schools. Through illuminating the images held in ISD, this study...
Show moreThe purpose of the study was to uncover the kinds of teacher image held by researchers and practitioners in ISD. The study examined not only current images but also past images since the process of image formation is cumulative. And also, since images might have changed over time, it was considered worthwhile to situate them in the context of the development of the ISD discipline and previous attempts to introduce ISD into schools. Through illuminating the images held in ISD, this study described one aspect of the ISD culture that has produced these images and conceptulization., Qualitative content analysis utilizing the constant comparison method was selected as a research approach. This approach allows a researcher to explore and discover attributes or images of a particular point of interest held by a particular field that are reflected in the literature. Five leading professional journals were selected as a target of the study. The target period was from the year of 1960 to the most current (1991). Findings in the texts (images of teachers) were described in relation with their relevant context (assumptions of the authors or the field)., The findings of the study revealed a variety of teacher images, which was categorized into two distinct groups. One of them, shared by most of the articles was named traditionalists, while the other, which emerged recently was called post-traditionalists. The teacher images held in two groups were discussed with their conception of teaching and learning, epistemology, and approaches of innovation. This study suggests that continuing dialogues between researchers in the two groups (sub-cultures) bring the ISD field further progress and better implementation of ISD in schools.
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Date Issued: 1992, 1992
Identifier: AAI9306065, 3087986, FSDT3087986, fsu:76793
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: Applications of neural networks to intelligent tutoring systems.
Creator: Posey, Chlotia L., Florida State University
Abstract/Description: A shortage of teachers in scientific disciplines, shrinking educational budgets, and larger numbers of students per classroom instructor--all point to the need for increased emphasis on computers in education. Given the power of neural networks and the potential effectiveness of computer-based instructional systems, this research has focused on combining these systems. The results of this dissertation demonstrate the promise of synthesizing neural networks and intelligent tutoring systems ...
Show moreA shortage of teachers in scientific disciplines, shrinking educational budgets, and larger numbers of students per classroom instructor--all point to the need for increased emphasis on computers in education. Given the power of neural networks and the potential effectiveness of computer-based instructional systems, this research has focused on combining these systems. The results of this dissertation demonstrate the promise of synthesizing neural networks and intelligent tutoring systems (ITS's)., This dissertation discusses two different neural networks: the consistency network and the neural tutor. The consistency network provides an efficient means of dynamically maintaining the consistency of information in ITS's containing a student record. The inferencing process of neural networks furnishes a convenient and natural method of propagating information throughout the student record., The consistency network assimilates the skill assessment of knowledge components in its inferencing process. This assessment includes the incorporation of historical data and allows for the fuzziness inherent in determining the performance level of students., The research also investigates the use of neural networks to assist in the difficult and critical task of knowledge acquisition for intelligent systems. Using synthetic data, the network shows promise in learning the weights employed in the consistency network. By starting with a priori information and using a neural network to expand this knowledge, the task of developing intelligent systems can be reduced., The neural tutor helps determine the appropriate tutoring technique to be used in the presence of student errors. This network demonstrates that neural networks can be used to learn the appropriate class of response to be given the student based on training samples.
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Date Issued: 1992, 1992
Identifier: AAI9309733, 3088010, FSDT3088010, fsu:76817
Format: Document (PDF)

Title: 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 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: 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 multiple case study of curriculum integration by middle school interdisciplinary teams of teachers.
Creator: Schumacher, Donna Helen., Florida State University
Abstract/Description: The purpose of this study was to provide a full description of five levels of curriculum integration at the middle school level, grounded in practice and described by practitioners through a multiple case study approach. This study focused on these research questions: (1) How does curriculum integration at each reference point on a synthesized continuum occur according to selected middle school interdisciplinary teams of teachers? (2) What is the nature of the interactions of an...
Show moreThe purpose of this study was to provide a full description of five levels of curriculum integration at the middle school level, grounded in practice and described by practitioners through a multiple case study approach. This study focused on these research questions: (1) How does curriculum integration at each reference point on a synthesized continuum occur according to selected middle school interdisciplinary teams of teachers? (2) What is the nature of the interactions of an interdisciplinary middle school team of teachers at each level on the synthesized continuum? (3) How do interdisciplinary teams of middle school teachers progress from one stage of curriculum integration to another? (4) What are the barriers and facilitating factors to curriculum integration encountered by middle school interdisciplinary teams of teachers?, The conceptual framework for this study was based on a synthesized continuum of curriculum integration derived from Faunce and Bossing's (1958), Vars' (1987), Jacob's (1989) and Fogarty's (1991) continuums or models of curriculum integration. The five levels on the revised synthesized continuum included: Departmentalized, Reinforcement, Complementary, Webbed, and Integrated Learning., The methodological approach was naturalistic inquiry with qualitative data collection and analysis strategies. One middle school interdisciplinary team at each of the five levels of curriculum integration on the synthesized continuum was purposefully selected to participate. Sources for data collection included documents, interviews, observation, and artifacts. The constructivist paradigm was the framework through which the data was collected and analyzed. The data analysis was conducted using content analysis and analytic induction., In addition to telling each team's story of curriculum integration and refining a rough definition of each level, common themes from the five teams emerged. Common themes such as "torch bearers" are crucial to curriculum integration occurring, the amount of "curriculum conversations" which occurs improves the productive outcomes of common team planning time, and maintaining the composition of working teams longer than a year increases the occurrence of curriculum integration were the results.
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Date Issued: 1992, 1992
Identifier: AAI9234247, 3087873, FSDT3087873, fsu:76683
Format: Document (PDF)

Title: The effects of types of instructional control and levels of self-regulatory skills on achievement and retention from a developmental perspective.
Creator: Kim, Kyoung-Hee Yoon., Florida State University
Abstract/Description: The main purpose of this study was to investigate the effects of types of instructional control and the levels of self-regulatory skills at two grade levels on achievement and completion time of instruction. A secondary purpose of this study was to explore student en route data under learner control according to student levels of self-regulatory skills or grade., A total of ninety-six seventh and ninth grade students participated in the study. Students were randomly assigned to treatment...
Show moreThe main purpose of this study was to investigate the effects of types of instructional control and the levels of self-regulatory skills at two grade levels on achievement and completion time of instruction. A secondary purpose of this study was to explore student en route data under learner control according to student levels of self-regulatory skills or grade., A total of ninety-six seventh and ninth grade students participated in the study. Students were randomly assigned to treatment groups. In the learner control group, students were given control over content selection, sequence, amount of practice, amount of review, completion of time, and pace. Students in the program control group were not given control over the instruction except in completion time and pace. All students were given a paper and pencil posttest immediately after completing the instruction and ten days later., Students with high self-regulatory skills performed better on both tests than those with low self-regulatory skills. However, general results for achievement do not yield a strong effect favoring either program control or learner control. For the completion time of instruction, results indicated that there are no differences between types of instructional control, according to the students levels of self-regulatory skills. A developmental aspect of self-regulatory skills were found by interactions and analysis of en route data. Implications for the further study are also discussed.
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Date Issued: 1992, 1992
Identifier: AAI9303351, 3087915, FSDT3087915, fsu:76725
Format: Document (PDF)

Title: 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)

Theses and Dissertations (179)	+ -
Digitized Theses and Dissertations (179)	+ -

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

Education, Administration (8)	+ -
Education, Elementary (8)	+ -
Education, Reading (8)	+ -
Education, Higher (7)	+ -
Education, Secondary (7)	+ -
Education, Bilingual and Multicultural (6)	+ -
Education, Sciences (6)	+ -
Education, Tests and Measurements (6)	+ -
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)	+ -
Computer Science (1)	+ -

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

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

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