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

Title: THE DEVELOPMENT AND FIELD TESTING OF A COMPONENT FOR THE EVALUATION OF BILINGUAL VOCATIONAL EDUCATION PROGRAMS IN THE STATE OF FLORIDA.
Creator: MARANGOS, MARY ANNA., Florida State University
Abstract/Description: The segment of the United States population categorized as Limited English Proficiency (LEP) is characterized by a high unemployment rate and a large number of secondary school dropouts. The United States Congress has provided funding for special programs including the 1976 Vocational Education Amendments (VEA) to the 1963 Vocational Education Act which earmarked funds for the LEP population in the form of Bilingual Vocational programs. This amendment also mandated the evaluation of all...
Show moreThe segment of the United States population categorized as Limited English Proficiency (LEP) is characterized by a high unemployment rate and a large number of secondary school dropouts. The United States Congress has provided funding for special programs including the 1976 Vocational Education Amendments (VEA) to the 1963 Vocational Education Act which earmarked funds for the LEP population in the form of Bilingual Vocational programs. This amendment also mandated the evaluation of all funded areas., The survey conducted during this study identified the lack of state models for the evaluation of Bilingual Vocational Education Programs (BVPs). The state of Florida, in order to comply with the 1976 VEA, authorized the development of the Bilingual Vocational Instructional Program Review (BVEIPR)., This study addressed: (a) the identification of the standards and criteria necessary for quality BVPs and (b) the development of the BVIPRC., The rationale for this study was developed from the theory that evaluation is a process that can lead to development, improvement, and rational decision making for educational programs., Data were obtained in three phases from personnel involved in the instruction of LEP students in the state of Florida. A result of this study was the development of the BVIRPC. This component included the standards and criteria needed for quality BVPs as well as those required for vocational education, as identified for the state of Florida., The Florida Bureau of Vocational Research, Dissemination and Evaluation staff provided the funding that developed this first state model that has incorporated the special needs of the LEP students enrolled in vocational programs. This model provides the standards and criteria, which, when met, will provide quality BVPs.
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Date Issued: 1981, 1981
Identifier: AAI8205695, 3085129, FSDT3085129, fsu:74625
Format: Document (PDF)

Title: THE RELATIONSHIP BETWEEN ELEMENTARY SCHOOL TEACHERS' AND STUDENTS' COGNITIVE QUESTIONING PREFERENCES AND STUDENT ACHIEVEMENT IN CRITICAL THINKING.
Creator: SONG, YONG-UI., Florida State University
Abstract/Description: The purpose of this study was to investigate the relationship between the cognitive questioning preference levels of both teachers and students and student achievement in critical thinking. Based on the scores of the Cognitive Questioning Preference Inventory for Teachers (CQPIT), one teacher who preferred lower-level cognitive questions and one teacher who preferred higher-level cognitive questions were identified. These two teachers' students, in grades five and six, were classified into a...
Show moreThe purpose of this study was to investigate the relationship between the cognitive questioning preference levels of both teachers and students and student achievement in critical thinking. Based on the scores of the Cognitive Questioning Preference Inventory for Teachers (CQPIT), one teacher who preferred lower-level cognitive questions and one teacher who preferred higher-level cognitive questions were identified. These two teachers' students, in grades five and six, were classified into a higher-level cognitive questioning preference group (n = 30) and a lower-level cognitive questioning preference group (n = 53) based on scores on the Cognitive Questioning Preference Inventory for Students (CQPIS). A critical thinking test, Test of Inquiry Social Studies, was administered to the subjects near the end of the school year. To test the research hypotheses, the resulting scores were analyzed using the Chi-square test. The result of the statistical analysis revealed that students' and teachers' cognitive questioning preference levels were not related to the variable of students' achievement in critical thinking ability. However, a match of cognitive questioning preference between teachers and students was significantly related to the students' achievement levels in critical thinking. The relationship was particularly strong in the match of cognitive questioning preference between the higher-level cognitive questioning preferenced teacher and the higher-level cognitive questioning preferenced students.
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Date Issued: 1982, 1982
Identifier: AAI8218656, 3085301, FSDT3085301, fsu:74796
Format: Document (PDF)

Title: THE EFFECT OF CULTURAL AFFINITY ON LANGUAGE DOMINANCE OF ARAB MINORITY STUDENTS IN SELECTED AMERICAN PUBLIC SCHOOLS.
Creator: HAZU, TUMA WADI., Florida State University
Abstract/Description: The study analyzed the relationship between cultural affinity and language dominance of Arab minority students participating in bilingual/bicultural education programs. The hypotheses tested were: (1) Arabic dominant Arab students would not exhibit a greater affinity for the Arab culture than for the American culture. (2) English dominant Arab students would not exhibit a greater affinity for the American culture than for the Arab culture. (3) Bilingual students would not exhibit an equal...
Show moreThe study analyzed the relationship between cultural affinity and language dominance of Arab minority students participating in bilingual/bicultural education programs. The hypotheses tested were: (1) Arabic dominant Arab students would not exhibit a greater affinity for the Arab culture than for the American culture. (2) English dominant Arab students would not exhibit a greater affinity for the American culture than for the Arab culture. (3) Bilingual students would not exhibit an equal affinity for both the Arab and the American culture., A major undertaking of the study was the modification and the adaptation of the Cultural Affinity Scale to the Arab culture, which was later used to assess cultural affinity. To assess language dominance, the Basic Inventory of Natural Language was used. The subjects for the study were 72 Arab minority students enrolled in fourth through eighth grade bilingual/bicultural classes in Wayne County School District in Detroit, Michigan., The results of the study failed to confirm the relationship, if any, between the cultural affinity and the language dominance of Arab students in bilingual education programs. Regardless of their language dominance, the subjects demonstrated a consistent expression of their biculturalism. The fact that all the subjects were enrolled in bilingual/bicultural classes may be a significant factor in the explanation of the results.
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Date Issued: 1982, 1982
Identifier: AAI8214928, 3085243, FSDT3085243, fsu:74738
Format: Document (PDF)

Title: CURRENT TRENDS IN TEACHING COMPOSITION IN SELECTED FLORIDA HIGH SCHOOLS: SUCCESSES AND FAILURES.
Creator: STALLWORTH, FRANCES H., Florida State University
Abstract/Description: This study attempted to answer seven questions regarding how department heads in selected Florida high schools (9-12) approach the teaching of composition. The questions dealt with: (1) objectives of writing, (2) concepts of writing, (3) types of textbooks used, (4) supplementary materials used, (5) writing programs available, (6) successful writing programs, and (7) unsuccessful writing programs. The investigator was interested in determining if such characteristics as state expenditure in...
Show moreThis study attempted to answer seven questions regarding how department heads in selected Florida high schools (9-12) approach the teaching of composition. The questions dealt with: (1) objectives of writing, (2) concepts of writing, (3) types of textbooks used, (4) supplementary materials used, (5) writing programs available, (6) successful writing programs, and (7) unsuccessful writing programs. The investigator was interested in determining if such characteristics as state expenditure in the school district, degrees held, and years of experience affect the way department heads teach composition., In order to acquire the necessary data, the investigator used two questionnaires which were sent to 71 department heads in 71 high schools located in 19 counties selected by the stratified method. When the questionnaires were returned, they were analyzed according to mean, median, or percentages., Findings. The investigator was able to detect a trend in the responses from the more experienced department heads who tended to be more divergent and more successful in their efforts to teach writing. Other findings include: (1) Clear communication was top priority for teaching writing; (2) The majority of the department heads reported extensive use of Warriner's English Grammar and Composition; (3) Audio-visuals were used widely; (4) Although writing was widely reported as an integrated part of the total language arts programs, several schools in the surveys cited specific writing programs such as creative writing, journalism, writing laboratory, composition, and college preparatory. Successful Writing methods. (5) Use of students' personal experiences; (6) Careful teacher evaluation; (7) Frequency of writing; (8) Pre-writing; Unsuccessful Writing Methods. (9) The holistic approach; (10) Increasing syntactic growth; (11) Teaching grammar., Conclusions. Based on available data, state expenditure did not play a significant role regarding how writing is taught. Department heads with masters' degrees and more than 10 years' experience tended to be more divergent in their approaches to teaching writing than did the less experienced ones.
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Date Issued: 1982, 1982
Identifier: AAI8214942, 3085252, FSDT3085252, fsu:74747
Format: Document (PDF)

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

Title: MULTICULTURAL EDUCATION, NCATE ACCREDITATION, AND TEACHER EDUCATION PROGRAMS: A DELPHI SURVEY OF SELECTED PROGRAM LEADERS.
Creator: BOOK, LEON CHARLES., Florida State University
Abstract/Description: An emphasis on multicultural education (MCE) permeated the 1977 revision of the NCATE standards, yet regional teacher education institutions in Missouri and its eight bordering states are predominantly unicultural in demography. Therefore, a Delphi survey in three rounds tested opinions of selected issues related to cultural pluralism, multicultural teacher education, accreditation, and related institution-specific practices. The study determined the perceptions of the program leaders and...
Show moreAn emphasis on multicultural education (MCE) permeated the 1977 revision of the NCATE standards, yet regional teacher education institutions in Missouri and its eight bordering states are predominantly unicultural in demography. Therefore, a Delphi survey in three rounds tested opinions of selected issues related to cultural pluralism, multicultural teacher education, accreditation, and related institution-specific practices. The study determined the perceptions of the program leaders and whether consensus exists on these issues., Respondents expressed strongest support for ideological issues related to multicultural teacher education, while expressing clear, but less strong, support for accreditation and topics within cultural pluralism. While institution-specific practices showed least agreement overall, respondents indicated that they believe they have implemented multicultural teacher education programs in relatively unicultural settings, at least to NCATE's satisfaction., Strongest consensus was determined for some 11 of the 47 items, centering on ideological issues concerning MCE within teacher education programs. Least consensus was conveyed on nine items touching on all sections of the survey. Consensus for the remaining items was reserved, qualified either by the comparative strength of dissent expressed for an item whose mean response indicated agreement (or disagreement), or by the lack of dissent for an item whose mean response suggested "no opinion.", Results for institution-specific practices were not as strong as those for related philosophical ideals, suggesting that while respondents believe NCATE may be satisfied with their MCE efforts, NCATE may not be., The study uncovered promising possibilities for additional similar research.
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Date Issued: 1982, 1982
Identifier: AAI8225276, 3085334, FSDT3085334, fsu:74829
Format: Document (PDF)

Title: ESSENTIAL ELEMENTS FOR THE OPERATION OF GIFTED EDUCATION PROGRAMS IN THE STATE OF FLORIDA.
Creator: SUMMERS, JOHN JACOB., Florida State University
Abstract/Description: This descriptive study investigated the essential elements for the operation of gifted education programs in the state of Florida. Eighteen elements most frequently recommended by the experts were selected from a search of the literature. A mailed questionnaire elicited perceptions of importance of these elements, and the extent to which they existed, from the entire population of Florida's administrators of exceptional education and administrators of gifted programs., No practical difference...
Show moreThis descriptive study investigated the essential elements for the operation of gifted education programs in the state of Florida. Eighteen elements most frequently recommended by the experts were selected from a search of the literature. A mailed questionnaire elicited perceptions of importance of these elements, and the extent to which they existed, from the entire population of Florida's administrators of exceptional education and administrators of gifted programs., No practical difference was found between the two groups in their respective perceptions of the relative position of importance of the elements. Administrators of exceptional education rated all of the elements significantly lower in importance than the administrators of gifted programs. A high degree of association was present between the administrators' perceptions of importance of an element and the extent to which that element existed in the gifted education programs of Florida's local school districts. Public relations/awareness programs were not present to the extent expected from their perceived importance. Unidentified intervening variables cause gifted programs to decrease progressively from elementary school to secondary school. Gifted programs tend to contain the elements which are considered important. The most important elements were identified to be screening and evaluation, budget, curriculum, administrative responsibilities, and a written philosophy. Elements considered least important were financial aid, flexible acceleration, and the use of outside consultants.
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Date Issued: 1982, 1982
Identifier: AAI8229159, 3085393, FSDT3085393, fsu:74888
Format: Document (PDF)

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

Title: THE CUMULATIVE EFFECTS OF INCREMENTAL PRACTICE ON THE RETENTION OF MATHEMATICAL RULES.
Creator: HORINE, JULIE ELAINE., Florida State University
Abstract/Description: The purpose of this study was to examine the cumulative effects of incremental practice on the retention of mathematical rules. Fifty-four fifth grade students were instructed by the same instructor over a three week period of time in the addition and subtraction of fractions. Students were ranked and paired according to standardized mathematics scores from the California Comprehensive Tests of Basic Skills test., Members of each pair were randomly assigned to one of two treatment groups, one...
Show moreThe purpose of this study was to examine the cumulative effects of incremental practice on the retention of mathematical rules. Fifty-four fifth grade students were instructed by the same instructor over a three week period of time in the addition and subtraction of fractions. Students were ranked and paired according to standardized mathematics scores from the California Comprehensive Tests of Basic Skills test., Members of each pair were randomly assigned to one of two treatment groups, one consisting of daily practice problems reflective of the skills taught that day (nonincremental) and the other, daily practice problems reflective of skills taught since the first day of the instructional unit (incremental). A unit posttst was administered immediately following the instructional unit and a delayed retention test was administered two weeks later., An Analysis of Covariance indicated that the use of incremental practice had no significant effect on student performance on either the immediate posttest or the delayed retention test. The entry skills test covariate accounted for most of the explained variance., There were no significant differences in attitude toward mathematics as a result of the treatment. However, results of a Multiple Regression Analysis indicated that the use of incremental practice produced more favorable attitudes toward mathematics for students with low entry skills that the use of nonincremental practice., Results also indicated a significant relation between the degree to which students maintained previously learned skills and how well they performed on both the immediate posttest and the delayed retention test.
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Date Issued: 1983, 1983
Identifier: AAI8314190, 3085540, FSDT3085540, fsu:75032
Format: Document (PDF)

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

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

Title: The 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: DECODING SKILL AND VOCABULARY KNOWLEDGE IN READING COMPREHENSION.
Creator: PERKINS, PEGGY GARDNER., Florida State University
Abstract/Description: The relative importance of decoding skill and vocabulary knowledge to reading comprehension was investigated. Ninety-one fourth grade students from Hillsborough County Public School System were assessed on their decoding ability, vocabulary knowledge, and reading comprehension ability. Decoding ability was measured by (a) a 40-item Vocalization Latency Test (VL) utilizing a reaction-time apparatus; (b) a modified form of the Literary Assessment Battery Decoding Test (MLAB); and (c) the...
Show moreThe relative importance of decoding skill and vocabulary knowledge to reading comprehension was investigated. Ninety-one fourth grade students from Hillsborough County Public School System were assessed on their decoding ability, vocabulary knowledge, and reading comprehension ability. Decoding ability was measured by (a) a 40-item Vocalization Latency Test (VL) utilizing a reaction-time apparatus; (b) a modified form of the Literary Assessment Battery Decoding Test (MLAB); and (c) the decoding section of the Wide Range Achievement Test (WRAT). Vocabulary knowledge was measured by the vocabulary score from the Comprehensive Test of Basic Skills (CTBS). Reading comprehension, the dependent variable, was measured by (a) a multiple choice Cloze #1 Test which contained high frequency words at a fourth grade level; and by (b) an altered multiple choice Cloze #2 Test which contained a portion (up to 10 percent) of low frequency (unfamiliar) words. Significant correlations were found among the variables of interest., Comparisons were made among several of the correlations. It was found that (a) the correlation between decoding skill (MLAB) and Cloze #2 was significantly lower than the correlation between vocabulary (CTBS) and Cloze #2; and (b) the correlation between decoding skill (MLAB) and Cloze #1 was significantly higher than the correlation between the same measure of decoding (MLAB) and Cloze #2 ((alpha) = .01)., Multiple regression analyses yielded the findings that (a) decoding made a significant contribution to reading comprehension (high frequency words, Cloze #1) when vocabulary was controlled; (b) vocabulary made a significant contribution to reading comprehension (high frequency words, Cloze #1) when decoding was controlled; (c) decoding did not make a significant contribution to reading comprehension (low frequency words, Cloze #2) when vocabulary was controlled; and (d) vocabulary made a significant contribution to reading comprehension (low frequency words, Cloze #2) when decoding was controlled., The results indicate that students depended on both decoding and vocabulary for reading comprehension in Cloze #1. In contrast, the students were more dependent on their vocabulary knowledge in the comprehension of Cloze #2.
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Date Issued: 1982, 1982
Identifier: AAI8308680, 3085495, FSDT3085495, fsu:74987
Format: Document (PDF)

Title: EFFECT OF SPACED AND VARIED PRACTICE ON THE TRANSFER OF A PRINCIPLE.
Creator: TILLMANS, MICHAEL CHARLES., Florida State University
Abstract/Description: The effects of a learning module on transfer of training of a principle following spaced and varied practice of that principle were investigated using high school science students (N = 41). Treatment groups received spaced and varied practice, direct instruction for transfer (the transfer module) or both. Dependent measures were tests for near transfer., The test score means for the combination of treatments was higher than for the spaced and varied practice group or for the transfer module...
Show moreThe effects of a learning module on transfer of training of a principle following spaced and varied practice of that principle were investigated using high school science students (N = 41). Treatment groups received spaced and varied practice, direct instruction for transfer (the transfer module) or both. Dependent measures were tests for near transfer., The test score means for the combination of treatments was higher than for the spaced and varied practice group or for the transfer module group on the near and far transfer tests. The spaced and varied practice group scored higher on the two dependent measures than the transfer module group. The difference between the combination treatment group and the transfer module group was found statistically significant on the near transfer test., Essential and supportive procedures used to improve the success and the breadth of the transfer performance were suggested.
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Date Issued: 1982, 1982
Identifier: AAI8228132, 3085385, FSDT3085385, fsu:74880
Format: Document (PDF)

Title: THE RELATIONSHIP BETWEEN SPECIFIC PERSONALITY CHARACTERISTICS AND OTHER LEARNER FACTORS AND SUCCESS IN THE STUDY OF A SECOND LANGUAGE.
Creator: THAMES, RICHARD WHATLEY., Florida State University
Abstract/Description: The study investigated the relationship between personality variables found in the Comrey Personality Scales (CPS) and other learner factors (foreign language aptitude, verbal intelligence, attitude and motivation) and success in the study of a second language., Subjects were given the following tests: Comrey Personality Scales (CPS), Modern Language Aptitude Test (MLAT), Lorge-Thorndike Intelligence Test (LTIT), and Attitude Motivation Questionnaire (AMQ). Information was also used regarding...
Show moreThe study investigated the relationship between personality variables found in the Comrey Personality Scales (CPS) and other learner factors (foreign language aptitude, verbal intelligence, attitude and motivation) and success in the study of a second language., Subjects were given the following tests: Comrey Personality Scales (CPS), Modern Language Aptitude Test (MLAT), Lorge-Thorndike Intelligence Test (LTIT), and Attitude Motivation Questionnaire (AMQ). Information was also used regarding major, second language studied, second language experience, and sex., Stepwise multiple regression and other analyses were conducted using variables from the tests, Course Grade, and control variables sex, prior language experience, major, and language studied., Results indicate a significant relationship among personality variables and second language success beyond the .05 level. A statistically significant (p < .01) model for predicting success in the study of a second language was established., Personality was a rather weak predictor of success in the study of a second language when used alone. However, when personality was utilized in the predictor model with language aptitude, verbal intelligence, and attitude/motivation, its unique contributions were statistically significant., The researcher believes that the results of this study provided insights into the relationship among personality and other learner variables associated with success in the study of a second language.
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Date Issued: 1982, 1982
Identifier: AAI8308684, 3085499, FSDT3085499, fsu:74991
Format: Document (PDF)

Title: THE EFFECT OF SELECTED EVENTS OF INSTRUCTION ON STUDENT MASTERY OF A MATHEMATICS RULE.
Creator: ZEH, BRENDA SUE., Florida State University
Abstract/Description: The purpose of this study was to investigate the relationship between the number of selected events of instruction included in an instructional program and the proportion of students reaching mastery of the rule for dividing mixed fractions., Seventy students from fifth through eighth grades who scored 80% or higher on an entry test and below 80% on a pretest were stratified by grade and sex and randomly assigned to the treatment groups. Group 1, the control group, received a statement of the...
Show moreThe purpose of this study was to investigate the relationship between the number of selected events of instruction included in an instructional program and the proportion of students reaching mastery of the rule for dividing mixed fractions., Seventy students from fifth through eighth grades who scored 80% or higher on an entry test and below 80% on a pretest were stratified by grade and sex and randomly assigned to the treatment groups. Group 1, the control group, received a statement of the objective, the stimulus, and assessment. Groups 2, 3, and 4, the experimental groups, received the successively added independent variable events of providing learner guidance, stimulating recall of prerequisite skills, and practice and feedback. The dependent variables were the proportion of students who scored 80% or better on the posttest, which was given immediately following the treatment, and the retention test, which was administered one week following the treatment., Chi-square analysis of the data revealed no differences among the groups on either the posttest or retention test. Further analysis revealed no differences in performance across treatments or within any particular treatment groups due to sex or grade of the subjects. The sequential addition of learner guidance, recall of prerequisite skill, and practice and feedback to instructional programs did not affect the proportion of students who reached mastery of the rule for dividing mixed fractions.
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Date Issued: 1982, 1982
Identifier: AAI8309287, 3085518, FSDT3085518, fsu:75010
Format: Document (PDF)

Title: A STUDY OF CROSS-CULTURAL EFFECTS ON FORMATIVE EVALUATION OF AN INSTRUCTIONAL MODULE ON NEEDS ASSESSMENT.
Creator: ROJAS, ALICIA MABEL., Florida State University
Abstract/Description: The purpose of this study was to examine the procedures and requirements of a formative evaluation conducted on instructional materials designed for a U.S. population, but which also have potential use by a population of another country. The study involved two target populations, the United States and Brazil, and focused on determining if different cultural reactions are discernible through a formative evaluation process., The methodology consisted of performing three formative evaluations:...
Show moreThe purpose of this study was to examine the procedures and requirements of a formative evaluation conducted on instructional materials designed for a U.S. population, but which also have potential use by a population of another country. The study involved two target populations, the United States and Brazil, and focused on determining if different cultural reactions are discernible through a formative evaluation process., The methodology consisted of performing three formative evaluations: one-to-one, small group, and field trial., The principal findings were: (1) The instructional revision decisions that were made based on the U.S. learner feedback were equally as relevant as the instructional revision decisions made on the basis of the Brazilian learner feedback. The format revision decisions made based on the U.S. learner feedback were related more to typographical errors than those format revision decisions made on the basis of the Brazilian feedback. The content revision decisions based on U.S. learner feedback were less useful than the content revision decisions made on the basis of the Brazilian learner feedback. (2) Of the 90 revisions made in the materials used by the U.S. learners, 10 were related to instructional changes, 79 regarded format aspects, and only one related to content modification. In the case of the Portuguese version, of the 59 modifications carried out, 11 were in relation to instructional aspects, 43 to format elements, and 5 regarding content revisions. (3) The analysis of the post-test scores (ANOVA test) determined that there was no significant difference in terms of achievement (F(1.56) = 0.5, p < .05). The U.S. learners attained an average of 7 out of 24 objectives, and the Brazilian learners 8 out of 24 objectives. Eighty percent of the students in both groups missed the same six objectives and only one of the objectives was achieved by both groups. Both groups showed a neutral attitude toward the materials. (4) The formative evaluation is a useful tool in identifying differential cultural responses to instructional materials.
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Date Issued: 1984, 1984
Identifier: AAI8501841, 3085957, FSDT3085957, fsu:75443
Format: Document (PDF)

Title: THE RELATIONSHIP OF FORMAL SCHOOLING IN THE HOMELAND AND THE ENGLISH ACADEMIC ACHIEVEMENT OF PUERTO RICAN STUDENTS OF LOW SOCIOECONOMIC STATUS (LANGUAGE LEARNING, OPTIMAL AGE).
Creator: REID, MITZIE ANN., Florida State University
Abstract/Description: A study of a sample of 93 randomly selected Island-born 12 and 13 year old Puerto Rican students who received 0, 1, 2-3 or 4-5 years of prior native language (L(,1)) instruction in Puerto Rico was carried out in 1983 within a Chicago public school district characterized by its high concentration of students of low socioeconomic status. The purpose of the study was to determine the relationship of English reading achievement of 12 and 13 year old Island-born Puerto Rican students and the...
Show moreA study of a sample of 93 randomly selected Island-born 12 and 13 year old Puerto Rican students who received 0, 1, 2-3 or 4-5 years of prior native language (L(,1)) instruction in Puerto Rico was carried out in 1983 within a Chicago public school district characterized by its high concentration of students of low socioeconomic status. The purpose of the study was to determine the relationship of English reading achievement of 12 and 13 year old Island-born Puerto Rican students and the number of years (0-1, 2-3 or 4-5) of formal first language schooling they received in Puerto Rico before migrating to the United States. A questionnaire was used to gather information about the students' prior L(,1) schooling in Puerto Rico and their 1982 English Achievement Scores for reading and mathematics in the Chicago public schools. One way Analyses of Variance were run. Reading and mathematics scores were examined to determine if any significant differences existed between the scores obtained by students whose mother had received a primary school education and those who had received a secondary school education. The scores were also examined to determine if any significant differences existed between the scores for reading and the scores for mathematics as they relate to the number of years of L(,1) schooling the students received in Puerto Rico (1, 2-3 or 4-5). Scores were then examined for differences in relationship to the school setting in which the schooling was received (urban or rural). Two way Analyses of Variance were conducted to examine the interaction of the two independent variables, number of years L(,1) schooling and educational setting, with each of the dependent variables, reading and mathematics achievement. No significant differences were found at the .05 level of significance. The six null hypotheses on the reading and mathematics achievement, could not be rejected. Neither prior L(,1) schooling in Puerto Rico nor the educational setting in which the schooling was received showed a significant relationship to student achievement., The study supports the Ramsey and Wright (1974) findings of no academic disadvantage for the arriving 6-7 year old children. The Baral (1979) and Lazos (1981) findings of no academic advantage for the recently arrived immigrant students are also supported., Findings from this study suggest that language minority students of low socioeconomic status could benefit from spending more than 3-4 years in a bilingual program even with a differentiated curriculum. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI
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Date Issued: 1984, 1984
Identifier: AAI8427322, 3085945, FSDT3085945, fsu:75431
Format: Document (PDF)

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

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

Title: AN EVALUATION OF GUIDELINES FOR THE REVIEW AND SELECTION OF INSTRUCTIONAL MATERIALS BY CLASSROOM TEACHERS.
Creator: HUCKABY, BARBARA FINZEL., Florida State University
Abstract/Description: The purpose of this study was to determine whether guidelines for teachers on how to review and select instructional materials have any effect on their actual selection of materials, their teaching processes, and their students' test performance. Adult basic-education teachers (N = 115) went through a review and selection process of materials for a metrics objective that had been specified in advance. Each of 24 teachers was assigned to one of three groups. Group 1 used decision-making...
Show moreThe purpose of this study was to determine whether guidelines for teachers on how to review and select instructional materials have any effect on their actual selection of materials, their teaching processes, and their students' test performance. Adult basic-education teachers (N = 115) went through a review and selection process of materials for a metrics objective that had been specified in advance. Each of 24 teachers was assigned to one of three groups. Group 1 used decision-making guidelines and a criterion checklist; Group 2 used the same criterion checklist withou decision-making guidance; and Group 3 did not receive any guidelines. A workshop was conducted for the teachers on the use of review/select guidelines (Groups 1 and 2) or on the general review/select process (Group 3)., Of the 115 original workshop participants, 24 were assigned to the three groups and proceeded to teach the lesson., These teachers provided feedback on the instructional process they used to teach the lesson, and they collected student attitude, pretest, and posttest data. One hundred and sixty one students were included in the analysis., (chi)('2) analyses were conducted on teacher background, teacher and student attitudes, and instructional-process data to determine whether groups of teachers differed in their background, attitudes, or the instructional processes. No significant differences were found among teacher groups (p < .01). However, significant differences were found among students' attitudes (p < .01); students in Group 3 exhibited more positive attitudes toward the lesson and the materials than students in the other groups., Student performance on a 10-item test administered following the lesson was analyzed by means of an analysis of covariance in which group assignment of their teachers was the independent variable; pretest scores were the covariate. Scores on a parallel posttest were the depenent variable. Significant differences (p < .01) were found among groups., A formative product evaluation of the guidelines resulted in no suggestions for substantive content changes, but suggestions were to restructure the guidelines into a training section and into an application section.
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Date Issued: 1981, 1981
Identifier: AAI8205725, 3085151, FSDT3085151, fsu:74646
Format: Document (PDF)

Title: LANGUAGE DOMINANCE TEST FOR GREEK BILINGUAL CHILDREN.
Creator: MICHOPOULOS, ARISTOTLE V., Florida State University
Abstract/Description: The purpose of the study was to develop an instrument comprised of two parts (English and Greek) that would measure the language dominance of Greek bilingual children attending Grades 1-4 in the United States. The instrument is expected to assist school personnel, educators, and researchers to objectively determine children's language dominance for placement and instructional purposes., An item pool of 80 items for each language part (60 multiple choice and 20 free-response items) was pilot...
Show moreThe purpose of the study was to develop an instrument comprised of two parts (English and Greek) that would measure the language dominance of Greek bilingual children attending Grades 1-4 in the United States. The instrument is expected to assist school personnel, educators, and researchers to objectively determine children's language dominance for placement and instructional purposes., An item pool of 80 items for each language part (60 multiple choice and 20 free-response items) was pilot-tested in the Greek bilingual schools of Tarpon Springs, Florida, and field-tested in New York and Chicago. The subjects, over 400 in number, were about equally distributed over the four grades and equally divided by sex. Data analyses included: item analyses, test reliabilities, test-retest reliabilities, reliabilities by school and by sex, and an examination of the instrument's concurrent validity., The 40 best items (30 multiple choice and 10 free-response items) of the 80-item pool for each language part were selected to comprise the final instrument. Item selection was based primiarily on two criteria: (a) lack of statistically significant differences between the Greek and English counterpart items and (b) a minimun of a .30 point biserial value for each item., The overall test reliability values obtained for the final 40-item instrument were .92 and .93 for the English and Greek parts, respectively, and .84 for the difference between English and Greek scores. Finally, the instrument was further examined for its concurrent validity, using teacher ratings as a criterion measure. A correlation obtained between teacher ratings and instrument scores of student language dominance showed an overall concurrent validity of .47., In addition to being useful for both diagnostic and placement purposes of Greek bilingual students in Grades 1-4, the instrument may also be used as a model in development of a similar instrument for bilingual students in higher grades.
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Date Issued: 1980, 1980
Identifier: AAI8104866, 3084774, FSDT3084774, fsu:74275
Format: Document (PDF)

Title: EFFECTS OF RULE SELECTION TRAINING IN TASKS REQUIRING BOTH RULE SELECTION AND RULE APPLICATION CAPABILITIES.
Creator: STEVE, MICHAEL HAROLD., Florida State University
Abstract/Description: The purpose of this study was to investigate the effects rule selection training would have on performance in tasks requiring the selection of an appropriate rule from a set of related rules. It was anticipated that a treatment program designed to promote rule application skills would be less effective than a program designed to teach both rule application and rule selection skills., Two experimental tasks were used, each involving a different set of related rules. One task included the rules...
Show moreThe purpose of this study was to investigate the effects rule selection training would have on performance in tasks requiring the selection of an appropriate rule from a set of related rules. It was anticipated that a treatment program designed to promote rule application skills would be less effective than a program designed to teach both rule application and rule selection skills., Two experimental tasks were used, each involving a different set of related rules. One task included the rules governing the drawing of diagrams (Experiment I). The other task included the computational procedures used to solve two kinds of probability problems, i.e., addition-rule problems and multiplication-rule problems (Experiment II). Two seventh grade classes served as subjects in each experiment. Pretests were administered prior to the administration of treatment programs., In both experiments, students were randomly assigned to either a Rule Selection Training group or a No Rule Selection Training group. Students in the Rule Selection Training group were provided multiple opportunities to reach mastery performance levels for both the rule application skills and the rule selection skill. In contrast, those in the No Rule Selection Training group were given multiple mastery opportunities for the rule application skills only., In Experiments I and II, nearly all students in both groups demonstrated mastery on the rule application skills. Of students in the Rule Selection Training group, 74% in Experiment I and 62% in Experiment II met mastery on activities designed to assess the rule selection skill., The primary dependent variable for both experiments was a retention test designed to assess the learner's ability to select the appropriate rule. In Experiment I, students in the Rule Selection Training group were more successful on the rule selection retention test. In Experiment II, students in the Rule Selection Training group were more successful on the rule selection-and-application test for addition-rule problems, as measured by the number of problems correctly solved (rule selection-and-application) as well as the number of times the wrong computational procedure was used (rule selection errors). There were no significant differences between the two groups for multiplication-rule problems for either the number of problems solved or the number of rule selection errors., It was concluded that rule application practice to mastery levels may be neither an efficient approach nor a sufficient condition for teaching sets of related rules.
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Date Issued: 1980, 1980
Identifier: AAI8104874, 3084779, FSDT3084779, fsu:74280
Format: Document (PDF)

Title: AN EMPIRICAL COMPARISON OF THREE METHODS OF FORMATIVE EVALUATION OF INSTRUCTIONAL MATERIALS.
Creator: KIRSCHBAUM, LILA TOBY., Florida State University
Abstract/Description: The intent of this study was to determine the effectiveness of several formative evaluation models., Four different versions of two lessons (chemistry and weather) were used in this study. The versions resulted from: (a) original draft, (b) draft from a one-to-one formative evaluation and revision, (c) draft from a small group tryout using a composite method based on a literature review of formative evaluation methods, and (d) draft from a small group tryout using Gropper's extensive student...
Show moreThe intent of this study was to determine the effectiveness of several formative evaluation models., Four different versions of two lessons (chemistry and weather) were used in this study. The versions resulted from: (a) original draft, (b) draft from a one-to-one formative evaluation and revision, (c) draft from a small group tryout using a composite method based on a literature review of formative evaluation methods, and (d) draft from a small group tryout using Gropper's extensive student testing methods., The resulting eight sets of material were used in two separate experiments (chemistry and weather)., For each experiment the four versions were randomly assigned to 100 students in six intact classes. For chemistry no significant differences were found on any of the three dependent variables (learner performance, attitude, and learning time). For weather, significant differences were found in learner performance and learning time; the Gropper method was superior., Results of the two experiments were inconsistent. However, the conditions of the experiment and learners available may not have allowed for conclusive results.
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Date Issued: 1980, 1980
Identifier: AAI8108396, 3084863, FSDT3084863, fsu:74364
Format: Document (PDF)

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

Title: A SYSTEMATIC PLANNING MODEL FOR INSTITUTIONAL CURRICULUM DEVELOPMENT: TESTING ITS EFFECTIVENESS IN INTERNATIONAL/INTERCULTURAL EDUCATION AT A SELECTED COMMUNITY COLLEGE.
Creator: HARRISON, CAROLE BARBARA., Florida State University
Abstract/Description: The purposes of this study were twofold: (1) to formulate a model for systematically planning institutional curriculum development, and (2) to test the model's effectiveness through an application and evaluation of its initial three planning stages. An eight-stage curriculum development procedure was devised by the investigator to provide administrators with a tool for decision-making when they are considering curriculum change. The basic tenets of the model are that curriculum development: ...
Show moreThe purposes of this study were twofold: (1) to formulate a model for systematically planning institutional curriculum development, and (2) to test the model's effectiveness through an application and evaluation of its initial three planning stages. An eight-stage curriculum development procedure was devised by the investigator to provide administrators with a tool for decision-making when they are considering curriculum change. The basic tenets of the model are that curriculum development: (a) is an incremental process, (b) includes the participation of both faculty and administrators in decision-making, (c) affects and is affected by a variety of institutional programs, (d) requires an assessment of institutional need, and (e) has an informational data base for decision-making., In this study, the effectiveness of the initial three stages of the model were tested at Broward Community College in Ft. Lauderdale, Florida. The college is involved in advancing program development in international/intercultural education at its institution and in other community colleges in Florida and across the United States. A primary goal of program development at these institutions is to introduce international/intercultural concepts and learning experiences into the mainstream of the colleges' curricula., Results of the first test or application of the model provided: (1) a list of institution-wide curriculum priorities for development, (2) a description of the international expertise of faculty and administrative participants in the study, (3) a method for identifying implementers of the curriculum priorities, and (4) a means for identifying campus locations where curriculum priorities should be initially implemented., The second test of the model, or the formative evaluation, was conducted to determine the necessity for revisions to the operations of the initial three planning stages. The results were inconclusive; however, there may likely be faculty and administrative resistance to the development of an international/intercultural program at Broward Community College. Administrators may be overlooking the need for faculty participation in decision-making during the curriculum planning and development process., The primary constraints on the planning model, as it was implemented in this study were: (a) a lack of commitment by faculty to an international/intercultural program at the institution, (b) a lack of commitment by the institution to long-range planning in international/intercultural education, (c) inconsistent collaboration between the investigator and key members of the institution's faculty and administration, and (d) lack of funding for full implementation of the study., Recommendations for future research were made with respect to: (1) the application of the remaining stages of the model, (2) the application of the model to other institutional settings and curricula, and (3) the continued use of evaluation of the planning process.
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Date Issued: 1980, 1980
Identifier: AAI8026127, 3084686, FSDT3084686, fsu:74187
Format: Document (PDF)

Title: THE EFFECTS OF AN INTERRELATED LANGUAGE SKILLS APPROACH ON A REMEDIAL PROGRAM FOR THE ADULT LEARNER.
Creator: JOSEPH, NANCY L., Florida State University
Abstract/Description: This study investigated the effectiveness of a remedial program for the adult student based on an integrated language skills approach. The researcher designed and implemented a program based on this philosophy at the community college level. In this remedial program, the skills of reading, writing, listening, and speaking were approached in an interrelated manner., An assessment of student performance in reading comprehension, vocabulary development, and written syntactic complexity was...
Show moreThis study investigated the effectiveness of a remedial program for the adult student based on an integrated language skills approach. The researcher designed and implemented a program based on this philosophy at the community college level. In this remedial program, the skills of reading, writing, listening, and speaking were approached in an interrelated manner., An assessment of student performance in reading comprehension, vocabulary development, and written syntactic complexity was conducted after the experimental and control groups completed a regular college-level basic English course. A significant difference was found in the reading and vocabulary scores, but no significant difference was noted in measures of written syntactic complexity., Recommendations were suggested for (1) strengthening the written composition component of the remedial program, and (2) furthering research of remedial adult programs based on an integrated language skills approach.
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Date Issued: 1981, 1981
Identifier: AAI8208741, 3085191, FSDT3085191, fsu:74686
Format: Document (PDF)

Title: A PROPOSED MODEL PROGRAM OF GENERAL EDUCATION FOR FLORIDA AGRICULTURAL AND MECHANICAL UNIVERSITY.
Creator: WANTON, EVA CURRY., Florida State University
Abstract/Description: The purpose of this study was to design a proposed Model Program of General Education for Florida Agricultural and Mechanical University, Tallahassee, Florida., The study was completed using data gleaned from pertinent documents and records of the university, and of the State University System. Additional use was also made of literature in the field of general education, as well as related fields., The proposed Model Program of General Education designed for Florida A&M University seeks to...
Show moreThe purpose of this study was to design a proposed Model Program of General Education for Florida Agricultural and Mechanical University, Tallahassee, Florida., The study was completed using data gleaned from pertinent documents and records of the university, and of the State University System. Additional use was also made of literature in the field of general education, as well as related fields., The proposed Model Program of General Education designed for Florida A&M University seeks to accommodate the diverse academic needs of the students who attend the university. It further proposes a competence-based instructional model which would mandate faculty development activities and a total restructuring of the undergraduate curriculum., The model program's ultimate goals are to produce a fully functioning, broadly educated individual who can demonstrate mastery and competence especially in the basic skills and to aid in the retention of students until the completion of requirements for a given degree.
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Date Issued: 1980, 1980
Identifier: AAI8101985, 3084739, FSDT3084739, fsu:74240
Format: Document (PDF)

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

Title: A COMPARATIVE STUDY OF SELECTED VARIABLES IN SPECIAL EDUCATION AND REGULAR CLASSROOM TEACHERS' ATTITUDES TOWARD THE HANDICAPPED STUDENT.
Creator: STEVENS, ROBERT NICHOLS., Florida State University
Abstract/Description: This is a descriptive study of Florida teachers and their attitudes toward disabled learners. As a result of Public Law 94-142 with its concept of "least restrictive environment," regular classroom teachers have special need students in their classrooms with increasing frequency. A survey was utilized to measure teachers' attitudes toward the disabled., The population included secondary school teachers selected as representive of the entire state. Two sampling populations were used: first,...
Show moreThis is a descriptive study of Florida teachers and their attitudes toward disabled learners. As a result of Public Law 94-142 with its concept of "least restrictive environment," regular classroom teachers have special need students in their classrooms with increasing frequency. A survey was utilized to measure teachers' attitudes toward the disabled., The population included secondary school teachers selected as representive of the entire state. Two sampling populations were used: first, special education teachers and second, social studies and math teachers. Teachers within these groups were selected randomly., The data gathering instrument consisted of a biographical checklist, the Attitude Toward Disabled People Scale by Yuker, Block, and Younng, the Empathy Scale by Robert Hogan, and the Survey of Ethical Attitudes by Robert Hogan. The surveys were mailed directly to teachers., Responses from 71 percent of the teachers sampled were received and computed using the Statistical Package for the Social Sciences (SPSS)., Analysis of variance revealed that there is a significant difference between special educators and regular classroom teachers' attitudes toward the disabled. There were also significant differences among the teachers of each group, illustrating that area of speciality does effect attitude toward the disabled. Teacher race and sex were determined not to have an effect on attitude towards the disabled., A path analysis of the survey items revealed that there were causal relationships between variables. The strongest positive relationship was found between empathy and attitude toward disabled people. Age and number of years teaching had negative correlations with attitude towards disabled people. Teachers who operate from an ethic of personal conscience had a better attitude toward the disabled than teachers who operate from an ethic of social responsibility., Recommendations include: inservice teacher training that considers differences of teachers, incorporation of empathy training into teacher education programs, planning by Teacher Education Centers for P.L. 94-142 workshops., Further research was recommended: duplication of the study using preservice teachers; examination of other variables that could effect teachers attitude; experimental research using existing inservice programs; in-school research to determine which teachers are already teaching the handicapped effectively.
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Date Issued: 1981, 1981
Identifier: AAI8205749, 3085168, FSDT3085168, fsu:74663
Format: Document (PDF)

Title: PSYCHOLOGICAL DIFFERENTIATION AND BICOGNITIVE DEVELOPMENT AMONG GREEK-AMERICAN AND ANGLO-AMERICAN STUDENTS IN MONOLINGUAL AND BILINGUAL PROGRAMS.
Creator: MYLONAS, MARTHA D., Florida State University
Abstract/Description: The purposes of this study were: (1) to explore any differences in cognitive style, between Greek-American and Anglo-American children receiving monolingual and bilingual instruction, (2) to determine the relationship of cultural background, age, sex, bilingualism and linguistic dominance/proficiency to the cognitive style of Florida and New York first, second, third and fourth grade children, and (3) to explain any differences or similarities in cognitive style found between the selected...
Show moreThe purposes of this study were: (1) to explore any differences in cognitive style, between Greek-American and Anglo-American children receiving monolingual and bilingual instruction, (2) to determine the relationship of cultural background, age, sex, bilingualism and linguistic dominance/proficiency to the cognitive style of Florida and New York first, second, third and fourth grade children, and (3) to explain any differences or similarities in cognitive style found between the selected groups of Greek-American and Anglo-American children., The subjects were 300 school children of Greek and Anglo origins in grades one, two, three, and four, selected from urban Greek-American communities, with schools housing Greek bilingual programs in New York and Florida. All subjects were enrolled in the same schools and were approximately of equal mental ability and socioeconomic status. The cluster sampling and the stratified random sampling were the methods of selection used., The Children's Embedded Figures Test (CEFT) was used to identify differentiation or field dependence-field independence; the Child Rating Observable Behavior Inventory (CROBI) was used to specify the number of bicognitive students in each of the three groups; and the Michopoulos' Test, otherwise referred to as the Greek-English Language Dominance/Proficiency Test (LD/LP), was used to identify three dominance and two proficiency comparison groups., Even though no significant differences were found in psychological differentiation between Greek-American children attending bilingual and monolingual programs, as measured by CEFT, the results indicated that there are signficant differences between the aforementioned groups regarding bicognition. In addition, there were no significant age and sex differences in bicognition. One interesting finding was that Greek-American female students were not less differentiated than their male counterparts., A significant aspect of this study lies in the fact that is an initial step to determine cognitive style differences between Greek-American and Anglo-American school children.
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Date Issued: 1981, 1981
Identifier: AAI8125784, 3084982, FSDT3084982, fsu:74480
Format: Document (PDF)

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

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

Title: A COMPARISON OF THE EFFECTIVENESS AND EFFICIENCY OF THREE DEMONSTRATION CONDITIONS IN THE ACQUISITION OF A MOTOR SKILL (TIME, CARDIOPULMONARY RESUSCITATION).
Creator: NORMAN, RUENA WILLIAMS., Florida State University
Abstract/Description: The purpose of this study was to compare both the effectiveness and efficiency of utilizing live demonstrations (with a fully adequate and precise display of the movement) and videotaped demonstrations (with and without a fully adequate and precise display of the movement) in teaching a motor skill, cordiopulmonary resuscitation (CPR)., After observing one of the three demonstrations, 97 tenth and eleventh grade students completed a written test which assessed their knowledge of information...
Show moreThe purpose of this study was to compare both the effectiveness and efficiency of utilizing live demonstrations (with a fully adequate and precise display of the movement) and videotaped demonstrations (with and without a fully adequate and precise display of the movement) in teaching a motor skill, cordiopulmonary resuscitation (CPR)., After observing one of the three demonstrations, 97 tenth and eleventh grade students completed a written test which assessed their knowledge of information critical to satisfactorily performing cardiopulmonary resuscitation. Next, the students practiced and received feedback from CPR instructors who utilized predetermined guidelines. The instructors also recorded the time required for each student to demonstrate mastery of the skill. After the practice and feedback session, other CPR instructors utilizing a performance checklist evaluated each student's ability to satisfactorily perform CPR on a manikin. Prior to the experiment, a questionnaire was administered to students to determine which students to exclude from the study based on previous exposure to cardiopulmonary resuscitation and/or physical handicaps., A one-way analysis of variance test revealed no significant differences in the time required for practice and feedback between demonstration groups. Females did require a significantly longer period of time for practice and feedback than did males. There were also no significant differences in test scores for the three demonstration groups. The Pearson product-moment correlation between the written test scores and time required for practice and feedback was negative (r = -.23). A post hoc hypothesis that students from the three demonstration groups would exhibit an equal ability to demonstrate mastery of cardiopulmonary resuscitation was developed and tested by a 3 x 2 chi square test. The results of the chi square test were significant. Utilizing a technique known as partitioning of chi square, it was concluded that a significantly smaller proportion of students who observed the fully adequate and precise display of the movement on videotape demonstrated mastery of the motor skill than did students in the other two demonstration groups. This finding was attributed to an artifact (failure of equipment). Students who demonstrated mastery scored significantly higher on the written test and required a significantly shorter period of time for practice and feedback than did students who failed to demonstrate mastery.
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Date Issued: 1984, 1984
Identifier: AAI8505313, 3086000, FSDT3086000, fsu:75486
Format: Document (PDF)

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

Title: THE DESIGN AND EVALUATION OF A COURSE IN "THINKING OPERATIONS" FOR FIRST GRADERS IN VENEZUELA (COGNITIVE, ELEMENTARY, LEARNING).
Creator: VIVAS, DAVID A., Florida State University
Abstract/Description: This study was designed to develop and evaluate an Instructional Package on Thinking Operations for first graders in Venezuela. The skills developed into the Instructional Package were observing, comparing, and classifying, according to Louis Raths. The analysis and interpretation of theory and prior studies in learning to think were from the Information Processing Model. Five measures were used: test of Thinking Operations, school readiness, creative thinking, intelligence scale, and socio...
Show moreThis study was designed to develop and evaluate an Instructional Package on Thinking Operations for first graders in Venezuela. The skills developed into the Instructional Package were observing, comparing, and classifying, according to Louis Raths. The analysis and interpretation of theory and prior studies in learning to think were from the Information Processing Model. Five measures were used: test of Thinking Operations, school readiness, creative thinking, intelligence scale, and socio-economic status. The results from the posttest scores on thinking operations were used as the dependent variable. The subjects were 214 first graders from the Guarenas-Guatire school district in the State of Miranda, Venezuela. Three classrooms with a total of 114 students were randomly assigned to the treatment, and three classrooms with a total of 100 students were assigned to regular classroom activities. The research design was a classroom nested within treatment model. Analysis of variance and covariance was used for analyzing the data., In Thinking Operations the results indicate that the treatment group performed better than the regular classroom activities group. Performance improved in the school where the treatment was applied and the classroom nested within treatment effect was significant at posttest in Thinking Operations. Within the treatment group, one of the three possible contrasts was statistically significant: it indicated that the classroom with the lowest socio-economic status performed better than the one with the highest. For the non-treatment group the classroom with the high socio-economic status was better than the classroom with the medium socio-economic status., Another result observed was that classroom effect on performance in creative thinking was significant. Average gain scores in creative thinking were greater for students from the most deprived sector. The specific goal of enhancing the ability of first grade students in Thinking Operations was achieved with the Instructional Package treatment. This result is in accordance with what theory and prior findings had indicated. The implications of the findings and future research areas are also discussed.
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Date Issued: 1984, 1984
Identifier: AAI8509847, 3086033, FSDT3086033, fsu:75519
Format: Document (PDF)

Title: A STUDY OF THE RELATIONSHIP OF LOCUS OF CONTROL, DIVERGENT AND CONVERGENT QUESTIONS, AND ACHIEVEMENT IN INTERMEDIATE STUDENTS USING AN INDIVIDUALIZED DICTIONARY USAGE PROGRAM (INSTRUCTION, PERSONALITY, COGNITIVE).
Creator: JOHNSON, BETTY OATES., Florida State University
Abstract/Description: The problem investigated was: What is the effect of inserted divergent and convergent questions on the achievement of internal and external locus of control (IE group) intermediate students using an individualized dictionary usage program?, The independent variables were IE group and two types of inserted questions. The dependent variable was achievement. The design was an experimental 2 x 2 with random assignment to treatments. There was no control group. Students were randomly selected and...
Show moreThe problem investigated was: What is the effect of inserted divergent and convergent questions on the achievement of internal and external locus of control (IE group) intermediate students using an individualized dictionary usage program?, The independent variables were IE group and two types of inserted questions. The dependent variable was achievement. The design was an experimental 2 x 2 with random assignment to treatments. There was no control group. Students were randomly selected and assigned to divergent and convergent treatments. Two hundred seventy-two students were used in the analysis and represented a large urban school district stratified by its four districts., Two sets of six modules on dictionary usage were developed. The modules were identical except for inserted questions and represented the two treatment conditions. IE identification was done with Crandall's IAR scale. The study lasted ten school days. A total of three tests were administered, pretest, IAR scale, and posttest. Pretests and posttests were identical, containing both divergent and covergent items., ANCOVA was the procedure used to analyze the data. The dependent variables (posttests convergent, divergent, and total) were analyzed with the pretest (subtests and total) as covariates. A significant relationship was found. Means were adjusted., There were three primary findings. The first was, there was a significant interaction for IE group and treatment for posttest divergent question. The interaction was in the predicted direction. Differences were small and the interpretation of the interaction was explained as a weak confirmation of the hypotheses. The other primary findings showed: (1) no interaction for posttest convergent and (2) no interaction for total posttest., There were three other findings, unrelated to the hypotheses. Further analysis found: (1) a significant main effect for convergent questions, (2) no main effect for divergent questions, and (3) no effect for treatment., The study left unanswered the specific effect of inserted questions, but concluded that the effect was present, and inherent in the mathemagenic behaviors (cognitive variables) and locus of control (noncognitive variables) of the learner. The study supported the use of inserted questions as an instructional technique. The study supported the hypotheses--but not strongly.
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Date Issued: 1985, 1985
Identifier: AAI8513378, 3086061, FSDT3086061, fsu:75547
Format: Document (PDF)

Title: EVALUATION OF THE FLORIDA CURRICULUM AUDIT PROCESS IN SECONDARY SCHOOLS.
Creator: LUMSDEN, ROBERT SHEPHERD., Florida State University
Abstract/Description: The primary objectives of the study were (1) to determine the impact of the Florida Department of Education program audits on curriculum in selected secondary schools and (2) to identify ways in which the audit process can be improved. Subjects for the study were the principals of audited schools who were still in those schools at the time of the study, not less than two years after the audits., Data were collected using a mailed questionnaire and an on-site interview. As well as requests for...
Show moreThe primary objectives of the study were (1) to determine the impact of the Florida Department of Education program audits on curriculum in selected secondary schools and (2) to identify ways in which the audit process can be improved. Subjects for the study were the principals of audited schools who were still in those schools at the time of the study, not less than two years after the audits., Data were collected using a mailed questionnaire and an on-site interview. As well as requests for demographic data, the questionnaire contained 23 specific items. These 23 items were grouped into the major curriculum areas of planning, implementation, and evaluation. Using a Likert-type scale, principals were asked to rate the impact of the program audits on their schools in each of these 23 areas., Interviews were conducted with 10 principals randomly selected from the eligible group. These principals were asked to critique the audit procedure and to report on the status of the specific recommendations that were made for their schools in the basic skills areas., Of the 49 surveys mailed, 39 (80%) were returned. On a 1 to 7 scale, the grand mean rating for all 23 questionnaire items was 4.34. The recommendations were reported as having had greatest impact in the areas of curriculum planning and evaluation and least in the area of curriculum implementation. These are the areas that can be changed most easily and the area in which change requires major expenditues of time of fiscal resources, respectively. Eighty-two percent of the audit recommendations made in the areas of mathematics and language arts were in some stage of implementation., In the interviews the principals reported a high degree of satisfaction with the audit procedure. However, they suggested that school personnel and auditor know more about each other prior to future audits and recommended that auditors stay with their specific audit criteria and refrain from trying to impose personal philosophy on the schools. They strongly suggested a faster return of the written audit report.
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Date Issued: 1985, 1985
Identifier: AAI8513384, 3086064, FSDT3086064, fsu:75550
Format: Document (PDF)

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

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

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

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

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

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

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

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

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

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

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

Alexander, Mary M. Cozean. (1)	+ -
Alfaro-Varela, Gilberto. (1)	+ -
Alqazweeni, Ali. (1)	+ -
Aspinwall, Leslie Nolan. (1)	+ -
BADDAR, MOHAMMAD SUBHI. (1)	+ -
BECKER, MARC STEPHEN. (1)	+ -
BOGUSCH, BETTY BAKER. (1)	+ -
BOHLER, GEORGE SIDNEY. (1)	+ -
BOOK, LEON CHARLES. (1)	+ -
BOWEN, DOROTHY NACE. (1)	+ -
BRYANT, SUSAN MARGARET. (1)	+ -
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Black, Susanne Elizabeth. (1)	+ -
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Brown, Richard William. (1)	+ -
Brush, Sabitra S. (1)	+ -
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CLEVELAND, LINDA CRAWFORD. (1)	+ -
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