Search results

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.
Show less
Date Issued: 1980, 1980
Identifier: AAI8104855, 3084765, FSDT3084765, fsu:74266
Format: Document (PDF)

Title: The use of the personal reflexive journal in the adult literacy tutorial: The case of Jane.
Creator: Alexander, Mary M. Cozean., Florida State University
Abstract/Description: This ethnographic, single-case study was conducted over a two-year period. It documents the changes that occurred in the life of a forty-two year old female as she gained reading and writing skills in a literacy tutorial. This documentation was based on numerous personal journals that she dictated and wrote., Although her income level or economic status did not change significantly during the period of the study, her individual reading scores rose from lower elementary to post-secondary level...
Show moreThis ethnographic, single-case study was conducted over a two-year period. It documents the changes that occurred in the life of a forty-two year old female as she gained reading and writing skills in a literacy tutorial. This documentation was based on numerous personal journals that she dictated and wrote., Although her income level or economic status did not change significantly during the period of the study, her individual reading scores rose from lower elementary to post-secondary level. In addition, according to her, what changed in her life was her self-concept with respect to reading and writing, and her insight into the historical value of what she had learned outside of any educational setting. This change or growth process was paralleled to the Kubler-Ross model (1975), and was compared to the Belenky, et al. model (1986)., A ten-step program and process model for the Personal Reflexive Journal was developed and is included in this study for use with adult literacy students who are learning to express themselves through writing.
Show less
Date Issued: 1989, 1989
Identifier: AAI9014594, 3161942, FSDT3161942, fsu:78141
Format: Document (PDF)

Title: Use of intrinsic and payoff criteria to evaluate the effectiveness of instructional materials and their impact on instructor-led training.
Creator: Williamson, Naja A., Florida State University
Abstract/Description: The primary purpose of this study was to determine whether an instructional materials formative evaluation model that incorporated both payoff and intrinsic criteria resulted in more effective training materials in an instructor-led environment than a model relying on intrinsic criteria alone. Two revised versions of materials were developed and delivered in a classroom setting. Version X$\sb1$ was revised using intrinsic criteria only, and Version X$\sb2$ on the basis of both intrinsic...
Show moreThe primary purpose of this study was to determine whether an instructional materials formative evaluation model that incorporated both payoff and intrinsic criteria resulted in more effective training materials in an instructor-led environment than a model relying on intrinsic criteria alone. Two revised versions of materials were developed and delivered in a classroom setting. Version X$\sb1$ was revised using intrinsic criteria only, and Version X$\sb2$ on the basis of both intrinsic criteria and student data., The study focused on the effects of these two versions in both a highly and less-controlled environment. The dependent measures were learner performance and attitude, trainer attitude, trainer effectiveness, and trainee intent to use the skills on the job., Due to low test reliability in both environments, the posttest results were not interpretable. Participant intent to use course skills was not interpretable due to a ceiling effect., Trainers' attitudes toward the course were more positive for Version X$\sb2$. The results for trainer effectiveness were mixed. In the highly controlled environment, the ratings for this indicator were higher for Version X$\sb2$ for one trainer, but not the other. In the less-controlled environment, the trainers for Version X$\sb2$ were rated slightly higher in most categories for both modules. A comparison of trainer delivery revealed that better trainers performed equally well delivering bother versions. Some of the weaker trainers were rated significantly higher in their delivery of Version X$\sb2$ for some categories., Learner attitudes were more positive for Version X$\sb2$ in the highly controlled setting. In the less-controlled environment, the ratings for Version X$\sb2$ were mixed. These results indicate that the use of payoff data as a basis for revision decisions is likely to result in instruction that is better received by trainers and learners.
Show less
Date Issued: 1993, 1993
Identifier: AAI9317638, 3088027, FSDT3088027, fsu:76834
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.
Show less
Date Issued: 1980, 1980
Identifier: AAI8108183, 3084804, FSDT3084804, fsu:74305
Format: Document (PDF)

Title: THE TREATMENT OF POPULATION CONCEPTS IN SOCIAL STUDIES AND BIOLOGY SECONDARY SCHOOL TEXTBOOKS IN FLORIDA: A CONTENT ANALYSIS AND SURVEY OF TEACHERS.
Creator: WIJESINGHE, GITA SUSHILA., The Florida State University
Date Issued: 1979, 1979
Identifier: AAI8007525, 2989402, FSDT2989402, fsu:73909
Format: Document (PDF)

Title: The training effects of analogical reasoning as strategic knowledge on problem-solving.
Creator: Yang, Young-Sun., Florida State University
Abstract/Description: The purpose of this study was to determine whether training in analogical reasoning strategic knowledge would benefit problem solving in elementary physics, and how strategic knowledge would interact with different levels of individual competencies in domain knowledge. To develop a training model for this study, three different theories of analogical reasoning were integrated in a unified training model. First, based on componential theory, the overall framework of analogical reasoning was...
Show moreThe purpose of this study was to determine whether training in analogical reasoning strategic knowledge would benefit problem solving in elementary physics, and how strategic knowledge would interact with different levels of individual competencies in domain knowledge. To develop a training model for this study, three different theories of analogical reasoning were integrated in a unified training model. First, based on componential theory, the overall framework of analogical reasoning was explained. Then, structure-mapping theory and schema-based analogical transfer approach were used for specific strategies for the solution process., Forty-six ninth grade students who were enrolled in physical science classes participated in two groups: strategic training group and control group. Strategic training group received the strategic training and instruction in analogical reasoning, and control group received instruction without training. Then, in each group, students were blocked on the basis of their competency in physics demonstrated on a physics domain knowledge test. During the treatment session, strategic training was delivered for two consecutive days to the strategic training group. The training was composed of 20 pages of individualized printed learning material and designed for three lesson hours to complete. A week following the training, all students received a posttest of 50 minutes duration. The problem solving test was designed to measure student's ability to solve problems using analogical reasoning. It was composed of five pairs of problem solving situations in physics domains, and it had two aspects: students' performance on the domain knowledge problem solving posttest as product, and the process of problem solving on the posttest., Results indicated that the control group outperformed the training group. The interaction of domain knowledge with problem solving was significant for the process but not for the performance. Lower competency students performed better under the control condition than their counterparts under the training condition. Training was overall more effective for the higher competency students than the lower competency students. It was also found that reading competency was a major influence on process.
Show less
Date Issued: 1990, 1990
Identifier: AAI9025568, 3162042, FSDT3162042, fsu:78240
Format: Document (PDF)

Title: The systematic application of principles of motivation to the design of printed instructional materials.
Creator: Bickford, Nancy Lee., Florida State University
Abstract/Description: This study sought to determine the effects of a systematic application of motivational principles to the design of printed instruction on the motivation and achievement of rural high school students. Procedures were developed to operationalize a systematic approach to motivational design., This study took place in three phases: analysis, development of materials, and implementation. During the analysis phase (1) a lesson was selected and analyzed; (2) nine teachers were interviewed concerning...
Show moreThis study sought to determine the effects of a systematic application of motivational principles to the design of printed instruction on the motivation and achievement of rural high school students. Procedures were developed to operationalize a systematic approach to motivational design., This study took place in three phases: analysis, development of materials, and implementation. During the analysis phase (1) a lesson was selected and analyzed; (2) nine teachers were interviewed concerning motivation strategies that would be effective with those students; and (3) a student motivational profile was derived. During the development phase, a criterion-referenced test and a redesigned lesson were developed., During the implementation phase, the students were randomly assigned to experimental or control groups. All students read the assigned lesson, completed a motivation survey, and took the criterion-referenced achievement test., The data were analyzed using analysis of covariance. The students who received the redesigned, motivationally enhanced version of the lesson achieved more and were more motivated than students who received the original lesson., The results obtained were not conclusive, but they suggest that the systematic application of motivational principles to the design of printed instruction can improve student achievement and motivation.
Show less
Date Issued: 1989, 1989
Identifier: AAI8916198, 3091109, FSDT3091109, fsu:77766
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: 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.
Show less
Date Issued: 1983, 1983
Identifier: AAI8309283, 3091120, FSDT3091120, fsu:77777
Format: Document (PDF)

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

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

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

Title: TEACHING ANALYTICAL TRIGONOMETRY VIA TRANSFORMATIONS: A COMPARISON WITH THE WRAPPING FUNCTION APPROACH.
Creator: JACKSON, ADAM., The Florida State University
Date Issued: 1972, 1972
Identifier: AAI7300192, 2987029, FSDT2987029, fsu:71538
Format: Document (PDF)

Title: THE TASK OF PUBLIC EDUCATION AS PERCEIVED BY A SAMPLE OF PRINCIPALS AND SUPERVISORS FROM FIFTY-ONE FLORIDA SCHOOL DISTRICTS.
Creator: JARRETT, LINCOLN R., JR., The Florida State University
Date Issued: 1973, 1973
Identifier: AAI7318289, 2987179, FSDT2987179, fsu:71688
Format: Document (PDF)

Title: Talking about a revolution: The politics and practice of feminist teaching.
Creator: Sattler, Cheryl L., Florida State University
Abstract/Description: This dissertation is a qualitative inquiry into the politics and practice of feminist teaching. While much literature exists which discusses feminist teaching, the majority of the literature is written from a personal perspective, or lacks empirical data. This study addresses that absence by weaving together theoretical feminist writings with empirical data on the lives of feminist women teachers. Taking a grounded theory approach, nine feminist women teachers were interviewed intensively...
Show moreThis dissertation is a qualitative inquiry into the politics and practice of feminist teaching. While much literature exists which discusses feminist teaching, the majority of the literature is written from a personal perspective, or lacks empirical data. This study addresses that absence by weaving together theoretical feminist writings with empirical data on the lives of feminist women teachers. Taking a grounded theory approach, nine feminist women teachers were interviewed intensively about their lives, education, work, and feminist beliefs and practices. Of the nine teachers, five are high school teachers and four are university teachers, enabling comparative work across these two structures. The study reveals a complex interplay among feminist identity and practice and the social structures and social organizational features of both the high school and the university. A key dimension is the interplay of power between teachers and administrators and teachers and students, a politic which varies by location and by structure. Feminist practice for these women is more clearly a content than a process issue, and feminist teaching is location--as well as person-specific. In high schools, these teachers overtly and deliberately add feminist content, while carefully maintaining a balance between multiple viewpoints and their own, which I have termed the dilemma of disclosure and disaster. In universities, where content is more flexible, teachers' feminist practices extend to non-classroom locations and to both content and process issues within their classrooms. Connections are drawn to mentoring, the school as a workplace, feminist theory, censorship, and pedagogical practice. Additionally, feminist identity is problematized and located specifically within institutions and with individuals.
Show less
Date Issued: 1994, 1994
Identifier: AAI9434117, 3088406, FSDT3088406, fsu:77211
Format: Document (PDF)

Title: A SYSTEMS APPROACH CURRICULUM MODEL FOR PRESCHOOL ART EDUCATION BASED ON PHENOMENOLOGICAL AESTHETICS.
Creator: WRIGHT, JIMMY RONALD., The Florida State University
Date Issued: 1973, 1973
Identifier: AAI7408420, 2987504, FSDT2987504, fsu:72013
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.
Show less
Date Issued: 1980, 1980
Identifier: AAI8026127, 3084686, FSDT3084686, fsu:74187
Format: Document (PDF)

Title: A SYSTEM FOR INTERRELATING COMPONENTS WHICH AFFECT THE CONSTRUCTION AND IMPLEMENTATION STRATEGIES FOR CRITERION-REFERENCED TESTS.
Creator: REICHMAN, SUSAN LEE., The Florida State University
Date Issued: 1977, 1977
Identifier: AAI7722146, 2988540, FSDT2988540, fsu:73047
Format: Document (PDF)

Title: A SYNTHESIZED APPROACH TO SELECTING SPELLING WORDS AND GENERALIZATIONS.
Creator: CULYER, GAIL BLAKE., The Florida State University
Date Issued: 1974, 1974
Identifier: AAI7500951, 2987667, FSDT2987667, fsu:72174
Format: Document (PDF)

Title: SYNTACTICAL REPRESENTATION IN SELECTED DISADVANTAGED YOUNG CHILDREN: A COMPARATIVE STUDY OF THE DEVELOPMENTAL STAGES OF DRAWING AND LANGUAGE.
Creator: RAULS, ALBERT LAUGHTON., The Florida State University
Date Issued: 1973, 1973
Identifier: AAI7330291, 2987311, FSDT2987311, fsu:71820
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.
Show less
Date Issued: 1995, 1995
Identifier: AAI9525912, 3088594, FSDT3088594, fsu:77396
Format: Document (PDF)

Title: A STUDY OF THE RETENTION BY FIRST YEAR COLLEGE STUDENTS OF SELECTED RULES OF PROPORTION IN PHYSICS WHICH DIFFER IN MATHEMATICAL COMPLEXITY AND ARE LEARNED USING PROGRAMMED INSTRUCTION EITHER WITH OR WITHOUT LABORATORY EXPERIENCES.
Creator: WEBBER, BRIAN JOHN., The Florida State University
Date Issued: 1978, 1978
Identifier: AAI7822213, 2988967, FSDT2988967, fsu:73474
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.
Show less
Date Issued: 1985, 1985
Identifier: AAI8513378, 3086061, FSDT3086061, fsu:75547
Format: Document (PDF)

Title: A STUDY OF THE RELATIONSHIP OF LOCUS OF CONTROL, ACHIEVEMENT, AND OPPORTUNITY FOR LEARNER DECISION MAKING IN HIGH SCHOOL SCIENCE CLASSES USING ISIS MATERIALS.
Creator: GRANDY, GAIL MUESETTE., The Florida State University
Date Issued: 1978, 1978
Identifier: AAI7815457, 2988870, FSDT2988870, fsu:73377
Format: Document (PDF)

Title: A STUDY OF THE RELATIONSHIP BETWEEN KNOWLEDGE OF PHONEME-GRAPHEME CORRESPONDENCES, SOCIAL STRATIFICATION, NON-STANDARD SPEECH, AND RACE OF FOURTH-GRADE, FIFTH-GRADE, AND SIXTH-GRADE PUPILS.
Creator: HALL, ANITA HANNON., The Florida State University
Date Issued: 1973, 1973
Identifier: AAI7331546, 2987367, FSDT2987367, fsu:71876
Format: Document (PDF)

Title: A study of the joint Escambia county school system/U.S. Navy volunteer oriented math/science initiative program in relation to the stages of concern experienced by volunteers being utilized as part-time instructional personnel.
Creator: Woolwine, Charles Carroll., Florida State University
Abstract/Description: Partially in response to the nationwide science and math teacher shortage, the United States Navy and Escambia county, Florida, school system have established a partnership program in which Navy volunteers are utilized within the school system in roles such as academic tutors, teacher aides, and lecturers. At the time of this study, the Math/Science Initiative Program was concluding its third fully operational year., The problem of this study was: Using the MSI program as the innovation, and...
Show morePartially in response to the nationwide science and math teacher shortage, the United States Navy and Escambia county, Florida, school system have established a partnership program in which Navy volunteers are utilized within the school system in roles such as academic tutors, teacher aides, and lecturers. At the time of this study, the Math/Science Initiative Program was concluding its third fully operational year., The problem of this study was: Using the MSI program as the innovation, and using the Stages of Concern profiles as indicators of the status of the innovation's implementation, to what extent had this program been implemented, and what implications for staff development could be drawn from the SoC profiles and specific concerns of Navy volunteers and public school teachers participating in the program?, The descriptive portion of the study focused on the extent to which implementation had been achieved by Navy volunteers (N=51) and Escambia county teachers (N=89), as well as specific concerns they were experiencing. The first research hypothesis considered the correlation between SoC profiles of matched pairs of volunteers and teachers, while the remaining eight research hypotheses utilized the SoC profile as the dependent variable and examined the impact of the following independent variables: student-interaction time, principal support, preparation time, relationships with professional educators, opportunity to satisfy personal entry level expectations, student feedback, matched pair teacher feedback and in-service programs., Data revealed that for approximately 70% of the Navy volunteers and professional teachers the innovation was in the "self" oriented, early stages of implementation. However, 82% of the specific concerns expressed by the participants would not have been predicted based upon their Most Intense Stage of Concern., As for the hypotheses, evidence supported the idea that based upon the SoC profile of one member of a matched pair, the other member's SoC profile cannot be predicted. As for the remaining independent variables, using the.05 level of significance, there was insufficient statistical evidence to reject the null hypotheses., The study concluded with numerous suggestions for program improvement as well as recommendations for future research.
Show less
Date Issued: 1988, 1988
Identifier: AAI8812046, 3086808, FSDT3086808, fsu:76283
Format: Document (PDF)

Title: A STUDY OF THE INTERACTION BETWEEN DEPENDENCY, INDIVIDUALIZED INSTRUCTION, AND ACHIEVEMENT AMONG EIGHTH-GRADE SCIENCE STUDENTS.
Creator: BLAKEWAY, DENIS MCCARTNEY., The Florida State University
Abstract/Description: This study investigated the nature of the interaction between a particular method of individualized science instruction and the personality characteristic of dependency. Interaction effects were sought in two areas--the interaction of instructional method with changes in dependency over time, and an aptitude-treatment interaction (ATI) between dependency, instructional method, and science achievement., In the area of changes in dependency, it was hypothesized that exposure to a period of...
Show moreThis study investigated the nature of the interaction between a particular method of individualized science instruction and the personality characteristic of dependency. Interaction effects were sought in two areas--the interaction of instructional method with changes in dependency over time, and an aptitude-treatment interaction (ATI) between dependency, instructional method, and science achievement., In the area of changes in dependency, it was hypothesized that exposure to a period of individualized instruction based on materials of the Junior Secondary Science Project (JSSP) would be associated with an increase in the independence of students. A small battery of personality tests was used to determine the dependency of 275 eighth-grade students in 12 science classes twice over the six-month treatment period. The tests employed included the Hidden Figures Test, the Rotter Incomplete Sentences Blank, and an Independence of Mind test and Dependence-Proneness Scale modified by the investigator., For only one of the facets of dependency measured (field-dependence-independence) was any difference observed between the changes in dependency of students in the individualized classes and those in a control group. Consistent with the experimental assumptions, males and individualized students made greater gains (p < .05) on the Hidden Figures Test than females and students in the control group. However, more detailed analysis of the treatment effect revealed that the effect was largely due to the regression towards dependency of initally independent students in conventional instructional classes (the control group). Within the circumstances of the experiment, this finding could not be satisfactorily explained., No evidence of an ATI between dependency and instructional method was found when scores on a specially developed science achievement test were used as the criterion. A generalized regression analysis computed on the achievement scores revealed that science ability accounted for nearly half of the achievement test score variance, while ATI effects accounted for just over one percent. Possible explanations were offered in terms of likely test-battery invalidity and insufficient control over the instructional treatments.
Show less
Date Issued: 1980, 1980
Identifier: AAI8020348, 2989622, FSDT2989622, fsu:74129
Format: Document (PDF)

Title: A STUDY OF THE ATTAINMENT OF PREDETERMINED OBJECTIVES BY HIGH SCHOOL SCIENCE STUDENTS PERMITTED TO BYPASS LEARNING ACTIVITIES IN INSTRUCTIONAL MODULES (ISIS) AMONG STUDENTS WITH VARYING ACCESS TO DIAGNOSTIC SELF-TEST ANSWERS AND WITH VARYING EXPERIENCE IN LEARNER-CONTROLLED BYPASSING.
Creator: NEUFELD, GERALD GORDON., The Florida State University
Date Issued: 1974, 1974
Identifier: AAI7507292, 2987836, FSDT2987836, fsu:72343
Format: Document (PDF)

Title: A STUDY OF TEACHER APPLICATION AND KNOWLEDGE OF THE COMPONENTS OF A RESEARCH-BASED MODEL OF SPELLING INSTRUCTION.
Creator: MICKLER, MARTHA JAN., Florida State University
Abstract/Description: The objectives of this investigator were as follows: (1) To determine the degree of classroom application by elementary school teachers of the components of a research-based model of spelling instruction. (2) To determine the degree to which elementary school teachers held views that were congruent with the components of a research-based model of spelling instruction. (3) To investigate whether or not a statistically significant difference in teachers' practices and knowledge, as measured by...
Show moreThe objectives of this investigator were as follows: (1) To determine the degree of classroom application by elementary school teachers of the components of a research-based model of spelling instruction. (2) To determine the degree to which elementary school teachers held views that were congruent with the components of a research-based model of spelling instruction. (3) To investigate whether or not a statistically significant difference in teachers' practices and knowledge, as measured by a calculated discrepancy score, was attributable to groups categorized by grade level, professional experience, and professional training for three categories of behavioral items on the research questionnaire (Curriculum, Teaching Process, and Learner Strategies)., The data were obtained through the administration of an investigator-developed questionnaire. The twenty instructional techniques listed on the questionnaire were synthesized from 144 empirical studies. One-way analysis of variance was used to test the three research hypotheses. Further analyses of significant differences were conducted using the Scheffe procedure. An item analysis was used to determine the degree of discrepancy between teachers' classroom practices and their knowledge of research-based spelling instructional procedures., The findings were that of the twenty pedagogical techniques, eight were reported as being used and favored by elementary teachers; one technique was reported as being used but not favored. In addition, teachers indicated a research-based view of six techniques, but failed to put their views into their classroom practices. Finally, teachers revealed classroom practices and professional views that were in conflict with five research-based techniques. The results from the one-way analysis of variance revealed that the discrepancies between teacher practices and teacher views were not affected by grade level, professional experience, or professional training.
Show less
Date Issued: 1986, 1986
Identifier: AAI8626804, 3086435, FSDT3086435, fsu:75915
Format: Document (PDF)

Title: A study of stages of concern of a new intervention (computer-assisted instruction) in an elementary school.
Creator: McEachern, Robert F., Florida State University
Abstract/Description: Throughout the nation, many political and industrial leaders are urging a technological transformation of America's educational system. Various current publications and articles have identified this transformation of our schools as necessary for continuation of our status as a world leader. A key element in the transformation of schools is the implementation of an intervention and the continued attention to the user's needs regarding the intervention's implementation., The purpose of this...
Show moreThroughout the nation, many political and industrial leaders are urging a technological transformation of America's educational system. Various current publications and articles have identified this transformation of our schools as necessary for continuation of our status as a world leader. A key element in the transformation of schools is the implementation of an intervention and the continued attention to the user's needs regarding the intervention's implementation., The purpose of this study was to describe the stages of concern of involved teachers in the implementation of a new instructional model, as well as the concerns of other members of the school's organizational community. The technology of this pilot program, Project CHILD, was the utilization of computer assisted instruction in conjunction with other teaching/learning aids, appropriate software and teaching strategies that include: (1) active learning, (2) shared responsibility, (3) cooperation and high expectations, and (4) a balanced curriculum, activities, and materials., The Concerns-Based Adoption Model (CBAM) is the framework that was used for this study. It emphasizes the personal component in change. Two assumptions underlie the model: (1) change is a process and not an event, and (2) in institutional change, the point of view of the individual is paramount. Using CBAM's Stages of Concern Questionnaire (SoCQ) as the instrument for gathering the stages of concern, the degree of implementation of the intervention by each group in the organization was measured three times during the implementation process. The data gathering times were at the end of the first year of implementation, at the beginning of the second year of implementation and during the late fall of the second year of implementation. The analytic method utilized was a comparative analysis of differences with a comparison to norm groups. Additionally, a frequency distribution approach was employed. The null hypotheses were tested at the.05 level of significance using the Mann-Whitney U Test. Means, standard deviations and ranges were presented where appropriate.
Show less
Date Issued: 1990, 1990
Identifier: AAI9024103, 3162071, FSDT3162071, fsu:78269
Format: Document (PDF)

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

Title: A STUDY OF RELATIONSHIPS BETWEEN GOALS FOR THE TEACHING OF LITERATURE AND TEACHERS' ATTITUDES TOWARDS THE MAJOR CATEGORIES OF WRITTEN STUDENT RESPONSES TO LITERATURE.
Creator: MCCURDY, SARABETH HUNTLEY., The Florida State University
Date Issued: 1975, 1975
Identifier: AAI7602667, 2988084, FSDT2988084, fsu:72591
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.
Show less
Date Issued: 1984, 1984
Identifier: AAI8501841, 3085957, FSDT3085957, fsu:75443
Format: Document (PDF)

Title: A study of achievement, retention, and transfer resulting from teaching absolute value by two definitional approaches.
Creator: Yassin, Salaheddin Abed J., Florida State University
Abstract/Description: The concept of absolute value is central to several important mathematical topics. Among these are distance, limits, continuity, metric spaces and the square root function. Some studies reveal that students perform surprisingly poorly on problems related to absolute value., Several authors of articles in professional journals have identified a variety of errors, difficulties, and misconceptions arising from attempts to solve sentences involving absolute value., This study compared the results...
Show moreThe concept of absolute value is central to several important mathematical topics. Among these are distance, limits, continuity, metric spaces and the square root function. Some studies reveal that students perform surprisingly poorly on problems related to absolute value., Several authors of articles in professional journals have identified a variety of errors, difficulties, and misconceptions arising from attempts to solve sentences involving absolute value., This study compared the results of two groups of college algebra students studying the solution of absolute value sentences. One group was instructed using the Distance approach, and the other group used the Enhanced Traditional approach. The comparison was made on achievement, retention, and transfer. This research used four intact college algebra classes from four different colleges as the population sample., Four different junior colleges were involved in this study. Two classes of college algebra students at two different junior colleges were assigned to the Distance approach. Two classes from two other junior colleges were assigned to the Enhanced Traditional approach. Each of the four classes took four tests on solving absolute value sentences. Subjects were given a fifty minute pretest on the day the experiment started. Then the instructional materials dealing with the absolute value concept were presented during four fifty-minute lessons. The subjects were given the fifty minute achievement test at the next scheduled class meeting. Two weeks later the retention test was given to each of the four groups., Analysis of covariance was used to test whether there were any significant differences between the two groups on the three tests with the pretest as the covariate. Three null hypotheses of no differences between means scores were rejected at the 0.05 level for the achievement, the retention, the transfer test. In addition, no gender differences were found in this study. We may conclude that students in the Distance approach perform better than the students in the Enhanced Traditional approach in each of the three areas investigated., We found from interviews that most teachers view absolute value as an important part of mathematics. Those contacted supported this view with reference to specific areas of mathematics that draws upon absolute value. The interviews were also valuable in identifying specific diverse difficulties experienced by students studying or using absolute value., Students interviewed from the distance group demonstrated greater competency in solving problems involving absolute value. Not only did they get more correct answers but did so in less time. Several students from the Traditional group found problems too long and boring.
Show less
Date Issued: 1991, 1991
Identifier: AAI9212286, 3087737, FSDT3087737, fsu:76547
Format: Document (PDF)

Title: A STUDY OF A THEORY-BASED MODEL OF FORMATIVE EVALUATION.
Creator: MARTELLI, MARIANA., The Florida State University
Date Issued: 1979, 1979
Identifier: AAI7926785, 2989193, FSDT2989193, fsu:73700
Format: Document (PDF)

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

Title: Students' perceptions and attitudes toward parent involvement in academic homework and its relationship to academic achievement.
Creator: Harris, Alfred, Jr., Florida State University
Abstract/Description: This was a correlational study of students' perceptions and attitudes toward parent involvement in students' academic homework and its relationship to students' academic achievement in school., The purpose of this study was to determine the relationship, if any, between parent involvement in their children's academic achievement in school as measured by performance on the Student Homework Survey (SHS) questionnaire, and the following tests: The Comprehensive Assessment Test (CAT) for grades...
Show moreThis was a correlational study of students' perceptions and attitudes toward parent involvement in students' academic homework and its relationship to students' academic achievement in school., The purpose of this study was to determine the relationship, if any, between parent involvement in their children's academic achievement in school as measured by performance on the Student Homework Survey (SHS) questionnaire, and the following tests: The Comprehensive Assessment Test (CAT) for grades three and five; and the Comprehensive Tests of Basic Skills (CTBS) for grade eight., The major question of the study was: Do students' perceptions and attitudes toward parent involvement in academic homework play a significant role in academic achievement among students? Four sub-questions were used to ascertain students' perceptions and attitudes toward (1) academic homework, (2) parent-teacher communication, (3) parent involvement and student academic achievement, and (4) students' attitudes toward parent involvement. A five-point Likert-type scale was used to rate the students' responses in the four categories assessed., The findings of this study, based on inclusive results, do not show that students' perceptions and attitudes toward parent involvement in academic homework and academic achievement are significantly correlated.
Show less
Date Issued: 1990, 1990
Identifier: AAI9113931, 3162176, FSDT3162176, fsu:78374
Format: Document (PDF)

Title: Student participation and potential learning opportunities in grade three mathematics class discussion.
Creator: Lo, Jane-Jane., Florida State University
Abstract/Description: While recent educational reports suggest the need to involve students in active learning, the meaning of student involvement is not clear. The effectiveness of any instructional activity depends on how, why and when the activity is used as well as the beliefs and social norms of the class. A better understanding of mathematics classroom practices is needed in order to give empirical support for educational reforms., The study was conducted in a third grade classroom which used problem...
Show moreWhile recent educational reports suggest the need to involve students in active learning, the meaning of student involvement is not clear. The effectiveness of any instructional activity depends on how, why and when the activity is used as well as the beliefs and social norms of the class. A better understanding of mathematics classroom practices is needed in order to give empirical support for educational reforms., The study was conducted in a third grade classroom which used problem centered learning as the major mathematics instructional strategy. The goal was to describe student participation and potential learning opportunities in mathematics class discussions. Constructivists' views about knowledge, learning, interpretation and communication had profound influence on this study., Participant observation was the primary research tool for collecting data and generating hypotheses, while information from video recording and timely interviews were also used. Furthermore, observations and interviews with four key informants contributed greatly to the investigation on individual constructions of mathematics meaning in class discussion., The major findings of this study are as follows: (1) Third grade students are capable of carrying out and assisting each other to carry out meaningful mathematics dialogues. (2) Class discussion provides potential learning opportunities for students to construct, connect, integrate and reflect on their mathematics knowledge. (3) The negotiation of social norms makes possible the negotiation of mathematics meaning. (4) The meaning of social norms are formed and renegotiated in the social contexts of students attempting to communicate mathematics meaning. (5) Providing students with opportunities to defend and justify their methods appears to be crucial for mathematics meaning., This study has implications for mathematics instruction, research on student learning and the current reform movement. Teacher's and students' beliefs about mathematics and communication are crucial in establishing an appropriate learning environment. I hope that the detailed descriptions and analyses in this dissertation can help educators form an alternative image of classroom practice and reflect on their own beliefs and assumptions on teaching and learning mathematics.
Show less
Date Issued: 1991, 1991
Identifier: AAI9132978, 3087616, FSDT3087616, fsu:76432
Format: Document (PDF)

Title: Staff development for ESOL teachers: A Balesian analysis of cooperative learning groups.
Creator: Deautriell, William P., Florida State University
Abstract/Description: This study applies a Balesian analysis to the investigation of the dynamics in cooperative learning groups. The bulk of the research on cooperative learning has focused on academic achievement and social behavior with students and adults. A gap exists in the research on the dynamics of cooperative learning at the staff development level. This study attempts to answer two research questions: (a) How do individuals behave in cooperative learning groups? (b) Does behavior in cooperative learning...
Show moreThis study applies a Balesian analysis to the investigation of the dynamics in cooperative learning groups. The bulk of the research on cooperative learning has focused on academic achievement and social behavior with students and adults. A gap exists in the research on the dynamics of cooperative learning at the staff development level. This study attempts to answer two research questions: (a) How do individuals behave in cooperative learning groups? (b) Does behavior in cooperative learning groups differ from behavior in traditional groups as discerned by Bales?, The methodology consisted of videotaping teachers in an ESOL workshop interacting in cooperative learning groups as they engaged in task-oriented activities. The videotapes were then submitted to a Balesian analysis which compared cooperative groups with Bales' traditional groups., The first research question was analyzed by means of group profiles. The comparison of group profiles for Bales' groups and the cooperative groups suggested that people in cooperative groups tend to: produce relatively high rates of verbal interaction; produce meaningful task-oriented input; produce relatively high rates of recall and concept attainment; produce relatively high rates of critical thinking; and promote attention to time on task., Regarding research question two, the findings showed, that cooperative learning groups did not conform to the predicted patterns of Bales' groups. This deviation was attributed to the characteristic difference of the two types of groups based on the presence of the attributes positive goal interdependence and individual accountability contained in the cooperative but not the traditional groups. Additionally, these two attributes produced flexible task-resolution patterns, equal opportunity for input, and diminution of role differentiation., The implications of the study suggested the potential for developing a cooperative learning group model of staff development, grounded in cooperative learning theory, and employing cooperative learning groups. Furthermore, the findings implied the effectiveness of cooperative learning groups especially in the area of ESOL staff development. Further research was recommended to continue this line of investigation.
Show less
Date Issued: 1993, 1993
Identifier: AAI9318511, 3088042, FSDT3088042, fsu:76849
Format: Document (PDF)

Title: A SIMULATION OF A MODEL OF PERCEPTION TO SHAPE PROBLEM RECOGNITION BEHAVIOR OF SLOW LEARNERS IN SOCIAL STUDIES.
Creator: WOOLARD, STEVEN HAROLD., The Florida State University
Date Issued: 1974, 1974
Identifier: AAI7418064, 2987569, FSDT2987569, fsu:72077
Format: Document (PDF)

Title: Semantic construction of relationships in curriculum of algebra II and chemistry.
Creator: Olson, Jean Kathryn., Florida State University
Abstract/Description: The curriculum integration between algebra II and chemistry was investigated during a unit on gas laws. High school students enrolled in both algebra II and chemistry and their teachers participated in the qualitative study. Data were analyzed using a scheme developed from the findings of Lemke and Lampert. Important to the study were linguistic register findings, integration barriers and perceptions held by students., The study examined three areas of analyses of linguistic registers...
Show moreThe curriculum integration between algebra II and chemistry was investigated during a unit on gas laws. High school students enrolled in both algebra II and chemistry and their teachers participated in the qualitative study. Data were analyzed using a scheme developed from the findings of Lemke and Lampert. Important to the study were linguistic register findings, integration barriers and perceptions held by students., The study examined three areas of analyses of linguistic registers including cognitive (personal and within each course), interactive (personal between courses) and negotiation (interactive between students) as questions of how students constructed meaning using their registers were explored., Eleven assertions were constructed that identified areas of problem solving approaches, perceptions of course applications, possibilities of and barriers to course integration, linguistic register findings and student perceptions of curriculum. The assertions were used to enhance understanding of student difficulty in relating knowledge constructed in algebra II for use in construction of knowledge in chemistry., The assertions were used to identify applications and implications for the results of this study that may be applied to teaching and learning algebra II and chemistry.
Show less
Date Issued: 1993, 1993
Identifier: AAI9413293, 3088255, FSDT3088255, fsu:77059
Format: Document (PDF)

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

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

Title: RETENTION OF IDEAS PRESENTED THROUGH THE AUDIO AND/OR VIDEO PORTIONS OF A DOCUMENTARY (TELEVISION, ELDERLY, LEARNING, PEDAGOGY, MOVIES).
Creator: SINK, KATHERINE ELIZABETH., Florida State University
Abstract/Description: The purpose of this study was to examine the effects that presentation of ideas by video picture and by sound track in a documentary had on the learning and retention of those ideas by elderly people. An existing documentary on the Xinguana, an Aborigines tribe in South America, was used in the study. A procedure whereby ideas presented in the video were recorded and then written as a script was developed for use in the study. Individual ideas in the script of the audio and the script of the...
Show moreThe purpose of this study was to examine the effects that presentation of ideas by video picture and by sound track in a documentary had on the learning and retention of those ideas by elderly people. An existing documentary on the Xinguana, an Aborigines tribe in South America, was used in the study. A procedure whereby ideas presented in the video were recorded and then written as a script was developed for use in the study. Individual ideas in the script of the audio and the script of the video were identified through a propositional analysis. The two resulting propositional analyses were then compared to identify ideas which were presented either iconically, linguistically, or in combination., The six resulting domains of presentation (2 levels x 3 sources) were then sampled to obtain the ideas which would be tested on a cued-recall test. A volunteer group of senior citizens at a Senior Citizen Center were shown the documentary and then asked to answer the questions on the cued-recall test and a demographic questionnaire., Retention for each source and level domain ranged from a low of 41% to a high of 65%. Overall retention was 49%. A significant interaction was found between the source of presentation and the level of the idea being presented. Retention of main ideas presented in the video and audio modes in combination was substantially higher than those presented only iconically or only linguistically. Only small differences were found in retention of subordinate ideas from the various sources., Significant positive correlations were found between grade level completed and five of the six domains. Also significant negative correlations were found between age and three of the six domains.
Show less
Date Issued: 1986, 1986
Identifier: AAI8612208, 3086308, FSDT3086308, fsu:75791
Format: Document (PDF)

Title: RETENTION EFFECTS OF QUESTIONS DESIGNED TO STIMULATE ENCODING OF VISUAL IMAGES FOR LEARNING TO APPLY RULES.
Creator: ACKERMAN, AMY S., The Florida State University
Abstract/Description: The study was designed to investigate the following questions regarding the use of adjunct questions employed to enhance retention of rules as assessed by their application to examples: (1) What are the relative effects of adjunct questions designed to stimulate verbal encoding and those desi
Date Issued: 1980, 1980
Identifier: AAI8016655, 2989561, FSDT2989561, fsu:74068
Format: Document (PDF)

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

Title: A RELEVANT STAFF DEVELOPMENT PROGRAM FOR MATHEMATICS TEACHERS.
Creator: SOLANA, TERREL MARION., The Florida State University
Date Issued: 1975, 1975
Identifier: AAI7526818, 2988025, FSDT2988025, fsu:72532
Format: Document (PDF)

Title: THE RELEVANCE OF AN HISTORICAL APPROACH TO THE TEACHING OF THEMES OF "NEGRITUDE" IN BLACK LITERATURE OF FRENCH EXPRESSION FOR THE SECONDARY SCHOOL.
Creator: MEEKS, CAROL AGGREY LANCASTER., The Florida State University
Date Issued: 1974, 1974
Identifier: AAI7512659, 2987856, FSDT2987856, fsu:72363
Format: Document (PDF)

Title: THE RELATIONSHIP OF THE WISCONSIN DESIGN FOR READING SKILL DEVELOPMENT TOREADING READINESS, SOCIOECONOMIC STATUS AND THE READING ACHIEVEMENT OF FIRST-GRADE STUDENTS.
Creator: STOKES, ALFREDO., The Florida State University
Date Issued: 1976, 1976
Identifier: AAI7713346, 2988480, FSDT2988480, fsu:72987
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
Show less
Date Issued: 1984, 1984
Identifier: AAI8427322, 3085945, FSDT3085945, fsu:75431
Format: Document (PDF)

Theses and Dissertations (254)	+ -
Digitized Theses and Dissertations (254)	+ -

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

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

Florida State University (183)	+ -
The Florida State University (71)	+ -
ABODERIN, ADEWUYI OYEYEMI. (1)	+ -
ACKERMAN, AMY S. (1)	+ -
ADAMS, CLEMENTINA RODRIGUEZ. (1)	+ -

AKINYEMI, ADEKUNLE. (1)	+ -
AL-GHAMDI, YOUSIF ABDULLAH SANAD. (1)	+ -
ALHEIM, WILLIAM RICHARD. (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)	+ -
BEGLAND, ROBERT ROY. (1)	+ -
BLAKEWAY, DENIS MCCARTNEY. (1)	+ -
BOGUSCH, BETTY BAKER. (1)	+ -
BOHLER, GEORGE SIDNEY. (1)	+ -
BOOK, LEON CHARLES. (1)	+ -
BOWEN, DOROTHY NACE. (1)	+ -
BRYANT, SUSAN MARGARET. (1)	+ -
BUNCH, REBECCA DIANNE. (1)	+ -
Barrow, Dorian Allan. (1)	+ -
Bassoppo-Moyo, Temba Charles. (1)	+ -
Bickford, Nancy Lee. (1)	+ -
Black, Susanne Elizabeth. (1)	+ -
Blake, Frances Elizabeth. (1)	+ -
Briscoe, Carol Sue. (1)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Collection

Topical Subject

Type of Resource

Language

Creator

Format

Found In

Owner