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Title: AN ANALYSIS OF VARIOUS FACTORS RELATED TO DIFFERENCES IN PARTICIPATION IN VOCATIONAL EDUCATION FOR INDIVIDUALS EMPLOYED IN SELECTED OCCUPATIONS.
Creator: WALKER, RICHARD NORRIS., Florida State University
Abstract/Description: Public policy concerning employment and training has increasingly focused on assuring that programs are responsive to the needs of participants in the labor force. This study explored some of the many reasons individuals in Florida enrolled in and selected particular vocational programs for training., The benefits of such a vocational education participation study were: (1) Data are generated for local use based on information provided on a local basis. (2) Analysis of data provides insight...
Show morePublic policy concerning employment and training has increasingly focused on assuring that programs are responsive to the needs of participants in the labor force. This study explored some of the many reasons individuals in Florida enrolled in and selected particular vocational programs for training., The benefits of such a vocational education participation study were: (1) Data are generated for local use based on information provided on a local basis. (2) Analysis of data provides insight into career ladders, geographical and occupational mobility, and entrants and re-entrants in the labor force. (3) Program planning is enhanced by the availability of current, timely, and geographically relevant occupational data. (4) Program evaluation is enhanced by the ability to study former vocational participants and determine the relevance of their training to labor force participation., This study provides vocational educators with needed facts and information about significant elements of planning within their respective regions. The research offers local vocational educators another means by which to justify education training using current labor market employee surveys., The purpose of the study was to analyze various factors related to differences in vocational education participation in Florida prior to and after employment for individuals in selected occupations. The data collected were used for: (a) statistical analyses of the differences in vocational education participation, (b) description analyses of age, sex, and race in relation to the selected occupations, and (c) career decision-making analyses of personal reasons given for participation in various vocational programs in Florida., The population involved in the study were those individuals in Florida currently employed in the specified occupations. The sample came from a random selection of individuals employed as: farm equipment mechanics, veterinarian assistants, correction officers and drafters., Data were collected by means of interviews. Chi-square and binomial proportion statistics were used to analyze the extent of participation in vocational education programs. The demographic responses were displayed in relation to employment in the selected occupations. The reasons for participation responses were grouped into the major determinants of the O'Neil career decision-making model.
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Date Issued: 1986, 1986
Identifier: AAI8708201, 3086514, FSDT3086514, fsu:69065
Format: Document (PDF)

Title: UNIVERSITY STUDENTS AS POPULATION SOCIALIZATION AGENTS IN JAKARTA, INDONESIA: THE ROLE OF ETHNICITY.
Creator: WAWOLUMAYA, CORRIE., Florida State University
Abstract/Description: This study identified the role of ethnicity of public university students in Jakarta, Indonesia, in their behavior as population socialization agents. For this purpose, three analyses were carried out. The first analysis dealt with the relationships between ethnicity of students and several population socialization outcomes variables, i.e., population knowledge/population awareness, population attitude, population expectation, population propensity, and population socialization agent behavior...
Show moreThis study identified the role of ethnicity of public university students in Jakarta, Indonesia, in their behavior as population socialization agents. For this purpose, three analyses were carried out. The first analysis dealt with the relationships between ethnicity of students and several population socialization outcomes variables, i.e., population knowledge/population awareness, population attitude, population expectation, population propensity, and population socialization agent behavior. The second analysis was concerned with identification of the effect of ethnicity as an independent variable in population socialization agent behavior of students mediated through the population socialization outcomes variables. The third analysis was of a recursive path population socialization agent model that attempted to identify the causal relationships of socio-demographic variables, several population socialization effects variables, and selected population socialization outcomes variables., The population of study was all first- and second-year public university students in the faculties of Medicine, Engineering, and Economics at the University of Indonesia, Jakarta. Data were collected with two questionnaires: the students' self-administered questionnaire, and the teachers' questionnaire. Data were analyzed using analysis of variance and the path analysis technique, in which the decomposition of effects was calculated to obtain a clearer description of the pattern of effects of the model., The major findings showed that there are differences among ethnic groups of students in their population knowledge/population awareness, population attitudes, population expectation, and in their behaviors as population socialization agents. It was also found that all students, regardless of their ethnic groups, behaved as population socialization agents in their daily lives. Ethnicity has a significant effect on the students' behavior as population socialization agents, being mediated through the population socialization outcomes variables. The model revealed that there are two determinants among the exogenous variables: sex and formal source of population knowledge. Population knowledge/population awareness and population attitude, as indicated by the significant large path coefficients, are the intermediate variables that have a strong positive effect on population socialization agent behavior.
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Date Issued: 1986, 1986
Identifier: AAI8708202, 3086515, FSDT3086515, fsu:69066
Format: Document (PDF)

Title: A STUDY OF THE RELATIONSHIP OF ACCOUNTING PRINCIPLES AND COMMON STOCK PRICES OF FIRMS GOING PUBLIC.
Creator: STICKNEY, CLYDE PIERCE, JR., Florida State University
Date Issued: 1970, 1970
Identifier: AAI7113514, 3084679, FSDT3084679, fsu:74180
Format: Document (PDF)

Title: PEAK-LOAD ELECTRICITY AND DECENTRALIZED ALTERNATIVE (SOLAR) ENERGY.
Creator: SUTTON, REGINALD RAY., Florida State University
Abstract/Description: The electric utility industry has expressed some reservations about possible widespread utilization of solar technologies exacerbating the peak demand for electricity. This research has examined three decentralized solar technologies (solar water heating, solar space heating, and solar air conditioning) in terms of a potential supply of solar radiation that could be interfaced with an energy demand that can be imposed by heating and cooling requirements. Additionally, present and future load...
Show moreThe electric utility industry has expressed some reservations about possible widespread utilization of solar technologies exacerbating the peak demand for electricity. This research has examined three decentralized solar technologies (solar water heating, solar space heating, and solar air conditioning) in terms of a potential supply of solar radiation that could be interfaced with an energy demand that can be imposed by heating and cooling requirements. Additionally, present and future load characteristics of most Florida utility companies indicate the industry, in general, will reach peak-demand capacity during the winter season. This is the period in which the solar space heating system could impose a high capacity demand, and, at the same time, require a significant reduction in kilowatt hours. Accordingly, electric utility companies could attempt to recoup the cost to serve solar customers through a rate schedule that thwarts the introduction of solar systems in Florida. However, advanced research and experiments could minimize the potential negative impact of solar systems if utility companies and the state support the development of solar systems that consider the relative demand for electric energy, the operating characteristics of the respective utility, and the regional solar radiation values.
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Date Issued: 1980, 1980
Identifier: AAI8021108, 3084680, FSDT3084680, fsu:74181
Format: Document (PDF)

Title: AN ANALYSIS OF THE CONCEPT OF SELF IN SELECTED WRITINGS OF CARL ROGERS AND REINHOLD NIEBUHR.
Creator: WILKERSON, STEVEN EUGENE., Florida State University
Abstract/Description: The study focused on a procedural analysis of the concept of self as that concept was employed within the theoretical models of human nature of Carl Rogers, psychologist, and Reinhold Niebuhr, theologian and ethicist. Procedural analysis examines the definitional precision and logical consistency with which a theory's or model's concepts and arguments are developed., The models of human nature of Carl Rogers and Reinhold Niebuhr were selected for analysis because both used the concept of self...
Show moreThe study focused on a procedural analysis of the concept of self as that concept was employed within the theoretical models of human nature of Carl Rogers, psychologist, and Reinhold Niebuhr, theologian and ethicist. Procedural analysis examines the definitional precision and logical consistency with which a theory's or model's concepts and arguments are developed., The models of human nature of Carl Rogers and Reinhold Niebuhr were selected for analysis because both used the concept of self to describe an executive function within the person which organizes perception and behavior; both located the origins of maladjustment and misbehavior in the self; and both argued that a radical change in the functions of the self is required for human behavior to approach their respective normative notions of health. Rogers' and Niebuhr's models were also selected because of their influence on a wide variety of professions and disciplines, particularly pastoral counseling. Finally, their models were selected because of the continuing importance of the concept of self in contemporary thought about human nature., The procedural analysis revealed significant differences in their conceptualizations of self. The properties associated by Rogers with the concept of self in selected writings were the constituent elements of the picture or gestalt that one has of oneself in relation to the remainder of experience. That self-concept includes the introjected conditions of worth which serve as the perceptual strainers through which experience is interpreted and often distorted, leading to psychological maladjustment. The properties associated by Niebuhr with the concept of self were attributes of an assumed spiritual element in human nature. The self is anthropocentrically described as a force of will, power, and transcendence paradoxically embodied in natural existence and anxiously tempted to escape paradox and anxiety by the will-to-power or sensuality, which underlie the primary expressions of human misbehavior. Procedural analysis also revealed basic differences between metaphysical, epistemological, and axiological assumptions supporting their respective models of human nature., Certain implications of the study were discussed including: the importance of procedural analysis of the various models of human nature and behavior that guide counseling practice; the problem of surplus meanings frequently associated with the concept of self in counseling and psychotherapeutic literature and research; and some implications for pastoral counseling.
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Date Issued: 1980, 1980
Identifier: AAI8021110, 3084681, FSDT3084681, fsu:74182
Format: Document (PDF)

Title: A HISTORY OF WOMEN'S INTERCOLLEGIATE ATHLETICS AT FLORIDA STATE UNIVERSITY FROM 1905-1972.
Creator: USHER, MILDRED MARIE, III., Florida State University
Abstract/Description: Philosophical, sociological and physiological factors were identified that influenced and guided the development of the women's athletic program. A chronological and topical account of actual events that transpired was compiled which resulted in the establishment of three time periods of devel
Date Issued: 1980, 1980
Identifier: AAI8021109, 3084682, FSDT3084682, fsu:74183
Format: Document (PDF)

Title: MATURITY LEVELS AMONG THINKING STRATEGIES USED BY FOURTH-GRADERS IN MULTIPLICATION AND DIVISION COMBINATIONS, AND THEIR ACHIEVEMENT INTERRELATIONSHIPS.
Creator: ANDERSON, HALDON LEE., Florida State University
Abstract/Description: This study investigated four research questions concerning strategies students used in solving the multiplication and division combinations., In 1943, Brownell identified several strategies students used to solve the multiplication combinations, such as counting and rote memory. Recent research has indicated that the strategies students use may be related to how they are taught. Teaching techniques advocated today are somewhat different from those used during the 1940's. Has this caused a...
Show moreThis study investigated four research questions concerning strategies students used in solving the multiplication and division combinations., In 1943, Brownell identified several strategies students used to solve the multiplication combinations, such as counting and rote memory. Recent research has indicated that the strategies students use may be related to how they are taught. Teaching techniques advocated today are somewhat different from those used during the 1940's. Has this caused a change in the strategies students use?, If students use thinking strategies on the multiplication combinations, do they also use them on the division combinations?, Brownell claimed that students mastered the combinations by adopting more and more mature thinking strategies until they reached mastery, where strategy A is more mature than strategy B if it is more mathematically sophisticated, or is more time efficient or demonstrates a deeper understanding of the operation on the part of the student. Brownell claimed however that the maturity level of the strategies students use has no correlation with their achievement in those combinations. Brownell claimed students could become so efficient at using an immature strategy as to score well on a test. Recent findings seem to refute this claim. Can evidence be found to refute Brownell's claim?, Most elementary mathematics textbooks advocate teaching the division combinations by relating them to the multiplication combinations. In light of the recent findings concerning the relationship between teaching and student's strategy use, what is the nature of the interrelationship between students' achievement on the multiplication and division combinations, the strategies they use, and the maturity levels of those strategies?, Ninety-five fourth-graders from two elementary schools were given a division combination test, followed the next day by a test on the multiplication combinations. Both tests were given via a slide projector, at the rate of one combination every six seconds. Based on the results of these tests, a stratified random sample consisting of half the subjects from each school was selected for individual, tape-recorded interviews. The tapes were analyzed to identify what strategy each student used on each combination asked in the interview. A panel of judges was asked to rank the strategies identified by level of maturity. Using these rankings, multiplication and division maturity indices were computed for each subject. The maturity indices, test scores, and the distributions of the strategies were then analyzed to answer the research questions., The results of the analyses indicate that these students use the same strategies to solve the multiplication and division combinations: (a) Habituation, (b) solution, (c) repeated addition, (d) skip counting, (e) rote memory, (f) recitation of tables, (g) single digit counting, and (h) guessing. Brownell and Carper's categories were too broad and masked some of these strategies. Positive relationships were discovered between strategy maturity and achievement in both multiplication and division. Positive relationships were also discovered between multiplication and division strategy maturity levels, between multiplication strategy maturity and division achievement, between multiplication achievement and division strategy maturity, and between multiplication and division achievement., These results lead to the conclusion that students do use thinking strategies on both multiplication and division combinations, that there is a relationship between achievement and strategy maturity for both multiplication and division, and that perhaps the key to multiplication and division achievement is the level of multiplication strategy maturity a student has reached.
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Date Issued: 1980, 1980
Identifier: AAI8026119, 3084683, FSDT3084683, fsu:74184
Format: Document (PDF)

Title: ATTITUDES OF PRINCIPALS TOWARD VOCATIONAL EDUCATION VERSUS PERCEIVED ATTITUDES OF PRINCIPALS BY VOCATIONAL TEACHERS.
Creator: DOWELL, THOMAS MOORE., Florida State University
Abstract/Description: The problem addressed by this study was to determine the relationship between North Carolina secondary school principals' attitudes toward vocational education and the perception of those attitudes by North Carolina secondary vocational education teachers. Included in this study was an examination of the relationship between the principals' attitudes toward vocational education and certain demographic data. In addition the relationship between the vocational teachers' perceptions of...
Show moreThe problem addressed by this study was to determine the relationship between North Carolina secondary school principals' attitudes toward vocational education and the perception of those attitudes by North Carolina secondary vocational education teachers. Included in this study was an examination of the relationship between the principals' attitudes toward vocational education and certain demographic data. In addition the relationship between the vocational teachers' perceptions of principals' attitudes toward vocational education and certain demographic data was examined., The State Department of Public Instruction in North Carolina provided a list of all secondary school principals and vocational teachers in the state. Three hundred sixty-eight vocational teachers and 190 principals were randomly selected to participate. Care was taken to insure that the entire state was represented as well as every vocational area. Each participant was mailed a Personal Data Form and the "Attitudes Toward Vocational Education" (ATVE) questionnaire. The vocational teachers were to complete the ATVE exactly as they felt their principal would. One hundred fifty-five principals responded along with 255 vocational teachers. After the data were received an analysis of variance, t-test, and Tukey multiple range analysis were utilized to determine the existence of significant relationships. Conclusions and recommendations considered the information gained from a thorough search of the literature., It was found that principals in the State of North Carolina do not demonstrate a favorable attitude toward vocational education. It was also found that vocational teachers have an accurate perception of principals' attitudes. In addition, the study indicates that although principals did not have a favorable attitude toward vocational education, principals over 50 had significantly more favorable attitudes than their younger counterparts. The study also revealed that vocational teachers from rural school districts perceived the attitudes of principals as being more positive than did vocational teachers from either urban or suburban school districts. It was also found that vocational teachers with only two year degrees perceived principals' attitudes as being significantly more positive than those teachers with either four year degrees or master's degrees., Based on the findings of the study, several recommendations were made. It was recommended that principals being hired be given the ATVE to determine their attitude toward vocational education. Another recommendation was that new principals be given extensive assistance in understanding the importance of vocational education. A third recommendation was that professional assistance be obtained to improve the image of vocational education. A fourth recommendation was that the attitudes of principals be assessed on the ATVE or identified with ineffective vocational education programs and as identified with effective vocational educational programs to determine possible influence of principals' attitudes upon the quality of vocational education programs. Lastly, it was recommended that the findings of this study be utilized by the State Department of Public Instruction in deciding how best to approach the problem of improving principals' attitudes toward vocational education.
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Date Issued: 1980, 1980
Identifier: AAI8026124, 3084684, FSDT3084684, fsu:74185
Format: Document (PDF)

Title: MEDIA COMPETENCIES IN ELEMENTARY TEACHER-EDUCATION PROGRAMS IN PUBLIC AND PRIVATE FOUR YEAR AND UPPER-DIVISION COLLEGES AND UNIVERSITIES IN FLORIDA.
Creator: DULL, DANIEL FRANCIS., Florida State University
Abstract/Description: This study was developed to determine if Florida's four year and upper-division colleges and universities developed seven media competencies in their elementary teacher education methods courses. The curriculum areas studied were social studies, language arts and reading, mathematics, science and special education. The seven media competencies used were: (1) to determine appropriate media to achieve objectives; (2) to produce both print and non-print media; (3) to utilize media in appropriate...
Show moreThis study was developed to determine if Florida's four year and upper-division colleges and universities developed seven media competencies in their elementary teacher education methods courses. The curriculum areas studied were social studies, language arts and reading, mathematics, science and special education. The seven media competencies used were: (1) to determine appropriate media to achieve objectives; (2) to produce both print and non-print media; (3) to utilize media in appropriate learning activities; (4) to evaluate the effectiveness of media; (5) to operate current media equipment in each curriculum area; (6) to list sources (producers and publishers) of media curriculum materials; and (7) to develop individualized learning packages. The study had as secondary goals to determine the learning experiences used to develop the seven media competencies, the types of media facilities available to support teacher education programs, and an overall scope of media education., This study drew upon on Gary Lare's 1974 dissertation Media Education in Elementary Teacher Programs at Selected Teacher-Education Institutions. In his dissertation he developed and validated seven media competencies that should be included in elementary teacher education programs. The instrument used in gathering the data for this study was Lare's questionnaire with minor modifications., The population surveyed in this study was elementary education methods professors teaching in 26 public and private four year and upper-division colleges and universities in Florida. The institutions surveyed were categorized into small and large institutions. All the small institutions were private colleges and universities and the large institutions were all public supported, with exception of one., The data were gathered by writing the Chairpersons of the Education Departments in all 26 institutions in Florida for names of methods professors in each curriculum area to be studied. A questionnaire was sent to each professor named by the chairperson. Sixty-six percent of the methods professors returned the questionnaire., The conclusions for this study were: (1) The elementary teacher education methods professors surveyed were not developing all of the seven media competencies to the same degree. The majority of the methods professors developed the first three competencies {(1) 68%, (2) 80%, (3) 78%} while the last four {(4) 47%, (5) 44%, (6) 44%, and (7) 51%} were developed less often. (2) Methods courses were the major learning experience used by methods professors in both large and small institutions to develop the media competencies. It was also found that the majority of professors in large institutions developed the media competencies through field experiences, student developed lessons during a methods class and during student teaching. In small institutions the competencies were developed through student developed lessons during a methods class and student teaching. (3) Large institutions (96%) provided better instructional material center facilities with a wide variety of instructional materials for their elementary teacher education majors than small institutions (61%). (4) More large institutions (94%) provided a material production facility for their elementary education majors to produce media materials than small institutions (48%). (5) Very few large or small institutions' elementary teacher education programs required their majors to take as part of their program, a general media course (25%), a course that contained part general media subject matter (32%) or some other arrangement other than a course to develop these skills (24%).
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Date Issued: 1980, 1980
Identifier: AAI8026125, 3084685, FSDT3084685, fsu:74186
Format: Document (PDF)

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

Title: MODIFYING THE IMPULSIVE COGNITIVE LEARNING STYLE BY INSTRUCTIONAL MATERIALS AND TEACHER MODELING.
Creator: MATSON, GARY D., Florida State University
Abstract/Description: The purpose of this study was to examine the effects of an instructional program designed to modify the impulsive learner to become more reflective. The instructional program consisted of instructional materials designed to foster reflective problem solving skills and teacher modeling designed to model reflective classroom behavior., The subjects selected for this study were fifth grade students in the Escambia County (Pensacola) School District, Escambia County, Florida. Seven classrooms...
Show moreThe purpose of this study was to examine the effects of an instructional program designed to modify the impulsive learner to become more reflective. The instructional program consisted of instructional materials designed to foster reflective problem solving skills and teacher modeling designed to model reflective classroom behavior., The subjects selected for this study were fifth grade students in the Escambia County (Pensacola) School District, Escambia County, Florida. Seven classrooms representing three elementary schools were used., All subjects were pretested with the Matching Familiar Figures Test (MFFT) developed by Kagan (1965). Subjects were identified as impulsive, reflective, slow-inaccurate, or fast-accurate based on their average response time and error rate on the MFFT. Sixty-six subjects were identified as impulsive, fifty-one as reflective, thirty-nine as slow-inaccurate, and thirty-five as fast accurate., All subjects were also pretested with selected subtests from the Stanford Achievement Test, Intermediate Level II (vocabulary, word study, mathematics concepts, and mathematics applications). The subtests measured the problem solving skills taught in the instructional materials., The treatment consisted of exposure to specially constructed instructional materials over a nine week period. The instructional materials were four self-contained, self-instructional modules designed to foster reflectivity. The modules contained elements of the following problem solving skills: (a) visual discrimination, (b) word study, (c) mathematics computations, and (d) inductive problem solving. The teacher modeling treatment included teacher training to model reflective classroom behavior in (a) verbal pacing, (b) physical pacing, and (c) direction giving., A control group consisted of 66 fifth grade students in the same school district in similar classrooms. The control group was given the same pretests and posttests as the experimental group., At the conclusion of the nine weeks treatment, the impulsive subjects in both the experimental and control groups were given the MFFT as a posttest. The mean gain scores on the MFFT of the groups were compared for significant differences. The impulsives in the experimental group showed significant gains on the MFFT posttest over the impulsives in the control group. The subjects were also given the problem solving skills subtest as a posttest. The mean gain scores on the problem solving skills subtest for the impulsives in the experimental group were significantly higher than those of the control group., It was concluded that an instructional program consisting of instructional materials designed to foster reflectivity and teacher modeling of reflective behavior can significantly effect impulsives to behave more reflectively on the MFFT test and to perform better on a test of problem solving skills. It was recommended that a long range study on the effects of such an instructional program be used as a follow-up of this study to determine the residual effects of such treatment.
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Date Issued: 1980, 1980
Identifier: AAI8026129, 3084687, FSDT3084687, fsu:74188
Format: Document (PDF)

Title: PEDAGOGICAL IMPLICATIONS OF SOME INDUCTIVE PROCEDURES APPLICABLE TO PREWRITING.
Creator: PARHAM, ROBERT RANDALL., Florida State University
Abstract/Description: This study treats several areas of composition theory, giving special attention to the presence of inductive procedures in each approach. The Neo-classical approach, the Pre-writing approach, Free Writing, dramatism, and tagmemic theory. Two theories are analyzed in special depth: (a) the dramatism of Kenneth Burke, and (b) the tagmemic theory of Kenneth Pike., In the last part of the study attention is given to pedagogical applications of certain inductive methods identified earlier in the...
Show moreThis study treats several areas of composition theory, giving special attention to the presence of inductive procedures in each approach. The Neo-classical approach, the Pre-writing approach, Free Writing, dramatism, and tagmemic theory. Two theories are analyzed in special depth: (a) the dramatism of Kenneth Burke, and (b) the tagmemic theory of Kenneth Pike., In the last part of the study attention is given to pedagogical applications of certain inductive methods identified earlier in the study. The procedures suggested by Burke and Pike are again developed in greater detail than other methods discussed.
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Date Issued: 1980, 1980
Identifier: AAI8026131, 3084688, FSDT3084688, fsu:74189
Format: Document (PDF)

Title: MANAGERIAL MOTIVATION OF GOVERNMENT MANAGERS: A COMPARISON OF BUSINESS AND STATE GOVERNMENT MANAGERS USING MINER'S ROLE-MOTIVATION THEORY.
Creator: OVERSTREET, JAMES SYLVESTER., Florida State University
Abstract/Description: A comparative study of managers employed by business and state government organizations was carried out using Miner's role-motivation theory. Miner's motivation theory focuses specifically on those motives appropriate to generalized role requirements of managerial positions in large, highly structured, hierarchic organizations. Those managers having individual motives paralleling the role requirements of these positions are theorized to be more effective in the performance of their jobs. The...
Show moreA comparative study of managers employed by business and state government organizations was carried out using Miner's role-motivation theory. Miner's motivation theory focuses specifically on those motives appropriate to generalized role requirements of managerial positions in large, highly structured, hierarchic organizations. Those managers having individual motives paralleling the role requirements of these positions are theorized to be more effective in the performance of their jobs. The degree to which individuals possess these motives is determined by the Miner Sentence Completion Scale (MSCS) and is referred to as their "motivation to manage". The rationale in choosing this construct was that (a) it focuses on managerial motivation, (b) its domain is limited to large, bureaucratic organizations, and (c) it has been validated against measures of performance., This study was designed to empirically determine first, what differences exist between government and business managers in terms of their motivation to manage, and second, to what extent are government motivation levels characteristic of those attracted to government organizations as opposed to being organizationally stimulated. MSCS scores were collected from lower- and middle-level state government managers and compared with scores of business managers of similar rank. The MSCS scores of government middle- and lower-level managers were also compared, and each were compared with service time in state government agencies. In addition, MSCS scores from business and public administration graduate students were compared. MSCS scores collected for the study were also checked against respondent demographic variables., Tests of the data show lower- and middle-level state government managers as having overall less motivation to manage. In terms of MSCS subscale scores, the state government profile is one of significantly less desire to compete, less inclination to be assertive and less desire to carry out routine administrative tasks. The lack of significant differences on the remaining subscales suggests that government and business managers are comparable as to their attitude toward those in authority, their desire to direct others and exercise power, and their desire to stand out and be at the center of attention., Tests between lower- and middle-level state government managers failed to yield significant findings eventhough middle-level scores were consistently higher. Similarly, results of tests of the relationship between MSCS scores and service time in state goverment, and between MBA and MSPA students were not significant although MBA scores were consistently higher than MSPA scores., Significant relationships were found between MSCS scores and respondent place of upbringing and/or residence. Here, metro-area scores were consistently highest, and rural lowest., From these tests, it was concluded that (a) the motivation to manage of state government managers is lower than that of business managers, (b) these differences reflect characters of those attracted to government organizations as opposed to being organizationally stimulated, (c) graduate business and public administration students serving as surrogates of future managers reflect the same differences, and (d) motivation to manage levels are related to cultural variables., In addition, implications of these conclusions and recommendations/suggestions for further research are provided.
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Date Issued: 1980, 1980
Identifier: AAI8026133, 3084689, FSDT3084689, fsu:74190
Format: Document (PDF)

Title: ON DETERMINING THE NUMBER OF PREDICTORS IN A REGRESSION EQUATION USED FOR PREDICTION.
Creator: CARR, MEG BRADY., Florida State University
Abstract/Description: It is generally recognized that all the available variables should not necessarily be used as predictors in a linear regression equation. The problems which may arise from using too many predictors become especially acute in a regression equation used for prediction with independent data. In this case, the skill of prediction may actually deteriorate with increasing numbers of predictors. However, there is no definitive explanation as to why this should be so. There is also no universally...
Show moreIt is generally recognized that all the available variables should not necessarily be used as predictors in a linear regression equation. The problems which may arise from using too many predictors become especially acute in a regression equation used for prediction with independent data. In this case, the skill of prediction may actually deteriorate with increasing numbers of predictors. However, there is no definitive explanation as to why this should be so. There is also no universally accepted procedure for determining the number of predictors to use. The various regression methods which do exist are logically contrived but are also largely based on subjective considerations., The goal of this research is to develop and test a criterion that will indicate a priori the "optimum" number of predictors to use in a prediction equation. The mean square error statistic is used to evaluate the performance of a regression equation in both the dependent and independent samples. Selecting the "best" prediction equation consists of determining the equation with the minimum estimated independent sample mean square error. Several approximations and estimators of the independent sample mean square error which have appeared in the literature are discussed and two new estimators are derived., These approximations and estimators are tested in Monte Carlo simulations to determine their skill in indicating the number of predictors which will yield the best prediction equation. The sample size, number of available predictors, correlations among the variables, distribution of the variables, and selection method are manipulated to explore how these various factors influence the performances of the mean square error estimators. It is found that the better estimators are capable of indicating a number of predictors to include in the regression equation for which the corresponding independent sample mean square error is near the minimum value., As a practical test, the various estimators of the independent sample mean square error are applied to the data used in deriving the Model Output Statistics (MOS) maximum and minimum temperature forecast equations used by the National Weather Service. These prediction equations are linear regression equations derived using a forward selection method. The sequence of prediction equations corresponding to the forward trace of all the available predictors is derived for each of 192 cases and then applied to independent data. The forecasts made by the operational p = 10 predictor MOS equations are compared with those made by the equations determined by the estimators of the independent sample mean square error. The operational equations have the best overall verification statistics. The estimators persistently underestimate the values of the independent sample mean square error, but one of the new estimators is able to determine MOS forecast equations that perform as well as the operational equations. Furthermore, it is able to accomplish this without the use of an independent sample to help determine the optimum number of predictors.
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Date Issued: 1980, 1980
Identifier: AAI8026121, 3084691, FSDT3084691, fsu:74192
Format: Document (PDF)

Title: THE THEORETICAL BASES AND CULTURAL ORIGINS OF THE MEANING OF DRESS IN WILLIAM HOGARTH'S WRITINGS AND WORKS OF ART.
Creator: CUNNINGHAM, PATRICIA ANNE., Florida State University
Abstract/Description: The first part of this thesis considers the origins and bases of theories of costume found in theoretical literature on art dating from the Renaissance to the eighteenth century. Taking a didactic view of art, Continental and English theorists borrowed rules of classical rhetoric, including the concept of decorum, to explain the expressive concerns of painting. The theorists believed that decorum, what is most fit and appropriate to an occasion or subject, was expressed through dress....
Show moreThe first part of this thesis considers the origins and bases of theories of costume found in theoretical literature on art dating from the Renaissance to the eighteenth century. Taking a didactic view of art, Continental and English theorists borrowed rules of classical rhetoric, including the concept of decorum, to explain the expressive concerns of painting. The theorists believed that decorum, what is most fit and appropriate to an occasion or subject, was expressed through dress. Apparently there was wide acceptance of the belief that costume was an important tool for expression in works of art. Over a period of time, owing to differences in location, political or religious practices, and aesthetics, ideas of what constituted appropriate dress varied. Eventually artists chose dress according to styles appropriate to the hierarchy of painting--historical works, portraiture or genre., The second part deals with Hogarth's statements on dress in his Analysis of Beauty, and analyzes costumes in selections from his satiric-didactic works, portraits, and history paintings. Although Hogarth's Analysis does not have a strict rhetorical structure, apparently it was rhetorically conceived. Hogarth considered his works of art to be didactic compositions, he viewed dress as means to achieve decorum, and he accepted the rhetorically based hierarchy of styles for painting. In addition, the psychology underlying rhetorical theory was similar to assumptions which formed the basis for Hogarth's aesthetic principles. In eighteenth-century England, artists frequently drew on the expressive arts for didactic ends. Dramatists, writers and painters adopted clothing symbolism to comment on manners and morals of the period., In his Analysis Hogarth used dress empirically to illustrate his six formally conceived principles of beauty--fitness (decorum), uniformity, variety, simplicity, intricacy, and quantity, which also suggested humour. Many of Hogarth's dress related ideas are similar to the aesthetic concepts of earlier art theorists, such as Alberti, Du Fresnoy, Felibien, De Piles, and Richardson, as well as philosophers, such as Locke, Hume, Addison, and Steele., From the examination of Hogarth's works of art it is apparent that many of them reveal his dress-related principles of beauty. His satiric-didactic compositions, or what he called modern moral subjects, reflect his principle of fitness more than his portraits or history paintings. His unusual use of contemporary eighteenth-century dress not only aided the moral narrative, but it was appropriate to his subject matter. Dress served as an expressive medium to establish character and communicate eighteenth-century English ideas associated with it. Although Hogarth's small "conversation groups" and many portraits suggest generally worn eighteenth-century dress, a large number of Hogarth's portraits and history paintings reflect styles of dress, such as fancy dress or drapery, popular with eighteenth-century artists. Thus costume may have been appropriate according to the subject matter hierarchy, or custom., Costume in Hogarth's works of art also expresses his principles of uniformity, variety, simplicity, intricacy, and quantity. According to his theory, these principles can suggest beauty, grace or humour in a painting. In general, dress in Hogarth's works of art serves as a rhetorically, persuasive, didactic tool. The costumes are a language which express ideas associated with particular styles of dress. As a plastic medium costumes were shaped by Hogarth to create forms which expressed his formal theory of beauty and humour.
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Date Issued: 1980, 1980
Identifier: AAI8026122, 3084692, FSDT3084692, fsu:74193
Format: Document (PDF)

Title: TWO-WAY CLUSTER ANALYSIS WITH NOMINAL DATA.
Creator: COOPER, PAUL GAYLORD., Florida State University
Abstract/Description: Consider an M by N data matrix X whose elements may assume values 0, 1, 2, . . ., H. Denote the rows of X by (alpha)(,1), (alpha)(,2), . . ., (alpha)(,M). A tree on the rows of X is a sequence of distinct partitions {P(,1)}(,i=1) such that: (a) P(,1) = {((alpha)(,1)), . . ., ((alpha)(,M))}, (b) P(,i) is a refinement of P(,i+1) for i = 1, . . ., k-1, and (c) P(,k) = {((alpha)(,1), . . ., (alpha)(,M))}. The two-way clustering problem consists of simultaneously constructing trees on the rows,...
Show moreConsider an M by N data matrix X whose elements may assume values 0, 1, 2, . . ., H. Denote the rows of X by (alpha)(,1), (alpha)(,2), . . ., (alpha)(,M). A tree on the rows of X is a sequence of distinct partitions {P(,1)}(,i=1) such that: (a) P(,1) = {((alpha)(,1)), . . ., ((alpha)(,M))}, (b) P(,i) is a refinement of P(,i+1) for i = 1, . . ., k-1, and (c) P(,k) = {((alpha)(,1), . . ., (alpha)(,M))}. The two-way clustering problem consists of simultaneously constructing trees on the rows, columns, and elements of X. A generalization of a two-way joining algorithm (TWJA) introduced by J. A. Hartigan (1975) is used to construct the three trees., The TWJA requires the definition of measures of dissimilarity between row clusters and column clusters respectively. Two approaches are used in the construction of these dissimilarity coefficients--one based on intuition and one based on a formal prediction model. For matrices with binary elements (0 or 1), measures of dissimilarity between row or column clusters are based on the number of mismatching pairs. Consider two distinct row clusters R(,p) and R(,q) containing m(,p) and m(,q) rows respectively. One measure of dissimilarity, d(,0)(R(,p), R(,q)), between R(,p) and R(,q), is, (DIAGRAM, TABLE OR GRAPHIC OMITTED...PLEASE SEE DAI), where b(,p(beta)) and b(,q(beta)) are the number of ones in column (beta) of clusters R(,p) and R(,q) respectively. Two additional intuitive dissimilarity coefficients are also defined and studied., For matrices containing nominal level data, dissimilarity coefficients are based on a formal prediction model. Analogous to the procedure of Cleveland and Relles (1974), for a given data matrix, the model consists of a scheme for random selection of two rows (or columns) from the matrix and an identification rule for distinguishing between the two rows (or columns). A loss structure is defined for both rows and columns and the expected loss due to incorrect row or column identification is computed. The dissimilarity between two (say) row clusters is then defined to be the increase in expected loss due to joining those two row clusters into a single cluster., Stopping criteria are suggested for both the intuitive and prediction model approaches. For the intuitive approach, it is suggested that joining be stopped when the dissimilarity between the (say) row clusters to be joined next exceeds that expected by chance under the assumption that the (say) column totals of the matrix are fixed. For the prediction model approach the stopping criterion is based on a cluster prediction model in which the objective is to distinguish between row or column clusters. A cluster identification rule is defined based on the information in the partitioned data matrix and the expected loss due to incorrect cluster identification is computed. The expected cluster loss is also computed when cluster identification is based on strict randomization. The relative decrease in expected cluster loss due to identification based on the partitioned matrix versus that based on randomization is suggested as a stopping criterion., Both contrived and real data examples are used to illustrate and compare the two clustering procedures. Computational aspects of the procedure are discussed and it is concluded that the intuitive approach is less costly in terms of computation time. Further, five admissibility properties are defined and, for certain intuitive dissimilarity coefficients, the trees produced by the TWJA are shown to possess three of the five properties.
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Date Issued: 1980, 1980
Identifier: AAI8026123, 3084693, FSDT3084693, fsu:74194
Format: Document (PDF)

Title: COMMUNITY ECOLOGY AND POPULATION DYNAMICS OF LEAF-MINING INSECTS ON NORTH FLORIDA OAKS.
Creator: FAETH, STANLEY HERMAN., Florida State University
Abstract/Description: In Chapter I, I tested Opler's (1978) hypothesis regarding leaf miners that feed on oaks with different leaf persistence times by monitoring abundances and species richness of leaf miners on three species of oaks, Quercus falcata, Q. nigra, and Q. hemisphaerica (Fagaceae). No significant differences among oak species was found for either densities or species richness of leaf miners. Moreover, my results show that leaf-mining densities are negatively and significantly correlated with nitrogen...
Show moreIn Chapter I, I tested Opler's (1978) hypothesis regarding leaf miners that feed on oaks with different leaf persistence times by monitoring abundances and species richness of leaf miners on three species of oaks, Quercus falcata, Q. nigra, and Q. hemisphaerica (Fagaceae). No significant differences among oak species was found for either densities or species richness of leaf miners. Moreover, my results show that leaf-mining densities are negatively and significantly correlated with nitrogen content, suggesting the leaf miners may not be sensitive (in terms of population sizes) to seasonal decreases in nitrogen content of oak leaves., In Chapter II, to test for spatial and temporal differences in mortality factors and survivorship, I experimentally isolated oak trees by transplanting them into agricultural fields. Parasitism by hymenopterans significantly decreases for leaf miners on isolated trees, thus increasing larval survivorship. However, increased survivorship does not result in higher abundances in subsequent generations because on at least small trees, leaf-mining populations are maintained by continual re-immigration with little or no in situ reproduction and colonization., In Chapter III, five species of oaks were fully enclosed with fine mesh screening or the leaf litter beneath the tree was covered with a plastic cage to test for the contribution of in situ and long range colonization respectively by leaf miners to small trees. My results indicate that both population sizes and species richness of leaf miners are maintained on small trees primarily by long range colonization and little or no in situ colonization and reproduction occurs. This suggests that it may be incorrect to consider leaf-mining populations on small trees as in dynamic equilibrium because they represent mostly transient individuals and do not sustain breeding populations., In Chapter IV, densities of a leaf miner, Cameraria sp. nov., are experimentally increased on an enclosed oak tree. Even though densities are significantly higher on the caged tree as compared to a control, I find no evidence for intraspecific competition. Instead, survivorship of larval leaf miners increased on the caged tree. These results suggest that parasitism, and possibly predation, regulate population densities of this leaf miner below which competition would usually occur., In Chapter V, terrestrial invertebrate predators were excluded from oak trees to determine if they are a significant mortality factor for a species of leaf-mining insect, Eriocraniella sp. nov. Larval survivorship was significantly higher and predation lower on trees that had gound-dwelling invertebrate predators excluded., In Chapter VI, I ascertained whether oak leaves that were mined abscised earlier than undamaged leaves by collecting and examining leaves in leaf baskets placed beneath oak trees. My results indicate that significantly more mined leaves abscise earlier than unmined ones and that propensity of mined leaves to fall depends on size of the oak leaf and phenology of the particular oak species. Life table analysis of two leaf miners, Tischeria purinosella and Brachys ovatus, show that early leaf abscission is an important mortality factor for larval leaf miners.
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Date Issued: 1980, 1980
Identifier: AAI8026126, 3084694, FSDT3084694, fsu:74195
Format: Document (PDF)

Title: THE USE OF ANGER AROUSAL AND ASSERTIVENESS TRAINING TO IMPROVE THE ACADEMIC PERFORMANCE OF WITHDRAWN ELEMENTARY SCHOOL AGE UNDERACHIEVERS.
Creator: LOOS, FERN MARIE., Florida State University
Abstract/Description: Fourteen withdrawn second grade children and 22 withdrawn third graders referred by their teachers as underachievers in math, participated in a study comparing the effects on math performance of an Experimental treatment employing anger-arousal and assertive-training with an Attention-placebo Control treatment emphasizing encouragement and feedback. Blood pressure readings were taken to determine the validity of the Experimental treatment in producing anger. Subjects were not tutored....
Show moreFourteen withdrawn second grade children and 22 withdrawn third graders referred by their teachers as underachievers in math, participated in a study comparing the effects on math performance of an Experimental treatment employing anger-arousal and assertive-training with an Attention-placebo Control treatment emphasizing encouragement and feedback. Blood pressure readings were taken to determine the validity of the Experimental treatment in producing anger. Subjects were not tutored. Treatment sessions lasted for 15-minutes each day for six weeks. Both second and third grade Experimental Subjects were able to increase their performance in math by one to two letter grades over baseline, and maintain these gains during a three week follow-up period. Control subjects' performances did not improve. Diastolic blood pressure readings reliably differentiated between Experimental and Control Subjects, and supported the efficacy of the Experiment treatment in reliably producing anger.
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Date Issued: 1980, 1980
Identifier: AAI8026128, 3084695, FSDT3084695, fsu:74196
Format: Document (PDF)

Title: FAMILIAL ALCOHOLISM AS A PRE-DISPOSING COMMON CAUSE FOR SUBSTANCE ABUSE AND SOCIOPATHY AMONG INCARCERATED YOUTHFUL OFFENDERS.
Creator: MIKITA, MICHAEL ROBERT., Florida State University
Abstract/Description: A consensus has been growing among researchers and clinicians alike that alcoholism is often best considered a familial problem. Two primary reasons for this viewpoint are first, that alcoholism and problem drinking are frequently clustered within certain families far beyond the ordinary base rate estimates for the problem and second, that the spread of pathology within affected families typically extends beyond the alcoholic and includes the spouse and children as well. Studies have shown...
Show moreA consensus has been growing among researchers and clinicians alike that alcoholism is often best considered a familial problem. Two primary reasons for this viewpoint are first, that alcoholism and problem drinking are frequently clustered within certain families far beyond the ordinary base rate estimates for the problem and second, that the spread of pathology within affected families typically extends beyond the alcoholic and includes the spouse and children as well. Studies have shown that children of alcoholics are prone to a variety of social and developmental problems, with antisocial and aggressive behavior disorders being most prevalent., Evidence linking antisocial behavior and excessive drinking among adults and adolescents has also accumulated recently, particularly within criminal justice settings. Research findings have indicated that the incidence of problem drinking and alcoholism typically ranges between 20 and 40% among offenders. Problem drinking offenders are also usually found to be more sociopathic and malajusted than non-problem drinking counterparts., The present study was designed to assess further the effects of parental problem drinking on a cohort of approximately 1000 youthful offenders. The guiding hypothesis was that parental problem drinking would exist in a common cause relationship with inmate problem drinking and drug use, in addition to significantly poorer socialization in comparison with inmates whose parents were not reported to have a drinking problem. Also two intervening variables were examined to determine how they might modify the expected relationships within problem drinking families. These were "family cohesiveness," and "the socializing influence of the non-problem drinking parent.", The data for the study were gathered largely from a lengthy and wide-ranging interview with the inmates which included inquiries on their drinking habits, as well as those of their parents. Information from the Presentence Investigation and psychological test scores (MMPI, CPI) were also available for most subjects., Although the results largely supported the common cause hypothesis, the magnitude of the findings was less than had been reported in previous studies, due no doubt, to the inherent limitations of self-report data, among other factors. According to pre-established criteria, inmate problem drinking was recorded at 18%, while some combination of inmate-reported, parental problem drinking approached 30%. There were almost four times as many problem drinking fathers as mothers., Nevertheless, the more important associations between parental and inmate problem drinking were highly significant. Having one problem drinking parent nearly doubled the chances that the inmate would himself report a drinking problem, and two problem drinking parents increased the inmate's chances nearly three-fold. Inmate drug use was not significantly related to parental problem drinking, except for whites whose mothers were reported to be heavy drinkers., Most measures of social and developmental pathology were also found to be related to parental problem drinking with school problems, age first in trouble, physical violence and socialization (CPI So) all reaching statistical significance. However, race differences complicated some of these findings, with blacks reporting much less drinking pathology (7.1% incidence) and somewhat less social deviance than whites., The intervening variable analyses indicated that family cohesion and the socializing influence of the non-problem drinking parent were both adversely affected by parental problem drinking. In turn, relatively high cohesion in problem drinking families was associated with less social pathology in the inmate. The results also suggested that the relative socializing influence of the non-drinking parent made somewhat of a difference when the mother drank, but was inconsequential when the father was the drinker.
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Date Issued: 1980, 1980
Identifier: AAI8026130, 3084696, FSDT3084696, fsu:74197
Format: Document (PDF)

Title: FOOD AND NUTRIENT INTAKE PRACTICES, AND ANTHROPOMETRIC DATA OF CHEROKEE INDIAN HIGH SCHOOL STUDENTS IN CHEROKEE, NORTH CAROLINA.
Creator: STORY, MARY THERESE., Florida State University
Abstract/Description: Food and nutrient intake practices and anthropometric data for 288 Cherokee High School students in grades eight through ten at Cherokee High School in Cherokee, North Carolina, were studied., Anthropometric measurements included height, weight and triceps fatfold thickness. The data was compared to three population samples: urban Native Americans from Minneapolis, the United States Health Examination Survey (HANES) reference standards. The Cherokee, both males and females, tend to be similar...
Show moreFood and nutrient intake practices and anthropometric data for 288 Cherokee High School students in grades eight through ten at Cherokee High School in Cherokee, North Carolina, were studied., Anthropometric measurements included height, weight and triceps fatfold thickness. The data was compared to three population samples: urban Native Americans from Minneapolis, the United States Health Examination Survey (HANES) reference standards. The Cherokee, both males and females, tend to be similar in height to these three population samples; however, they are markedly heavier than their non-Indian peers and somewhat heavier than the Minneapolis Indians. The Cherokee difference in triceps fatfold is twofold. They have much greater fatfold values than their White, Black and Minneapolis peers. The greater fatfold thicknesses are compatible with the greater mean weights observed with the Cherokee., Although the prevalence of obesity was high, an even greater percentage of the Cherokee adolescents indicated that they considered themselves "overweight". The method of choice for losing weight was a combination of diet and exercise; exercise alone was chosen more frequently than diet alone. Only a small percentage of the adolescents were able to correctly define "Calorie". A greater percentage of tenth grade students could correctly define the term than eighth or ninth grade students., The food preference data indicated that pizza, french fries, fresh strawberries, fresh oranges, hamburgers, fry bread and carbonated beverages were chosen "everytime" or "most of the time" by 70 percent or more of the respondents. The least preferred foods were cooked carrots, liver, cottage cheese, broccoli and yogurt. Males and females differed significantly in their preferences for a substantial portion of the foods than the females. The "lean" and "fat" students differed significantly in their preferences for 10 percent of the foods listed. These foods were preferred more by the "lean" than the "fat" subjects. Few significant differences were observed for the eighth, ninth and tenth graders., The consumption patterns of traditional foods indicated that there was high nonrecognition of traditional wild plants among the students and relatively little consumption of indigenous animals., Nutrient and energy intake of the students was evaluated by using the 24-hour dietary recall and the food frequency method. The percentage of students having nutrient intakes below two-thirds of the Recommended Dietary Allowances as well as the mean intakes for both methods indicated that the most neglected nutrients for females were calcium and iron and vitamin A and iron for the males. Based on the 24-hour recall, the mean caloric intakes were not significantly different among the "lean" and "fat" subjects however the food frequency data indicated that the "fat" subjects consumed significantly more calories than the "lean" subjects., Meal patterns indicated that breakfast was the most frequently missed meal, with females omitting this meal more than males. More eighth graders missed breakfast than ninth or tenth grade students. The majority of all of the students reported eating the noon and evening meal regularly.
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Date Issued: 1980, 1980
Identifier: AAI8026132, 3084697, FSDT3084697, fsu:74198
Format: Document (PDF)

Title: PSYCHOPHYSICAL STUDY OF PIGEONS WITH NORMAL AND RECONSTITUTED OLFACTORY NERVES.
Creator: WALKER, JAMES CORNELIUS., Florida State University
Abstract/Description: A technique was developed for obtaining odor psychophysical data from pigeons. Each pigeon was phyically restrained so that its beak was held within the stimulus air steam and it was required to make one response in the presence of odor and another in the presence of clean air. Absolute thresholds to amyl acetate were between 10('-3.4) and 10('-3.6) of vapor saturation for each of three pigeons tested., Following the determination of absolute threshold the olfactory nerves were bilaterally...
Show moreA technique was developed for obtaining odor psychophysical data from pigeons. Each pigeon was phyically restrained so that its beak was held within the stimulus air steam and it was required to make one response in the presence of odor and another in the presence of clean air. Absolute thresholds to amyl acetate were between 10('-3.4) and 10('-3.6) of vapor saturation for each of three pigeons tested., Following the determination of absolute threshold the olfactory nerves were bilaterally sectioned in each animal, and each was tested after this operation in an attempt to monitor the return of olfactory sensitivity due to reconstitution of the olfactory nerve. One pigeon regained preoperative levels of sensitivity within 20 days. Another pigeon showed nearly complete recovery 10 weeks after sectioning, after which its threshold increased by approximately .7 log unit and remained stable at this level. A third pigeon failed to exhibit any postoperative odor-air discrimination during 99 days of testing., These results demonstrate that normal behavioral sensitivity to an odorant is possible with reconstituted nerves and that the recovery process following nerve sectioning may occur in less than three weeks. Possible explanations are given for the high degree of variability found across subjects. This study represents an initial step toward quantifying the relationship between the degree replacement of olfactory axons with reconstitution and the degree of recovery of specific olfactory capacities.
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Date Issued: 1980, 1980
Identifier: AAI8026134, 3084698, FSDT3084698, fsu:74199
Format: Document (PDF)

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

Title: APPROPRIATIONS: TESTING A THEORY OF THE CONGRESSIONAL BUDGETARY PROCESS.
Creator: BROUTHERS, LANCE ELIOT., Florida State University
Abstract/Description: Politics is often centered on making distributive decisions concerning the allocation of scarce resources. One most obvious example of this is the federal appropriation process. Because it is Congress which, subject to Presidential veto, determines the final budget, students of politics are interested in the manner in which Congress decides on federal appropriations., Many theories attempt to explain the federal appropriations process. Three are examined here: incrementalism, program support...
Show morePolitics is often centered on making distributive decisions concerning the allocation of scarce resources. One most obvious example of this is the federal appropriation process. Because it is Congress which, subject to Presidential veto, determines the final budget, students of politics are interested in the manner in which Congress decides on federal appropriations., Many theories attempt to explain the federal appropriations process. Three are examined here: incrementalism, program support/economy optimization, and bargaining. Each quite adequately explains some aspect of the process. Yet each suffers from shortcomings, preventing it from offering a comprehensive view., At times each of the three theories correctly predicts Congressional appropriations behavior. What this study does is specify the conditions under which each of the three theories is likely to prevail thereby developing an integrative theory of the budgetary process., Once the conditions are specified, the integrative theory is tested. The new theory is used to make predictions for 37 federal agency House Appropriations Committee recommendation trend lines, for the years 1957-1974. Theoretical predictions are compared to actual trends and the theory is evaluated., The initial theory explains about 54 percent of the cases correctly. Once revised slightly, the theory predicts about 94 percent of the cases correctly. Thus the revised theory provides a substantially correct explanation of the federal appropriations process.
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Date Issued: 1980, 1980
Identifier: AAI8100633, 3084700, FSDT3084700, fsu:74201
Format: Document (PDF)

Title: SIX FEMALE BLACK PLAYWRIGHTS: IMAGES OF BLACKS IN PLAYS BY LORRAINE HANSBERRY, ALICE CHILDRESS, SONIA SANCHEZ, BARBARA MOLETTE, MARTIE CHARLES, AND NTOZAKE SHANGE.
Creator: BROWN, ELIZABETH., Florida State University
Abstract/Description: For many years, the Negro as theme has been appreciated by both black and white novelists; thus, numerous scholarly studies have been published on blacks in American literature. However, an area that has received only a limited amount of critical treatment is Afro-American drama, though blacks have been writing plays as early as 1848 with William Wells Brown's The Escape, or A Leap for Freedom., Black male dramatists, such as Langston Hughes, Ossie Davis, James Baldwin, LeRoi Jones (Baraka),...
Show moreFor many years, the Negro as theme has been appreciated by both black and white novelists; thus, numerous scholarly studies have been published on blacks in American literature. However, an area that has received only a limited amount of critical treatment is Afro-American drama, though blacks have been writing plays as early as 1848 with William Wells Brown's The Escape, or A Leap for Freedom., Black male dramatists, such as Langston Hughes, Ossie Davis, James Baldwin, LeRoi Jones (Baraka), and Ed Bullins, have been recognized in anthologies and critical studies but, apart from Lorraine Hansberry, seldom has a black female dramatist been given serious critical treatment., This study examines the images of black men and black women in plays since the 1950's by Lorraine Hansberry, Alice Childress, Sonia Sanchez, Barbara Molette, Martie Charles, and Ntozake Shange. Five images of black men recur in plays by these black women: the black revolutionist, the black youth in search of his manhood, the black assimilationist, the absent black patriarch, and the black man as insensitive beast., Whereas the images of black men, in the main, were negative, the images of black women in the selected plays of black women were nearly all positive, such as the evolving black woman, the black matriarch, and the black woman as upholder of racial pride. The black woman as destroyer of racial pride or the female black assimilationist is the only negative image of black womanhood., This study not only examines the images of blacks which appear, but it also delves into the reasons for the appearance of these images in plays by black women. A socio-psychological approach, this study examines the visions of black women playwrights., This study demonstrates that black women dramatists have different perspectives than black male dramatists have. Whereas many black male dramatists suggest through their images that black women's happiness or completeness hinges upon guidance from strong black men, the visions of black female dramatists included in this study suggest that many black women are forced to become self-sufficient because the black men who come into their lives will not or can not provide financial and emotional stability for them. Thus, this study grew out of a need to demonstrate that the works of black women dramatists contain valuable insights about black life and that their visions, though they may be different from black male dramatists and white authors who write about blacks, deserve to be examined.
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Date Issued: 1980, 1980
Identifier: AAI8100634, 3084701, FSDT3084701, fsu:74202
Format: Document (PDF)

Title: INNOVATION IN A PROFESSIONALLY DOMINATED SYSTEM: AN EXPLORATORY STUDY OF PHYSICIANS' REACTIONS TO HEALTH MAINTENANCE ORGANIZATIONS (HMOS).
Creator: CAIRL, RICHARD EUGENE., Florida State University
Abstract/Description: Despite the vast range of commentaries and research on the current health care crisis, little research attention has been focused specifically on physicians' attitudes, orientations, and reactions to innovations and/or change in the traditional methods of delivering medical care. In response to this hiatus in research, the present study examines the reactions of physicians' to the hypothetical development of a Health Maintenance Organization (HMO) in the community. An exploratory causal model...
Show moreDespite the vast range of commentaries and research on the current health care crisis, little research attention has been focused specifically on physicians' attitudes, orientations, and reactions to innovations and/or change in the traditional methods of delivering medical care. In response to this hiatus in research, the present study examines the reactions of physicians' to the hypothetical development of a Health Maintenance Organization (HMO) in the community. An exploratory causal model is developed and analysis based upon a cross-sectional survey data set. The results indicate that one of the most important mediating variables in a causal chain leading to factors which account for physicians' reactions is the extent of agreement with basic structural problems (performance gaps) in the existing system.
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Date Issued: 1980, 1980
Identifier: AAI8100635, 3084702, FSDT3084702, fsu:74203
Format: Document (PDF)

Title: A HISTORY OF THE PHYSICAL EDUCATION PROGRAM AT FLORIDA STATE UNIVERSITY, 1901-1978.
Creator: CARTER, GAYVON DANSBY., Florida State University
Abstract/Description: The purpose of this study was to trace, reconstruct, and record the facts, which reflect the development, growth, and continuity of the physical education program at Florida State University, from its beginning through 1978., Traditional methods of historical research were utilized to locate and investigate primary and secondary sources. A substantial amount of information was obtained from personal interviews with former students and former and present faculty members. Photographs,...
Show moreThe purpose of this study was to trace, reconstruct, and record the facts, which reflect the development, growth, and continuity of the physical education program at Florida State University, from its beginning through 1978., Traditional methods of historical research were utilized to locate and investigate primary and secondary sources. A substantial amount of information was obtained from personal interviews with former students and former and present faculty members. Photographs, scrapbooks, personal files containing letters and memorandums, local and college newspapers, college yearbooks, college catalogs and bulletins, and department minutes also provided valuable information., Investigation revealed that the early physical education program, under the leadership of Katherine Montgomery, gained widespread respect as a vital part of the all-women's college. The college became coeducational in 1947, and a men's department, headed by Howard Danford, was added. Later the men's and women's programs combined, under the leadership of Kenneth Miller. By the mid-1960s the department was conducting a broad-in-scope program which had reached a point of national prominence. From that point there began a splintering process of the various functions conducted by the department until by the conclusion of this study only the teacher preparation phase survived., The major events contributing toward the specific evolutionary pattern of the department through 1978 were: (1) the dedicated, career-long commitment of Katherine Montgomery, which established a sound basis for the progressive growth of the department's professional teacher training program; (2) the relatively brief but stimulating tenure of Howard Danford who would not be satisified with mediocrity; (3) the combining of the women's department with the men's department in 1947--a situation which had to be, but which, regrettably, resulted in continuous trauma, and which was perhaps the single most important factor in preventing the achievement of the department's full potential; (4) the opposition of a small, but determined, group in the faculty senate, which harassed that body to a point at which the senate shifted its position of strong support to one of eliminating the required physical education program; and, finally, (5) the unaccountable lack of administrative support by a series of deans and presidents who would not back up their off-the-record advocacy with public endorsement.
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Date Issued: 1980, 1980
Identifier: AAI8100636, 3084703, FSDT3084703, fsu:74204
Format: Document (PDF)

Title: MOTLEY: AN ANALYSIS OF THE COSTUME DESIGNS OF ELIZABETH MONTGOMERY, MARGARET HARRIS AND SOPHIE DEVINE.
Creator: COSTA, BARBARA JEAN., Florida State University
Abstract/Description: The three women who became the celebrated design team of Motley were unique in several ways. First, they were a design team. They always worked together on productions during the first eight years of their careers, from 1932 to 1940. Second, they had a very long working life as Motley, from that first combined production in 1932 to Sophie Devine's death in 1966. Margaret Harris and Elizabeth Montgomery continue working to this day, but under their own names. Third, the three women were at the...
Show moreThe three women who became the celebrated design team of Motley were unique in several ways. First, they were a design team. They always worked together on productions during the first eight years of their careers, from 1932 to 1940. Second, they had a very long working life as Motley, from that first combined production in 1932 to Sophie Devine's death in 1966. Margaret Harris and Elizabeth Montgomery continue working to this day, but under their own names. Third, the three women were at the center of what can be termed another Renaissance of English theatre. Their friends, all young, not-too-experienced theatre practitioners, included John Gielgud, Laurence Olivier, Ralph Richardson, Alec Guinness, Glen Byam-Shaw, George Devine, Michel St.-Denis and Peggy Ashcroft. The meeting place for friendship and exchange of ideas on theatre was the Motley studio. These women acted as a catalyst; they brought people together who later achieved greatness in the theatre., The Motleys designed both sets and costumes, and had a hand in building both when they began their careers. When they split up, Montgomery to work in the United States, Harris to work mainly at Stratford-upon-Avon and Devine to do films, West End productions and shows for the Royal Court, they divided labors too. Montgomery did only costumes for Broadway, where the division of labors in theatre design is encouraged. Devine did only costumes, too, in London. Harris was the only one of the trio who continued to design both sets and costumes on her own. This emphasis on costumes rather than sets left many more costume renderings that could be incorporated into an in-depth study like this one., In their early days of working together, Harris became the technician of the group, Montgomery the one who provided the artistic impetus and the costume designs, and Devine the builder and worker. Harris maintained a constant quest for answers as to how something worked on stage, and seldom took another person's word on the subject, especially if that word was "it can't be done." She made many new things happen on the stage by not being tied in to the standard, accepted format of stage design., Montgomery had been a painter for years when she met Harris and Devine at art school. Her's was the sense of color and the excitement of using fabrics and textures in a new way: to paint with materials on a three-dimensional figure. Harris said, many years later, that if it hadn't been for Montgomery, they would not have pursued their careers with anything near the vigor she possessed., Devine was the detailer of the trio. She added the individual touches, the costume accents and set props that made the designs of the other two real and complete. Her costume designs, especially those for film, were minutely detailed and rendered. She was also the best at character rendering. She brought her figures to life with a more careful, surer hand., The costume designs of Harris, Montgomery and Devine are analyzed and studied through the use of many black and white photographs and color slides. A total of 223 renderings and production photographs are duplicated in the body and appendix of the dissertation. The Appendices also include a total production list with director, theatre and opening date of every known Motley production, and a list of students of the Motleys who went on to have careers in the theatre.
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Date Issued: 1980, 1980
Identifier: AAI8100638, 3084704, FSDT3084704, fsu:74205
Format: Document (PDF)

Title: THIRD YEAR GENERAL PREPARATORY SCHOOL DISTRICT-WIDE EXAM'S (3YGPSDE) SCORES AS A PREDICTOR OF THIRD YEAR GENERAL SECONDARY SCHOOL NATION-WIDE EXAM'S (3YGSSNE) SCORES IN ISMAILIA EDUCATIONAL DISTRICT, EGYPT: A MULTIVARIATE MULTIPLE REGRESSION ANALYSIS APPROACH.
Creator: EL-SAYYAD, ABDELATTI AHMED., Florida State University
Abstract/Description: The purpose of this study was to determine whether scores from a third year, General Secondary school exam could be predicted from scores from an earlier exam for students in The Ismailia Educational District in Egypt. Students take the first exam at the end of grade 9 and the second exam at the end of grade 12. Presently, the grade 12 exam is used to determine whether students have "passed" and for admission to higher education. One reason for the investigation was to determine whether the...
Show moreThe purpose of this study was to determine whether scores from a third year, General Secondary school exam could be predicted from scores from an earlier exam for students in The Ismailia Educational District in Egypt. Students take the first exam at the end of grade 9 and the second exam at the end of grade 12. Presently, the grade 12 exam is used to determine whether students have "passed" and for admission to higher education. One reason for the investigation was to determine whether the ninth grade scores might have utility in guiding students in the selection of major areas, which occurs at the end of grade 10., This study differed from others in that the Egyptian exams are free response or essay type rather than multiple choice. In addition, the exams yield several scores, providing both multiple predictor and multiple outcome variables. Multivariate Multiple Regression (MMR) techniques were used to analyze the data., Subjects for the study were randomly drawn from students in The Ismailia Education District for whom both sets of scores existed. Males (340) and females (303) were distributed over the three major areas--Literary (LM, 234), Mathematics (MM, 158) and Science (SM, 251)., Standard MMR procedures were used. The total sample was split in two to provide for cross validation. Tests for parallelism and coincidence were conducted to determine whether separate models were needed for males and females. Three sets of predictors were used: (1) original variables, (2) the sum of scores from (1), and (3) principal component transformations of (1) and (2). For (1), the logical order of entry differed for LM, MM and SM and was derived on the basis of differences in the three curricula., Criteria were established for determining the best prediction equation for the several outcomes. For LM, and logical order of variables proved to be best; for MM and SM, the total score proved to be the best predictor., The R('2) values ranged from low .20's to a high of .52. A sample of 95 percent conficence intervals were constructed for single observations. The intervals were wide, indicating less accuracy than might be desired., Accuracy of decisions on major groups was estimated by comparing the predicted pass/fail with an actual pass/fail, using a median cut-off score as criteria. Accuracy ratios for males and females in the three groups ranged from .65 to .83., The basic question dealt with the predictability of scores and was answered with a qualified "yes." This is consistent with prior research. Accuracy of decisions, predicted "pass" to actual "pass", indicated that the scores may play an important role in advising as well as in selection/admission., The exams are part of the Egyptian Educational System. The scores have not been used for helping students make decisions about major areas of study. To do so implies the existence of trained counselors, without whom the use of scores could take on more importance than they should. Hence, it is obvious that much more work must be done before the scores can assume a new use.
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Date Issued: 1980, 1980
Identifier: AAI8100640, 3084705, FSDT3084705, fsu:74206
Format: Document (PDF)

Title: AN EXAMINATION OF THE EXPECTATIONS AND ACCOMPLISHMENTS OF THE WEST VIRGINIA COMMUNITY COLLEGE SYSTEM 1971-72 TO 1978-79.
Creator: GILL, ROGER LEE., Florida State University
Abstract/Description: Statement of Purpose. Public policy in West Virginia resulted in a plan for community college education to counter gaps identified by the Board of Regents and the Southern Regional Education Board. The plan was intended to serve as a blueprint for the development of community college education in West Virginia. There had not been a determination to date as to whether or not the establishment of the two-year colleges addressed earlier problems of the state nor whether they were responsive to...
Show moreStatement of Purpose. Public policy in West Virginia resulted in a plan for community college education to counter gaps identified by the Board of Regents and the Southern Regional Education Board. The plan was intended to serve as a blueprint for the development of community college education in West Virginia. There had not been a determination to date as to whether or not the establishment of the two-year colleges addressed earlier problems of the state nor whether they were responsive to the present and future needs of the citizenry. Therefore, the purpose of this study was to examine the development of the West Virginia Community College System when compared to the 1971 State Plan for Comprehensive Community College Education in terms of its original objectives and the system's subsequent accomplishments., Methodology. The research was divided into two sections. The statistical data included student enrollments, program inventories, degrees conferred, operating revenues, and physical facilities. The second portion involved a series of interviews which were conducted with leaders in education and government during 1971 and 1979. Their views were compared to the original goals of the system and subsequent development of community college education. The data was analyzed for accomplishments and concerns which could be documented through quantitative measures and the results were compared to the perceptions of statewide leaders using David Easton's political systems model to conceptually view the original expectations, responsiveness to changing conditions, and future course of community college education., Findings. According to statistical data and the perceptions of those interviewed, significant progress had been made in the provision of both geographical and programmatic access to community college education for the state's citizens. Student enrollments, graduates, and potential for growth characterized the successes of the system, whereas program duplication, overlapping of services, and cooperation with the public vocational technical education sector constituted significant weaknesses. The stability of funding and need to develop relationships with external sources of funding were indicated as being critical issues for the future., Conclusions. Credit and non-credit activities were supported by the majority of those interviewed, and public acceptance was measured by societal response to and support of community college programs. The 1980s were expected to be complicated by the priority of education in the state and the competition for resources from elements both internal and external to the total higher education system. The community colleges were expected to continue receiving substantial support as long as their record of being responsive to changing needs and provision of educational services was maintained within reasonable fiscal limits. The interviewees perceived the community colleges to be a success, and the statistical data tended to reinforce that assessment., Recommendations. The need for community colleges to have statewide visibility is considered vital for maintaining the support of the public, and the institutions in conjunction with the Board of Regents must seek to communicate their achievements to the appropriate officials of state government. Full commitment to community college education in the state remained unresolved; thus, an effort should be made to identify obstacles to the full implementation of community college education at senior level institutions., Closer cooperation between community colleges and the area vocational technical schools will need to characterize state postsecondary education policy in the future. In addition, a need exists to evaluate higher education in the state periodically in order to measure their commitment and response to the overall needs of the state's citizens. Additional recommendations were reported in the study.
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Date Issued: 1980, 1980
Identifier: AAI8100641, 3084706, FSDT3084706, fsu:74207
Format: Document (PDF)

Title: THE DEVELOPMENT OF RATING PROCEDURES TO ASSESS THE VALIDITY OF THE CARKHUFF SCALES FOR THE COMMUNICATION OF EMPATHY AND GENUINENESS IN INTERPERSONAL PROCESSES.
Creator: GLASSER, JOYCE FERN., Florida State University
Abstract/Description: The present study sought to investigate the degree of construct validity inherent in the Carkhuff Scales for the Communication of Empathy and Genuineness in Interpersonal Processes. Since the literature afforded no one, clearcut, consistent nor reliable rating procedure for utilizing these scales a tighter rating procedure was developed. Using this procedure, 83% interrater agreement was achieved when determining a teacher's relative level of empathic functioning and 70% reliability when...
Show moreThe present study sought to investigate the degree of construct validity inherent in the Carkhuff Scales for the Communication of Empathy and Genuineness in Interpersonal Processes. Since the literature afforded no one, clearcut, consistent nor reliable rating procedure for utilizing these scales a tighter rating procedure was developed. Using this procedure, 83% interrater agreement was achieved when determining a teacher's relative level of empathic functioning and 70% reliability when assessing teacher genuineness. These and other ratings, e.g., student assessment of their teacher's empathic and genuine functioning, observable behavior ratings, etc., suggest that the Carkhuff Scales while valid are probably measuring the same thing.
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Date Issued: 1980, 1980
Identifier: AAI8100642, 3084707, FSDT3084707, fsu:74208
Format: Document (PDF)

Title: LISTENING COMPREHENSION: A CONSTRUCT VALIDITY INVESTIGATION.
Creator: HOLLEY, FRANCES SAYERS., Florida State University
Abstract/Description: Educators stress the importance of listening and attempt to train students to listen more efficiently. Researchers have investigated variables which influence listening and the effectiveness of listening training. The results of their research do not demonstrate clearly that listening efficiency can be improved by instruction, or that listening is separable from other cognitive skills. Other research suggests that listening to a lecture may consist of listening for details and listening to...
Show moreEducators stress the importance of listening and attempt to train students to listen more efficiently. Researchers have investigated variables which influence listening and the effectiveness of listening training. The results of their research do not demonstrate clearly that listening efficiency can be improved by instruction, or that listening is separable from other cognitive skills. Other research suggests that listening to a lecture may consist of listening for details and listening to make inferences, two behaviors which are similar to the lower levels of cognitive processing suggested by an established educational taxonomy., A review of the field of listening research suggests that listening is an ill-defined construct, with marginal validity. This study sought to find evidence of a distinguishable lecture-listening ability and to ask whether this ability contains component skills similar to the taxonomic levels of knowledge and comprehension., Sixty-one college students listened to three lectures which differed somewhat in content, length, and number of points covered but were similar in other respects. The tests asked both knowledge and comprehension level questions., It was predicted that test scores would correlate positively at a higher level ((GREATERTHEQ) .6) than cognitive measures generally correlate with each other, suggesting an underlying lecture-listening skill. It was also predicted that test items would cluster in a factor analysis by taxonomic level., The obtained correlations among the tests were only (.2 to .3) and thus failed to provide evidence of listening as cognitive skill. However, the low test reliability and the violation of two assumptions of parametric statistics dictate that interpretation of these results must be tentative. The factor analysis results (first test only) were not clearly interpretable because of the small sample size. However, these results do suggest that lecture-listening behavior may be influenced more by the specific topics within a lecture rather than the type of cognitive processing required., Recommendations for further study included replication using the video-tapes made during this study, the development of tests with greater reliability, and further investigation of the influence of the factors of length, message density and topic--heretofore unidentified as factors influencing listening behavior., This study does not provide a clear answer to whether a lecture-listening ability exists nor whether components of lecture-listening behavior are similar to cognitive taxonomic levels. The results do cast doubt on the existence of such a listening ability. These results also suggest that listening behavior may be related to topics rather than taxonomic level.
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Date Issued: 1980, 1980
Identifier: AAI8100643, 3084708, FSDT3084708, fsu:74209
Format: Document (PDF)

Title: COLIN MORRIS: MODERN MISSIONARY.
Creator: LAIRD, DORIS MARLEY., Florida State University
Abstract/Description: When Colin Morris stepped off the train in Chingola, Northern Rhodesia in 1956, he fully expected his stay at the Chingola Free Church to be little more than a routine tour of service. Fifteen years later he was not so sure! The period 1956-69 had seen many changes transpire within Morris and in Northern Rhodesia (Zambia). There had been a series of struggles to instigate black majority rule, some of which Morris faced alongside his friend, Kenneth Kaunda, who later became the first President...
Show moreWhen Colin Morris stepped off the train in Chingola, Northern Rhodesia in 1956, he fully expected his stay at the Chingola Free Church to be little more than a routine tour of service. Fifteen years later he was not so sure! The period 1956-69 had seen many changes transpire within Morris and in Northern Rhodesia (Zambia). There had been a series of struggles to instigate black majority rule, some of which Morris faced alongside his friend, Kenneth Kaunda, who later became the first President of the Republic of Zambia., At the beginning of his ministry in Africa, Morris confined himself to the appropriate sermon topics expected of him. He did not anticipate any sudden change in attitude concerning the black/white controversy which had become entrenched into the social and political life of Central and South Africa. But something happened to Morris! The more he avoided preaching about race relations, the more he became convinced that the apartheid system was an untenable Christian position. He was unable to rationalize for himself, or his parishioners, the inconsistency which existed between it and the Gospel of the New Testament., As he sought to point out this discrepancy, more than half of his church members deserted him, and he was fought at every turn in his struggle to accept black Christians into his church. The struggle led to violence, in which much of his church was destroyed., By 1960, Morris allied himself with Kenneth Kaunda, who formed and headed the Zambia African National Congress, and the struggle for Rhodesian independence began in earnest., Morris played a unique role in the black struggle for independence and the creation of the Zambian nation by fighting openly against discriminatory policies. He set in motion a shock-wave which rippled through Northern and Southern Rhodesia, not only from his pulpit, but in his television broadcasts and public addresses. His writings, speeches and actions acted as a catalyst, which helped lay the groundwork for present-day compromises in Southern Rhodesia towards black majority rule., The special friendship which exists between Morris and Kaunda is one of the most unusual and important relationships between a black leader and a white parson in the last two decades. The books on which they collaborated point the way for the manner and technique by which black men and white men, through compromise and understanding, are able to work out their differences in an atmosphere of mutual respect., The role of the missionary in contemporary Africa is explored to establish Morris as a new breed of missionary, and to examine critically the role and future of missionaries in the modern world., In 1969, Morris chose to return to England where he accepted the Superintendency of Wesley's Chapel, the mother church of Methodism. He now directs the Methodist Missionary Society in London., Colin Morris spent fifteen turbulent years involved with the people and leaders of Zambia, and this dissertation discovers and reveals the nature of his uniqueness as a white man peculiarly involved in the birth of a black nation., Chapter I relates general background information concerning Zambia and its history. Chapter II focuses on the personal experiences of Morris in Zambia, while Chapter III recounts and reviews his relationship with Kenneth Kaunda. Chapter IV analyses and evaluates Morris' books. The Conclusion substantiates the assertion that Morris is a modern missionary.
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Date Issued: 1980, 1980
Identifier: AAI8100644, 3084709, FSDT3084709, fsu:74210
Format: Document (PDF)

Title: QUALITY, COLLABORATION AND CITATIONS IN CANCER RESEARCH: A BIBLIOMETRIC STUDY.
Creator: LAWANI, STEPHEN MAJEBI., Florida State University
Abstract/Description: The patterns of, and interrelationships among quality, collaboration, citations, and self-citations of cancer research were investigated using samples of 1974 papers representing three quality levels. The three samples were: a Random Sample of 315 research papers; a Second-Order Quality Sample consisting of 276 papers listed as additional references in the Yearbook of Cancer; and a First-Order Quality Sample of 279 papers that were fully abstracted in the Yearbook. Selections for the Yearbook...
Show moreThe patterns of, and interrelationships among quality, collaboration, citations, and self-citations of cancer research were investigated using samples of 1974 papers representing three quality levels. The three samples were: a Random Sample of 315 research papers; a Second-Order Quality Sample consisting of 276 papers listed as additional references in the Yearbook of Cancer; and a First-Order Quality Sample of 279 papers that were fully abstracted in the Yearbook. Selections for the Yearbook of Cancer are based on quality and are currently made by 174 distinguished cancer researchers., The term Collaborative Index was coined to describe the average number of authors per paper for a given set of papers and was used as a quantitative measure of collaboration. Collaborative or Authorship Level describes, for a given paper, the number of authors. Diachronous citations for each paper were obtained for the first five years following publication from the 1974 through 1978 volumes of the Science Citation Index., The Collaborative Index for cancer was estimated to be 2.98--the highest reported for any specialty. Moreover, cancer research was found to be highly cited. The United States, Britain, Australia, France, Sweden, Canada, Japan, Denmark, Italy and West Germany account for 90 percent of all quality papers and 86 percent of the Random Sample papers., Many hypotheses were tested using chi-square, correlation, F and t tests as appropriate. The major findings follow., Bibliometric studies of any subject must be based on a representative bibliography of that subject and not on a selection of journals, no matter the status of the journals., As quality increases, the extent of literature scatter among journals, and among countries decreases., The quantity and quality of cancer research productivity of a given country are highly correlated. Countries which produce the most, also produce the best., The greater the Collaborative Index of a set of papers, the higher is its proportion of quality papers., A variety of data analyzed with a variety of statistical tests showed that the citations received by a set of cancer research papers increase with the quality of the set. Moreover, quality and rates of annual and continuous uncitedness were found to be negatively associated., The relationship between citations and collaborative levels depends on the quality of the papers considered. For high quality papers, both gross citations and net citations (self-citations excluded) increase significantly as number of co-authors increases but the increase is not significant for other papers., Cancer research conducted in the U.S. is not more collaborative than cancer research done elsewhere., The run-of-the-mill paper based on work done in the U.S. is more frequently cited than similar papers based on work done elsewhere. However, if only high quality papers are considered, the citation rates are about the same whether or not the work was done in the U.S., Cancer publications in English are more frequently cited than those in other languages but the latter have higher self-citation rates., The proportion of self-citations to total citations declines with quality of papers., Self-citation rates and mean self-citations per paper decline with age of papers.
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Date Issued: 1980, 1980
Identifier: AAI8100645, 3084710, FSDT3084710, fsu:74211
Format: Document (PDF)

Title: THE YOUNG VICS: THE DEVELOPMENT OF A POPULAR THEATRICAL TRADITION.
Creator: ROMAGNOLI, RICHARD V., Florida State University
Abstract/Description: This document studies and chronicles a tradition of popular theatre which began with Jacques Copeau at the Vieux Columbier, and was continued by his nephew Michel St. Denis at the London Theatre Studio and Old Vic Theatre Centre (comprising the Old Vic School, the Young Vic company and the proposed experimental New Vic). This tradition has its clearest modern evocation in Frank Dunlop's Young Vic, opened in 1970., The first part of the dissertation is a study of Copeau's tradition and...
Show moreThis document studies and chronicles a tradition of popular theatre which began with Jacques Copeau at the Vieux Columbier, and was continued by his nephew Michel St. Denis at the London Theatre Studio and Old Vic Theatre Centre (comprising the Old Vic School, the Young Vic company and the proposed experimental New Vic). This tradition has its clearest modern evocation in Frank Dunlop's Young Vic, opened in 1970., The first part of the dissertation is a study of Copeau's tradition and aesthetics. The history and evolution of Copeau's work is detailed. The document then picks up the work of St. Denis, who had worked with his uncle in France, as he relocates in England and founds first the London Theatre Studio and (with George Devine and Glen Byam Shaw) the Old Vic Theatre Centre. The history of the Centre is elucidated and its teaching and production methodologies explored. Finally, the collapse of the Centre and resignation of the directors in the early 1950's is chronicled. Throughout, the document stresses the importance and effect of the techniques and outlook espoused by St. Denis. This section was researched with the assistance of much uncatalogued material from the Old Vic archives., The second half of the document is a history and examination of the Young Vic Theatre under Frank Dunlop. Areas explored include Dunlop's professional background and early affiliation as a student with St. Denis, his preferred production style, the intent and certain alterations of intent of the Young Vic company and the company's success in reaching both their designated young and disaffected audience and a much broader public. Much material in this section is derived from in-person interviews with administrators, directors and performers. The conclusion compares the two entities, their effect and the possible future of the tradition. The importance of St. Denis' school as a mechanism for dissemination is reemphasized, and the history of this approach is once again outlined.
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Date Issued: 1980, 1980
Identifier: AAI8100649, 3084711, FSDT3084711, fsu:74212
Format: Document (PDF)

Title: A STUDY OF MATHEMATICAL PROBLEM SOLVING IN A MULTIPLE-CHOICE FORMAT.
Creator: SCOTT, PAUL DOUGLAS., Florida State University
Abstract/Description: The major issues addressed in this study were the effect which certain distractors have on student performance when solving mathematics problems in a multiple-choice format, and the processes used by students in solving these problems., Phasse I of the investigation consisted of administering three forms of a test to students in grades eight and eleven. Two of the forms were of a multiple-choice nature and one form was constructed response (no choices were given; the student was expected to...
Show moreThe major issues addressed in this study were the effect which certain distractors have on student performance when solving mathematics problems in a multiple-choice format, and the processes used by students in solving these problems., Phasse I of the investigation consisted of administering three forms of a test to students in grades eight and eleven. Two of the forms were of a multiple-choice nature and one form was constructed response (no choices were given; the student was expected to solve the problem and supply a unique answer). The two multiple-choice forms were identical except for one of the answer choices. One form had the major distractor (answer to step one in a two-step problem) and the other form did not have this distractor. The problem statement was the same in all three forms. The questions were one- and two-step problems dealing with percent (discount, interest and sales tax)., Phase II of the study consisted of interviews with individual students from grades eight and eleven. The purpose of the interviews was to learn as much as possible about the processes used by students when solving problems where the answer must be selected from a list of four possible choices., Each student was asked to think aloud as he/she attempted to solve each of eight problems. After the student selected an answer, the interviewer asked probing questions to obtain as much information as possible about the process used, including any use of the answer choices before a final answer was selected., An ANOVA was used for data analysis on Part I. The results were that the mean score for the constructed response test form was significantly lower than the mean score for either of the two multiple-choice forms., While there is no statistical evidence from Part I that the presence of step-one distractors has an effect on student performance, there is some evidence to this effect from Part II of the study. Of those two-step problems presented, 42% of the responses of students from the average and low ability groups were the intermediate answers. Also, 52% of the incorrect responses by the average ability group on two-step problems were the intermediate answers., Phase II of the study revealed that very few students use short cuts or mental computations in arriving at answers. There seems to be a direct relationship between a student's mathematical ability and when the student first looks at the answer choices. The low ability students look at the choices early in the problem-solving process and the high ability students usually first look at the choices late in the process (often after finding the answer). Also, the average ability student is somewhat inconsistent in the processes used to solve similar two-step problems; the low ability student is very inconsistent., The processes used by the low ability students in selecting an answer choice were as follows: (1) Solve the problem and then look at the choices (and select the matching one). (2) Solve the problem, look at the choices and select the number closest to the student's answer. (3) Look at the choices and search for a process which would yield one of them. (4) Force the answer to be one of the choices (by dropping a zero, moving the decimal, etc.) (5) Guessing. (6) Not selecting a choice at all.
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Date Issued: 1980, 1980
Identifier: AAI8100651, 3084712, FSDT3084712, fsu:74213
Format: Document (PDF)

Title: A STUDY OF THE PERCEIVED NEED SATISFACTION AMONG SELECTED FACULTY ADVISORS OF UNDERGRADUATE STUDENTS AT THE FLORIDA STATE UNIVERSITY.
Creator: SIMMONS, PATRICIA MILLER., Florida State University
Abstract/Description: The primary purpose of this study was to determine the perceived level of need fulfillment and satisfaction which faculty members experience from their roles as academic advisors to undergraduate students at Florida State University. A secondary purpose was to determine the significant differences which exist between the faculty advisors in the different colleges of the university., A random sample consisting of 225 faculty advisors within 11 colleges and academic units of the Florida State...
Show moreThe primary purpose of this study was to determine the perceived level of need fulfillment and satisfaction which faculty members experience from their roles as academic advisors to undergraduate students at Florida State University. A secondary purpose was to determine the significant differences which exist between the faculty advisors in the different colleges of the university., A random sample consisting of 225 faculty advisors within 11 colleges and academic units of the Florida State University was selected. Respondents represented the Division of Basic Studies, the Colleges of Arts and Sciences, Business, Communication, Education, Social Sciences, Home Economics, and the Schools of Music, Library Science, Social Work, and Visual Arts., After distributing a three-section survey instrument, a response rate of 81 percent was achieved. Section one of the instrument sought demographic data from faculty advisors. Section two asked advisors to respond on a 7-point scale to 13 three-part items determining their perceived fulfillment, satisfaction, and importance of their roles in advisement programs. The 13 need items were a modification of Lyman W. Porter's Need Satisfaction Survey. Section three consisted of an open-ended item which offered advisors the opportunity to comment on their most satisfying and/or dissatisfying experiences in their advisement program., The major findings of this study were: (1) Advisorls revealed most fulfillment with security needs and least fulfillment with esteem needs. (2) Advisors were most fulfilled with being able to use their own unique capabilities, and realizing their potentialities in the advisement programs. (3) Advisors were least fulfilled with the recognition they received from their role as an advisor inside the university. (4) Advisors appeared satisfied with security needs and least satisfied with social needs. (5) Advisors were dissatisfied with their opportunity to develop interpersonal relationships with advisees. (6) Advisors assigned greatest importance to social needs and least importance to esteem needs., For the open-ended item of the survey, the satisfying categories consisted of the advisor's expressed concern for the student, concern for the student's career goals, and concern for interpersonal relationships with advisees. The dissatisfying categories included lack of students conferring with advisors, concern for the administrative policies of the university related to advising, concern for work load of advisors, and lack of recognition and rewards for their roles as advisors.
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Date Issued: 1980, 1980
Identifier: AAI8100652, 3084713, FSDT3084713, fsu:74214
Format: Document (PDF)

Title: THE EFFECT OF TIMEOUT FROM PERFORMANCE ON ATTENTIVENESS AND ATTITUDE OF UNIVERSITY BAND STUDENTS.
Creator: SPRADLING, ROBERT LEDFORD., Florida State University
Abstract/Description: The purpose of this study was to determine the effect of duration and frequency of timeout (with instruction) from reinforcement (performance) on attentiveness and attitude of students in a university band. Sixteen music selections were presented during eight rehearsals across seven twelve-minute experimental conditions., Timeout periods were of fifteen, thirty or forty-five seconds duration and varied in frequency from three to eighteen randomly ordered stops during each of the six...
Show moreThe purpose of this study was to determine the effect of duration and frequency of timeout (with instruction) from reinforcement (performance) on attentiveness and attitude of students in a university band. Sixteen music selections were presented during eight rehearsals across seven twelve-minute experimental conditions., Timeout periods were of fifteen, thirty or forty-five seconds duration and varied in frequency from three to eighteen randomly ordered stops during each of the six experimental ratios under investigation. Experimental temporal ratios ranged from thirteen to seventy-five percent in the timeout conditions., Student attentiveness was defined as the percentage of students overtly on task. Data were collected across fifteen second intervals by two independent observers trained in behavioral techniques (average reliability .96) and tabulated on a form designed specifically for this study., Attitude was assessed on preference forms whereby students rank ordered selections performed., Results indicated a significantly higher offtask rate during timeout periods than during performance periods. Additionally, significant differences were found in off-task rates between the 0% and 13% timeout conditions and between the 25% and 38% conditions., No significant differences in student offtask rates were found among isolated fifteen, thirty or forty-five second instructional periods nor did offtask rates vary significantly across continuous temporal intervals., Graphic analysis indicated student offtask rates increased slightly as timeout frequency increased. In addition, elapsed performance time following conductors' cut-offs likewise increased with timeout frequency., Results of attitudinal measures indicated that students discriminated between selections prepared for performance and those perceived as sightreading., Students also expressed a preference for the experimental selections which required the fewest timeout periods.
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Date Issued: 1980, 1980
Identifier: AAI8100653, 3084714, FSDT3084714, fsu:74215
Format: Document (PDF)

Title: ETHICS AND NONCOGNITIVISM.
Creator: WALKER, DAVID EUGENE., Florida State University
Abstract/Description: The purpose of this dissertation is to attempt to show that C. L. Stevenson has been largely successful in accomplishing what he set out to accomplish with his metaethical noncognitivism: mainly, (a) to clarify the meanings of some key ethical terms, and (b) to characterize the methods by which moral judgments are and can be supported. In particular, I wish to argue that the two fundamental (and definitive) doctrines of Stevenson's noncognitivism are correct. These two doctrines are that...
Show moreThe purpose of this dissertation is to attempt to show that C. L. Stevenson has been largely successful in accomplishing what he set out to accomplish with his metaethical noncognitivism: mainly, (a) to clarify the meanings of some key ethical terms, and (b) to characterize the methods by which moral judgments are and can be supported. In particular, I wish to argue that the two fundamental (and definitive) doctrines of Stevenson's noncognitivism are correct. These two doctrines are that moral judgments generally do not function as descriptions of objects or states of affairs, and that moral judgments function to express, evoke, and/or alter attitudes toward the objects of our moral sentiments--and do so without necessarily altering beliefs about those objects. This is to say that moral judgments do not generally function as constatives, but rather have functions which are primarily illocutionary and perlocutionary., In Chapter I, I discuss the nature of metaethical inquiry, and I argue that metaethics is substantially neutral with respect to normative ethics. This is important because in order to properly evaluate Stevenson's theory, we must understand that indeed his is a metaethical theory, and as such does not have "dire consequences" for morality--a criticism often directed toward Stevenson's theory., Stevenson's theory is largely a theory about ethical language. It is natural to ask why philosophers are concerned with language about duty, goodness, right and wrong, etc., rather than right and wrong themselves. Chapter II deals with this question by way of outlining a general theory of semiotics. Insofar as metaethics is largely concerned with the meanings of moral judgments, it is important that the moral philosopher recognize that meaning is a function of all three dimensions of language: the pragmatical as well as the semantical and syntactical dimensions. Furthermore, if we are apprized of the conventional nature of language we can perhaps more fully appreciate Stevenson's theory of meaning than do some of his critics., Chapter III is a reductio of sorts. Here I offer brief sketches of some traditional metaethical theories and indications of what I think are some major shortcomings of these theories. What these traditional theories all have in common is that they are "descriptivistic," i.e., they regard moral judgments as descriptions of either very special "moral facts" (intuitionism), empirical facts (naturalism), or transcendent facts (supernaturalism). The success of these theories depends upon their establishing the existence of a semantical basis for moral judgments--this, I believe, they have failed to do., Chapters IV-VI are concerned with the particulars of Stevenson's theory and criticisms thereof. In Chapter IV, I am concerned with explicating Stevenson's conception of the nature of ethical disagreement. His theory that ethical disagreement is essentially a matter of divergent attitudes (as opposed to divergent beliefs), and his doctrine of intrinsic/extrinsic approval, well account for a large part of ethical argumentation, and do so with very modest ontological and epistemological assumptions. In Chapters V and VI the doctrine of emotive meaning is explicated and defended; I offer a criticism of Stevenson's application of truth-values to moral judgments; and the function of reason in ethics is examined. I try to show here that Stevenson's theory--contrary to widely held opinion--recognizes a greater role for reason to play in ethics than do most, if not all, competing theories.
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Date Issued: 1980, 1980
Identifier: AAI8100654, 3084715, FSDT3084715, fsu:74216
Format: Document (PDF)

Title: AN INVESTIGATION OF THE EFFECTIVENESS OF USING MINICALCULATORS TO TEACH THE BASIC CONCEPTS OF AVERAGE IN THE UPPER ELEMENTARY GRADES.
Creator: ABO-ELKHAIR, MEDHAT EL-SAYED MAHROUS., Florida State University
Abstract/Description: This study investigated the effectiveness of using minicalculators to teach the basic concepts of average at the fourth grade level. The two purposes of this study were: to investigate the possibility that using minicalculators in connection with a unit on averages (arithmetic mean) will facilitate students' acquisition of an understanding of the average of a set of numbers and their abilities to use this knowledge in new situations., To conduct the study, the researcher used two intact...
Show moreThis study investigated the effectiveness of using minicalculators to teach the basic concepts of average at the fourth grade level. The two purposes of this study were: to investigate the possibility that using minicalculators in connection with a unit on averages (arithmetic mean) will facilitate students' acquisition of an understanding of the average of a set of numbers and their abilities to use this knowledge in new situations., To conduct the study, the researcher used two intact fourth grade classes in one elementary school as the population sample. These classes were assigned randomly to either a calculator group or non-calculator group. A computational pretest (covering the four basic arithmetic operations) was administered to both groups a week before the instruction began. Data from this pretest were used to determine if there was any bias with regards to the mathematical abilities of the two groups. Each group received seven days of instruction by a graduate student in mathematics education. Students in the calculator group solved the problems using a minicalculator. Students in the non-calculator group solved the problems using written computational procedures (paper and pencil). A posttest and a transfer test on averages were administered to each group on the two days following the instructional period. These tests were also given as retention tests after a period of one month., Mann-Whitney U Test analysis showed significant differences (at .05 level of significance) favoring the calculator group over the non-calculator group on a test of the basic concepts in average (posttest). No significant differences between both groups were observed on the retention posttest, the transfer test and the retention transfer test. As a further investigation of the results of this study, the researcher analyzed the errors made by the students in both groups on the posttest, transfer test and the retention tests., The conclusions of this study were: (1) The minicalculator was an advantage in avoiding computational errors on all the tests administered to students in the calculator group. (2) The use of minicalculators does not help students in retaining the process required to solve two-step average problems and in applying this knowledge in new situations. (3) The written computational procedures (paper and pencil) seemed to be an advantage in retaining the process required to solve the average problems and in retaining how to apply this knowledge in new situations.
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Date Issued: 1980, 1980
Identifier: AAI8101953, 3084716, FSDT3084716, fsu:74217
Format: Document (PDF)

Title: THE EFFECT OF THREE RULE-RELATED STRATEGIES OF FEEDBACK ON THE LEARNING OF INTELLECTUAL SKILLS.
Creator: ANDREWS, DEE HOWARD., Florida State University
Abstract/Description: Past feedback studies have seldom discriminated between the intellectual skills domain of learning and verbal information. Consequently, it was assumed that feedback which worked for verbal information would also work for intellectual skills. This study hypothesized that feedback which was effective for verbal information, Knowledge of Correct Response (KCR), would not be effective with intellectual skills due to their unique nature. Rather, feedback which utilized the rules learned would be...
Show morePast feedback studies have seldom discriminated between the intellectual skills domain of learning and verbal information. Consequently, it was assumed that feedback which worked for verbal information would also work for intellectual skills. This study hypothesized that feedback which was effective for verbal information, Knowledge of Correct Response (KCR), would not be effective with intellectual skills due to their unique nature. Rather, feedback which utilized the rules learned would be required if effective results were to be obtained., Forty undergraduate students enrolled in a mathematics course were used in this study. The students were randomly divided into three groups and, after receiving instruction on three mathematical rules, were given a test. Corrected tests were then given to the students, along with feedback appropriate to their group. The feedback strategies were: (1) KCR plus a restatement of the rule, (2) KCR, a restatement of the rule, plus a worked-out example problem, (3) a restatement of the rule, a worked-out example problem plus an explanation of the worked-out problem., The students were told to study the feedback and were given a parallel retest three days later. Finally, a retention test was given to the students one week later., Analysis of variance revealed no significant differences between the test scores of the three groups. Although this result did not lead to the rejection of the null hypothesis, experimental difficulties caused final judgment about the effectiveness of the strategies to be reserved. A variety of problems, such as a small number of test items and subjects, indicates that a replication of the study with appropriate revisions is in order. Given the many conditions of learning which differ when one examines the two learning domains it is not consistent to conclude that the domains should be alike when feedback is considered.
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Date Issued: 1980, 1980
Identifier: AAI8101954, 3084717, FSDT3084717, fsu:74218
Format: Document (PDF)

Title: AURAL PERCEPTION OF TONALITY IN AVANT GARDE MUSIC AND ITS RELATIONSHIP TOPREFERENCE.
Creator: BURNS, MARY MARGUERITE TEACHEY., Florida State University
Abstract/Description: Junior high students' aural perception ability and musical preference are of vital importance to music educators. Effective curriculum development is dependent upon knowledge of the students' perceptual competency and openness to different types of music. While many research studies are available on children and adults' musical perception, none exist which deal with junior high students' aural perception of tonality in avant garde music and its relationship to preference for that music. The...
Show moreJunior high students' aural perception ability and musical preference are of vital importance to music educators. Effective curriculum development is dependent upon knowledge of the students' perceptual competency and openness to different types of music. While many research studies are available on children and adults' musical perception, none exist which deal with junior high students' aural perception of tonality in avant garde music and its relationship to preference for that music. The purpose of this study was to (a) examine junior high students' perception of tonality by use of information theory in quantifying the strength of tonality (perception of tonal centers) in selected avant garde compositions, (b) determine differences between junior high students' and adults' perception of tonality, (c) examine the relationship between perception and preference, and (d) examine junior high students' preference for electronic and nonelectronic music., Eighty-six subjects participated in this study: 56 were junior high students at Casa Grande Junior High School in Casa Grande, Arizona, and 30 were undergraduate music majors at Florida State University. Subjects were selected to participate on the basis of their ability to vocalize a mentally held pitch which was determined by Taylor's (1971) melodic perception test, part II, thinking melodies., Materials used in the experiment consisted of two perception and preference test tapes, one primary and one randomized order of musical selections, and a preference response sheet. Music recorded on tape consisted of nine electronic and nine nonelectronic 20 second excerpts of avant garde music. Each excerpt was presented in the following sequence: Example 1 (20 seconds music, 6 seconds silence); example 1 repeated (20 seconds music, 6 seconds silence). Students were randomly assigned to the tapes and an equal number of students heard each tape., The task consisted of listening to each excerpt twice. After the first hearing subjects sang the pitch perceived as the tonal center; after the second hearing, subjects indicated their preferences on a rating scale from 1 to 5 (1 = strongly like). All vocal responses were tape recorded, stroboscopically analyzed and assigned a pitch name., A formula based on information theory, TS = (SIGMA)p log 1/p, was used to calculate tonal strength for each selection and Chi Square analysis was used to compare tonal strength responses. Pearson Product Moment Correlation was chosen to test the relationship between tonal strength response and preference. The Mann Whitney U Test served to determine preference for electronic and nonelectronic music and a t Test was selected to test differences between tonal strength values of junior high students and adults., On the basis of results of this study, it was concluded that (1) there are significant differences in perception of tonality (tonal strength) among the avant garde pieces used in this study as perceived by junior high students ((alpha) = .05); (2) no significant relationship exists between perception of tonality (tonal strength) in avant garde music and preference for avant garde music expressed by junior high students; (3) no significant difference exists in the preference responses for electronic music as compared to preference responses for nonelectronic music expressed by junior high students; (4) there is significant difference in perception of tonality in avant garde music by junior high students and the adult undergraduate college music majors ((alpha) = .05)., Preference for the compositions used in this study seemed to be based on musical parameters other than tonality and electronic versus nonelectronic structure.
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Date Issued: 1980, 1980
Identifier: AAI8101956, 3084718, FSDT3084718, fsu:74219
Format: Document (PDF)

Title: IDENTIFICATION OF WRITING COMPETENCIES NEEDED BY SECONDARY STUDENTS TO PERFORM ASSIGNMENTS IN SCIENCE AND SOCIAL STUDIES CLASSES.
Creator: CLEMMONS, SARAH MARTIN., Florida State University
Abstract/Description: This study developed and validated an optimum writing competencies list that paralleled the Florida Minimum Skills list but specified the skills needed by secondary students to perform academic writing assignments required in science and social studies classes. The study was accomplished in three phases. The first phase consisted of identifying the writing tasks most often demanded of secondary students by their science and social studies teachers. In the second phase of the study, the...
Show moreThis study developed and validated an optimum writing competencies list that paralleled the Florida Minimum Skills list but specified the skills needed by secondary students to perform academic writing assignments required in science and social studies classes. The study was accomplished in three phases. The first phase consisted of identifying the writing tasks most often demanded of secondary students by their science and social studies teachers. In the second phase of the study, the writing assignments identified in the first phase were analyzed and translated into optimum writing competencies required to complete the assignments, and a comprehensive list of optimum writing competencies was constructed. In the third phase a panel of writing experts validated the optimum writing competencies list by identifying the competencies most needed by students., In the first phase, the Panhandle Area Educational Cooperative, an agency which coordinates the combined educational efforts of nine Northwest Florida county school systems, agreed to serve as a liaison between the investigator and the county school superintendents. This agency sanctioned the study and encouraged the school superintendents to grant permission for their schools to participate in the study. After permission was granted, the principals of high schools in these counties were requested to supply the names of their secondary science and social studies faculty members. When these names were submitted, these teachers were requested to send samples of writing tasks commonly required in their classes. Of the 133 teachers contacted, 75 teachers responded, and 257 writing assignments were collected., In the second phase of the study, the writing assignments collected in the first phase were analyzed and translated into writing competencies needed to perform the tasks. The analysis of the assignments indicated that science and social studies teachers expected students to be able to perform a variety of types of writing tasks, with test taking, answering study questions, and essay writing as the most often assigned tasks. The teachers frequently assigned writing as a part of the instructional methodology, including evaluative writing, daily in-class writing and extended out-of-class writing. However, many of the writing assignments did not include specific or complete directions. Writing assignments of various degrees of complexity were made, but most required optimum writing skills. In addition, the assignments required mastery of some skills in all composing and editing competency areas. The assignments were translated into a total of 73 writing competencies, and a composite list was constructed., In the third phase a survey questionnaire containing the skills list was mailed to ten educators responsible for secondary and adult writing instruction at various high schools, community colleges, and universities in Florida. These writing experts were members of a panel asked to judge the degree of importance of each of the optimum writing competencies identified in phase II. The analysis of their ratings revealed 65 of the 73 competencies were considered important for completing science and social studies writing assignments., This list could be of potential use to English, science, and social studies teachers who expect to assist students in developing optimum writing skills needed for completing academic writing tasks.
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Date Issued: 1980, 1980
Identifier: AAI8101959, 3084719, FSDT3084719, fsu:74220
Format: Document (PDF)

Title: THE IMPACT OF EDUCATION AND TECHNOLOGY ON ECONOMIC DEVELOPMENT IN SELECTED COUNTRIES: A MODIFICATION OF OGBURN'S THEORY OF CULTURAL CHANGE.
Creator: CUNNINGHAM, DONALD GILBERT., Florida State University
Abstract/Description: The question this study seeks to answer is whether there is a relationship between levels of education, technology, and economic development in selected countries; and also whether education and technology are causal factors or correlates of economic development. The late Professor William F. Ogburn dealt with such factors in his theory of cultural change. He emphasized the major influence of inventions (technology) in cultural change. However, in the present study, the author was interested...
Show moreThe question this study seeks to answer is whether there is a relationship between levels of education, technology, and economic development in selected countries; and also whether education and technology are causal factors or correlates of economic development. The late Professor William F. Ogburn dealt with such factors in his theory of cultural change. He emphasized the major influence of inventions (technology) in cultural change. However, in the present study, the author was interested primarily in developing nations that have found technological advancement difficult. Hence, these nations have relied on improving the level of education. The idea of holding to the Ogburn perspective was an attractive one; yet, for these nations, treating level of education as the independent variable was more realistic. Ogburn's theory, then, has been modified by assuming that education is the key variable for development in the nations selected for this study. Then, factor analysis was utilized to derive factor scores for indicators of level of education, technology, and economic development. The modern world concept proposed by Wallerstein (1974) was adopted, and sixty-one countries were randomly selected from the core, semiperipheral, and peripheral countries in the non-communist world to make comparisons utilizing partial correlations. The results suggest that education and technology are both necessary though not sufficient conditions for economic development, and that education-technology-economic development may represent a causal sequence. Furthermore, there was a significant difference in the level of education between 1960 and 1975 although no differences were noted in the levels of technology and economic development in these same years. In addition, there was a significant difference between the core, semiperipheral, and peripheral countries in 1960 and, 1975 on level of education although no differences were noted between these countries on the levels of technology and economic development in these same years. Also, by modifying Ogburn's theory in treating education as an innovation, it was found that education was indeed a major variable for economic development in the selected countries. Lastly, the studies which have assigned little or no credence to the relationship between education and economic development are refuted here.
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Date Issued: 1980, 1980
Identifier: AAI8101960, 3084720, FSDT3084720, fsu:74221
Format: Document (PDF)

Title: WELFARE AND CHANGE: A TIME SERIES ANALYSIS OF PUBLIC ASSISTANCE PROGRAMS.
Creator: DINITTO, DIANA MARIA., Florida State University
Abstract/Description: This study examines change in welfare using time series analysis in five major United States public assistance programs: Aid to Families with Dependent Children, Supplemental Security Income, State General Assistance, Medicaid and Food Stamps. Two types of change-producting interventions are considered. One type of intervention is a major legislative event in the history of the program. The other type of intervention is the "welfare rights movement" of the 1960s. The analysis identifies...
Show moreThis study examines change in welfare using time series analysis in five major United States public assistance programs: Aid to Families with Dependent Children, Supplemental Security Income, State General Assistance, Medicaid and Food Stamps. Two types of change-producting interventions are considered. One type of intervention is a major legislative event in the history of the program. The other type of intervention is the "welfare rights movement" of the 1960s. The analysis identifies points of major change in total constant dollar payments, average constant dollar payments per recipient, and numbers of recipients. Findings are analyzed for each program and compared across programs. Cross-program comparisons take into account differences in intervention effects based on program age, clientele, administrative structure, and type of transfer (cash or inkind)., Findings suggest that in only limited cases have legislative changes in public assistance programs produced intended results. Legislation aimed at increasing welfare spending and number of recipients has been much more successful in accomplishing its goals than legislation aimed at curbing spending and recipient growth. For example legislation federalizing the adult public assistance programs in 1973 in order to raise payment levels and include new recipients was generally effective. However, legislative amendments to the Social Security Act in 1962 and 1967 intended to reduce the number of welfare families with dependent children were unsuccessful in limiting growth. Encouraging welfare growth through legislative change is far more effective than limiting growth., The welfare rights movement was not a consistent predictor of dramatic increases in welfare spending and recipient levels. In the cash assistance programs, Aid to Families with Dependent Children and General Assistance, continual, steady increases in total constant dollar payments and numbers of recipients occurred, not explosive growth. Average constant dollar payments did not increase in either program. In the Supplemental Security Income program there was growth in the portion of the program for the disabled but not for the elderly or blind. Of all the welfare programs, most growth occurred in the inkind programs, Medicaid and Food Stamps. These inkind programs were the real welfare-expanding programs of 1960s. These findings suggest that the major effect of the welfare rights movement was not to increase cash benefit programs, but to stimulate new services for the poor. While the movement was unsuccessful in boosting cash benefits for recipients, legislators were spurred to do something about welfare, even if this meant reintroducing the more paternalistic inkind welfare programs of the early- and middle-twentieth century.
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Date Issued: 1980, 1980
Identifier: AAI8101961, 3084721, FSDT3084721, fsu:74222
Format: Document (PDF)

Title: AN ANALYSIS OF TOM STOPPARD'S PLAYS AND THEIR PRODUCTIONS (1964-1975).
Creator: FARAONE, CHERYL, F., Florida State University
Abstract/Description: The document deals with the published and unpublished works of playwright Tom Stoppard. Three plays, Rosencrantz and Guildenstern are Dead, Jumpers and Travesties, are given extensive critical analysis; the plays' production histories are then detailed, with specific reference to in-person interviews conducted with actors, directors, and designers who participated in the original productions of the plays, both in Great Britain and the United States. The concluding chapters of the document...
Show moreThe document deals with the published and unpublished works of playwright Tom Stoppard. Three plays, Rosencrantz and Guildenstern are Dead, Jumpers and Travesties, are given extensive critical analysis; the plays' production histories are then detailed, with specific reference to in-person interviews conducted with actors, directors, and designers who participated in the original productions of the plays, both in Great Britain and the United States. The concluding chapters of the document deal with the author's "nuts and bolts" plays, those works which by virtue of their length or choice of thematic material are slighter, more diversionary, or otherwise not as central to Stoppard's work. The final chapter explores the radio and television works, with specific reference to the position of these works as early explorations for themes and plots later reworked and extended by the author. The chapter includes analysis of much unpublished material obtained through research at the BBC files in London., Conclusions drawn about Stoppard's work center around his collaborative nature--the input welcomed from other creative contributors, particularly actors, and the author's strong participation in the rehearsal process. Thematic threads are also explored, as well as the specific interrelationship of form and function. Stoppard's position as an author who dislikes "closet" analysis of his work (that is, outside the confines of a theatre) is also elucidated.
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Date Issued: 1980, 1980
Identifier: AAI8101963, 3084722, FSDT3084722, fsu:74223
Format: Document (PDF)

Title: A STRUCTURAL ANALYSIS OF GIDE'S "LES CAVES DU VATICAN" ACCORDING TO THE THEORIES OF CLAUDE LEVI-STRAUSS.
Creator: FRANCHI, CAROL ANN., Florida State University
Abstract/Description: In Andre Gide's Les Caves du Vatican, an understanding of the narrative structures underlying the novel and of the symbolism attached to them necessitates using a method which acknowledges multiple levels of meaning within the work. Therefore, the present investigation utilizes the theories of Claude Levi-Strauss, a structural anthropologist. In his studies, Levi-Strauss discovered that the primary object of mythic narrative structures is the conciliation on a symbolic level of irreconcilable...
Show moreIn Andre Gide's Les Caves du Vatican, an understanding of the narrative structures underlying the novel and of the symbolism attached to them necessitates using a method which acknowledges multiple levels of meaning within the work. Therefore, the present investigation utilizes the theories of Claude Levi-Strauss, a structural anthropologist. In his studies, Levi-Strauss discovered that the primary object of mythic narrative structures is the conciliation on a symbolic level of irreconcilable conflicts. Levi-Strauss' method for elucidating the deep structures of myths proves useful when applied to other narrative genres. In Gide's novel, the narrative structures evidence insurmountable conflicts at several levels which tend progressively toward resolution at the conclusion of the novel., Our presentation contains a discussion of previous critical works on Les Caves du Vatican, followed by an elaboration of Levi-Strauss' theories and an explanation of methodology. In the third part, these theories are applied to the five orders or levels of meaning elicited from the novel: the familial, sociological, economic, intellectual, and ritual. Each of these orders is studied in terms of its apparent content or chronological sequences and also in terms of its latent content or non-manifest oppositional schemata so that we are able to bring to light its deeper symbolic meaning. In the final section, the five orders are compared and integrated so that conclusions concerning the mediation process are more clearly demonstrated. Levi-Strauss' formula for the description of mythic structure is employed as a generative and explicative base for the mediation process., In the novel, the fundamental oppositions arising from the familial, sociological and economic orders are: amplification vs. diminution (the growth of the family as opposed to its dissolution), non-conformity vs. conformity (anti-establishment forces as opposed to the social establishment), and gain vs. loss (financial well-being as opposed to financial deprivation). In the global integration process these oppositions may be understood as transformations of the elementary opposition of freedom vs. constraint. Correspondingly, the basic oppositions which stem from the intellectual and ritual orders are demonstrable vs. intuitive (the rational and ordered as opposed to the irrational and indeterminate), and expected vs. surprising (the predictable as opposed to the unpredictable). Underlying these two oppositions is the latent opposition of order vs. chaos., Establishment and anti-establishment forces clash at the outset of the novel. The mechanistic and systematizing base of an established order constrains and limits the characters of the novel. In conflict with the established order are vitalistic, liberating elements, forces which tend toward disruption, chaos, and disorder. For Lafcadio, who seeks an authentic mode of being, the gratuitous murder of Amedee does not in itself affirm his independence but rather engenders confusion and a crise de conscience. He is entrapped by Protos and enmeshed in family affairs by his action. Realizing that he cannot accept roles imposed on him by others, Lafcadio rejects the restraints of the system and awakens to a renewed, self-affirmation at the close of the novel. Thus, the conflict between order and chaos in Gide's novel is overcome by a self-determining freedom of action., In Les Caves du Vatican, Gide satirically and farcically portrays fundamental conflicts which remain even today basic to the human condition.
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Date Issued: 1980, 1980
Identifier: AAI8101964, 3084723, FSDT3084723, fsu:74224
Format: Document (PDF)

Title: AN APPLICATION OF PARTIAL CANONICAL ANALYSIS IN AN EDUCATIONAL SETTING.
Creator: GRIFFIN, PATRICK EDWARD., Florida State University
Abstract/Description: Partial Canonical Analysis has not previously been applied in an educational setting. Problems associated with the interpretation of relationships within and between residualized sets of variables had not been addressed. In the application of this relatively new technique, this study examined
Date Issued: 1980, 1980
Identifier: AAI8101965, 3084724, FSDT3084724, fsu:74225
Format: Document (PDF)

Title: FLORIDA HIGH SCHOOL LANGUAGE ARTS CURRICULUM CHANGES RESULTING FROM THE FLORIDA STATE STUDENT ASSESSMENT TEST: STATUS AND IMPACT OF CHANGES.
Creator: HARRISON, MAUDIE JEAN COLEY., Florida State University
Abstract/Description: This was a survey study with a follow-up interview to determine the status and the impact of the changes which have occurred in three areas of the language arts--language, literature, and composition--in Florida high schools, grades 10-12, since the introduction of the State Student Assessment Test in 1977., It attempted to answer the following questions concerning the language arts program: (1) What are the established standards of an exemplary language arts program for grades 10-12 as...
Show moreThis was a survey study with a follow-up interview to determine the status and the impact of the changes which have occurred in three areas of the language arts--language, literature, and composition--in Florida high schools, grades 10-12, since the introduction of the State Student Assessment Test in 1977., It attempted to answer the following questions concerning the language arts program: (1) What are the established standards of an exemplary language arts program for grades 10-12 as revealed in the literature? (2) What changes have occurred in the three major areas of the language arts in Florida since the introduction of the SSAT, and what is the nature of these changes? (3) What is the impact of the changes on the Florida language arts program?, From a review of the literature were established 27 standards for an exemplary high school language arts program. From the standards was developed a questionnaire to obtain the perceptions of language arts teachers and administrators in 17 high schools in ten selected counties of Florida representing socio-economic and demographic factors which may influence curriculum decision making., In summary the following changes were reported: (1) Greater emphasis was placed on the study of the basic skills of reading, usage, and writing. (2) Less emphasis was placed on the study of literature. (3) More emphasis was placed on the study of basic composition skills rather than written composition per se. (4) More emphasis was placed on the study of language., The impact of the changes resulted in less integration of the study of literature, language, and composition in many language arts courses., The following conclusions were made from this study: (1) Administrators and teachers reported that increased emphasis on basic skills precipitated a change in the balance of the instruction of literature, language, and composition. (2) Teachers did not perceive as much change as administrators. (3) Administrators and teachers perceived the SSAT as a first step in improving instruction for some students, but they did not perceive the students' passing the SSAT as achieving the ultimate goals of the language arts program. They expressed the need to modify the SSAT so as to test the students' actual writing skills, and furthermore, they felt the need to resolve the teachers' problem of the burdensome responsibilities of retesting and recording test results., Considering the results of this research the following recommendations are made: (1) further study to reveal the extent of the changes which have occurred, the number of students involved in the intensive remediation and compensatory programs, and the validity of the SSAT to determine the students' ability to read and write, (2) further study of the organizational modifications needed to facilitate teachers' becoming better teachers of literature, composition, and language, (3) workshops for language arts teachers which include new technology in the teaching of literature, language, and composition, the restructuring of courses, exploration of current methodology, and the most productive use of time.
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Date Issued: 1980, 1980
Identifier: AAI8101966, 3084725, FSDT3084725, fsu:74226
Format: Document (PDF)

Title: AMERICAN BURLESQUE AS REFLECTED THROUGH THE CAREER OF KITTY MADISON, 1916-1931.
Creator: HARVEY, JOEL., Florida State University
Abstract/Description: This thesis studies the nostalgic years of Burlesque through the career of Kitty Madison. Burlesque theatres, which were once numerous and plentiful during the early part of the twentieth century, began to decline and close during the 1930's. Various reasons are given for the death of Burlesque; advancing technology in other media, the birth of radio and talking films for example; the Great Depression and the resulting lack of money necessary for mounting productions which would be...
Show moreThis thesis studies the nostalgic years of Burlesque through the career of Kitty Madison. Burlesque theatres, which were once numerous and plentiful during the early part of the twentieth century, began to decline and close during the 1930's. Various reasons are given for the death of Burlesque; advancing technology in other media, the birth of radio and talking films for example; the Great Depression and the resulting lack of money necessary for mounting productions which would be competitive with vaudeville and legitimate theatre in terms of scenic spectacle; and most significantly, the changing moral views of the American society., Burlesque mirrored the hedonism of the 1920's with comic skits featuring scantily clad ladies who, with a wink or suggestive gesture, implied that their sexual favors could be obtained. As the decade progressed, the sexual suggestions became broader and broader, the tease evolved into the strip and audiences of the twenties flocked to the Burlesque theatres. This calibre of entertainment, while socially acceptable to a large segment of the general public of the morally relaxed Jazz Age, proved to be inappropriate and unacceptable the following decade. Burlesque was unable to adapt and incorporate the more sober social and moral attitudes of the thirties emphasizing the work ethic and a return to the more traditional American values. Faced with failing attendance and loss of profits, most Burlesque theatres ceased operations or converted to cinemas. Burlesque did not die completely; it had created, or at least identified, a market for live pornography, and continued to cater to that need and became the dregs of the entertainment industry., It was important that a study of Burlesque be completed because Burlesque mirrors and illumines a period of American history and the social and cultural values of a segment of the public in that time. This study cannot pretend to meet completely such an objective, but it makes a beginning by examining the experiences of one of Burlesque's important stars, Kitty Madison., The reminiscences and scrap books of Kitty Madison suggest insights about an important transition of recent American social history. The 1920's represents to social historians Loren Baritz, William Leuchtenberg, Henry May, Henry Steele Commager, Lewis Allan and others, a period in which the disintegration of American values was recorded and "shook American society to its depths." Kitty Madison's career in Burlesque and decisions she made in her personal life are representative of the confusion of moral values and standards which occurred in American society and provide important insights into the social history of the period., In addition to what can be learned about American social history from the papers of Kitty Madison, important things can be learned about practices in the American theatre during the first third of the twentieth century. I have edited the transcription of a taped interview with Kitty Madison. The entire unedited transcription of the interview is set forth in the Appendix. In addition, Miss Madison's own words in her own style provide a feeling of the person she is and the times she lived in. She is a colorful person and the oral history approach allows her personality to surface whereas paraphrasing or reporting her comments diminishes her personality., The 1920's, the decade in which Kitty Madison was most active in show business, in vaudeville as well as Burlesque, represents that time in American social history during which a transition occurred in moral values. This transition is reflected in the history of Burlesque and in the career of Kitty Madison.
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Date Issued: 1980, 1980
Identifier: AAI8101967, 3084726, FSDT3084726, fsu:74227
Format: Document (PDF)

Title: THE EFFECTS OF VALUE ANALYSIS PROCEDURES UPON STUDENTS' ACHIEVEMENT IN READING COMPREHENSION.
Creator: IRVIN, JUDITH LYNN., Florida State University
Abstract/Description: The purpose of this study was to investigate the effects of value analysis instructional procedures upon students' achievement in reading comprehension. Students were randomly assigned to one of two treatments: reading instruction using a basal approach or reading instruction using a value analysis approach. A model of value analysis originally developed by Fraenel was adapted to design materials in the value analysis group. Literal reading comprehension and higher reading comprehension were...
Show moreThe purpose of this study was to investigate the effects of value analysis instructional procedures upon students' achievement in reading comprehension. Students were randomly assigned to one of two treatments: reading instruction using a basal approach or reading instruction using a value analysis approach. A model of value analysis originally developed by Fraenel was adapted to design materials in the value analysis group. Literal reading comprehension and higher reading comprehension were tested separately. In addition, the factor of retention over time and the interaction between treatment and time was tested. Sample treatment sessions were taped and rated to insure consistency of approach of the researchers. The two treatment groups were compared through a simple t-test procedures to substantiate the claim that the two treatment groups were equivalent with regard to ability. Students were administered the McGuire-Bumpus Reading Comprehension Test (form X) immediately after the treatment ended and a parallel form of the same test (form X) of the same test two weeks after the treatment ended., A total of 108 students participated in this study. All students attended the Developmental Research School in Tallahassee, Florida, The students population at this school is carefully chosen through computer analysis to reflect the socio-economic and ethnic composition of the State of Florida., An analysis of variance design with repeated measures on the dependent variable was chosen to ascertain the difference between the means for the value analysis treatment group and the basal treatment group., With respect to the literal level of reading comprehension, no significant difference between the means for the value treatment group and the basal treatment group was found. Also, no significant differences were observed between the first and second post-tests and the interaction between treatment and time. However, trends in the obtained data show that the sample mean for the value analysis treatment group appeared to be higher on the delayed post-test than the sample mean of the basal treatment group. One possible explanation for this finding is that discussion of the value issues inherent in the stories helped students to recall and to organize information around a central theme., While no significant difference for higher level reading comprehension was found, there was a tendency for participants in the value analysis treatment group to perform better on both tests than the basal treatment group. These results suggest that both the processes of reading comprehension and valuing may encompass what may be called the critical process; analyzing, applying and integrating information., The effect of the treatment over time for higher level reading comprehension, produced no significant difference between the means of the first and second post-test although there was a trend for the scores on the second post-test to be lower. This tendency may be due merely to the passage to time. The interaction between time and treatment for higher level reading comprehension was found to be non-significant., The findings of this study may tentatively suggest that if teachers focused on the many value issues inherent in basal reading material, reading comprehension at higher levels may be improved. It was further recommended that publishers and teacher educators should consider providing the necessary tools of value analysis to classroom teachers.
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Date Issued: 1980, 1980
Identifier: AAI8101968, 3084727, FSDT3084727, fsu:74228
Format: Document (PDF)

Education, Administration (104)	+ -
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