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Previous research has found enrollment in CTE is predictive of positive outcomes in postsecondary education and employment. Students with disabilities who engage in a concentration of CTE courses in high school: (a) have fewer unexcused absences, (b) are more likely to graduate high school on-time, and (c) are more likely to be employed after high school than those students enrolled in few to no CTE courses. Outcomes of youth with disabilities are influenced by many factors (e.g., expectations). Services provided to students while in high school also contribute to positive outcomes. One important transition service that can be provided to students while in high school to assist in mitigating poor outcomes for youth with disabilities is access to career technical education (CTE). The content presented will support practitioners in aligning services and supports in the Individualized Education Program (IEP) to increase the likelihood of postschool success after high school.

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This study examined the associations among personality, identity style, and fundamentalism. The initial sample included 808 students from 2 state universities (in the upper Midwest and Southeast United States). Of those students, 440 students self-identified as Protestant and were included. Testing mediation effects of identity styles on the relationship between personality and fundamentalism revealed only moderate direct effects between personality and fundamentalism, but 4 distinct patterns of indirect effects supporting the process-oriented model proposed by Duriez and colleagues. Results are discussed in terms of similarities and differences with other studies, with implications for future research outlined.

The literature on Protestant fundamentalism is characterised by instruments that are unidimensional, largely assessing Christian orthodoxy, and use inconsistent conceptual definitions. The present study presents an effort to develop and test an instrument using Ammerman's definition of North American Protestant fundamentalism as a multidimensional construct that includes four components: inerrancy of scripture, evangelism, premillenialism, and separatism. This model was confirmed statistically, and clear evidence of reliability and both convergent and divergent validity is presented. Relationships with other variables, while clearly showing overlap in anticipated directions, also show enough non-shared variance to justify continuing to view fundamentalism as a separate construct.

The purpose of this study was to investigate the utility of a structural-developmental approach as a basis for a philosophy of education for the public community college of the Midwestern United States. The structural developmental approach was explored within the broader cognitive studies of the Piagetian tradition in America. The method of research employed was a combination of analysis of relevant literature and empirical investigation at a community college. This combination was explored in order to determine the possible abstraction of a structural-developmental pattern as a potential base for theory building. A research instrument was used to assess the cognitive stage of development of critical groups of students. The drop, course withdrawal. Grade point average, and cognitive stage data of lower ability vocational-technical, lower ability transfer, and upper ability students were compared and analyzed, with a .05 level of significance as the criterion for differences. Regarding the relationships of vocational-technical courses and transfer courses, the following observations seemed justified concerning the abstraction level required: (1) no evidence was gained to support the action of a true difference in abstraction level required (2) limited data from other literature offered no substantial support for a true difference, and (3) an argument from silence suggested no true difference. Regarding supportive evidence for the utility of a cognitive-developmental-structural approach to the rural community college educational task, the following summary of findings seemed justified: (l) course withdrawal, grade point average, and cognitive stage data of upper ability and lower ability student’s appeared to indicate a utility for the approach (2) consistency theory offered the possibility of a favorable climate for an interactional (naturalistic and environmental) approach such as was investigated (3) the literature within the community college framework suggested the need for a more comprehensive philosophy than had crystalized; and (4) the literature which had explored the ramifications of the Piagetian tradition in America provided a rationale for a cognitive-developmental-structural approach. From the findings and the results of the analyzed information in this study, the following conclusions seemed justified: (l) evidence from liter3ture and empirical investigations demonstrated the need for a broadly based psychology of education not presently apparent in the community college movement (2) vocational-technical programs presented no unique solution to the breadth of the educational task: (3) diversity in student capability demanded a more universal basis for a philosophy of education: (4) evidence from the literature and empirical inquiry destroyed the myth that the Piagetian tradition was age-bound at a level below community college functions: (5) Piagetian tradition provided a universal kind of basis for a philosophy of education: (6) natural diversity of the college setting studied was conducive to a broadly based psychology of the individual student; (7) cognitive stages were abstracted from the mental functions of students involved in the study and found to be relevant to the educational processes of the community college: and (8) implementation of a definitive cognitive-developmental approach to the educational task of grades thirteen and fourteen would have the advantage of providing a continuity with the educational modes of grades one through twelve. Recommendations that seemed warranted were (1) recognition of the utility of a structural-developmental approach (2) acceptance of qualitative differences in stages of mental development (3) an incremental approach to the developmental tasks, (4) instructional design accommodating invariant stages of thought development: (5) involvement of instructors in affective and motivational teaching (6) exploration of new techniques and approaches and (7) replication of notions and techniques of the structural-developmental approach to the educational task of the rural community college.

Educational policymakers have used tracking to instruct students in a variety of subjects, including mathematics. Tracking, which has also been called ability grouping, is a process by which students in the same grade are placed into different classes based on academic ability. Few educators and sociologists have looked at the process by which students are placed in different mathematics tracks. The research design of this study focused on accumulating, evaluating, and reporting the understanding and observations of 12 teachers and 4 counselors as they discussed their knowledge and involvement in the mathematics placement procedures from the intermediate and middle school levels in northern Utah. The data revealed that in addition to the official placement policies there were other factors that influenced the math placement. Those factors were teacher input, parental participation, and student involvement in the educational process. Educational administration, counselors, and teachers can use the results of this study to create more equitable placement policies and procedures for all students.

Dans cette thèse, nous examinons comment un assistant de preuve peut être utilise pour étudier les fondements de la géométrie. Nous débutons en nous concentrant sur les façons d’axiomatiser la géométrie euclidienne et leurs relations. Ensuite, nous exposons une nouvelle preuve de l’indépendance de l’axiome des parallèles des autres axiomes de la géométrie euclidienne du premier ordre. Cela nous amène à affiner la classification des plans de Hilbert de Pejas en considérant les propriétés de décidabilité. Mais, notre intuition nous amène souvent à négliger leur utilisation. Un assistant de preuve nous permet d’utiliser un outil parfait qui ne possède aucune intuition : un ordinateur. De plus, les assistants de preuve nous laissent exploiter les capacités de calcul des ordinateurs. Nous démontrons comment utiliser de méthodes algébriques de déduction automatique en géométrie synthétique. Enfin, nous présentons une procédure spécifique destinée à automatiser des preuves d’incidence. / In this thesis, we investigate how a proof assistant can be used to study the foundations of geometry. We start by focusing on ways to axiomatize Euclidean geometry and their relationship to each other. Then, we expose a new proof that Euclid’s parallel postulate is not derivable from the other axioms of first-order Euclidean geometry. This leads us to refine Pejas’ classification of parallel postulates. We do so by considering decidability properties when classifying the postulates. However, our intuition often guides us to overlook uses of such properties. A proof assistant allows us to use a perfect tool which possesses no intuition: a computer. Moreover, proof assistants let us leverage the computational capabilities of computers. We demonstrate how we enable the use of algebraic automated deduction methods thanks to the arithmetization of geometry. Finally, we present a specific procedure designed to automate proofs of incidence properties.

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Civil Engineering, 1980. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING. / Bibliography: leaves 121-123. / by Gary E.B. Choot. / M.S.

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