The purpose of this study was to produce a portrait of career maturity in an LD secondary population described along multiple dimensions. The Career Development Inventory-Part 1 (CDI) was administered to the 7 females and 68 males who formed the LD population in grades 8, 10 and 12 of a Southwestern Virginia school system who had IQs of 85 or above and no serious emotional or behavioral problems. Research questions considered the reliability and item appropriateness of the CDI for this population, the contribution of variables related to career maturity and/or learning disabilities to the variance on five CDI scales and the CDI profiles for the total population and 11 subsets of the population. Internal consistency reliabilities of .88, .65, .58 and .71 respectively were found for Career Planning (CP), Decision Making (DM), World of Work (WW) and Career Development-Knowledge and Skills (CDK). A minimum of six items on the latter three cognitive scales were deemed inappropriate in terms of item-scale correlations. Grade, WISC-R Verbal and Performance IQs, WRAT Arithmetic and Reading scores, ACD profile and father's occupational level were found to contribute descriptively to explaining 19% of the variance for CP, 26% for CDA (Career Development-Attitudes), 43% for WW, 55% for CDK and 45% for COT (Career Orientation Total). Beyond Grade which made the highest contribution to all five scales (p<.01), the intelligence variables contributed significantly to the attitudinal scales (p<.05) and the achievement variables to the cognitive scales (p<.05 or .01). Father's occupational level and the ACD profile contributed insignificantly. This LD population at all grade levels scored higher than the norm group of students in grades 9-12. Although very small subgroups made any inference to even similar populations tenuous, scores increased as degree of disability went down, when students had less than two years of vocational training or parents in low occupational levels or their greatest dysfunction in Spelling. Discrepancies between attitudinal and cognitive scale scores existed in some subgroups. Scores decreased with primary dysfunction in Arithmetic. / Ed. D.

The purpose of this investigation is to study a given secondary school with which the investigator is familiar in order to determine as objectively as possible what conditions, relationships, and experiences are exercising unwholesome influences on the youngster's actions, and to determine how the school can provide opportunities for developing social behavior that will make an integrated personality.

The problem in this study is threefold: (1) to discover cases of maladjustment which exist among the students of a certain small high school; (2) to determine as far as possible the causes of these maladjustments, particularly the role of the school as a contributing agent; and (3) to suggest and to apply as far as possible remedial measures.

The problem in this study is twofold. First, there will be an attempt to determine the values that organizations in the secondary school have for the development of its students. Second, a survey will be made of the four-year accredited high schools in District Five of Texas to determine how and to what extent they are realizing their responsibilities in this respect.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

The purpose of the study was to ascertain whether significant differences in attitudes held by office education students are associated with (l) the type of office education program in which students were enrolled, (2) the size of the community in which the students lived, and (3) the attitude held by the classroom teacher.

The problem of this study was to identify relationships which might exist between variables measuring alienation feelings in high school students and variables measuring attitudes exhibited by those students toward the school environment. Mackey's Adolescent Alienation Scale was used to obtain student scores on three dimensions of alienation—Personal Incapacity, Cultural Estrangement, and Guidelessness. The Minnesota School Attitude Survey (MSAS) was used to obtain scores on attitudes toward factors in the school environment: School Curriculum, Self at School, Others at School, Support Received at School, Pressure at School, and Personal Development at School. Pearson Product moment correlations were computed for each dimension of alienation and the attitude clusters. Correlations were computed for each of nine statistical subgroups which comprised the sample group of 294 students— ninth-, tenth-, eleventh-, and twelfth-grade subgroups, male and female subgroups, and Anglo, Black, and Hispanic subgroups. Students in the population for the study were enrolled in a traditionally-organized, comprehensive curriculum, racially-integrated urban high school in a large-city public school district. Findings revealed that the single most influential environmental factor related to student alienation in this study was a feeling of pressure in the school setting. Pressure was related directly both to feelings of Personal Incapacity and to feelings of Guidelessness. Also, the greater students' feelings of Personal Incapacity, the less pleasant (more unpleasant) they felt their experiences were with the curriculum, themselves, and others at school. Alienation in the sense of Cultural Estrangement was related strongly and inversely to personal growth and development experiences at school. Feelings of Guidelessness were associated inversely with both students' attitudes of pleasantness/unpleasantness and their attitudes of importance/unimportance toward the school curriculum, themselves, and others at school. It is recommended that studies be conducted to determine specific learning activities, school experiences, and organizational processes which can reduce effectively students' feelings of alienation in the school setting.

by Wong Tai Yuen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 112-128). / Acknowledgements --- p.i / Abstract --- p.iii / Contents --- p.v / List of Tables --- p.ix / List of Figures --- p.x / Chapter Chapter I --- Introduction / Chapter 1.1 --- The Problem --- p.1 / Chapter 1.2 --- Statement of the Problem --- p.7 / Chapter 1.3 --- Hypotheses --- p.7 / Chapter 1.4 --- Limitations --- p.9 / Chapter 1.5 --- Definitions of Terms --- p.10 / Chapter 1.5.1 --- Text / Chapter 1.5.2 --- Discourse / Chapter 1.5.3 --- Texture / Chapter 1.5.4 --- Context of Situation / Chapter 1.5.5 --- Cohesion / Chapter 1.5.6 --- Cohesive Ties / Chapter 1.5.7 --- Cohesive Harmony / Chapter 1.5.8 --- Coherence / Chapter 1.5.9 --- T-unit / Chapter 1.5.10 --- Holistic Rating / Chapter 1.6 --- Significance of the Study --- p.16 / Chapter Chapter II --- Review of the Literature / Chapter 2.1 --- "Language, Context and Text" --- p.18 / Chapter 2.2 --- Relationship of the Text to its Context of Situation --- p.18 / Chapter 2.3 --- Cohesion --- p.20 / Chapter 2.4 --- Coherence --- p.21 / Chapter 2.5 --- Cohesion and Coherence --- p.23 / Chapter 2.6 --- Cohesion and Coherence as Defined in this Study --- p.26 / Chapter 2.7 --- "Cohesion, Coherence and Reading Comprehension" --- p.27 / Chapter 2.8 --- "Cohesion, Coherence and Writing" --- p.29 / Chapter 2.9 --- The Connections between Reading and Writing --- p.30 / Chapter 2.10 --- Cohesive Ties --- p.33 / Chapter 2.11 --- How Cohesion Works --- p.41 / Chapter 2.11.1 --- Cohesive Devices as Signals / Chapter 2.11.2 --- How Cohesive Devices Help to Integrate Text / Chapter 2.11.3 --- Cohesion and Processing Efficiency / Chapter 2.11.4 --- The Given-New Contract / Chapter 2.12 --- Measuring Cohesion --- p.44 / Chapter 2.13 --- Measuring Coherence --- p.46 / Chapter 2.14 --- How Cohesion and Coherence Are Measured in this Study --- p.47 / Chapter Chapter III --- Procedure and Design of the Study / Chapter 3.1 --- Sampling --- p.49 / Chapter 3.2 --- Design of the Scale to Measure Students' Control over the Use of Cohesive Devices in Writing --- p.51 / Chapter 3.2.1 --- The Writing Test / Chapter 3.2.2 --- Measure of Cohesion / Chapter 3.2.3 --- Cohesive Errors / Chapter 3.2.4 --- Measure of Coherence / Chapter 3.3 --- Design of the Scale to Measure Students' Ability to Understand and Interpret Text --- p.68 / Chapter 3.4 --- Statistical Design --- p.71 / Chapter Chapter IV --- Results and Discussion / Chapter 4.1 --- Linguistic Competence of the Subjects --- p.73 / Chapter 4.2 --- Analysis of the Reading Test --- p.74 / Chapter 4.3 --- Analysis of the Written Test --- p.78 / Chapter 4.3.1 --- Frequency Count of Cohesive Features / Chapter 4.3.2 --- Holistic Rating Scores / Chapter 4.4 --- Multiple Regression Analysis --- p.82 / Chapter 4.4.1 --- Line of Regression / Chapter 4.4.2 --- Test of Multicol1inearity / Chapter 4.4.3 --- Test of Autocorrelation / Chapter 4.5 --- Discussion of the Findings of the Multiple Regression Analysis --- p.85 / Chapter Chapter V --- Conclusions and Implications / Chapter 5.1 --- Summing up --- p.98 / Chapter 5.2 --- Further Discussion: Limitations and Possibilities --- p.102 / Chapter 5.3 --- Implications for Instruction --- p.108 / Bibliography --- p.112 / Appendices --- p.129 / Chapter Appendix A --- Reading Test / Chapter Appendix B --- Writing Test

謝淸美. / 複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 48-54). / Xie Qingmei. / Thesis (M.A.)--Xianggang Zhong wen da xue.

Anthony Chan Yuk Cheung. / Theses (M.Ed.)--Chinese University of Hong Kong. / Bibliography: leaves [57]-60.