Source: Dissertation Abstracts International, Volume: 34-10, Section: A, page: 6373. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 35-02, Section: A, page: 0795. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 35-02, Section: A, page: 0796. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 33-10, Section: A, page: 5467. / Thesis (Ph.D.)--The Florida State University, 1972.

Source: Dissertation Abstracts International, Volume: 34-02, Section: A, page: 0557. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 34-09, Section: A, page: 5612. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3089. / Thesis (Ph.D.)--The Florida State University, 1979.

A qualitative study of language needs of Cambodian refugees in a U.S. urban area was carried out in Jacksonville, Florida. Refugees were studied in three groups: Employment-bound, home-bound, and working. In addition, men and women were descriptively compared for actual language uses and needs. A profile of the needs was developed using Munby's (1978) language needs profile model, with 40 selected communicative events analyzed. The language needs were then compared with the language taught by a sponsoring agency, in terms of content, to see if they corresponded. Since the notion of doing needs identification is relatively unused in refugee education, this study contributes to the small but growing literature on refugee language needs and acculturation/resettlement patterns, which can help to make language teaching to refugees more effective. / The major findings of the study center on the pronounced tendency of refugees to depend on third-parties when confronted with situations requiring interaction with Americans, even where little language use is needed. This, combined with the tendency of some helpers to help to the extent that the helping interferes with language acquisition and acculturation, bodes ill for English language instruction. While the sponsor's curriculum generally corresponded fairly well with the language needs found in the profile, the majority of refugees used English very little outside of the classroom. Based on these findings, it would seem beneficial for sponsors to monitor helper-refugee situations more rigorously and also to structure learning situations so that maximum emphasis can be placed on experiential language use and acculturation activities in the community. / Source: Dissertation Abstracts International, Volume: 46-09, Section: A, page: 2547. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of this research study was to examine the effects of several formative evaluation procedures on the effectiveness of instructional materials. / The levels of the independent variable were one-to-one formative evaluation, internal reviewers, embedded feedback, and no formative evaluation. The dependent variables assessed were instructional effectiveness and type of change in the materials as a result of the revision using the small-group formative evaluation feedback. Also, instructional effectiveness and efficiency, and attitude toward the instructional materials were determined by using the data gathered at the field testing. / Students participating in this research were ninth and tenth graders at The Florida State University's Developmental Research School. The students were given an instructional package which contained one of four different versions of a self-instructional module, a pretest, a posttest, and an attitude questionnaire. / Analysis of the data collected at the small-group evaluation indicated there were no significant differences in students' performance on the posttest across the four groups. / Feedback collected during the small-group phase produced subtle but similar changes in the content and format of the versions of the module. The revised instructional materials were tested using a larger group of students. / Data gathered at the field testing stage indicated no significant differences for students' performance on the posttest. Learning time was similar for all students, regardless of their group. All four treatment groups indicated little or no differences regarding attitude toward the instructional materials. / It can be concluded from this study that, regardless of the type of procedure used, at least one phase of formative evaluation is required to produce effective instructional materials. / Source: Dissertation Abstracts International, Volume: 46-10, Section: A, page: 2912. / Thesis (Ph.D.)--The Florida State University, 1985.

This study attempted to examine a model of intention to teach population education, through the use of path analysis, a method which is able to decompose into direct and indirect effects the effects of exogenous and endogenous variables on the dependent variable. / In the model, college differentiations, individual modernity, influence of parent, and influence of peer group were treated as exogenous variables which affect the trainees' intention to teach population education indirectly through a set of endogenous variables: self-concept of ability, attitude, and normative belief weighted by motivation to comply in teaching population education. / A sample of 480 trainees was selected purposively from 10 teacher training institutes in Yogyakarta, Indonesia. Data were collected through a self-administered questionnaire. / The findings of the study suggest that trainees' intention to teach population education is directly affected by their attitude toward teaching population education and their normative belief weighted by motivation to comply in teaching population education. It was found that the effect of the attitude variable was stronger than that of the normative belief variable. In addition, attitude was affected by college differentiations, individual modernity, influence of parent, and influence of peer group. Normative belief weighted by motivation to comply in teaching population education was directly and positively affected by college differentiation, individual modernity, self-concept of ability, and influence of peer group. Self-concept of ability to teach population education was directly and positively affected by influence of parent and influence of peer group. This study confirms that any external variable indirectly influences intention to teach population education through either attitude toward teaching population education or normative belief weighted by motivation to comply in teaching population education, or both. / Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3593. / Thesis (Ph.D.)--The Florida State University, 1985.