The purpose of the study was to investigate the effect of the prewriting activities of class discussion and paired-student-interaction on the voluntary writing decisions of fourth graders. The sample consisted of 355 subjects: 185 males and 170 females. All subjects were fourth graders and attended seven Schools randomly selected from all elementary schools in a midwestern city school system.Class discussion, paired-student-interaction, and a control condition of no prewriting experience formed the three levels of the independent variable. The dependent variable consisted of whether or -riot the subject chose to participate in a writing activity. Grade level placement, time of clay, writing stimulus, and length of prewriting activity were control variables. Subjects were randomly assigned to the three treatment groups.The chi-square (x2) test statistic for equality of three proportions was used to test each of the following null hypotheses at the .05 level of significance.H01: There is no statistically significant difference among the three proportionsH02: of subjects choosing the writing activity corresponding co the three treatment groups for the male subjects. There is no statistically significant difference among the three proportions cf subjects choosing the writing activity corresponding to the three treatment groups for the female subjects.Ho1 was not rejected. There was no significant difference among the proportions of males choosing to write from the three treatment groups. H02 was rejected (P<-05). Post hoc analyses comparing pairs of proportions for the female subjects indicated a significant difference between_ the class discussion treatment and the control condition. The proportion of girls in the Control Group choosing to write was significantly larger than the proportion of girls in the Class Discussion Group choosing to write.These results suggest that:1. Oral language prewriting experiences have a differential effect on the willingness and females to write.2. Class discussion and paired-student-interaction do not have an effect on the writing decisions of fourth grade boys.3. Class discussion has a negative effect on the willingness of fourth grade girls to write.

This study investigated interaction effects between the type and amount of teacher-written feedback, the sex of the subjects, and the degree of focus, organization, and development in two revised drafts of a 400-word description essay written by 43 college students in two sections of a freshman composition course taught by one instructor.Subjects in each section were randomly assigned to four different treatment groups to receive teacher-written comments or questions on their initial drafts and on their two revisions, each written in two 50-minute periods. Treatments were as follows: (1) Selective Comments were a terminal paragraph of specific suggestions for improving focus, organization, and development in the next draft. (2) Extensive Comments were a terminal paragraph of specific suggestions; specified errors in spelling, punctuation, agreement, and usage were noted in the margins. (3) Selective Questions about focus, organization, and development were written in the margins. (4) Extensive Questions about focus, organization, and development were written in the margins, and specified errors in spelling, punctuation, agreement, and usage were noted in the margins.Three dependent variables (focus, organization, and development) were measured on separate five-point scales by two raters. A 2 x 2 x 2 x 3 multivariate analysis of variance revealed two significant two-way interactions at the .05 level.The interaction between revision and sex showed that in response to teacher-written feedback on initial drafts, the males significantly improved their focus, organization, and development scores on the first revision, but the females improved only their focus and development scores. The interaction between revision and comment type showed that the Comment Groups improved their focus, organization, and development scores on the first revision, but the Question Groups improved only their focus and organization scores.A second revision (in response to teacher-written comments and questions and four 50-minute periods of practice in improving focus, organization, and development in sample student essays) showed no significant improvement over the first revision. There were also no significant differences between Selective Groups (no mechanical errors marked) and Extensive Groups (specified errors in spelling, punctuation, agreement, and usage noted).

The topic commonly referred to as trombone technique consists of four separate but related components. Those are Breathing and Air Support, Embouchure Control and Flexibility, Slide Precision and Timing, and Articulation. Regardless of the difficulty of the music to be performed, or of the trombonists’ skill level, mastery of these fundamental components is essential to successful performance. Throughout the twenty years that I have practiced, studied, and taught trombone performance technique, I have identified several technical deficiencies that seem to be common among many trombonists, myself included. I believe these deficiencies may be traced to flaws in the four fundamental components mentioned above. This dissertation seeks to explain the four fundamental components, identify the common deficiencies related to each component, and offer a method of addressing these deficiencies. There are three parts to this project. The first is the written element, the second consists of musical exercises, and the third element is an audio recording demonstration of the musical exercises. Contained within the written element, are the results of a survey conducted to determine the validity of the concepts of the four fundamental components. This dissertation project provides a clear and concise explanation of the four fundamental components of trombone performance technique. It also identifies common technical deficiencies. Furthermore, it prescribes a practical, systematic approach to eliminate these deficiencies through the development of necessary fundamentals. / Introduction -- Literature review -- Discussion of four technical components and common deficiencies -- Discussion of survey results -- Discussion of musical exercises -- Conclusion. / School of Music

Thesis (PhD)--University of South Australia, 1995

Thesis (M. Div.)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 36-37).

Thesis (M.A. (Psychology)) - Rhodes University, 2007.

Thesis (PhD) -- Auckland University of Technology, 2005. / Also held in print (234 leaves, ill., 30 cm.) in Akoranga Theses Collection (T 613.711 WEE)

Thesis (D. Min.)--Ashland Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 147-149).

Thesis (Ph. D.)--Victoria University (Melbourne, Vic.), 2007. / Includes bibliographical references.

Diss. (sammanfattning) Umeå : Universitet, 2009. / Härtill 4 uppsatser.