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A new idea of education is upon us and if we are to achieve a civilization based upon justice and cooperation, realization of a greater personal freedom and the accomplishment of a fuller democracy, education must pave the way. Before this goal can be fully realized, fundamental changes and adjustments must be accomplished in our social and industrial life. A new education will be one of the most potent factors in the reshaping of our national character. This education must be one that will truly equip men and women with knowledge, inspiration, and power necessary to build new institutions, and mold progressive ideas. It must be free, bound by no worn out traditions, and limited by no fixed procedure; not a reparation for life, but life itself. The individual must be trained to make adjustments to his environment and exercise self-criticism along with the power to control and govern himself. In short, the new education must be a spiritual awakening, the discovery of truth and a training in the art of living and play. We are coming to have a new view of education. Much has been said of the spirit of democracy in education, which in reality is nothing more than individual efficiency and self-control. Sometimes, we are so concerned about the results of growth, that we neglect the process of growing. We are just beginning to appreciate the fact that childhood has its own ways of thinking, seeing, and feeling.

This is a study of educational aims discourses (aims-talk) in the Journal of Negro Education between 1932 and 1953. In this era of segregation, economic depression, and war, educators and other champions of education for African Americans struggled to define and then develop objectives, goals, and curricula for African American students in secondary schools and colleges. This study considers the different aims discourses, how they evolved, and how they were affected by economic depression and war. Using literary analysis, this historical analysis considers the influence of philanthropy, The Cardinal Principles, segregation, the American social order, democracy, and the “peculiar” needs of African Americans as themes within the disparate discourse. This study uses the taxonomy of critical race theory to inform the discourse and supplement the theory of whiteness as property with the related theory that education is also property. The study’s analysis is informed by Nel Noddings’ theoretical position that aims can be used as a critique of society. Finally, this study adds empirical evidence to support Eddie S. Glaude, Jr.’s theory of nation language. The conditions of segregation significantly influenced the discourse of the 100 authors and the 137 articles considered by the study. The conditions of segregation did not change during the period of this study but the economy improved and war provided more job opportunities for African Americans. While there was a heightened call for the elimination of segregation and resetting of the social order during World War II in the Journal of Negro Education, the educational condition of the African American as reported by these researchers did not significantly evolve over the same period. However, a new discourse developed in which both philanthropists and African-American educators recognized the need for some combination of industrial and academic education for their students. The period examined in this study begins with the publication of the first issue of the Journal of Negro Education in 1932 and ends on the eve of the Brown vs. Board of Education decision in 1953. / text

ANESTHESIA RECORDKEEPING: ACCURACY OF RECALL WITH COMPUTERIZED AND MANUAL ENTRY RECORDKEEPING By Thomas Corey Davis, PhD A dissertation submitted in partial fulfillment of the requirements for the degree of PhD in Health Related Sciences at Virginia Commonwealth University. Virginia Commonwealth University, 2011 Major Director: Dr. Chuck Biddle Director of Research, Department of Nurse Anesthesia And Dr. Jeffery A. Green Assistant Chief of Anesthesiology, Department of Anesthesia Introduction: Anesthesia information management systems are rapidly gaining widespread acceptance. Aggressively promoted as an improvement to manual-entry recordkeeping systems in the areas of accuracy, quality improvement, billing and vigilance, these systems record all patient vital signs and parameters, providing a legible hard copy and permanent electronic record. At risk is a potential loss of “connectedness” to the patient with the use of computerized recordkeeping, perhaps jeopardizing vigilance. Methods: This research analyzed differences in the accuracy of Certified Registered Nurse Anesthetists' (CRNAs) recall of specific patient variables during the course of an actual anesthetic case. CRNAs using computerized recordkeeping systems were compared to CRNAs using manual entry recordkeeping. Accuracy of recalled values of 10 patient variables was measured - highest and lowest heart rate, systolic blood pressure, inspiratory pressure, and end-tidal carbon dioxide levels, lowest oxygen saturation and total fluid volume. In addition, a filmed educational vignette was presented to evaluate any effect on accuracy of recall following this presentation. Four tertiary care facilities participated in this research. A Solomon four-group research design was selected to control for the effect of pretesting on results of the filmed educational treatment. Results: 214 subjects participated in this study; 106 in the computerized recordkeeping group, and 108 in the manual entry recordkeeping group. Demographic covariates were analyzed to ensure homogeneity between groups and facilities. No significant statistical differences were identified between the accuracy of recall among the groups. There was no statistically significant effect of the educational film vignette on accuracy of recall. Conclusions: There was no difference in the accuracy of practitioners’ recall of patient variables when using computerized or manual entry recordkeeping systems, suggesting little impact on vigilance. The educational film presented did not have an effect on accuracy of recall following the discussion of benefits and limitations of methods of recordkeeping.

The purpose of the study was to assess the relationship between selected characteristics of school board members and public school systems in Indiana and the educational progressivism of board members as measured by the attitudinal responses of board members to statements on an instrument pertaining to controversial educational practices and issues.A major theoretical perspective adopted in the study involved the notion that attitudes of school board members may be differentiated by structural and contextual characteristics related to the school systems of board members in addition to, or rather than by, background characteristics of board members.Data pertaining to the background characteristics and attitudes of board members were obtained from a two-section instrument. Section I contained items designed to elicit information pertaining to the background characteristics of board members, while Section II contained a modified version of Education Scale VII that was employed for assessing progressivist attitudes.Stratified random sampling techniques, based upon the student enrollment of Indiana school systems, were used to select a sample of 524 school board members. The 524 school board members selected for the sample were administered the two-section instrument by mail. Two mailings resulted in 302 usable instrument copies being returned.Data pertaining to the selected school system variables were obtained, except data pertaining to the variable of study council affiliation which were obtained from a doctoral dissertation, from statistical reports furnished by a Division of the Indiana Department of Public Instruction.A correlation matrix was generated from the data for analysis of the simple relationships between all combinations of the continuous independent variables and the dependent variable by pairs. The one-way analysis of variance procedure was utilized for analysis of the simple relationships between. the categorical independent variables and variables contained in the matrix.Multiple regression statistical techniques were employed for analysis of the collective contributions of the selected independent variables to the variance of the dependent variable when the variance shared by other independent variables in a set was statistically controlled. The various multiple regression computations were utilized for analysis of two null hypotheses formulated for investigation relative to the relationship between selected background and school system variables and educational progressivist attitudes. On the basis of the findings, the two null hypotheses were held as being tenable.Major conclusions, among others, derived from the findings included:1. The findings do not support the proposition, as traditionally advanced in the literature, that age related to progressivist attitudes.2. None of the six background variables included in the investigation are strong and reliable predictors of educational progressivist attitudes among Indiana school board members.3. Two of the eight school system variables included in the investigation, student enrollment and teacher training and experience index, are relatively strong indicators of educational progressivist attitudes among Indiana school board members, but only when the contributions to the variance of educational progressivist attitudes shared by the two variables and other selected school system variables are not statistically controlled.4. The attitudes Indiana school board members hold regarding practices and issues in public education are varied and complex and do not lend easily to generalization on the basis of any one single dimension related to the backgrounds or school systems of board members.

This thesis consists of two parts. The first part includes analyses of the correlation between the results of two Aggregate Imaging System (AIMS) units. These analyses have led to refinements of the AIMS analysis methods of angularity and texture, which resulted in reduced variability in the results and better correlation between the two AIMS units. The refined analysis methods were used to establish a database of the shape characteristics of about 100 aggregate samples from the state of Texas and to propose a new method for the classification of aggregates based on their shape characteristics. This new method of classification is for use in the Texas Department of Transportation (TxDOT) wet weather accident reduction program (WWARP). The use of AIMS texture index and variability in texture within an aggregate source is proposed instead of the British Polish Value (BPV) for classifying aggregates used in pavement surfaces. The second part of the thesis investigates the relationship between shape characteristics and asphalt pavement skid resistance. Many states have implemented wet weather accident reduction programs aimed at maintaining acceptable levels of pavement skid resistance. Proper aggregate selection before construction aids in maintaining acceptable levels of skid resistance throughout the life of the pavement. Several predictive models of pavement skid resistance have been developed over the years. Some of these models account for the influence of aggregate characteristics on pavement skid resistance, primarily through incorporating the results of the BPV test in the model. However, the BPV test is known to have high variability and dependence on experimental factors that are not related to the actual aggregate resistance to polishing. AIMS offers a method to measure aggregate shape characteristics directly in a relatively short period of time. The new method for relating aggregate shape characteristics to pavement skid resistance was verified by relating skid resistance measurements from field test sections to measured aggregate properties from the laboratory. This methodology is expected to be the basis for further study to form a more comprehensive and verified model for the prediction of pavement skid resistance that incorporates measured aggregate properties from the AIMS system.

The purpose of this study was to redefine and validate science education curricular goals for grades K-12 in the 1980s. Goals were obtained through a survey of recent educational literature. The goals were then compiled into an instrument, Science Education Curricular Goals for Validation, which was mailed to 100 science educators for validation by ranking each of the goals on a 1-7 scale (with 1 being the least important and 7 being the most important). The science educators were randomly selected from the membership of the National Association for Research in Science Teaching, an organization dedicated to research in science education with a United States membership of 582 as of October 1980. The sample of 100 science educators represented 17% of the total United States membership. Medians and ranks for each of the 17 goals were calculated and the additional goals suggested by respondents, organized with minimal editing, were reported. The results of the study indicated that, although there was some agreement on the initial 17 goals in the instrument, there was also considerable disagreement as evidenced by the suggestions from respondents of 41 additional goals. The highest goal was one dealing with the processes, concepts, principles, and generalizations of sciences. The lowest ranked goal was one dealing with the integration of the humanities and the sciences. In the additional 41 goals suggested by respondents, there were several that were in direct opposition to those in the original 17 or to those additionally suggested by respondents. It was concluded that considerable further research is needed before a cohesive set of science education curricular goals can be established.

Throughout the 1970's many "accountability systems" were developed and offered as panaceas for curing the ills of education. The purpose of this study was to develop a method by which the wide variety of accountability designs could themselves be held accountable, and then to apply the methodology of these evaluation criteria to develop an accountability system that would, in fact, accomplish the basic ends of accountability and thus place the entire process of education on a deliberate basis. The design and effectiveness of accountability systems, at the application level, presuppose the rules of the more fundamental target, sequence, and relational models that provide the rules and categories for the development of all manner of accountability systems. As part of this study's investigation, the purposes and goals, objectives and activities, support conditions and evaluations of selected accountability evaluation systems were reviewed and placed into a design. The bases for the categories of accountability and the ways in which definitional types were used by those systems of accountability clearly set conditions for the performance of the accountability system. An examination of some of the accountability criteria used by evaluation designs resulted in the identification of three levels of evaluation associated with accountability. These criteria judged the ability of systems to (1) measure the data or material involved in the system, (2) provide a format or structure for collecting and classifying the information generated by the system, and (3) a statement of the mission goal or objective which provides the purposes for the system. Using these criteria as guidelines, selected literature related to accountability systems was reviewed and critiqued. The literature represented a variety of systems ranging from the use of standardized tests, to performance contracting, to the systems approach. The criteria for evaluating the systems presented in the literature were used as guiding standards for the development of a model for a comprehensive accountability system. The system developed in this study, the Parallel Pairs model, is derived from the more generic concepts developed through the use of relational models. This model permits the interrelationship of two categorical systems within the same framework. Thus, the accountability categories are capable of being interrelated with and subsumed under the categories of education. Moreover, the hierarchical structure of the model provides for placing the evaluation categories and criteria into levels. The use of the Parallel Pairs accountability model should provide a means for separating and isolating, continuing and phasing the complex variables that will emerge in the future expansion of science and technology in our daily lives. The model is based upon five evaluation types with the same system. These evaluations make it possible to evaluate individual activity accomplishments, accomplishments by categories, management of specific projects, the effective management of projects, and a comprehensive evaluation of the overall results of an educational system in a district. The accountability model proposed by this study was predicated upon the articulation and application of the criteria that produce a "good" accountability system. The foundation of this study was based upon the exploration of those model bases that give rise to the variety of accountability systems. The criteria and model presented by this investigation should contribute substantially to the understanding of models accountability and evaluation by the general public as well as to offer specialists in evaluation an in-depth perspective on the internal, technical, and methodological issues in forming an evaluation of any kind. The criteria for accountability for models of evaluation offer a clear insight into accounting for accountability and effective evaluation.

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Educational programs are typically guided by complex overarching aims that demark broad expectations for program graduates. In practice, these aims tend to become operationalized into specific, measurable learning objectives, which form the basis for assessment of student learning. Research suggests that this practice limits the accuracy and validity of overarching program aims and may result in misrepresentation of student competency. This limitation is in part due to the use of traditional assumptions of measurement that operate on a validity of correspondence that is linear, singular, and value-free. Accordingly, through this research, I construct a framework for understanding the validity of complex program aims by drawing on contemporary validity theory. Specifically, I use an interpretive, argument-based approach to validation to connect, analyse, and evaluate multiple interpretations towards a program’s overarching aims. Methodologically, I draw on hermeneutics to collect validity evidence for the construction of a multiple perspective validity argument. I contend that this framework for validation results in a complex articulation of the quality of program coherence between program users’ interpretations of complex aims and their practices. In this dissertation, I apply this validation framework to one teacher education program and its aim to promote inclusivity as a fundamental pedagogical principle. In doing so, I provide a complex description of the multiple ways inclusivity is interpreted by diverse program users (i.e., senior program administrators, faculty members, and teacher candidates) and through various program structures. Thus in addition to articulating a validity argument for one teacher education program, this work also contributes a framework of inclusivity towards broader educational discourse. / Thesis (Ph.D, Education) -- Queen's University, 2010-08-19 20:41:24.683