The purpose of the study is to determine if there is an effect on intervention/nonintervention attitudes associated with an introductory microeconomics class. The population consisted of all students enrolled in eighteen sections of Economics 1100 during the Fall semester, 1984, at North Texs State University. There were seven sections of Economics 1100, ten sections of Sociology 1510, and ten sections of Political Science 2010 used as control groups. The instruments used for pretesting and posttesting were the twenty-three item Attitude Scale and Demographic Questionnaire. The Attitude Scale contained twelve intervention and eleven nonintervention questions. Intervention questions were reverse scored so that a high score is noninterventionist and a low score is interventionist. Data were analyzed using a multiple linear regression to determine how each variable affected the intervention/nonintervention student attitudes.

This study examined allied health and nursing career and technical education (CTE) teacher beliefs and attitudes about reading. Since beliefs and attitudes influence the way teachers teach, it is important to understand what those beliefs and attitudes are, especially in relationship to reading in subject matter classrooms. One hundred twelve individuals responded to a written survey concerning their attitudes and beliefs about reading. A four-factor solution was achieved with a principal components factor analysis. A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning.

No description available.

Indiana University-Purdue University Indianapolis (IUPUI) / This Master's thesis is based on a qualitative study which aimed to understand the perspectives of married male and female law students and the ways in which they managed the interaction between law school and family life. The data was gathered from in-depth interviews with 23 married law students at an urban university. The spillover model was used to address both how being married impacts students' school experiences, as well as to look at how the law school experience influences students' families. In an analysis of marriage-to-school spillover, the married law students reported feeling that they were having a non-normative law school experience as a result of their marital and parenthood statuses and they often compared their experiences to that of an "unmarried other" group of more traditional students. In an analysis of school-to-marriage spillover, students reported various types of strains that resulted from missing out on parts of a perceived normal married life as a result of the demands of law school. Several key differences were noted between the ways male and female students handled the often competing demands of marriage, children, and law school. The implications for the families as well as for legal education are discussed.

No description available.

No description available.

Call number: LD2668 .T4 1929 L33

Call number: LD2668 .T4 1956 N42 / Master of Science

The focus of this study was to determine what stressors were experienced by junior high age students (N = 145) and what relationship there was between those stressors and self-esteem. A modified Youth Adaptation Rating Scale (YARS) was utilized to identify the stressors. The Index of Self-Esteem (ISE) was used to measure self-esteem. Among the findings were: a moderate though significant negative correlation between the number of stressors experienced and the adolescent's self-esteem, fifteen of the fifty-five stressors were significantly related to self-esteem, and nine of the stressors were associated with gender.

Background: Learners with severe intellectual disability are those with a serious condition of learning disability due to the· limitation in intellectual functioning. These learners participate in the National Curriculum Statement (NCS) approach since there is no special curriculum for them. The purpose of this study was to investigate the characteristics of severe intellectual disability and to find out whether learners of this condition are able to achieve the learning outcomes and assessment standards prescribed by the NCS. To get access to the different age groups of learners, the study investigated both the Middle and Senior phases of the two schools. Method: Ethnographical study of qualitative research was followed. Data for the study were collected using class observations and educators' questionnaires. Data from the related literature review were also collected. Results: The results revealed that learners with severe intellectual disability could not achieve the learning outcomes and -assessment standards prescribed by the NCS within the whole school period, 8 to 21 years. Conclusion: Learners with severe intellectual disability could not benefit from participating in the standard school curriculum. Suggestions were given from both the empirical study and the literature on the curriculum that would provide better learning opportunities for learners with severe intellectual disability. / Thesis (M.Ed.) North-West University, Mafikeng Campus, 2010