A review of the literature revealed that there are many variables that influence teachers' instructional practices. These influential variables fall into three categories: those related to the teacher, which are referred to in this study as teacher role characteristics; those related to the inservice education activities of teachers, referred to as staff development variables; and those related to the teachers' individual teaching situations, referred to as school climate variables. It was hypothesized that there may be variables that are related to the use of manipulatives for mathematics instruction by primary grade teachers. Nineteen independent variables in the three categories were studied. In order to investigate the hypotheses, a population of teachers was located in eight school districts outside of but within a sixty-mile radius of Corvallis, Oregon, and a sample was drawn from those teachers having some specialized training in the use of manipulatives beyond their initial teacher certification college coursework. One hundred eighty teachers were mailed a survey instrument, designed and field-tested by the researcher, whose purpose was to determine amount of manipulatives use. Following the completion of this survey, there were 145 participating teachers who were then sent a questionnaire, designed and field-tested by the researcher, which Pearson correlations were calculated for the variables based on continuous data and one-way analysis of variance was computed for the variables based on categorical data. Multiple regression analysis was then performed on the three independent variables that were statistically significant at the .05 level. A teacher's attitude toward the usefulness of manipulatives training, his/her current teaching beliefs (child-centeredness), and perceived attitude of students' parents were all highly correlated with manipulatives use. In the final regression model, each of these three variables made a unique contribution for explaining the variance in teachers' use of manipulatives. Other variables that may also have some relationship to the use of manipulatives included: quality of manipulatives training, follow-up from initial manipulatives training, and perceived response from students. / Graduation date: 1991

The study was conducted to ascertain the extent and nature of differences of perceptions which exist between the elementary regular classroom teacher, elementary resource room teacher and building principal relating to the duties and responsibilities of the elementary resource room teacher.A questionnaire containing nineteen statements regarding the duties and responsibilities of the elementary resource room teacher was distributed to 40 building principals, 572 elementary regular classroom teachers and 21 elementary resource room teachers. hirty-four building principals, or 85 percent, completed the questionnaire and 370, or 64 percent of the elementary regular classroom teachers completed and returned the questionnaire. A total of twenty, or 95 percent, of the elementary resource room teachers also completed and returned the questionnaire.The results were analyzed by the chi-square test of independence at the .05 level of significance to test three null hypotheses in order to determine if perceptions of building principals, elementary regular classroom teachers and elementary resource room teachers were identical or different.A statistical difference in perceptions of the three groups was indicated with regard to elementary resource room teachers keeping the building principal informed of all aspects of the resource room program, including the referral process. The data also indicated a difference in perceptions among the three groups pertaining to the resource room teacher cooperatively implementing and coordinating with the elementary regular classroom teacher skill development tasks of the student which have been included in the individualized educational plan. A difference in perceptions between the three groups was also indicated with respect to the resource room teacher participating in case conferences and assisting in determination of criteria for placement of a child in special programs. Implementation of long term and short term goals for the mildly handicapped child cooperatively by the elementary regular class teacher and elementary resource room teacher was also perceived differently by the three groups as a duty of the elementary resource room teacher.Recommendations for Further Research1. A study should be conducted to determine whether the identified duties and responsibilities of the elementary resource room teacher are actually being performed.2. A study should be conducted to determine if the perceived duties and responsibilities of the elementary resource room teacherr have changed as the resource room concept has been utilized over a longer period of time.3. As the utilization of resource rooms increases in Indiana Public School Corporations, the study should be replicated, as a larger sample may add verification to the results.4. A study to determine whether years of professional experience of building principals, elementary regular classroom teachers and elementary resource room teachers can be identified as a factor regarding the perceptions of the duties and responsibilities of the elementary resource room teacher should be conducted.

The creative project is an educational film that will be used in vocational auto mechanics classes as an aid to the lecture and demonstration of brake repair.Eight millimeter Kodak color film was used and is supplemented with magnetic taped sound.The film deals with the steps and procedures that are necessary to complete a brake repair job. Each step explains the procedures and outlines the technical knowledge needed to complete the brake repair job.

This dissertation investigates how four half hour viewings of an authentic German television serial over the course of one fourth semester intermediate course in German affect foreign language (FL) students' perceptions about German culture. In recent years, filmic media have become popular learning instruments. However, how they affect the attitudes of the FL learner about the lifestyles, behaviors, and characteristics of that FL culture has remained largely unexplored. This study triangulates questionnaires, classroom protocols, and assessment of student essays to see in what ways students' discuss and write about cultural differences and similarities at the onset of viewing and after the final viewing of a German video serial. Additionally, it investigates whether English or German language class discussions following student viewing of the program are more effective in fostering critical thinking about a foreign culture. Participants in this study were 69 students (24 female and 45 male) enrolled in four fourth-semester classes of the lower-division curriculum of the Germanic Studies Department at the University of Texas at Austin. After reading biographies and related information about characters, all four classes watched four episodes of the popular German television program, Lindenstrabe, without subtitles. While all classes viewed and wrote about the television serial in German, two classes conducted post-viewing discussion activities in German and the other two classes in English. The investigator visited and took notes on all classes and provided instructors with guidelines to enable consistent approaches to relevant materials and assignments. The resulting data were analyzed using statistical (pre- and post-questionnaires) and qualitative analyses (student response papers and classroom protocols). Two central findings were identified: 1) Fourth-semester German students increased their ability to identify and critically discuss cultural issues and their related social implications when exposed to repeated viewings of the television serial Lindenstrabe and when reacting to the program and its content orally and in writing during in- and out-of-class assignments; 2) Students' gender and the language of the classroom discussions influenced the content and analytical style of students' on their essay analyses of the video. These and other findings are assessed in light of classroom variables, in conjunction with suggestions for future research, and implications of these findings for media use in FL classrooms. / text

在科技发展的引导下，现今不少学校或者教育机构都提倡把多媒体引入课堂，而视像教学也在多媒体教学的范畴当中。目前对于多媒体应用于课堂的问题研究已有不少，但是多集中在需要图解分析的科目范畴，在语言教学研究方面相对较少，而在第二语言教学领域中又以英文作为第二语言教学的课题研究占多数。本研究旨在探讨在中文作为第二语言教学中，视像教学否能够有助于学生提高学习成效，同时又能达到活跃课堂，提高学习动机的目的。本研究通过借鉴已有的关于多媒体应用于教学或语言习得方面的相关文献，结合笔者所在实习学校的实验，透过课堂数据收集、对比分析法、问卷法、访谈法、观课等方法对课题进行分析论证，从而得出以下结论：1.学生在不同学习能力要求下的学习成效不一致，记忆型题目比能力型题目的学习成效要好，而两者与学生的先备知识相关性均不显著；2.视像教学中记忆型题目比非视像教学的记忆型题目成效要差，而两者在能力型题目中的成效差异不显著；3.视像教学能够有效提高学生的学习动机及课堂的集中度。 Under the guidance of scientific development, many schools and education institutions are currently encouraging the introduction of multimedia into the classrooms, with video teaching as one of the methods under multimedia teaching. There have been a lot of researches on the multimedia application into classroom, but most of them focused more on the subjects which need graphic analysis but the language teaching relatively. While the research on the Teaching English as a Second Language mostly account for the research in this field, this study aims to explore whether the video teaching could be helpful to improve students’ learning effects in Teaching Chinese as a second language, as well as enlivening the classroom and improving students’ learning motivation. Using some related literature review about the multimedia application into language teaching or acquisition for references, the author has designed an appropriate experiment fit for the teaching-practicum school, then adopted some methods such as data collection, comparing analysis, questionnaire, interview and class observation to proceed the analysis and demonstration and finally drew a conclusion as follows: 1. Students has different effects under different capability requirements, additionally, they performed better in memory-oriented tests than capability-oriented tests, both of whom have no significant co-relation with prior knowledge; 2.The effect of memory-oriented test in video teaching is worse than that in non-video teaching, but both in the capability-oriented tests have no significant effects; 3.Video teaching can improve students’ learning motivation and concentration in class effectively. / published_or_final_version / Education / Master / Master of Education

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Jacques Derrida argued that a supplement "adds only to replace." Since the blind Milton dictated his epic to amanuenses, the text of Paradise Lost may be conceived as a supplement to an aural performance. This dissertation itself supplements another project, a digital "audiotext" or classroom edition of Paradise Lost on which I am collaborating with Professor John Rumrich and others. In the audiotext, we reassert the duality of the work as both a print text and an oral epic by integrating an audio recording with an electronic text of the poem. This pairing is informed by our own experiences teaching Paradise Lost as well as by cognitive research demonstrating that comprehension increases when students read and hear a text sequentially or simultaneously. As both a wellspring of the audiotext project and a meditation on its aims, this dissertation investigates the actual effects on readers of print and digital supplements putatively designed to enhance their appreciation or study of the work. The first two chapters examine the rationale and influence of the authorial and editorial matter added to early editions. The final two chapters explore the ways in which digital technology is changing how scholars and readers interact with Paradise Lost and other works of literature. I begin by examining why the first edition of Paradise Lost arrived in 1667 bearing no front matter other than a title page. In Chapter Two, I argue that critics have undervalued the interpretive significance of the prose summaries or Arguments that Milton appended to Paradise Lost and Samson Agonistes. Chapter Three relates the current emphasis on electronic textual encoding in editorial theory to the ideological dominance of Richard Bentley's conjectural approach in the early seventeenth century and of Fredson Bowers's copy-text approach in the 1960s and 70s. Chapter Four introduces the audiotext project and contrast its goals with those of other projects in the Digital Humanities. The audiotext's interface offers multiple viewing modes, enabling the user to display the reading text alone or in parallel with annotations and other supplements. Unlike prior editions and archives, therefore, it accommodates both immersive and analytical reading modes. / text

Educational legislation requires the implementation of a functional assessment for students with disabilities who engage in challenging behavior that could lead to a change in their educational placement (IDEA Amendments, 1997; IDEA, 1990; IDEA Improvement Act, 2004). Research has shown that teachers can implement functional assessments with intensive instruction and performance feedback, yet this training can be difficult to carry out in educational settings with limited resources to provide such supervision. In the health care field, video teleconferencing (VTC) is used to overcome specialist shortages and provide supervision. Such technology might be used to deliver training and performance feedback to teachers learning to assess challenging behavior, but few studies have reported the use of VTC in educational settings. The purpose of this study was to evaluate the use of performance feedback delivered via VTC on the acquisition and maintenance of functional analysis procedures by 6 teachers. Concurrent multiple baseline designs across teacher-student dyads with embedded multi-element designs were used to evaluate the effects of performance feedback delivered via VTC on the percentage of functional analysis procedures implemented correctly. Performance feedback via VTC was provided once per week over an average of 6 weeks until each teacher implemented the procedures of each functional analysis condition (i.e., escape, attention, and play) at 100% accuracy over three consecutive sessions. Results indicated that performance feedback delivered via VTC was effective to train the teachers to independently implement functional analysis conditions. These results were maintained at or near criterion performance four weeks following the termination of performance feedback for 4 teachers. Each teacher rated performance feedback delivered via VTC positively with respect to the training procedures and the outcomes of training. The results and limitations of this study, and relevant areas for future research are discussed. / text

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