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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.


Unknown Date (has links)
The purpose of this study was to determine the effect of a behavioral contract upon the academic performance and self-concept of failing middle school students. These students were selected by random sample from failing sixth, seventh, and eighth grade students of approximately the same socio-economic level in one school in Northwest Florida. / The California Test of Basic Skills, the grade point average as determined by percentage scores, and the Piers-Harris Children's Self-Concept Scale were used to obtain data. The achievement test scores and grade point averages earned prior to the treatment were obtained from the school records and compared for significant differences. / The contract treatment was used cooperatively by the student, teachers, counselor, and parents for a period of 18 school weeks. Treatment began in January, 1979, and was completed by May, 1979. / Thirty-five cases each were selected for experimental and control cases. Thirty-three of the experimental cases completed the treatment. Average differences in scores between the experimental and control cases were compared for significant gains in grade point averages, composite achievement tests scores and subtest scores and for significant differences in these scores using the t-test. Self-concept scores were obtained at the completion of the treatment and compared for significant differences also. / Significant differences at the .05 level were found in achievement test scores and grade point averages in all cases (except the language subtest gain score at the completion of the treatment). The self-concept scores were found to be significant at the .05 level; the subtest scores, Intellectual and School Status were also found to be significant at the .05 level. / Source: Dissertation Abstracts International, Volume: 41-02, Section: A, page: 0469. / Thesis (Educat.D.)--The Florida State University, 1980.


Unknown Date (has links)
This study was designed to examine the following questions: (a) What aptitude level(s) of learners provide(s) optimal feedback for formatively evaluating instructional materials; and (b) At what stage(s) of the formative evaluation process (one-to-one or small group, or combination of both) is the most useful data provided for revision purposes? / The procedures for conducting this study were undertaken in two stages. The first stage consisted of conducting a series of independent formative evaluations of an instructional product. Three different groupings of ninth-grade mathematics students (high aptitude, mixed aptitude, and low aptitude) and three different formative evaluation techniques (one-to-one, small group, and a combination of the two) were employed. Theory-based principles and research-based guidelines for materials design were used to identify the revisions called for by the formative data. The second stage of the study consisted of (a) comparing the feedback and revision decisions that resulted from the various formative evaluation techniques employed, and (b) examining the instructional effectiveness of the resulting instructional products. Instructional effectiveness was measured by posttest scores, along with attitude and instructional time data. / Results indicated that high aptitude students were more adept at pinpointing inaccuracies in the module and were able to provide their own events of instruction for those that might be missing. Low aptitude students identified the more basic problems (e.g., vocabulary) within the module, but did not provide many other suggestions for revisions. Students in the mixed aptitude group offered a greater variety of types of feedback than any one aptitude group alone. / Results also indicated that students who received materials revised according to the feedback from the mixed aptitude group scored significantly higher on the posttest than did students who received materials revised according to feedback from either the high aptitude group or the low aptitude group. The materials revised according to feedback from the mixed aptitude group received the most favorable attitude rating. No practical differences were found in student completion times. / Results also indicated that the materials revised according to feedback from the one-to-one sessions with the mixed aptitude group were as effective as materials revised according to feedback from a combination of one-to-one and small group sessions. Both sets of materials were more effective than the original materials. The materials revised according to feedback from one-to-one sessions with the mixed aptitude group were also more effective than materials revised according to feedback from a small group session alone. / These findings indicate that formative evaluation using both one-to-one and small group stages does not necessarily lead to the production of more effective instructional materials than using the one-to-one stage with a heterogeneous aptitude group. These findings also indicate that using a heterogeneous aptitude group during the one-to-one formative evaluation stage provides better revision data than using a homogeneous group. Replications of this study, investigating other learner characteristics or successive stages of one-to-one formative evaluation may suggest ways to further improve the evaluation process. / Source: Dissertation Abstracts International, Volume: 41-10, Section: A, page: 4375. / Thesis (Ph.D.)--The Florida State University, 1980.


Unknown Date (has links)
This study provides an orientation to Waldorf education and to the educational ideas of Rudolf Steiner, the founder of the movement. Waldorf education is described analyzed and some of the key educational ideas (Steiner's) behind it are compared with those of A.S. Neill and Maria Montessori, founders of two widely known alternative school movements. / The Waldorf School movement began in Germany in 1919 and has grown, spreading to other countries. Though international and found throughout the world, the Schools are virtually unknown to American educators and the general public. / The study includes: a brief biographical sketch of Rudolf Steiner's life, Steiner's basic philosophical ideas including his interpretation of human growth and development, Steiner's suggestions for educational practice and use in Waldorf Schools, characteristics of a contemporary (1970s) German Waldorf School, and a comparison of key statements made about education by Maria Montessori, Rudolf Steiner and A. S. Neill. / As a school movement which has existed since 1919, the Waldorf Schools deserve the attention of those who seek ways to improve educational approaches and the development of the total human being. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2629. / Thesis (Ph.D.)--The Florida State University, 1981.


Unknown Date (has links)
This study explored and identified factors that affect the degree of implementation of population education in Indonesia. For this purpose, 382 teachers were selected purposively from junior high and high schools in the Province of Yogyakarta Special Region, Indonesia. / The degree of implementation was measured with a nine item index, through which the teachers were requested to report their activities that were related to population education. / Five blocks of variables were hypothesized to be related to the degree of implementation: (1) socio demographic variables including sex, age, education, educational background and teaching experience; (2) job related variables including salary, teaching load, work load and teaching status; (3) school characteristic variables including location, sponsorship and level; (4) teacher perception of school work environment variables; and (5) variables related to population education and Curriculum 75. / Using multiple regression, the unique contribution of each variable to the variance of the degree of implementation was estimated. It was found that teacher's exposure to population education facilities and acceptability of population education were strongly related to the degree of implementation: the first contributed 10.3% ((DELTA)R('2) = 103) increment to the variance explained, while the latter 4.6% ((DELTA)R('2) = .046). / Four other variables were also found to be significantly related to the degree of implementation but their (DELTA)R('2) were relatively low: age contributed .8%, teaching assignment 2.9%, teaching status 1.3% and school level .7%. The unique contributions of all the other variables were found to be insignificant. / Together, the five block of variables explained 55% (R('2) = .55) of the variance of the degree of implementation. / Based on its findings this study suggests some general policy recommendations such as: (1) the teacher training should include a special training in population education; (2) the distribution system of the population education textbooks and other related materials should be improved; and (3) the general public especially the parents should be made more aware of the nature and the goal of population education. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4209. / Thesis (Ph.D.)--The Florida State University, 1981.


Unknown Date (has links)
Purpose of the study was to ascertain and compare perceptions of selected professionals over the United States in the field of giftedness, mainstream teachers of the gifted, and parents of gifted children from Okaloosa School District, Florida, concerning underachievement. / Population was surveyed for interest and a pilot test was conducted for formative evaluation. Professionals' response rate was 95%; teachers' rate was 81.6%; parents' rate was 40.9%. / Questionnaires contained 34 items of four categories derived from the literature: Curriculum, Educational Environment, Learning Styles, and Involvement of Parents. Ratings on a 5-point Likert-type scale ranged from strongly disagree to strongly agree. The Analysis of Variance technique tested the 34 hypotheses at the .05 level of significance at a 95% confidence level. Duncan's Multiple Range Test showed where the difference lies. Each category was ranked by the professionals, with number one as the highest. Teachers' and parents' ratings were compared to those of the professionals. Results were analyzed through averaging the mean and comparing them. / Findings were that professionals rated items higher than teachers or parents. Fourteen null hypotheses were rejected indicating a significant difference among perceptions. Four top priority items as ranked by professionals were: Curriculum--The attitude of a gifted underachiever affects the amount and significance of his/her learning; Educational Environment--Self-concept development is important if an underachieving gifted child is to become an achiever; Learning Styles--The learning styles preferences of underachieving gifted children are being ignored; Involvement of Parents--Establishing a climate for parents and their underachieving gifted children to learn from each other makes the likelihood of success greater for the child. / Baseline data on giftedness and underachievement are now available from the results of this study and are worthy topics of concern for all segments--professionals, mainstream teachers, parents, administrators, and teachers of the gifted. Strategies for the amelioration of underachievement among the gifted may have application for other components of education. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4418. / Thesis (Educat.D.)--The Florida State University, 1981.


Unknown Date (has links)
The purpose of this study was to examine the effects of a systematic parent training component on residential treatment staff (teaching-parents), parents and their children. Two teaching-parent couples, 15 parents and 10 youths comprised the group of interest. The training program, developed on-site at the Family Teaching Project, University of South Florida, was based on the Teaching Family Model and parent identified needs. Development, implementation and outcomes of the program were investigated within an evaluative framework. Where applicable, data were analyzed via a one way repeated measures analysis of variance design. / The results of this study support the viability of a parent training component within the Teaching Family Model. Teaching-parents were able to implement the program as was intended; however, scheduling of the training sessions presented a myriad of problems. Parents were able to increase their knowledge of program concepts and to learn the use of certain skill components. No change was indicated in their attitudes regarding parenting or in their in-home behavior. The youths scored more internally on the Nowicki-Strickland Personal Reaction Survey after their parents had completed the training program. No change was noted on youth in-home behaviors. The instruments used to measure in-home behavior of parents and youths were developed specifically for this study. There remains some question as to the validity of these instruments. / Further research is necessary on this training program before any conclusions can be made regarding the influence of the training program on the in-home behavior of the youths and their parents. Suggestions for improvements in the training program and areas for further inquiry are proposed. / Source: Dissertation Abstracts International, Volume: 43-03, Section: A, page: 0594. / Thesis (Ph.D.)--The Florida State University, 1982.


Unknown Date (has links)
The purpose of this study was to apply the full three-dimensional Concerns Based Adoption Model (CBAM) developed by Hall (1973) in an area of Vocational Education in which the model had not been previously tested in order to determine if the relationships between the model dimensions were consistent with the model. In conducting this study a determination of whether and to what extent the Florida Competency-Based Automotive Mechanics Curriculum Project (AMCP) was actually in use, how it was used and what present user and non-user concerns exist was made. / The Concerns Based Adoption Model describes change from the viewpoint of the user as an individual. This model describes user behavior with reference to the change or innovation-adoption in terms of stages of concern, levels of use of the innovation, and innovation configurations of the user. The conceptualization and measurement of implementation of curriculum innovations have long plagued those administrators responsible for planning and evaluating change efforts. / This study was guided by six research questions centering around the three CBAM model dimensions. These questions posed inquiry into the stages of concern of the users/non-users of the AMCP, levels of use of the AMCP, innovation configurations with reference to the AMCP and the association of selected personal characteristic variables to stages of concern and levels of use of the AMCP. / The sample of Florida's community/junior college automotive instructor population comprising this study consisted of 17 participants. / The data analyses indicated support for all three dimensions of Hall's model. / Source: Dissertation Abstracts International, Volume: 43-03, Section: A, page: 0772. / Thesis (Ph.D.)--The Florida State University, 1982.


Unknown Date (has links)
Four experiments were conducted to investigate the relationship between notetaking and performance and to determine how students should take notes and review. Correlational findings from Experiment 1 revealed that four indices of note quantity were generally interrelated, but unrelated to immediate recall, delayed recall, or actual class achievement. Sex and scholastic ability were more highly associated with performance than was notetaking. Correlational results from Experiment 2 confirmed that notetaking was quantitatively consistent from lecture to lecture and that the number of critical points recorded in notes was significantly correlated with actual course performance. In Experiment 3, instructions and test mode expectancies encouraged students to process information and record notes on a concrete, abstract, abstract integrative, or typical level of abstraction. Results indicated that the instructions did not differentially affect either notetaking or achievement. Subsequent correlational analyses revealed that independent indices of note quality could be established and that both note quality and quantity were related to varieties of learning outcomes. Experiment 4 investigated the effects of reviewing notes at a deeper level of abstraction, by means of reorganization. No differences in immediate recognition performance were found for subjects who reorganized notes into an instructor generated matrix versus subjects who reviewed in their typical manner. An interaction between method of review and type of delayed test was unpredicted by the theory of encoding specificity but was explained in regard to the theory of episode matching. / The following conclusions were drawn. Instructionally, notetaking is related to performance especially in real classroom situations, and notes should be complete and should emphasize main ideas. Review strategies which initiate reorganization are also valuable for recalling information in most situations. Theoretically, research guided by information processing may reveal the optimal level of abstraction for notetaking and review. Empirically, researchers must manipulate the level of notetaking and review and verify the intended qualitative differences. Additionally, criterion measures must be sensitive to varieties of learning outcomes which qualitative differences in notetaking may produce. / Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1947. / Thesis (Ph.D.)--The Florida State University, 1982.


Unknown Date (has links)
The primary purposes of this study were to examine the effects of three types of sequence and relationship of rules and positive and negative examples (simultaneous-high diversity, simultaneous-low diversity, successive) and three types of analytic explanation of examples (positive and negative, negative, none) on learning a set of rules. Subjects were 102 college students who worked through self-instructional print materials on writing performance objectives. Two constructed response posttests (immediate, delayed of one week) yielding three scores each were used to collect performance data. Other data collected were immediate and delayed posttest time, and instructional time. A two-way (3 x 3) ANOVA on each of the nine dependent variables revealed no significant differences on performance and time measures except for an unpredicted main effect for one immediate posttest score. This unexpected finding indicated that in learning two sets of rules, a successive sequence for the second set interferes with performance related to the first set. It was also concluded that the sequence and relationship of positive and negative examples and rules may not be an important consideration in designing instruction; and analytic explanation of positive and negative examples may not facilitate learning rules. Student control of learning strategies while studying the materials was believed to account for the lack of differences in performance. / Source: Dissertation Abstracts International, Volume: 43-09, Section: A, page: 2973. / Thesis (Ph.D.)--The Florida State University, 1982.


Unknown Date (has links)
The effect of behavioral objectives on student achievement has been an area of considerable research during the last 20 years. Numerous narrative reviews have been conducted on the topic in an attempt to generalize the findings. However, conflicting results have been obtained. Thus, this study used a meta-analytic technique to quantitatively synthesize the research from 111 studies reporting findings on the effects of behavioral objectives. / The meta-analysis showed a quantifiable, although small, positive effect on student achievement in general. In a typical study, the effect of behavioral objectives raised student achievement scores an average of .12 standard deviations. Similar results were found for studies grouped by type of outcome variable (achievement, relevant and incidental learning). When grouped by ability, however, results were more favorable. When combined on the basis of ability, effect of exposure to behavioral objectives was an increase of an average of .17 standard deviations in student achievement. / The results of the meta-analysis led to the following conclusions. First, the use of objectives is statistically supported. Second, the ability level of students and the type of outcome variable are clearly related to behavioral objectives. / Implications of this research are relevant to instructional designers, teachers, and researchers. For researchers the study identifies areas for further investigation and provides an actual effect size that will help to determine an adequate sample size and to make decisions about the practical importance of results. Instructional designers and teachers will find use for the fact that behavioral objectives have a positive effect on student achievement. However, since this improvement is small, other factors should be considered in the search for potent ways to increase the achievement of students. / Source: Dissertation Abstracts International, Volume: 45-02, Section: A, page: 0501. / Thesis (Ph.D.)--The Florida State University, 1984.

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