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The following thesis explores the use of the DISCOVER Assessment with children who are Deaf. Nine students from two 3rd-4th grade classrooms at a residential school for Deaf children participated in this study. The participants were given the DISCOVER Assessment as a group and within their own classrooms. The instructions and communication throughout the assessment were expressed in the preferred language of the students (e.g. American Sign Language and/or Simultaneous Communication; signing and talking at the same time). Two observers collected data about the students problem-solving behaviors during the assessments. One observer was Deaf and one was hearing. Both observers were proficient in the preferred language of the students. Results show that the DISCOVER Assessment is an effective method for assessing Deaf children's strengths. In addition, two out of nine students were determined to be gifted, although none were considered gifted according to standardized IQ tests.

This study concerned limits of sequences. Since limits are such an important mathematical concept for students to "understand," the major purposes of this study were to: (1) Develop a meaning of "the understanding of the limit of a sequence" based upon students' behavior. (2) Construct an instrument for measuring the understanding described in 1. An additional purpose was to: (3) Investigate subskills related to understanding the limit concept. / A good test for measuring the understanding in "1" would prove useful in helping teachers at various levels to answer the question, "Do my students understand limits?" as opposed to just finding limits. / Naturally, such an endeavor would require some thought on what indeed it means to understand limits. Prior to this study such a definition of understanding limits appeared to be lacking. / Thus, behavioral objectives were established by identifying the main features of limits and gaining a consensus from well-qualified professionals whose work involves an intimate knowledge of limits. / Test development involved constructing an initial version of the limits instrument, and then performing many revisions so that certain standards of measurement theory were satisfied. The final version of the instrument was administered to 263 subjects who had studied limits. The results for this 53 item test were reliability, alpha = 0.817; mean, 35.9 (67.7%); and standard deviation, 6.99 (13.2%). Validity checks were made on the instrument by comparing performance on this instrument and other related measures. / This study also involved identifying specific subskills related to understanding limits. This is noteworthy in that a variety of illustrious professors shared their views with regard to these subskills. Linear relationships were found between scores received on the limits instrument and scores on five subskills test. / Finally, specific information gleaned from the analyses performed in this study would directly benefit classroom teachers. Students did poorly on absolute value, distance, inequality, and segments or intervals. They do not have a good formal level of understanding limits, although they did fine at seemingly lower levels of understanding. Repeating decimals caused students confusion. Also some specific misconceptions of which teachers should be aware, surfaced during this study. / Source: Dissertation Abstracts International, Volume: 44-12, Section: A, page: 3619. / Thesis (Ph.D.)--The Florida State University, 1983.

Graduates from two residential postsecondary technical-vocational schools in Georgia were surveyed and served as treatment Group II. Group I was composed of employees who had similar types of jobs and similar qualifications, but did not graduate from either schools. / The mailout survey had two sections: one section had six relevant questions which were incorporated into the survey in an effort to better understand the working environment; a second section addressed two major attitudinal variables which were further subdivided into 20 minor dimensions for rating purposes. Two moderator variables were introduced into the model: age expressed in three categorical levels; 18-28, 29-39 and 40 and older; work experience at three levels, 1-2, 3-4 and 5 or more years. / The major attitudinal variables (factors): job satisfaction and a feeling of success were ranked from highly dissatisfied to highly dissatisfied on a 1-to-4-point scale establishing levels of Vertical Mobility. Vertical Mobility levels were calculated from the data submitted. / Graduate response totaled 445, while nongraduates totaled 238. Graduates had a 16.52% return rate, while other employees had a 13.52%. The cross-sectional study spanned six years (1979-1985). / Source: Dissertation Abstracts International, Volume: 50-02, Section: A, page: 0423. / Major Professor: Willie H. Hinely. / Thesis (Ph.D.)--The Florida State University, 1988.