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The purposes of this study were to investigate the degree to which Japanese high school students acquire vocabulary from listening, what kind of explanation better promotes vocabulary acquisition, whether vocabulary acquisition through listening varies according to the participants' learning channel preferences, and what factors best predict vocabulary that is acquired through listening. The participants, 116 second-year Japanese high school students, were taught 45 vocabulary items embedded in nine listening passages. In the control condition, no vocabulary explanation was given. In the first treatment condition, the students were provided with a spoken Japanese translation for each target word. In the second treatment condition, the students were provided with a spoken English definition of each target word. Approximately 30 minutes after each listening session, an Immediate Recognition Posttest and a Multiple-choice Posttest were administered. Exactly the same tests were administered as Delayed Recognition and Multiple-choice Posttests 2 weeks after the instruction. Repeated-measures ANOVAs using the listening conditions as the independent variables and the results from the two tests as dependent variables showed that there was a statistically significant difference between the three conditions on the Immediate and Delayed Recognition Posttests. The L1 translation condition was more effective than the L2 definition condition, and the control condition was the least effective. However, for the Immediate and Delayed Multiple-choice Posttests, there was no statistically significant difference between the L1 and L2 conditions. Two three-way ANOVAs using the learning channel subgroups, time, and the listening conditions as independent variables, and the results from the Immediate and Delayed Recognition and Multiple-choice Posttests as dependent variables showed that there were no statistically significant differences among the three learning channel subgroups. However, the auditory learners retained more in the L2 definition condition than the visual and haptic learning channel groups. The final major analysis, a hierarchical multiple regression, indicated that passage comprehension, vocabulary size, and grammatical competence were statistically significant predictors of vocabulary acquisition through listening. / CITE/Language Arts

The body has within it an intelligent force, a cognitive power, which deserves recognition. This cognitive power is defined in this thesis as physical cognition, a way of knowing, learning, and responding that occurs within the body and comes from the body. There is currently an imbalance in the relationship between mental and physical cognition in secondary education. This imbalance has permeated Western thought since Descartes claimed that the thinking being is separate from the bodily being. With requirements for physical education and fine arts at the bare minimum, there is a need for physical engagement in learning in secondary education. Offering a teaching model that includes movement, acting, and Anne Bogart's Viewpoints, this model provides a step by step plan for both teaching theatre from a physical perspective and developing physical cognition. It is through this integration of mind and body that education of the whole person begins.

<p> <i>Purpose:</i> Electronic media is eliminating the barriers of time, space, and distance. Digital technology is very convenient and effective in many aspects of our lives. It changes the way we live, interact, communicate, learn, work, and even play. Technology and information technology is becoming essential to numerous individuals and to various types of organizations. The purpose of this study is to describe the students' view on frequency and type of technology used at the Cyprus University of Technology during courses to support instruction. In addition, this study explores what are the Cyprus University of Technology students' attitudes towards technology in general. </p><p> <i>Methods:</i> The research method employed in this study was quantitative. Data collection included the use of a survey. The target population of this study was the students of the undergraduate program at the Cyprus University of Technology in Limassol, Cyprus. That survey was sent to all the undergraduate students and the sample number that was used in the survey for the descriptive statistic analysis was 334. </p><p> <i>Findings:</i> Students indicate that technology elevates the level of teaching and that technology assists students in achieving their academic goals. In addition, students find the use of technology and learning management systems extremely important for their academic success. The students report that forms of communication that utilise technology are extremely important to their academic success. In addition, students believe that handheld mobile devices to be of high importance to their academic success. </p><p> <i>Implications:</i> A notable percentage of students specify that they wish their instructors would use all resources/tools with a higher frequency. In addition, the students indicate that they wish their instructors use more the Course or learning management system. Furthermore, the students state that they wish their instructors would use more technology to communicate with their students. Moreover, students point out that it is important that more or better technology is available in order to learn, study, or complete coursework. Furthermore, students wish their instructors use new technologies and they suppose that it is extremely or very important that they themselves were better trained or skilled at using available technologies for learning and completing course work.</p>

The Family Planning Perspectives (1989), estimates 40% of all 14-year olds living in the US will become pregnant before their twentieth birthday. Bane & Ellwood (1984) report that 50 percent of the teen mothers will have a repeat pregnancy within 36 months. The Study Group on Teenage Pregnancy (1989), estimate higher figures of repeat pregnancies from teen mothers not enrolled in educational or vocational programs. Most pregnant or parenting teens who choose to stay in school choose to attend a Teen Age Parent Program (TAPP). / The purpose of this study was to determine the differences, if any, of the TAPP and the resident high schools. This difference was determined by comparing the self efficacies of the teen parents who attended the respective school settings. The educational environment impacts the outcomes for the teen parents (eg., academic performance, self esteem, internal/external locus of control, coping abilities and thus the teen's efficaciousness. / In the 1989 Florida legislative session, laws required every school district to provide Teen Age Parent Programs (TAPP) with special educational curriculum, child care services, health care and social services, and transportation. The legislation stated that all students were entitled to a quality education. / A Causal Analysis Model was developed using Bandura's Social Learning Theory in answering the question of "quality education." The model describes the educational environment of the TAPP. / Thirty African American teen Parents were asked to complete a questionnaire to assess their feelings of Internal/External Locus of Control, their coping abilities and a personality assessment. Data from the instruments were analyzed by One Way Anova and used descriptively. A comparison of High School Equivalency Test scores of the three groups was done to further analyze curricula differences of these schools. / The participants attend two academic programs (High School #1 and High School #2) and an alternative high school TAPP. The participants' reasons for attending the TAPP or choosing to remain at their academic high school along with their reasons for participating in a support group were examined. Three of these young mothers, one from each school setting, were asked to provide structured interviews that became case studies. / Source: Dissertation Abstracts International, Volume: 55-10, Section: A, page: 3078. / Major Professor: Hollie Thomas. / Thesis (Ph.D.)--The Florida State University, 1994.

The purpose of the study was to uncover the kinds of teacher image held by researchers and practitioners in ISD. The study examined not only current images but also past images since the process of image formation is cumulative. And also, since images might have changed over time, it was considered worthwhile to situate them in the context of the development of the ISD discipline and previous attempts to introduce ISD into schools. Through illuminating the images held in ISD, this study described one aspect of the ISD culture that has produced these images and conceptulization. / Qualitative content analysis utilizing the constant comparison method was selected as a research approach. This approach allows a researcher to explore and discover attributes or images of a particular point of interest held by a particular field that are reflected in the literature. Five leading professional journals were selected as a target of the study. The target period was from the year of 1960 to the most current (1991). Findings in the texts (images of teachers) were described in relation with their relevant context (assumptions of the authors or the field). / The findings of the study revealed a variety of teacher images, which was categorized into two distinct groups. One of them, shared by most of the articles was named traditionalists, while the other, which emerged recently was called post-traditionalists. The teacher images held in two groups were discussed with their conception of teaching and learning, epistemology, and approaches of innovation. This study suggests that continuing dialogues between researchers in the two groups (sub-cultures) bring the ISD field further progress and better implementation of ISD in schools. / Source: Dissertation Abstracts International, Volume: 53-11, Section: A, page: 3881. / Major Professor: John M. Keller. / Thesis (Ph.D.)--The Florida State University, 1992.

The purpose of this study was to assess the declarative behavior management knowledge, pupil control ideology, and teacher efficacy of physical education teachers in north Florida middle schools. Additionally, the study explored relationships among the three measures. / A multiple choice declarative knowledge instrument, designed for the study, and two other instruments, the Pupil Control Ideology, and the Teacher Efficacy Scale were combined into one survey packet. Data were collected on site from 102 middle grade physical education teachers in north Florida counties. / Descriptive data indicated that teachers participating in the study were not knowledgeable about behavior management models frequently cited in professional literature. The mean score for subjects was 40.64%. Related teacher rankings indicated that "trial and error" experience ranked significantly (p $<$.01) higher as a source of behavior management knowledge than other potential knowledge sources (formal course work, independent study, or in-service training). / Pupil control ideology correlated with behavior management knowledge (r = $-$.1640; p $<$.05), and two factors of teacher efficacy, teaching efficacy (r = $-$.5033; p $<$.001), and personal efficacy (r = $-$.1862; p $<$.05). Teacher efficacy factors did not significantly correlate with declarative behavior management knowledge. / The results of this study indicated that behavior management knowledge and pupil control ideology may be linked. Further, teachers participating in the study did not score well on an eclectic behavior management knowledge test and relied on trial and error to acquire the knowledge that they did have. Therefore, it was concluded that both pre-service and in-service teacher training programs should be examined as to the adequacy of their behavior management components and their potential to affect pupil control ideology. / Source: Dissertation Abstracts International, Volume: 53-11, Section: A, page: 3840. / Major Professor: Robert A. Rider. / Thesis (Ph.D.)--The Florida State University, 1992.

Recent work by researchers in the area of teaching practice proposes that assisting teachers to reconstruct their epistemologies and beliefs about the nature of the subject to be learned appears to be a powerful way of enhancing teaching and learning in mathematics classrooms. A growing body of research questions the level of mathematical sense making of students in classroom based activities, suggesting that current classroom practice conceptualizations need improvements. / The purpose of this research was to investigate the factors relating to the decisions that teachers make about their practice, more specifically, teacher and students beliefs about mathematics, teaching and learning mathematics, various interactions and its relationships with what happen during classroom practice, via a case study of a high school teacher, in the context of Costa Rica. The case study provides a detailed description and analysis of the researcher's interpretation of the teacher and some of her students. This study was conducted under a constructivist framework. / Data for this research were collected over a six month period. The primary data sources were field notes from class observations, and formal and informal recorded interviews/discussions. The investigation also involved participant observations in the classroom and planning sessions. / A narrative of Sofia's experiences during the research progress was developed using themes such as metaphors, beliefs (about mathematics, teaching mathematics, and learning mathematics), and actions, to describe Sofia's teaching style. Another theme was regarding teacher's and students' roles, and their views about each other. / The researcher found that teaching is very complex. Throughout Sofia's actions there were evidences that different components were woven together. Sofia held two contrasting sets of beliefs. Sofia's stated beliefs were that the teacher's main role is to provide students with opportunities to construct meanings for themselves, while her beliefs-in-practice suggested that direct instruction (teacher as dispenser of knowledge) is an effective way to teach. When planning, Sofia was more influenced by the syllabus and topics to be covered than student knowledge. / Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4342. / Major Professors: Elizabeth M. Jakubowski; Grayson H. Wheatley. / Thesis (Ph.D.)--The Florida State University, 1993.

The purpose of this study was to build a descriptive model of social-interaction processes of natural and artificially imposed student partnerships engaged in mathematical problem-solving activity. The theoretical perspective of this study was based on the socio-cognitive model of learning which hypothesizes that cognitively effective social interactions will generate perturbations or disequilibrations in subject's existing knowledge schemes. / To enable the development of the model, questions relating to partnerships roles, differences in problem-solving strategies between partners, and evidence of coordinated problem-solving activity were of particular interest. Through the use of nonroutine mathematics tasks that had the potential of being problematic, an environment for discrepant points of view was provided. / The study was conducted in two phases. First a fourth grade class was observed biweekly for a period of eight weeks to document and analyze interaction patterns. Based on the initial observation, two natural dyads and three natural triads were selected for the second phase of the study. In the second phase of the study the selected natural partnerships and researcher imposed artificial partnerships were videotaped in problem-solving sessions where nonroutine mathematics tasks were given to the partnerships. Artificial partnerships were determined through researcher imposed changes in partnership participants based on the observation phase of the study and an initial analysis of the natural partnership videotapes. / Major themes that emerged in the qualitative analysis of the data were: gender differences, levels of collaboration, partnership roles, methods of resolving conflict, and effects of setting changes. A synthesis of major themes revealed a descriptive model in which three factors contributed to the level and quality of task-focused interactions. The three factors were: the type of mathematics task posed, the presence of a socially dominant partner, and the degree of cognitive difference between partners. / Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3092. / Major Professor: Janice Flake. / Thesis (Ph.D.)--The Florida State University, 1992.