This study applies a Balesian analysis to the investigation of the dynamics in cooperative learning groups. The bulk of the research on cooperative learning has focused on academic achievement and social behavior with students and adults. A gap exists in the research on the dynamics of cooperative learning at the staff development level. This study attempts to answer two research questions: (a) How do individuals behave in cooperative learning groups? (b) Does behavior in cooperative learning groups differ from behavior in traditional groups as discerned by Bales? / The methodology consisted of videotaping teachers in an ESOL workshop interacting in cooperative learning groups as they engaged in task-oriented activities. The videotapes were then submitted to a Balesian analysis which compared cooperative groups with Bales' traditional groups. / The first research question was analyzed by means of group profiles. The comparison of group profiles for Bales' groups and the cooperative groups suggested that people in cooperative groups tend to: produce relatively high rates of verbal interaction; produce meaningful task-oriented input; produce relatively high rates of recall and concept attainment; produce relatively high rates of critical thinking; and promote attention to time on task. / Regarding research question two, the findings showed, that cooperative learning groups did not conform to the predicted patterns of Bales' groups. This deviation was attributed to the characteristic difference of the two types of groups based on the presence of the attributes positive goal interdependence and individual accountability contained in the cooperative but not the traditional groups. Additionally, these two attributes produced flexible task-resolution patterns, equal opportunity for input, and diminution of role differentiation. / The implications of the study suggested the potential for developing a cooperative learning group model of staff development, grounded in cooperative learning theory, and employing cooperative learning groups. Furthermore, the findings implied the effectiveness of cooperative learning groups especially in the area of ESOL staff development. Further research was recommended to continue this line of investigation. / Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0384. / Major Professor: Byron G. Massialas. / Thesis (Ph.D.)--The Florida State University, 1993.

This study investigated the effects of three types of print-based preinstructional strategies: (a) advance organizer, (b) performance objectives, and (c) viewing focus questions utilized in conjunction with an expository segment of videotaped instruction on the learning performance of undergraduate biology students classified as having Field-dependent or Field-independent cognitive styles. The Group Embedded Figures Test (GEFT) was used to measure cognitive styles. The sample for the study consisted of 194 undergraduates enrolled in 3 sections of an introductory Biology 103 course. The instructional content used in the study was a sixteen-minute expository videotape entitled "Susumu Tonegawa: Keys to the Immune System." / Procedure. After having been classified as field-dependent or field-independent by means of the GEFT one week prior to the treatments, students were assigned by a stratified random sampling approach to one of three preinstructional strategies or to an alternate (control group) activity. Students participated in the study as intact classes. The print-based preinstructional strategy treatments were administered by means of booklets prior to the presentation of the instruction. An immediate posttest was administered following the instruction. One week after the treatments, an identical delayed posttest was administered. / Method. A 4 x 2 factorial design was used for the study. The initial analysis of data was done using a two-way analysis of covariance (ANCOVA) to assess the effects of covariates and the interaction of treatments with cognitive styles. Covariates measured were: (1) gender, (2) GPA, (3) status (i.e., freshman, sophomore, junior, senior), and, (4) prior knowledge test score, and (5) scores on the first examination for the Biology 103 course. No effects were found for any of the covariates. No effect was found for cognitive style or for the interaction treatments and cognitive styles. Subsequent data analyses were done using a one-way analysis of variance (ANCOVA) and Duncan's Multiple Range Test. / Results. Statistically significant effects were found at $\alpha$ =.05 relating to the effect of preinstructional strategies upon the immediate and delayed posttest performance of both field-dependent and field-independent students. Two preinstructional strategies resulted in statistically significant higher immediate and delayed posttest scores. They were (a) performance objectives, and, (b) viewing focus questions. / Conclusions. This study supports the use of performance objectives and viewing focus questions as effective preinstructional strategies. No evidence was found for aptitude-treatment interactions. / Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 0863. / Major Professor: Robert K. Branson. / Thesis (Ph.D.)--The Florida State University, 1993.

The purpose of this study is to analyze the teaching and learning process in a recently developed physical science course with the focus being on the learning of chemistry. In 1991, Florida State University received a grant from the National Science Foundation (NSF) for the purpose of restructuring science and science education courses for prospective teachers. A major part of this project has been focused on improving the science curriculum for prospective elementary teachers. / This study attempts to focus on learners, and the learners' perceptions of the chemistry component of the restructured course. These areas are: "what are students' preferences for the way teachers teach?", "what are students' perceptions of the physics part of the physical science course (preferred versus experienced)?", "what are the teacher's views about teaching and learning?" and "how do the students perceive the learning environment in chemistry (preferred versus experienced)?". The goal of the dissertation is to discuss these findings, and present implications for college science curriculum reform. / The main theoretical framework used in this study is constructivism. It has two basic tenets: knowledge is personally and socially constructed, and individuals are accountable for how and what they know. Interpretive or ethnographic research techniques are used in the study. / Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4340. / Major Professor: Kenneth G. Tobin. / Thesis (Ph.D.)--The Florida State University, 1993.

This study investigated the following question: When students are seeking and using information, why do they make the decisions they make? Decisions made by twenty-six students were examined as the students completed a classroom assignment that required them to seek and use information. Mental model theory, constructivism, and sociohistorical psychology provided theoretical bases for the study. / The three-month naturalistic case study was conducted in a science class. Students (grades 10, 11, and 12) worked in groups to create "video documentaries," 15-30 minute videotapes on topics related to the class. Data were collected from the students and several adults using observation, interactive interviews, and documents (some solicited by the researcher). The constant comparison method of analysis was used. / A proposed grounded theory that emerged from the study conceptualized a learning experience as composed of several intertwined "learning strands." The strands in the observed unit were subject-matter, life-skills, information-seeking-and-use, and production. Students assessed problems and based decisions on previously constructed understandings from whichever learning strand seemed to provide the most direct approach to a solution. Each strand continually influenced all the others, either supporting or constraining learning, but this interaction was unrecognized by students and teachers. Because most students' prior experience had been scant, students' understandings and mental models related to information and information-seeking-and-use did not provide support for decisions leading to the effective use of traditional information institutions (such as libraries) or for some other activities (such as organizing information and editing a videotape). / As students worked through the task, they faced a number of barriers. Some were simple logistical problems. Others were problems caused either by their own limited mental models or by the limited mental models of adults working with them. Students could address the logistical problems; they required support from an insightful adult to overcome the other problems. / An educator corollary recommends that educators who are planning a learning experience view it holistically and emphasize the construction of new understandings on all the learning strands instead of focusing attention on only one. / Source: Dissertation Abstracts International, Volume: 55-01, Section: A, page: 0004. / Major Professor: Shirley L. Aaron. / Thesis (Ph.D.)--The Florida State University, 1994.

The purpose of this study was to investigate the effects of three different forms of feedback on student goal orientation, belief in whether ability could be improved on a task, and continuing motivation to learn. Eighty four high school students were randomly assigned to one of three treatment conditions. One treatment consisted of a print-based instructional package and a computer-based testing episode where students were told they would receive and received norm referenced feedback immediately following the computer-based test. The second treatment consisted of the same materials with the exception that they were told they would receive and received criterion referenced feedback. The third treatment group received identical materials but were told they would receive and received knowledge of results feedback. Results indicated that different feedback conditions did not have an effect on student goal orientations, on belief as to whether students could improve their ability on the experimental task, or continuing motivation to learn. Exploratory post hoc analyses indicated that ego orientation was significantly correlated with a belief that students could improve their ability on the task (p $<$.05). This finding is inconsistent with previous findings and suggests more research is required regarding this relationship. / Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3145. / Major Professor: Marcy P. Driscoll. / Thesis (Ph.D.)--The Florida State University, 1992.

This study was designed to explore an expert teacher's model of thinking and teaching as it occurred within the social and cultural context of the classroom. It also sought to compare an expert teacher's model of thinking and teaching with those of instructional systems design to identify the similarities and differences between them. To accomplish these goals, the study focused on the process and relationships among four aspects of teacher thinking: (1) the teacher's experiential world and frame of reference; (2) the teacher's knowledge and beliefs; (3) her planning and interactive teaching, and (4) her reflective thinking. / The study employed a naturalistic approach which combined different methodological techniques. The data were analyzed in the constant comparative style, which allowed categories to emerge from the data. The generated model of the teacher thinking and teaching was then compared to instructional systems design (ISD) models and principles. / The findings of the study suggest that there is an interactive relationship among the teacher's different components of thinking and teaching. While the teacher's preplanning seemed to be a good indicator of what was going to happen in the classroom, the planning occurs during interactive and reflective phases of thinking and teaching. The data also showed that reflection was an integral component of the experienced and competent teacher's thought process and occurred before, during, and after teaching. / The results of comparisons between the teacher's model of thinking and teaching with ISD models suggested that there were fundamental differences between these two models. The separation of instructional planning from implementation and evaluation, the linear or procedural model of teaching and planning, and the concept of reflection or evaluation of effectiveness of instruction after implementation were found to be major sources of differences between the two models. / Source: Dissertation Abstracts International, Volume: 54-10, Section: A, page: 3719. / Major Professor: Marcy P. Dirscoll. / Thesis (Ph.D.)--The Florida State University, 1993.

The primary purpose of this study was to examine the influence of textual display (manner in which text information is presented on a page) in printed instruction on learner attention to the instruction and performance of the instructional goal. Secondary purposes were to investigate any differential effects of textual display for high and low ability learners and to determine learner preference for textual display. / Subjects were 90 preservice teachers who were randomly assigned to one of three treatment conditions: Simple Textual Display, Moderate Textual Display, Complex Textual Display. The treatments were manipulated by varying specified elements of print design (text column width and position, horizontal and vertical spacing, and heading placement). Ability, measured by GPA, was a moderating variable. / Attention was measured by the Attention subscale of the Instructional Materials Motivation Scale (Keller, 1987). Performance was measured by an objective-referenced test of recall. Preference was measured by items from the IMMS Attention and Confidence subscales. / Data were analyzed using analysis of variance and chi-square. Results indicated that there was an interaction between ability and textual display for performance (p =.009), but not for attention. Results also indicated a main effect of textual display for performance (p =.004), but not for attention. The Moderate Textual Display produced significantly higher performance scores for low ability subjects (p $<$.001). Results of the test for preference revealed that, of the three versions, learners preferred the text exhibiting the Moderate Textual Display. / These results show that a moderate textual display is preferred by learners and can improve performance of low ability learners. These findings have implications for the design and development of print instruction. / Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3902. / Major Professor: John M. Keller. / Thesis (Ph.D.)--The Florida State University, 1989.

The purpose of this study was to obtain an insider's perspective of an unguided field experience, which was a part of a university professional preparation program, through the use of naturalistic research techniques. The methodologies employed were participant observation and interviewing (both formal and informal). Data were also collected by having the preservice teachers maintain daily journals of their observations. / Data collection lasted six weeks. The seven volunteer subjects were senior physical education majors. The observation period entailed six hours of observation each week, for six weeks. The researcher was also a participant observer and made an effort to be in the settings with the preinterns as much as possible. / Data were analyzed inductively, and working hypotheses developed as data were collected. Emergent patterns or categories which were prevalent in the data were investigated as they became evident. Validity of the observations was established through triangulation of multiple data sources, data checks, and through the application of thick description in reporting data. / The focus of the preinterns' observations varied. However, the content of their observations was fairly consistent. The observations revealed that generally, the preinterns did not provide bases for their subjective observations; they often focused on Academic Learning Time (ALT), lesson organization, teaching methods, and student characteristics; they made simple as well as a wide variety of complex observations; they made comments about student skill performances but were not specific in these observations; they almost totally ignored individual student performance and the mechanics of the skill performances; and they seemed to disregard lesson purpose, student social interactions, teacher characteristics, the environment, and the school organization and administration. / The study revealed that while the preinterns' observations did reflect some aspects of their training, other parts were neglected. The preinterns' past experiences, university training, and interaction with inservice teachers were strong influences on their observations. Their observations contained a variety of complex observations, but they were not representative of mature observers. Recommendations are made for future research and possible program improvements. / Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3923. / Major Professor: Charles Imwold. / Thesis (Ph.D.)--The Florida State University, 1989.

In this study, the effects of instructions and time on other-correction behavior by native speakers (NSs) of English when speaking with nonnative speakers (NNSs) and on how much NNSs talk in conversations with NSs were examined. / The subjects were selected by availability from the student body of Barat College in Lake Forest, Illinois and were randomly assigned to one of two groups of pairs. These pairs, consisting of one NS and one NNS, met on three occasions. Each time, they received written instructions directing them to converse for at least ten minutes. The conversations were tape recorded. The two groups differed in that the NSs in one group were also instructed to correct the English of their NNS partners while those in the other group did not receive such instructions. / The number of other-corrections in each session was counted, and the amount of time during which the NNS was speaking was measured in seconds. Analysis of Covariance (ANCOVA) was performed on each of these measured variables using a mixed design of two treatment levels and three trials, with NNS scores on the SPEAK Test of spoken English proficiency serving as the covariate. No effect of instructions or time on other-correction or speaking quantity was found. Also, no significant relationship between NNS proficiency in spoken English and other-correction or speaking quantity was found. However, a significant relationship between other-correction and age of the NS was found; higher other-correction scores were associated with older NS subjects. / Source: Dissertation Abstracts International, Volume: 49-10, Section: A, page: 2952. / Major Professor: F. L. Jenks. / Thesis (Ph.D.)--The Florida State University, 1988.

Professionals in the area of child sexual assault prevention have been concerned about reducing this phenomena risk by arming children with assertive skills, healthy self-concepts and prevention tactics and information. The primary purpose of this dissertation was to determine from which disseminator children were able to learn greater amounts of sexual abuse prevention guidelines. The research question addressed differences in outcome on the Information Dissemination Questionnaire, (IDQ), based upon the information disseminator. / One hundred and twenty-one children were randomly assigned to the following three comparison groups: a group trained by a designated independent resource in a school setting; a group trained by parents who had attended the parent training, and a minimal treatment group. All three groups of children initially viewed the film, "No More Secrets." Children in the first experimental group received additional information from a designated independent resource in a school setting in a presentation entitled, "Safety Rules." Parents of children in the second experimental group were trained in the school setting by the same designated independent resource in a presentation titled, "How to Talk to Your Children About Sexual Abuse." These parents were then asked to discuss the information with their children in Group B within the two weeks following the training. The parent training included a viewing of the film, "No More Secrets," a lecture entitled, "How to Talk to your Children about Sexual Abuse;" and (for modeling purposes) a videotape of the independent resource discussing the film, "No More Secrets," with the children of the first experimental group. Children in this group also saw the film. Children in the minimal treatment group only viewed the film. / All three groups of children participated in pre- and post-testing using the Information Dissemination Questionnaire as the outcome measure. Data was analyzed through a Chi$\sp2$ for for each item on the IDQ. Significant results were obtained on IDQ items 7, 8 and 9. Treatment C primarily contributed to significant results on item 7. Treatment B contributed to significant results on items 8 and 9. Non-significant results were obtained on IDQ items 1, 2, 3, 4, 5, 6, 10, 11, 12, and 13. (Abstract shortened with permission of author.) / Source: Dissertation Abstracts International, Volume: 50-03, Section: A, page: 0629. / Major Professor: F. Donald Kelly. / Thesis (Ph.D.)--The Florida State University, 1988.