Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 93-96). Also available in print.

Thesis--University of Tennessee. / Vita. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1975. / Typescript; issued also on microfilm. Sponsor: Gary Griffin. Dissertation Committee: Phil Lange. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Includes tables. Sponsor: David B. Austin. Dissertation Committee: Arno A. Bellack, Harry L. Brown, Jr. Includes bibliographical references (leaves 192-196).

Thesis--University of Tennessee. / Vita. Includes bibliography.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

The study was designed to determine the extent to which teacher preferences for selected social studies education traditions were related to their beliefs in traditional socio-political values (BTSV), level of political and community involvement, and personal characteristics (i.e., age, sex, and years of teaching experience). Additionally, it focused on the extent to which teachers' political and social behaviors could be predicted from the personal characteristics and values of the sample. / For this investigation, preferred approach to teaching social studies was defined as those teaching decisions that reflect the following rationales for social studies education: (1) history of citizenship, (2) student centered, (3) critical thinking or reflective inquiry, (4) social studies as social science, and (5) active involvement. Belief in traditional socio-political values was defined as narrow and parochial views toward youth, the role of education as a social institution, and the American system of government as a world model. Political involvement was defined as the extent to which an individual had participated in the political process as indicated by voting habits, working in a political party, working for a political candidate or political issues, and participating in selected community affairs. / One hundred-twenty secondary social studies teachers throughout the State of Michigan participated in the study. A .05 level of significance was set. Multiple regression analysis procedures were used to establish the relationship between the independent and dependent variables of the study. / Two research hypotheses were developed for this study. These were as follows: (1) There are no significant relationships among each of the independent personal characteristic variables (age, sex, and years of experience), BTSV scores and political involvement scores, and the dependent variable preferred teaching approach. (2) There are no significant relationships among each of the independent personal characteristic variables (sex, age, and years of teaching experience), BTSV scores, and the dependent variable political involvement scores. / The findings on these hypotheses were as follows: Hypothesis 1. The independent variables of political involvement, years of teaching experience, BTSV scores, and age were found to be useful predictors of preferred teaching approach, and thus, generated a prediction equation that was significant. As anticipated, political involvement related positively to teaching approach; years of teaching experience, BTSV scores, and age were inversely related to preferred teaching approach. The multiple correlation of these four variables with the variable teaching approach was .27, significant beyond the .05 level. Hypothesis 2. A correlation of personal characteristic variables (sex, age, and years of teaching experience) and BTSV scores with political involvement scores showed that years of teaching experience correlated positively and significantly with political involvement at the .05 level. However, a regression of personal characteristic variables and BTSV scores on political involvement showed that none of the four predictor variables had F-values which were significant beyond the .05 level. Thus, these variables were not found to be useful predictors of political involvement and did not support the rejection of the hypothesis. / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0192. / Thesis (Ph.D.)--The Florida State University, 1980.

This research investigated perceived degree of implementation of five key programs and practices of the middle school concept in two schools in three Florida counties. The five key programs and practices included: interdisciplinary team organization to include common planning time and flexible scheduling; teacher advisory program; broad exploratory program provided through special courses and experiences and through the academic block; varied instructional strategies, grouping patterns, and assessment procedures and program for transition. / The conceptual framework "institutionalization" was used in identifying the schools in each county. Institutionalized middle schools were schools that considered middle school programs and practices as standard operating procedures. District level administrators identified one school in their district as institutionalized and on the other end of the continuum, one noninstitutionalized middle school. / The Ritzenthaler Middle School Concept Scale was developed as a means to determine perceived degree of implementation of five key programs and practices of the middle school concept. The scale and its subscales were determined to be valid and reliable. The reliability (internal consistency) coefficient for the scale was.94. Coefficients for subscales ranged from.74 to.88. / Mean scores for all five key programs and practices of the Ritzenthaler middle school concept scale were greater in institutionalized middle schools than noninstitutionalized middle schools. Results of statistical significance testing (Wilcoxon-Mann-Whitney Rank Sum Test) for individual counties were mixed and inconclusive. Perceived degree of implementation of interdisciplinary team organization and teacher advisory was significantly greater in institutionalized middle schools in County 1. For County 3 there were no differences in perceived degree of implementation of the five key programs and practices. County 3 had a greater perceived degree of implementation of program for transition in the institutionalized middle school. When data from all institutionalized and all noninstitutionalized middle schools were used, institutionalized middle schools had a greater perceived degree of interdisciplinary team organization; teacher advisory program; exploratory program; and varied instructional strategies, grouping patterns, and assessment procedures. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2529. / Major Professor: Judith L. Irvin. / Thesis (Ph.D.)--The Florida State University, 1993.

Based on a secondary data set collected in 1982 by the Educational Planning and Research Division (EPRD) of the Ministry of Education, Malaysia, this study explored and identified factors that affect academic achievement of students in selected secondary schools. Academic achievement was measured by students' performance on six subjects from the Lower Certificate of Examination (LCE). The selected factors believed to influence achievement were categorized into five dimensions: (a) School Factors, (b) Student Characteristics, (c) Home Background, (d) Social Influences, and (e) Extracurricular Activities. / Using multiple regression to test the relationships of the factors with the dependent variable, it was found that all the factors operating jointly accounted for almost 47% (R-Square = .468) of the explained variance of student achievement. Among the School Factors, type of school/student group was significantly associated with achievement. Average teacher's experience was found to be associated in a curvilinear fashion with achievement, implying that the optimum level of teacher efficiency occurred in the early years of the teaching career. / Among the Student Characteristics, prior achievement, sex, and student self-motivation were positively and significantly associated with achievement. Father's income, representing family socioeconomic status, was significantly associated with achievement. Supportive family relationships also contributed positively toward school performance. / Students' frequency of using library facilities and completing homework assignments had a positive association with achievement. Daily time spent watching television was found to have a negative effect. / The results of this analysis should not be regarded as definite, but as plausible possibilities in attempting to understand the complex problems in the educational enterprise. It is hoped that the research and policy implications of the findings will be useful to policy makers for improving the quality of education in Malaysia. / Source: Dissertation Abstracts International, Volume: 47-02, Section: A, page: 0490. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to determine the essential components and effects of the Advisor/Advisee program known as PRIME TIME in Venice Area Middle School, Sarasota County, Florida. Research indicates that an effective middle level program must be designed to meet the unique and individual needs of the early adolescent. Advisement by teachers through an advisory program is essential in complementing the school's total educational program. Data for this study were collected through a self-report questionnaire, a personal structured interview schedule and a student survey. It was designed to answer the following two questions: (1) What are the essential components of the Advisor/Advisee program in Venice Area Middle School? (2) What are the effects of the Advisor/Advisee program in Venice Area Middle School? The conclusion of the study found the need for eleven essential components in implementing the PRIME TIME program. They are as follows: (1) Adequate materials and appropriate activities that are different for each grade level. (2) Committed and enthusiastic teachers. (3) A realistic teacher/student ratio. (4) An ongoing inservice program. (5) Administrative support and involvement. (6) Guidance counselor support and involvement. (7) An ongoing and continuous guidance program. (8) Parental awareness and involvement. (9) The same advisee for three years. (10) Student involvement and participation in the program. (11) A faculty improvement council. The following was reported as the overall effects of the PRIME TIME program: (1) Helps students in their social growth. (2) Contributes to a positive school environment. (3) Helps students learn about the school. (4) Helps students learn to make friends. (5) Helps students learn how to get along with others. (6) Enhances the teacher-student relationship. (7) Provides the advisors the opportunity to know students on a one-to-one basis. (8) Helps students develop a sense of positive self-worth. (9) Helps students acquire and improve the habits and attitudes necessary for responsible citizenship. Recommendations for improvement were made suggesting that Venice Area Middle School require all teachers to participate as advisors; revise their evaluation process; and establish an improvement council with student representation. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2986. / Thesis (Ph.D.)--The Florida State University, 1986.