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The study was concerned with investigating student achievement testing results, age and sex differences, and teaching practices between a behavioral objective type program and a convetional type program (arbitrarily defined) for the teaching of reading to third grade children as measured by standardized test instruments. Thirty-one third grade students (16 boys and 15 girls) in the experimental class, with a median age of eight years, were compared with a control class of 33 students (19 boys and 14 girls), with a median age of nine years, as available small samples. Both groups were taught by one teacher. The instructional materials selected were Houghton Mifflin’s Panorama and workbook for the behavioral or experimental class. Follett’s New Faces, New Places was used by the conventional group. Lippincott’s Reading in Phonics lessons were used by both groups twice weekly. The Stanford Achievement Reading Test—Form W, Primary II was administered as pre-and post-test instruments. Testing procedures for both groups with respect to time allotment, administration, and administrator for each test were consistent. All pre- and post-test measures were collected and translated into appropriate numerical equivalents. From these data, means and standard deviations were established for both groups as well as within age and sex groupings. The Fisher t-test of significant differences between independent group means was used in handling the data. “z” scores were applied to all data to equate an uncontrolled group variances. Teaching methodologies of two audio-recorded lessons were coded with an interaction analysis system measuring teacher verbalism. The variables of age and sex revealed no significant differences appearing in the measured results of the study. Teaching methodologies by the same teacher of both groups were proven to be significantly consistent based on types of teacher verbalism. Although the experimental group exhibited pre-test superiority by age, rated cognitive abilities, vocabulary and paragraph meaning, and composite test means, the control group showed significant pre- to post- test gains in both paragraph meaning and composite means. Observational reports by the teacher, however, indicated superior affective attitudes and interests in reading for the experimental group. Consistent with Gerhard’s study, the findings, based on standard achievement tests, “…indicated no significant differences between the experimental and control groups.” In the present study, the experimental group showed no significant gains in both paragraph meaning and composite means. Observational reports by the teacher, however, indicated superior affective attitudes and interests in reading for the experimental group. Consistent with Gerhard’s study, the findings, based on standard achievement tests, “…indicated no significant differences between the experimental and control groups.” IN the present study, the experimental group showed no significant gains from pre-to post-test. Thus, a conventional-factual approach was congruent with the achievement measures of the control group employed in the study. Test exercises, in view of word choices for young children, seem not to be consistent with children’s oral or written language. It seems logical to assume that such test construction may not enhance the reader’s comprehension. According to Chall, “…low IQ pupils achieved best results with phonic approaches.” The lower achieving control group excelled at a significant level in pre- to post-test measures. Since both groups were exposed to bi-weekly phonics instruction, such impact may have been greater on the control group.

The purpose of this project was to determine if there was a difference between two methods of teaching seminary: (1) the traditional, authoritative, teacher-centered method, and (2) the group-guidance, student-centered method, with regard to helping the students in solving their problems and becoming better adjusted in their personal and social problems.

The purpose of this study was to investigate the effectiveness of a developmental approach to teaching pre—school children vocabulary nouns. The subjects were drawn from a pool of pre—school children in an Atlanta privately owned Head Start Center. A sample of ten children was chosen from the twenty children in the Head Start class. Their chronological age ranged from 4 years 1 month to 1 years 11 months. The experimental treatment employed in this study consisted of three parts; picture notins identification, word nouns identificatlon, and picture—word association. The T-test for corrolated scores was employed to analyze the significant differences between the mean score obtained under the experimental condition and the control treatment condition. A comparative analysis was employed in order to determine the effective—nass of the two treatments.

Using learner centered instruction (LCI), a group of beef farmers were guided to design a farm in a layout that would most effectively offer continual learning opportunities for the beef practitioners themselves. Learner centered instruction was used as the primary teaching method for the project's completion. When using LCI, coupled with the correct facilitation of programs, student empowerment, and subject interest, positive experiences are more likely to result.

The growing number of candidates for allied health programs and the continued quest for identification of ideal candidates increases the pressure for allied health programs to continually improve their selection process. Despite past and recent research and the significant amount of literature on admission criteria for selective allied health programs, there is limited research on faculty perceptions of the interview as part of the admission criteria. For this study, interviews were conducted with fifteen allied health faculty members who teach in a program with selective admissions. The interviews consisted of seven open-ended questions and were audio-recorded, then transcribed through Temi.com. The transcriptions were analyzed for common themes. The participants agreed that an interview is an important component of the selective admissions criteria particularly for assessing the candidate’s ability to communicate and interact with others.

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The purpose of this study was to investigate and analyze community X power actors' responses to a questionnaire, in order to gain information to be used in developing Career Next Step High School Placement Center guidelines. The study was a descriptive research which employed the reputational technique to identify community power actors and the survey technique to gain Information from selected urban schools for comparative purposes. The reputations! technique surveyed 31 Ogden Community power actors and the survey technique was administered to 26 selected urban high schools in Utah. Guidelines were developed for the following major areas: Functions of a Career Next Step High School Placement Center. People and/or organizations to be employed by a school district to work in a placement center. Individuals and/ or organizations that should provide a service to students at the center. Location for a center, individuals to be in charge, and the center's hours Individuals and organizations to be represented on the advisory council. Services to students that should be provided by the center. Analysis of the survey results from the selected urban high schools revealed that: 19 of the responding 24 indicated they had student placement services in their school. 12 of the 19 indicated their school had a Career Next Step Placement Center. 6 of the 19 indicated their school had a counseling and guidance placement service. One of the 19 schools Indicated they had a cooperative education placement service. Of the 5 schools that indicated they did not have a placement service at their school, 4 indicated they thought a Career Next Step High School Placement Center would best serve their school's needs. The remaining one school thought a counseling and guidance placement service would best serve that school. In comparing the responses from the selected 26 urban high schools to the developed guidelines for a Career Next Step High School Placement Center, from community power actor responses, there were 25 items of difference determined.

This longitudinal quantitative study compared literacy achievement of students from second through sixth grade based on two organizational systems: graded (traditional) and nongraded (multiage) classrooms. The California Standards Test (CST) scaled and proficiency scores for English-Language Arts (ELA) were used as the study’s independent variable to measure student performance. A matched control was utilized in which nongraded students were compared with graded students based on gender, ethnicity, and date of birth. Data analysis included independent samples t-test, analysis of variance (ANOVA), and effect size. Results showed that nongraded students had a significant advantage over their graded counterparts in literacy achievement (p=0.000). Effect size for the matched group increased with length of exposure in the nongraded program from Cohen’s d=0.49 to d=0.99. It is difficult to determine if significant outcomes were the result of classroom structure or instructional strategies used in the nongraded setting. However, a unique quality of this study involves the rare conditions and matched control design that allowed for variables to be controlled, which have yet to be simultaneously accounted for in multiage studies to date. Based on the results, this study suggested that nongraded education, by responding to the developmental nature of children in the classroom, may offer a viable alternative to the graded system. In nations such as Australia, New Zealand, Netherlands, Finland, and Canada with the highest literacy rates in the world, nongraded classrooms are common educational practice.

The purpose of this thesis was to analyze and compare the influence of secular educational philosophy upon the curriculum of the seminaries of The Church of Jesus Christ of Latter-day Saints.In order to do this it was necessary to review and record the development of secular educational philosophy and curriculum. This was followed by writing the development of the educational philosophy and New Testament curriculum of the seminaries of The Church of Jesus Christ of Latter-day Saints. Next a comparison was made of the influence of the secular philosophies and curricula upon the religious educational philosophy and the New Testament curriculum of the Church.It was found that there was a carryover of the secular influence upon those who received their background training in secular educational philosophy and curriculum development. This training greatly influenced their approach in developing the New Testament curriculum for the seminaries of the Church. Although the background training from their secular education helped them to develop the New Testament curriculum, nevertheless, after a certain amount of experience, they began to attain a measure of independence from the philosophies of the secular educators.