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Linking experience and language--Interrelated curriculum--Integrating content subjects with reading--Higher level thinking skills.

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No description available.

Pastors are often called upon to counsel people troubled by what may be a diagnosable and treatable condition. Current research suggests that pastoral counselors (PC) are reluctant to provide a referral to a mental health professional (MHP) citing that only 10% of help seekers are referred, leaving millions of Americans to suffer with undiagnosed and untreated mental illness. The current literature indicates that PCs feel inadequately trained to counsel those with mental illnesses and the reluctance to refer is due to a distrust of MHPs. Currently, there is little qualitative research on pastors' counseling and referral experiences. In this study, social constructionism and the theory of planned behavior were used to address 3 research questions by describing PCs' experiences, describing PCs' opinions of MHPs, and examining PCs' referral decision criteria. Purposeful sampling was used to recruit 9 Southern Baptist Convention PCs from the Atlanta Metropolitan area. Giorgi's descriptive phenomenological method was used with a priori and emergent coding to analyze data collected from semistructured, face-to-face interviews. While feelings of inadequacy were confirmed by this research, it was discovered that PCs are motivated by a spiritual obligation to counsel and the reluctance to refer is not based on a distrust of MHPs, as cited by some research. Instead, PCs in this study prefer MHPs who offer Christian counseling. MHPs may want to consider incorporating spiritual sensitivity into their practice to increase PC collaboration. Increasing PC referrals may result in positive social change by decreasing the number of parishioners who suffer with undiagnosed and untreated mental illnesses.

Gender inequalities in the workplace continue to plague aspiring career- directed women. In public education, it is established that there are fewer women high school principals than there are men. In a profession predominantly employing women, the question remains, “Where are the women high school administrators”? This study examines the sociopolitical gender systems and psychological dynamics that perpetuate gender inequality. It then discusses the encumbered or constrained choices women make that are burdened or made more complicated by gendered sociopolitical or psychological dynamics. The study is a qualitative study narrowing the life-history method with an innovative career life-history focus. Seven high school women principals were interviewed and then data were transcribed and analyzed. Participants provided an external participant who shared their perspectives of the career life histories of these women principals, which added to the richness of the data analysis. Resumes of the principal participants were collected for triangulation purposes. Finally, a narrative from the data analysis was written. The findings reveal unintentional career journeys. The women in the study were invited to join administrative teams, reluctantly accepted, and embarked on their career journey, psychologically transitioning from teacher to administrator. They navigated through sociopolitical systems and barriers, finding support from family, supervisors, and friends. The women’s new identities led to reconfigured families and brought diversity to high school administrative teams.

The purpose of this study was to compare the achievement and attitudes of students who experienced two different methods of intermediate typewriting teaching at Utah State University. This experimental research was conducted in the Department of Business Education and Office Administration at Utah State University, Logan. Utah, during the winter quarter of 1973. The statistical population included forty-two control group students and eighteen experimental group students. An instructional model was developed to allow the control group to move through the instructional model as a traditional structured group while the experimental group proceeded through the instructional model on an individualized progress basis. The design of the model included eight learning units. videotaped instruction. individual and group testing, and group administered skill building. Two teachers were used in the study. Each teacher taught a control and experimental group.To evaluate the effectiveness of the model, two major categories of null hypotheses were tested. They were: (1) hypotheses testing the overall effects of the experiment, and (2) hypotheses testing the effects of each individual learning unit. Teacher-made pretests and posttests were developed to measure the overall achievement in typewriting theory, straight-copy, five-minute timed writing speed, accuracy, and proofreading. Also, pretests and posttests were developed to measure typewriting theory, production speed, and-production accuracy for each of the learning units used in the study. Sixteen selected questions from the nlinois Course Evaluation, Form 66, 1965, were used to measure the attitudes of students. A report was made by each teacher stating the number of days it took each student to complete the course requirements. Two-way regression analysis of covariance was employed to test the hypotheses related to the achievement of students on theory tests, straightcopy timed writing tests, and unit production tests. The hypothesis related to the attitudes of students was tested by two-way regression analysis of variance on each of the sixteen questions. The following findings were reported: There were no significant differences with respect to treatment groups, teachers, and method-teacher interaction on all overall achievement measures, on four of the six learning units tested, or on twelve of the sixteen attitude There was a significant difference between teachers in favor of Teacher One but not treatment groups nor method-teacher interaction on each of these questions: "The instructor seemed to be interested in students as a person." "The lnstructor had a thorough lmowledge of his subject matter. " "The instructor seemed to consider teaching a chore or routine act. " There was a significant difference between treatment groups in favor of the control group but not teachers nor method-teacher interaction on the question, "It was a very worthwhile course," although both groups agreed that the course was worthwhile. There was a significant difference between treatment groups in favor of the control group on manuscript production speed. No other Significant differences in the manuscript unit were found. There was a significant difference between teachers in favor of Teacher One on simple tables production speed. No other significant differences in the simple tables unit were found. The control group had thirty-nine students who completed the course requirements at the end of the normal quarter and had three students who finished late. The experimental group had eight students who completed the questions. course requirements early, nine students who finished at the end of the normal quarter, and one student who finished later. The major recommendations were: 1. Business educators should consider the individualized progress method of instruction as a viable alternative to the traditional structured-group method of instruction in all areas of intermediate typewriting achievement except on manuscript production speed development. 2. Business educators should consider the individualized progress method of instruction as a viable alternative to the traditional structured-group method of instruction when favorable attitudes toward intermediate typewriting are important. 3. To utilize the current typewriting facilities at Utah State University more efficiently and to accommodate the needs of individual students, a minimum of two sections of intermediate typewriting should be offered in the typewriting curriculum of Utah State University. One of these sections should be a traditional structured-group method of instruction and the other should be an individualized progress method of instruction.

This scale-up study investigated the impact of a teacher technology tool (Curriculum Customization Service, CCS), curriculum, and online resources on earth science teachers’ attitudes, beliefs, and practices and on students’ achievement and engagement with science learning. Participants included 73 teachers and over 2,000 ninth-grade students within five public school districts in the western U.S. To assess the impact on teachers, changes between pre- and postsurveys were examined. Results suggest that the CCS tool appeared to significantly increase both teachers’ awareness of other earth science teachers’ practices and teachers’ frequency of using interactive resources in their lesson planning and classroom teaching. A standard multiple regression model was developed. In addition to “District,” “Training condition”(whether or not teachers received CCS training) appeared to predict teachers’ attitudes, beliefs, and practices. Teachers who received CCS training tended to have lower postsurvey scores than their peers who had no CCS training. Overall, usage of the CCS tool tended to be low, and there were differences among school districts. To assess the impact on students, changes were examined between pre- and postsurveys of (1) knowledge assessment and (2) students’ engagement with science learning. Students showed pre- to postsurvey improvements in knowledge assessment, with small to medium effect sizes. A nesting effect (students clustered within teachers) in the Earth’s Dynamic Geosphere (EDG) knowledge assessment was identified and addressed by fitting a two-level hierarchical linear model (HLM). In addition, significant school district differences existed for student post-knowledge assessment scores. On the student engagement questionnaire, students tended to be neutral or to slightly disagree that science learning was important in terms of using science in daily life, stimulating their thinking, discovering science concepts, and satisfying their own curiosity. Students did not appear to change their self-reported engagement level after the intervention. Additionally, three multiple regression models were developed. Factors from the district, teacher, and student levels were identified to predict student post-knowledge assessments and their engagement with science learning. The results provide information to both the research community and practitioners.

The purpose of this study was to evaluate the results of trained transport nurses being oriented to a new helicopter by a video presentation and reference guide manual educational program when compared with trained transport nurses being trained by actual hands-on demonstration. Using a posttest-only design and the t test for independent samples, it was found that the two groups of nurses did not differ statistically (t (9) = 0.318, p < .051).

The goal of this thesis was to present a teaching method which would demonstrate increased visual awareness in general education college students. The particular approach presented for that purpose was also designed to be of potential benefit to students' total educational experience. To that end sane conditions and specific research were introduced as necessary considerations for the teaching approach and for the role of art education as it pertains to the thesis goal.