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A Proposed Program for Adjusting the Released-Time Seminary Program of The Church of Jesus Christ of Latter-Day Saints to Three Major Flexible Scheduling ProgramsMontague, Wallace Dea 01 January 1967 (has links) (PDF)
Whenever a public school modifies its scheduling program it has a direct effect upon any released-time program affiliated with the school. This study was undertaken, therefore, to determine the adjustment necessary in the released-time seminary program of the Church of Jesus Christ of Latter-day Saints in order to make that program compatible with three major flexible scheduling programs: (1) the Period Exchange of Rotating Period Program as used in the Cedar City High School, Cedar City, Utah, (2) the Modular Schedule as typified by the Stanford School Scheduling System (SSSS) and used in Roy High School, Roy, Utah, and (3) the Daily Demand Scheduling Concept as used by Brookhurst Jr. High School, Anaheim, California, and further developed and expended to a computer program by Brigham Young University High School, Provo, Utah, under the title of Daily Demand Computer Scheduling (DDCS).
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Mormon Education in Theory and Practice 1830-1844Smith, Virgil B. 01 January 1954 (has links) (PDF)
The problem of this study was to discover and classify "Mormon" ideas current between 1830 and 1844 relating to educational theory and practice, and to compare the theory and practice. The hypothesis is that there were discrepancies in the theory and the practice.
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Development and Validation of a Scale to Measure Misconceptions About Educational Psychology Among Pre-Service TeachersMcAfee, Morgan 01 January 2018 (has links)
Misconceptions are widespread or commonly held beliefs explicitly contradicted by empirical evidence. When teachers harbor misconceptions or unjustified beliefs about teaching, learning, and human motivation, the potential pedagogical consequences are profound, and these inaccurate beliefs may be instilled into future students through ineffective teaching strategies and gross misinterpretations of learning science. While existing research has examined misconceptions about general psychology and neuroscience among various populations, no prior work has evaluated pre-service teachers' misconceptions about topics of educational psychology, comprising inaccurate beliefs about teaching, learning, and human motivation. The purpose of this research is to describe the development and validation of a scale to measure misconceptions about educational psychology among pre-service teachers. Employing an experimental 2 (scale: true/false, six-point Likert-type) x 2 (valence: positive, mixed) x 2 (order: true/false presented first, Likert-type presented first) factorial, repeated measures design, a randomized experiment was performed to systematically evaluate the conditions under which the proposed scale for misconceptions of educational psychology performed best. As expected, the Likert-type scale was more sensitive to detecting misconceptions relative to the true/false scale. However, contrary to extant research on the valence effect, mixed-valence scales outperformed the positively-valenced scales across conditions indicating that misconceptions are best measured with a Likert-type response format using a heterogeneous mix of positively- and negatively-valenced items rather than a homogeneous set of positively-valenced items. Implications for practice and future research are discussed.
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The Creation of a Ninth Grade Literacy Course: One Teacher's Experiences in Teaching a Standards-Based Literacy CourseKeating, Katie Gray 01 May 2014 (has links)
This study examined one teacher’s experience with teaching a ninth grade literacy course. In response to consecutively low reading test scores, the administration in a rural high school in South Central Kentucky established a literacy course for all ninth grade students. This research illustrates the teacher’s implementation and instruction of that course. In addition, the research investigates how the results of a formal reading assessment might be used to improve the reading course in the future.
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A Comparative Analysis of Models for the Development of Higher Level Thinking Skills: A Textual Analysis of Plato's The Republic and Bloom's Taxonomy of Educational Objectives.Di, Prima Soranno Angela January 1999 (has links)
<p>This project has been developed using a parallel strategy. The first part of this project uses the concept of a model, taken from Ml. Finley's book Ancient History Evidence and Models, as the basis of a philosophical inquiry into the development of higher level thinking skills found in two paradigmatic models: Plato's Republic and Benjamin Bloom's Taxonomy of Educational Objectives. The Classification of Educational Goals, Handbook I: Cognitive Domain. In analyzing, synthesizing, amalgamating and adapting some of the elements of these two models, the writer constructs a generic metamodel for the development of higher level thinking skills in students.</p> <p>The second part of this project focusses on the development of 12 teacher-created lessons dealing with the topic of "Thinking About Thinking" for a Grade 8 Advisor class. The writer demonstrates how these lessons were implemented and provides samples of student work. She uses the "Student Development of Higher Level Thinking Skills Survey" as the basis of her interpretations and conclusions about the students' perception of the development of higher level thinking skills and the successes and weaknesses of the unit.</p> <p>The rationale for this project sterns from the writers personal and professional experiences in education and from the writer's belief that there is a need to assist our students to develop higher level thinking skills in order to meet the challenges of the future. There is a need to make education more responsive to the needs of society and to ensure that our students will be able to face the challenges of the Twenty-First Century by being effective problem-solvers and effective thinkers. The project is written primarily for those educators and scholars interested in analyzing models of thinking and in developing models in the classroom to promote the development of higher level thinking skills among students.</p> / Master of Arts (MA)
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The Effects of Review and No Review on Underlined Material with More or Less Able SubjectsVan Dyke, Melvin 01 September 1977 (has links)
A sample of high school graduate, first year technical school students was measured for retention improvement of underlined textual material under the treatment condition of no review versus review. The sample of 61 students was divided into two groups, more able and less able, subsequent to the first treatment condition of no review to provide a within group measure in the final analysis. The reading material consisted of 14 brief typewritten passages of which the core content was underlined. The criterion measure consisted of 7 multiple choice questions derived from the core content. The experiment consisted of presenting the same experimental materials to the same students on two occasions separated by a five day interval. Students were allowed to review the material, prior to testing, only in the second presentation. Under the experimental conditions both groups of students were able to improve retention of the core content. Results indicate that significant gains were made from no review to review conditions for both more and less able subjects when practice effect was not controlled for.
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Relationships Among Selected Reading, Linguistic, and Piagetian TasksTerrell, Gertrude A. 01 December 1985 (has links)
The purpose of the study was to determine the relationships among Piagetian levels of cognitive development, linguistic skills, and reading achievement in elementary pupils. The subjects were 212 pupils in grades K-3 at a school in Sullivan County, Tennessee. The subjects were administered conservation tests of number, quantity of matter, and length and linguistic tests of syllabication, synthesis of phonemes into words, and analysis of words into phonemes by the researcher. Scores on pre-reading skills from the reading subtests of the Metropolitan Readiness Tests and scores on meaning vocabulary, reading comprehension, and word study skills from the Stanford Achievement Test were used for reading variables. Significant correlation coefficients for the relationships among each pair of variables were moderate to high for the total group, for girls, and for boys. There tended to be high correlations of pairs of reading variables, pairs of linguistic variables, and pairs of cognitive variables. Pre-reading skills correlated well with all linguistic variables, conservation of number, and conservation of quantity of matter. The ANOVA and Newman-Keuls procedures were used to determine differences among levels. There were significant differences between each pair of age levels on reading variables for boys, for girls, and for the total group. For the linguistic variables, there were significant differences between the means of Level 1 (age 5 1/2 to 6 1/2) and Level 2 (age 6 1/2 to 7 1/2) for boys, for girls, and for the total group, but only 6 of 48 significant differences among Levels 2, 3 (age 7 1/2 to 8 1/2), and 4 (age 8 1/2 to 9 1/2). For the conservation variables, there was one significant difference between Level 3 and Level 4, but 28 of 36 significant differences among the other levels, showing much change below Level 4 on conservation skills. Girls performed significantly better than boys on reading comprehension, word study skills, and composite reading skills. Reading comprehension was significantly better for girls than for boys on Level 4. There were no significant differences on other reading subtests. There were no significant differences between boys and girls on linguistic and Piagetian tasks. The t-test was used to measure differences.
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An Experimental Study of Selected Group Guidance Techniques in the Seminary ClassroomHobbs, Charles R. 01 January 1958 (has links)
A major objective of the Unified Church School System is to facilitate improved student personal and social adjustment in the seminary program. Little research, as yet, has been completed in the area of seminary guidance services, yet these services offer a prodigious potential for student personal and social adjustment.The purpose of this study was to determine the extent that seminary students of the Church of Jesus Christ of Latter-day Saints would change in their problems of social adjustment during a nine-week period of seminary classroom attendance wherein selected group guidance techniques were used. It was hypothesized that some improvement would occur in the social adjustment of the students and would result in more favorable scores on the Mooney Problem Check List and California Test of Personality.
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An Investigation of the ASIT Problem-Solving Method on Middle School Technology Education Student's Ability to Produce Creative SolutionsMerrill, Jared Aaron 01 December 2013 (has links)
This study compared two groups of students being instructed in various methods of problem solving over a two-week period. The control group was instructed using the standard Career and Technology Education (CTE) Introduction curriculum on using brainstorming to solve problems. The treatment group was instructed using a structured problem solving method developed to help focus problem solving on finding a solution that satisfies the conditions. Students were selected from 7th grade students at a suburban middle school in Utah. The independent variable in this study was the type of problem solving instruction received. The dependent variables of interest were the fluency of producing solutions (S), number of inventive solutions (I) produced while problem solving. Additional variables of interest include student's perceived competence (c) while problem solving and students perceived usefulness (u) of problem solving in their lives. A pre-test and a post-test consisting of open-ended problems were utilized to assess the fluency of solutions (S) and the number of inventive solutions (I). A modified Fennema-Sherman attitude questionnaire was utilized to assess student's perceived competence (c) and perceived usefulness (u). The findings indicated that students who are taught a structured problem solving method produce a statistically significant (p-value of .033) greater number of inventive solutions when compared to students not instructed in this method. These students also appear to focus their problem solving by producing less total solutions (s) but a greater portion of these solutions is inventive. Other findings include data that supports the idea that dedicated problem solving instruction increases students perceptions of their own abilities to problem solving. Both control and treatment groups experience a statistically significant increase in their perceived competence in problem solving (p-value of .430 and .382 respectively).
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Drama as method : recontextualizing project learning for HK secondary schoolsLAW, Yuen Fun, Muriel 20 September 2012 (has links)
This doctoral study is grounded in the work of cultural studies and its concern for pedagogy and education. The study investigated a local pedagogical issue— Independent Enquiry Study (IES)—a specific form of social inquiry in the core subject Liberal Studies (LS) in Hong Kong senior secondary schools. It took a designated IES classroom as the point of intervention and as the basis for exploring transformed pedagogical practices in Hong Kong secondary school education. My vantage point of the intervention rested on participant-observation through action research and critical contextual analysis of the action-research site and its relations to the wider social contexts. With a conceptual-analytical framework of drama and the performative, developed from William’ notion of drama and Schechner’s notion of make-belief and make-believe performances, this study examined how the method of drama could mediate a group of senior secondary students’ extended process of inquiry into social issues in contemporary Hong Kong society.
Findings reveal that IES in Hong Kong senior secondary schools is almost already performative in nature and IES students were almost already performers eager to present themselves to their teacher-assessors as knowledge builders capable of reflective thinking. In fact, these students subscribed to the positivistic and cynical practices of reproducing existing curricular (and media) discourses and applying them to understanding the social. In performing seeming acts of inquiry, these IES students would re-enact the prescribed curricular (and media) discourses of understanding and reproducing the existing social order.
Research findings indicate that drama can be a method of work that supports student inquirers socially as a group. Liminal dramatic spaces and the use of dramatic role and real-life image afforded the participant-students the opportunity to create, experience, and interpret an imaginary world, promoting social inquiry. The spaces helped give shape to students’ diverse roles including those of IES co-informant, member of society, and peer IES learner-assessor. By activating these roles, students momentarily suspended self-other relations and the mechanically induced perceptions of social realities typified by conventional IES method. Drama also functions as a lens. It reflects how the method of IES typifies students’ roles as performers and sustains their dependence on templates of work and on the teachers’ assessment guides. Research findings further show that the performative make-belief schooling practices encompassed the everyday school life of the participating students and their teachers, and indeed subsumed and contained the effects of my dramatic interventions within the action-research context. The IES students at this specific research site were subjected to a process of cynical subject formation. When it comes to social inquiry, these students’ cynical IES practices, including cynical IES reasoning, is partly the result of the teachers’ instructional needs. Hence, dramatic and academic interventions in IES processes will be ineffective if wider school and social contextual elements are not reworked. The study calls for collective efforts from academics and scholars to intervene in all levels of educational practices, with the aim of remaking the vast contextual sweep of teaching and learning in Hong Kong as a way out of these cynical and positivistic inquiry-learning practices.
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