published_or_final_version / Language Studies / Master / Master of Arts

Thesis (Ed. D.)--Illinois State University, 1977. / Title from title page screen, viewed Dec. 22, 2004. Dissertation Committee: William E. Colvin (chair), Fred V. Mills, C.L. Steinburg, Eric Bickley, M.M. Chambers. Includes bibliographical references (leaf 92) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: Paul J. Baker, Kenneth H. Strand (co-chairs), Sarah Booth, Anita H. Lupo. Includes bibliographical references (leaves 80-90) and abstract. Also available in print.

No description available.

Study of children in the third grade classroom of the Demonstration School at Florida State University during the 1950-1952 school terms--P. 2. From the study of the tentative edition of the Elementary Evaluative Criteria came increasing concern for improved educational programs in Florida. The writer, a teacher in the elementary grades, gave some thought to the possibilities of the use of the criteria as an aid to teaching. It was not to be used as a "measuring device" to see wherein the school has failed or succeeded, but rather it as to aid in setting up goals to be attained in an educational program for children. Such a program would offer opportunities for the all-round development of each child. With the hope that she might improve her methods of teaching, the writer became especially interested in the techniques for securing, recording, and using data to aid the guidance of the children placed in her care. / "A Paper." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Dora Skipper, Professor Directing Paper. / Methods of appraisal used in the "process of studying and noting growth characteristics, changes in the behavior of the individual, and his relation to society"--Page 3. / Includes bibliographical references.

This study was conducted to obtain information from a rural population regarding what makes a good elementary school. A random telephone sample of 100 participants was selected with a total of 83 participants responding to the telephone interview. The interview requested participants to respond to an open-ended question as to the qualities necessary for a good elementary school grades K-7. The interview also was designed to gain information regarding demographic variables of participants in an effort to identify patterns of responses. In addition, a comparison of participants' responses to the research of Ron Edmonds was conducted. Participants identified qualities related to teachers, principals, curriculum, and environmental conditions -as properties of a good elementary school. An overwhelming number of participants indicated teachers who demonstrated care, concern, understanding, patience, and who provided learning experiences that promote success as necessary to a good school. A comparison of participants' responses to the research of Edmonds revealed little consistency between the perceptions of lay people in and the findings of researchers regarding qualities of a good elementary school. Finally, participant demographic variables were examined as they related to the characteristics of teachers, principals, curriculum, and environmental conditions. None of the demographic variables were found to be significantly related to the qualities of a good elementary school. / Ed. D.

The purpose of this study was to investigate if teacher, pupil, curriculum and classroom environment variables were significantly related to adolescents' attitudes towards Biology. The study also investigated whether certain factors (as moderator variables) significantly influenced the relationships between pupils' attitudes towards Biology and each of the independent variables. For the investigation a sample of 426 standard eight, nine and ten pupils from three school-types completed an attitude questionnaire. Parametric statistics were used to analyse the results. Findings from the correlation and stepwise regression analysis revealed that the curriculum was the strongest correlate of attitude and accounted for most of the variance in pupils' attitudes towards Biology. An analysis of variance revealed no significant difference in pupils' attitudes towards Biology when gender, standard, parental levels of formal education and type of school were used as moderator variables. These findings suggest a complete restructuring of the Biology curriculum. / Psychology of Education / M. Ed. (Psychology of Education)

The purpose of this study was to investigate if teacher, pupil, curriculum and classroom environment variables were significantly related to adolescents' attitudes towards Biology. The study also investigated whether certain factors (as moderator variables) significantly influenced the relationships between pupils' attitudes towards Biology and each of the independent variables. For the investigation a sample of 426 standard eight, nine and ten pupils from three school-types completed an attitude questionnaire. Parametric statistics were used to analyse the results. Findings from the correlation and stepwise regression analysis revealed that the curriculum was the strongest correlate of attitude and accounted for most of the variance in pupils' attitudes towards Biology. An analysis of variance revealed no significant difference in pupils' attitudes towards Biology when gender, standard, parental levels of formal education and type of school were used as moderator variables. These findings suggest a complete restructuring of the Biology curriculum. / Psychology of Education / M. Ed. (Psychology of Education)

The problem addressed in this study was the lack of long-range projections resulting from an absence of data in terms of functions, funding, administrative staffing, and collection of materials for the Louisiana Learning Resources System (LLRS) network of 1985. The purpose of this study was to make long-range projections in these areas. Based upon the findings and conclusions of this study, the following projections were made. 1. The LLRS of 1985 should be a local unit which would be specialized in function and operate on the same academic calendar as that of the local education agency. 2. The role of the LLRS Director of 1985 should continue to be that of a materials/media specialist. 3. The primary funding source of the LLRS of 1985 should be that of federal dollars. 4. The Ideal Collection of Materials for the LLRS of 1985 should include teacher oriented materials, student oriented materials, and hardware for use with special education materials.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished