The purpose of this study was to examine John Locke's views on the education of the poor and compare them with his general philosophy of man and education.;John Locke (1632-1704) is one of the best-known and respected philosophers of the Western World. For three hundred years his famous Essay Concerning Human Understanding has led many philosophers to a view of man as a "free and rational" being. Unburdened with "innate ideas," Locke's man is free to learn to be all that he can be.;Locke extended this general theory into a handbook for education. He published in great detail the training and rigors to be undergone by a child. This book, the famous Some Thoughts concerning Education, told the gentry that a disciplined study of the liberal arts untainted with "useless" knowledge was the basis of education. This would be augmented with the acquisition of a "useful trade." Above all, the gentleman would "learn how to learn.".;It seems, however, that all this concern for proper education was aimed at the gentry--the gentlemen who would need these skills to get along in a society of like men. When we look at Locke's ideas on the education of the poor, we see little of the tenderness that was to be afforded the gentry.;Could these seemingly dichotomous views of education--kindness and understanding for the gentry and force and cruelty the poor--be reconciled with Locke's philosophy of the rational and free man?;I hypothesized that John Locke's ideas of education for the poor were consistent with his philosophy of man.;I concluded that Locke's ideas for the education of the poor are indeed consistent with his views of man as put forth in the Essay Concerning Human Understanding and his views of education as shown in Some Thoughts Concerning Education.

No description available.

No description available.

No description available.

Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understood and taught and is guided by an awareness of the major findings in social scientific research on moral development and education and practical use of the conceptual analysis of educational terminology.;In order to answer the central questions, it is argued that the ideal of liberal education (its inherent logical and ethical criteria as well as a developed set of explicit curricular goals) can help determine legitimate curricular goals and methods that are focused on moral development. An extended definition of liberal education is developed through reference to widely accepted historical statements and examination of contemporary principles and goals.;Five contemporary models of undergraduate moral education are next identified and described in detail: values clarification, wholistic, humanities, normative ethics, and cognitive-developmental. The specific criteria for liberal education are then critically applied, evaluating the respective strengths and weaknesses of each model. It is argued that the normative ethics and cognitive-developmental models are most closely connected with the historical aims and contemporary goals of liberal education.;The study concludes with a detailed analysis of the two selected models. Reasons for their integration are developed, pedagogical methods and resources which emerge from their combination are outlined, and a summary of this approach to selecting and developing an acceptable model of college-level moral education is offered. In closing, it is stated that college students can legitimately be taught to reflect on morality, to be committed to the rational analysis and selection of moral values and lifestyles, and to act in accordance with their convictions.

No description available.

This study links research in hemispheric specialization which supports the concept of left and right hemispheric modes in problem solving with techniques for. teaching composition. Previous studies have not specifically examined who is helped by techniques which are labled as left or right hemispheric in style. The experimental group received composition instruction which emphasized right hemispheric exercises. The control group was given parallel assignments but instruction techniques emphasized left hemispheric techniques. All students were tested for hemispheric mode using the Hemispheric Mode Indicator. The Diederich Scale was used on sample essays to determine pre and posttest writing levels. Two major hypotheses were tested. Stated in the null, the first hypothesis is that there will be no significant difference in amount of writing improvement between writing classes taught emphasizing right hemispheric techniques and those taught emphasizing left hemispheric techniques. The experimental group taught using right hemispheric techniques moved from a pretest mean on the Diederich of 24.61 to a posttest mean of 27.67, a change which is significant at the .001 confidence level. The group taught using left hemispheric techniques moved from a pretest mean on the Diederich of 30.19 to 31. 7 4 which is not significant. The first null hypothesis was rejected. In order to look more closely within the groups to determine if one cognitive style or the other received greater treatment effect, a second hypothesis, stated in the null, is that there will be no significant differences within the two major groups as to the degree of writing improvement when comparing those classified as right hemispheric and those classified as left hemispheric. Only those classified as right hemispheric in the right hemispheric group showed a significant difference (at the .001 confidence level) in their pre and posttest scores, moving from a pretest mean of 24.30 to a posttest mean of 28. 26. The significance of change for the entire group was due to the appropriately paired subgroup. The second null was rejected. The conclusion to be made from this study is that those who are right hemispheric are significantly helped in th~ir writing when taught with techniques that match thier pref erred learning style.

ABSTRACT The literature implies a trend towards an increased use of interactive multimedia technologies for instruction. The increased availability of mcxierate cost, good quality, digital audio computer cards and computers with built-in audio capability have enabled trainers and educators to realize the potential of random access audio for computerbased training (CBT) and other multimedia applications. In this study, the researcher investigated the effectiveness of adding digital audio to CBT. The experiment was conducted at the University of Central Florida in the Spring of 1991 with students (N=60) enrolled in the Applications of Technology in Education undergraduate course. After randomly selecting 3 out of 10 intact course sections, students were randomly assigned to one of three treatment groups. Each treatment group completed a CBT program with identical content and one of the following delivery mcxies: (1) text-only delivery, (2) full text and totally redundant audio delivery, or (3) partial text (bulleted) with full audio delivery. Students in all treatment mcxies were administered a 30-item criterion-based achievement pretest and posttest in multiple-choice format on the subject content of the CBT program. In addition, subjects were administered a modality strength test, and a post-experiment perception questionnaire was completed by all subjects to provide descriptive data. Additional tracked variables included time required to complete the CBT program, number of times a student reviewed (backed up), and number of times a student in an audio treatment selected the "repeat audio" option. Data were analyzed using descriptive statistics, one-way analyses of variance, chi-square, t-tests, multivariate analyses of variance, and the Least Significant Difference multiple comparison procedure. Major findings of this study were: 1 . There were no significant differences among the three treatment groups in achievement gain. 2. There was a significant cliff erence in the mean completion times across the three treatments, with the text-only version requiring the least time on task. 3. There was no significant relationship between student modality strengths and achievement levels. 4. Student perceptions indicated a high degree of program acceptance across all levels of treatment.

Noting that little is known about the effect of early experience on the process of becoming an elementary teacher, this researcher explored the perceptions of 17 preservice teachers. Data produced from structured, open-ended interviews were analyzed using the constant comparative method. Common descriptions of what is (images), what ought to be (constructs), and preservice teachers' means (context maps) of explaining why phenomena exist emerged from the data. The images were (1) Teachers guide, (2) Teachers are there for the children, (3) Teaching is hard work, (4) Teaching is controlled, (5) Students learn by doing, (6) Students are individuals, (7) Students choose to learn, (8) Student teaching is an apprenticeship, (9) Student teachers develop chameleon like qualities, (10) Student teaching is a tug of war, and (11) The curriculum is not balanced. An overall image (metaphor) of the preservice teachers was that they were awkward teenagers. The constructs were (1) The curriculum should be interesting, (2) The curriculum should be better balanced, and (3) The curriculum should be integrated using themes. Context maps were incomplete; it appeared that the preservice teachers' frames of reference were still being formed. Findings suggested that, although the preservice teachers' identities as teachers was solidified, there was a hidden curriculum that the preservice teachers felt but could not explain. Implications were that preservice teachers needed a supportive social environment and time to discuss, analyze, and interpret information received from observations of classroom practice, knowledge presented in pedagogy classes, and their own experiences as students.

The purpose of the study was to explore the effects of review sessions on student achievement and retention in a computer applications course taught by televised distance learning and traditional instruction. Identified within the study were method of instruction, review, and grades in televised and traditional computer applications courses. A quasi-experimental design was used to measure the effects of review sessions on student achievement and retention in computer applications classes. Intact classes were used to form the 4 groups used in this study. Randomization was limited to choices students made in registering for the classes. The control groups for this study consisted of those students enrolled in traditional and telecourse computer applications during the Fall 1995 and Spring 1996 semesters for a total of 137 students. These students received no review sessions as part of their instruction. The experimental groups were formed by those students enrolled in the traditional and telecourse computer applications during the Fall 1996 semester for a total of 102 students. These students received review sessions as part of their instruction. Findings indicated that method of instruction does not provide significant differences in terms of grades and retention between the telecourse and traditional classes. Results indicated that there were significant differences in terms of review on grades with telecourse and traditional classes. Student responses indicated that review sessions were helpful. Recommendations were made for improved efforts to enhance strategies in traditional and distance learning and for continued research in traditional and distance learning.