Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Jan. 31, 2006). Includes bibliographical references.

Thesis (Ed.D.)--Boston University.

M.Ed. (Didactics) / The problem of individualization strategies for teaching English at child care and reformatory schools is the focus of this inquiry. Aspects of the problem were encountered during initial professional visits to teachers of English classes at these schools, which cater for behaviourally deviate pupils. The researcher observed that certain pupils were unable to complete the English syllabus because of a protracted absence from school during the year. This phenomenon was disregarded by the teachers and resulted in poor performances by the pupils. An additional investigation was conducted and interviews were held with persons concerned with the fifteen child care and reformatory schools which were visited and an analysis was made of available documentation. This research reinforced the original observation that poor performances by pupils in the subject English were possibly caused by a lengthy absence form school. By means of a literature study, didactical structures which were to assist pupils who had absconded, were identified. An observation schedule was compiled and teachers were evaluated according to their successful application of these structures. During the research it became evident that the teacher was one of the most important identifiable factors which have an influence on the learning progress of the pupil. The successful practice of individualization within the English classroom depended upon the functional application of the Academic Time Continuum, differentiated work sheets and an individual frequency table. It is suggested that pupils could benefit if teachers were to take note of the didactic structures highlighted in this research.

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Traditional university modes of instruction have been shown to be less effective than. both PSI and peer tutoring procedures. The present study compared the relative effectiveness of proctors and peer tutors in a PSI type course. Twelve subjects were randomly assigned to the experimental conditions. The within-subject variable was the order of exposure to the teaching. Methods (being proctored, being tutored, or tutoring) and the. between-subject variables were type of teaching method (proctor-ed or peer tutored) and the number of the trial (first or .second test under the assigned teaching condition). An analysis of variance split plot 3.22 of the number of correct answers on the first test of each unit yielded a significant main effect for teaching method; F(1,9) = 17.24, p < .01; and a significant interaction for Teaching Method x Order of Exposure to Teaching Conditions; F(2, 9) = 4.31, p < .05. Analysis of the number of tests taken to reach criterion yielded significant main effects for teaching method; F(1,9) = 7.44, p < .05; and for order of exposure to teaching conditions; F(2,9) = 4.88 p < .05. The results indicate that proctoring resulted in better student performance than did peer tutoring on both measure of course performance. Other methods for easing the application of PSI type procedures to large courses or situations where proctors are unavailable should examined.

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Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 7, 2006. Dissertation Committee: Paula Smith (chair), Jeffrey Bakken, Raymond Schmitt, Mark Swerdlik, David Tucker. Includes bibliographical references (leaves 95-105) and abstract. Also available in print.