This qualitative case study examined the use of manipulatives in mathematics instruction by six first-year intermediate teachers in a north Texas school district. Their preparation for, access to, and perceptions about manipulatives were examined. Specific content associated with manipulative usage was identified.

Self-monitoring procedures are commonly used to assess environmentally sustainable behavior. The current experiment evaluated the effects of a self-monitoring procedure on two sustainable behaviors within a university office. A senior assistant was asked to report on light usage and energy-saver use on the copier in an office break room. Her reports were then compared with independent observations. Results showed that her reports were highly correspondent with independent observations although no change in target behaviors occurred. Changes in behavior occurred when she was asked to engage in the target behaviors. Results suggest that although self-monitoring procedures can correctly assess sustainable behaviors, they may not be suitable for behavior change.

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The study reviewed the importance of English language in Nigeria. As the country's official language, the language of formal education, of politics, of commerce, and of inter-ethnic and international communication, English has become a language required for full participation in Nigerian affairs. This is the reason for the investigator's concern about students' poor performance in English every year on the West African School Certificate Examination (WASCE). / Several possible causes were examined, but the paucity of qualified teachers of English and absence of good English language textbooks were considered to be the most threatening. Since teacher training normally requires a long time to accomplish, it was resolved that textbooks should provide the immediate remedy by presenting instructional materials in such quantity and of such quality as will ensure students' general competence in English language and success in the WASCE. / Consequently, there were two parts to the study. The first part examined the types and amount of composition tasks set in each of the three coursebooks which subdivide into fifteen textbooks. The composition tasks in the fifteen textbooks and WASCE English composition papers from 1969-1979 were compiled by the investigator and handed out to a panel of three independent raters. The raters categorized each composition task according to the working definitions provided by the investigator. Frequency counts were later computed and expressed as percentages for the purpose of comparison. / It was found that students were more frequently expected to write in the transactional-report category than in any of the six other categories used in the study. The textbooks' failure to include a fair proportion of composition tasks for each category was regarded as a fault since composition tasks were set in all the categories in the WASCE at one time or another. / The second part of the study assessed the quality of instruction in each coursebook and the accompanying Teachers' Notes. Two of the three coursebooks were found to be average while the third was rated inferior. It was concluded that a coursebook would be satisfactory in the Nigerian situation examined in the study only if it provided superior quality instruction. / Source: Dissertation Abstracts International, Volume: 41-09, Section: A, page: 3852. / Thesis (Ph.D.)--The Florida State University, 1980.

The segment of the United States population categorized as Limited English Proficiency (LEP) is characterized by a high unemployment rate and a large number of secondary school dropouts. The United States Congress has provided funding for special programs including the 1976 Vocational Education Amendments (VEA) to the 1963 Vocational Education Act which earmarked funds for the LEP population in the form of Bilingual Vocational programs. This amendment also mandated the evaluation of all funded areas. / The survey conducted during this study identified the lack of state models for the evaluation of Bilingual Vocational Education Programs (BVPs). The state of Florida, in order to comply with the 1976 VEA, authorized the development of the Bilingual Vocational Instructional Program Review (BVEIPR). / This study addressed: (a) the identification of the standards and criteria necessary for quality BVPs and (b) the development of the BVIPRC. / The rationale for this study was developed from the theory that evaluation is a process that can lead to development, improvement, and rational decision making for educational programs. / Data were obtained in three phases from personnel involved in the instruction of LEP students in the state of Florida. A result of this study was the development of the BVIRPC. This component included the standards and criteria needed for quality BVPs as well as those required for vocational education, as identified for the state of Florida. / The Florida Bureau of Vocational Research, Dissemination and Evaluation staff provided the funding that developed this first state model that has incorporated the special needs of the LEP students enrolled in vocational programs. This model provides the standards and criteria, which, when met, will provide quality BVPs. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4278. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to investigate the relationship between the cognitive questioning preference levels of both teachers and students and student achievement in critical thinking. Based on the scores of the Cognitive Questioning Preference Inventory for Teachers (CQPIT), one teacher who preferred lower-level cognitive questions and one teacher who preferred higher-level cognitive questions were identified. These two teachers' students, in grades five and six, were classified into a higher-level cognitive questioning preference group (n = 30) and a lower-level cognitive questioning preference group (n = 53) based on scores on the Cognitive Questioning Preference Inventory for Students (CQPIS). A critical thinking test, Test of Inquiry Social Studies, was administered to the subjects near the end of the school year. To test the research hypotheses, the resulting scores were analyzed using the Chi-square test. The result of the statistical analysis revealed that students' and teachers' cognitive questioning preference levels were not related to the variable of students' achievement in critical thinking ability. However, a match of cognitive questioning preference between teachers and students was significantly related to the students' achievement levels in critical thinking. The relationship was particularly strong in the match of cognitive questioning preference between the higher-level cognitive questioning preferenced teacher and the higher-level cognitive questioning preferenced students. / Source: Dissertation Abstracts International, Volume: 43-03, Section: A, page: 0656. / Thesis (Ph.D.)--The Florida State University, 1982.