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This study tests the validity of Holland's (1985a) principles regarding the parent-offspring vocational type agreement in immigrant families. Moreover, it examines and compares the influence of parental ethnicity, SES and level of education on the parental-offspring type agreement in immigrant and non-immigrant families. Finally, it explores the role of child's gender on the parent-offspring type agreement. / Data were collected through the administration of (1) The Vocational Preference Inventory (VPI, revised) (Holland, 1985b), and (2) The Personal Data Questionnaire (PDQ) (developed by the researcher) to high school and college students. The immigrant sample consisted of 100 Canadian-born children of Greek-born immigrants to Canada. The non-immigrant sample consisted of 80 children of Canadian-born, Anglophone parents. / The results revealed: (a) no significantly high agreement between Parental and Offspring Typology in either ethnic group; (b) no significant influence of parental ethnicity, SES or level of education on the Parent-Offspring Type agreement in either ethnic group; (c) significant influence of offspring's gender on the Parent-Offspring Type agreement, which is higher for the male than the female offspring, in both ethnic groups. / The above results do not validate Holland's (1985a) propositions that parental types produce similar vocational types of offspring in immigrant or non-immigrant families. Yet, it was found that parents do influence offspring's vocational choices, in ways that need to be further studied with larger samples of different ethnic populations.

The purpose of the study was to discover the attitudes toward work held by children in grades four, five and six. The instrument used was written by the researcher and based upon six factors found previously by other researchers to be important for job satisfaction among adult workers. The six factors included money, self-expression, leadership, working conditions, independence on the job, and status and prestige.The Instrument, the Kuldau Occupational Development Inventory (KODI), was administered to students enrolled in grades four, five and six in three community settings, the professional-white-collar (PWC), the working-blue-collar (WEC), and the inner city (IC). Each item on KODI was projected by an overhead projector and also read orally by the researcher. A total of five hundred eighty-six subjects were sampled. All children enrolled in each room selected was included in the study regardless of race, creed., and length of residence in the city.Statistical analysis of the data consisted of a three way analysis of variance computed between grade and sex, grade and community setting, and sex and community setting. A trend analysis was computed for grades. The statistical analysis for sex and community setting required the calculation of a t-test. Review of the data led to the following conclusions.Children have developed attitudes which they can recognize by the time they enter the fourth grade. The attitudes developed were toward money, self-expression, status and prestige, working conditions and leadership.When the data were considered by grades, the results indicated attitudes had been developed toward money, leadership and status and prestige. The results of a trend analysis indicated a greater attitude toward status and prestige in grade four than in grade six (p= <.01). No trend existed for the factors money and leadership.The attitudes held by boys and by girls were found to be related to self-expression and leadership. The results of the t-test for the group means of boys and girls indicated a significant difference existed between the attitudes toward leadership. The results of the trend analysis indicated a downward trend from grade four to grade six among girls toward the factors self-expression and status and prestige. The conclusion was drawn that as girls matured the attitudes toward self-expression and status and prestige became less important. Since no trend was found among boys sampled, the conclusion was drawn that no trend occurred in the development of attitudes toward work.When community setting was considered, working conditions, money and leadership were found to be significant. The results of a t-test computed on group means indicated a significant difference existed between the group means of the PWC and the WBC settings on the factors working conditions, and leadership; WBC and IC settings on leadership and money; and PWC and IC settings on working conditions, leadership and money.To discover if a sequential development of attitudes toward work occurred, a trend analysis was computed for grades four, five and six within each community setting. A downward trend was evident for status and prestige when the PWC community setting was considered. The conclusion was drawn that as these children matured, factors other than status and prestige gained importance when attitudes toward work were considered.An upward trend in the development of attitudes toward money was found to exist among children reared in the WBC community. The conclusion was drawn that as these children matured, money becomes a more important factor when work was considered.No trend was found to exist among IC subjects sampled. The conclusion was drawn that the attitudes held by these subjects had not developed in a sequential pattern.

The purpose of this study was to determine the significance of the correlation between. reading achievement and attitude toward reading. This relationship was further analyzed by comparing correlations utilizing the following variables: sex, grade level, and socioeconomic settings.The following information was available for each subject in the study1. Sex2. A reading achievement score 3. A reading attitude scoreThe population of this study consisted of five hundred fifty-three (553) students in grades four, five, and six from the Dayton City Schools, Kettering City Schools, and Wolfe County Schools. The students were all members of heterogeneously-grouped self-contained classrooms. All students completed the California Reading Achievement Test,Level 3, Form A and the Estes Attitude Scales: Elementary Form, and ninety (90) of these students were interviewed utilizing the Reading Attitude Interview.The California Reading Achievement Test, Level 3, Form A, contained two sections, the first section contained forty (40) vocabulary questions and the second section contained forty-two (42) comprehension questions. Both sections were answered by utilizing one of the four (4) multiple choice answers provided for each question.The Estes Attitude Scales: Elementary Form consisted section contained fourteen Likert rated questions. All three sections were administered but only the reading section was scored.The five (5) students at each grade level in each socioeconomic school setting achieving the highest five (5) pairs of scores on the reading achievement test and reading attitude scale (accounting for forty-five (45) students) were administered the Reading Attitude Interview. The same procedure was followed for the five (5) students at each grade level in each socioeconomic school setting who achieved the lowest five pairs of scores on the reading of three sections: mathematics, reading, and science. Each achievement test and the reading attitude scale (accounting for forty-five (45) students). The aforementioned procedures accounted for an interview population of ninety (90) students. The interview instrument was devised and field tested by the investigator to analyze various possible influences on the student's attitude toward reading.Statistical processing of the data was conducted by calculating Pearson Product-Moment correlations for null hypotheses one, two, and three. Hypotheses four through twelve were statistically treated by computing Pearson Product-Moment correlations, Fisher Z-transformations, and two-tailed t-test values.Twelve major null hypotheses were tested at the.05 level of confidence to determine the relationship between reading achievement and attitude toward reading and also the influences exerted by the variables of sex, grade level, and socioeconomic setting.It appears from this study that reading achievement and attitude toward reading are correlated significantly. The degree of significance varied somewhat but the male students generally produced higher correlations than their female counterparts.Only one instance indicated a significant difference between correlations due to the sex variable. The fifth-grade rural male students produced significantly higher correlations than their female counterparts.One instance indicated a significant difference between correlations due to the variable of grade level. The fifth-grade students in a rural school setting produced significantly higher correlations than their sixth grade counterparts.Two instances of significant differences between correlations due to the variable of socioeconomic school setting occurred. In both instances, the sixth-grade students of rural and urban school settings produced significantly higher correlations than the sixth-grade students in a suburban school setting.Information from the Reading Attitude Interview revealed that the mother in the home appeared to be the greatest single influence on reading attitude, followed closely by the student's school environment and finally by the influence exerted by the student's peers.

The purpose of this study was to assess and compare the judgments of elementary classroom teachers and college and university reading professors with regard to what should be included and stressed in undergraduate level reading methods courses.The instrument developed to gather pertinent data consisted of thirty-eight items which were grouped under the six major categories utilized by the International Reading Association. Each respondent marked on a line continuum the degree of emphasis he judged each item should receive and the response was later translated into a numerical value with nine being the highest rating and one the lowest rating.A random sample of forty public elementary schools in Marion County, Indiana gave the researcher a possible one hundred sixty elementary classroom teacher respondents. A stratified random sample of the Indiana colleges and universities appearing on the National Council for Accreditation of Teacher Education list yielded twenty-two college and university reading professors. Since each person's participation was purely voluntary, the ninety-five percent return by elementary classroom teachers and a ninety-one percent return by college and university reading professors was considered satisfactory.A one way analysis of variance was computed on the data gathered for each instrument item to obtain an F ratio for the test of significance. The mean obtained on each instrument item by a certain respondent group was also used to place the topics on a rank order scale.Based on the results of the investigation, it was concluded and recommended that:1. Both lower and upper elementary classroom teachers would profit from reading courses dealing with the total reading spectrum rather than having separate reading courses for each of the above noted groups.2. Suburban teachers in this particular geographical area desired more emphasis in undergraduate reading methods courses on techniques for evaluation of a child's progress and how to foster a child's interest in reading.3. The number of years of teaching experience did not influence the teacher’s judgment concerning the content of an undergraduate reading methods course.4. The highest academic degree obtained by teachers in this populous Indiana county did make a difference in how important the instrument items were perceived. Master Degree teachers had a greater awareness of the individual needs of children.5. Currently, it would seem that Indiana college and university reading professors stress knowledge of the total reading program throughout the elementary school and knowledge of types of prereading readiness experiences to a greater degree than elementary classroom teachers believe they need. On the other hand, elementary classroom teachers in Marion County, Indiana would like college and university reading professors to increase the emphasis on how to use audio visual aids in reading, how to foster interest in reading, and how to teach reading through a variety of mass media.

Thesis (Ed.D.)--University of Tulsa, 1983. / Bibliography: leaves 53-57.

Thesis (Ph. D.)--University of Melbourne, 1995. / Typescript (photocopy). Includes bibliographical references (leaves 265-273).

Thesis (MBus) -- Auckland University of Technology, 2004. / Also held in print (54 leaves, 30 cm.) in Wellesley Theses Collection. (T 658.4220993 YUE)