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The effects of staging on the reader's comprehension of informational discoursesBailey, John A., n/a January 1980 (has links)
The study was concerned with the variable of staging which is
a component of text structure. Staging is known to affect the
comprehension process of proficient readers.
Two passages developed and analysed for staging by Clements
(1976) were used in this study to investigate the effects staging
has on the readers' comprehension of the passages. The two passages
were identical in content and different only in the staging level
at which information occurred.
Ten experimental texts were developed from Clements' two
passages. The texts enabled (i) the comparison of the effects of
supplying high, medium or low staged information to the readers
on their ability to replace cloze deletions in the rest of the
text: and (ii) the comparison of the effects of supplying intact
the staging categories Old Topic, New Topic, Old Comment, or New
Comment on the readers' ability to replace cloze deletions in the
rest of the text. The cloze replacement scores were taken as
measures of the readers' comprehension of the text.
The subjects used in this study were a mixture of male and
female, undergraduate and postgraduate students at Riverina College
of Advanced Education.
The height of staged information and the staging category of
the information were found to have no significant affect upon the
readers' comprehension of the texts. However, it is suggested
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that this may be an artifact of the use of cloze procedure as the
measure of comprehension.
Suggestions are made for further research to clarify the
usefulness of cloze as a research tool in this area and to support
or reject the conclusion of this study.
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A qualitative assessment of small business establishmentStone, Kim, n/a January 1988 (has links)
A study of the nature of entrepreneurial activity
and its use in furthering our understanding of
small business establishment. An ethnographic
study is presented of the business perspectives of
a group of business entrepreneurs in the Riverina
region of N.S.W. and a conceptual framework is
developed for consideration of various qualitative
issues involved in establishing a small business.
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Classroom encounters and mathematics curriculum change : a single-site school improvement studyHawthorne, Wendy, n/a January 1988 (has links)
In November, 1986, Mrs Lorna Ireland; Principal of Junee Primary School in the
Riverina Region of New South Wales; approached a Senior Lecturer in Mathematics
Education at Riverina-Murray Institute of Higher Education in Wagga Wagga; seeking
his involvement in a project aimed to assist teachers at the school with their
mathematics teaching. In addition to the planned involvement in 1987 of this
mathematics educator, the school was also to be a pilot school for the trialling of a
strand of the New South Wales Education Department's Draft Mathematics Curriculum
and a participating school in the numeracy component of the federal government's
Basic Learning in Primary Schools program.
This study documents the mathematics education activities which involved Junee
Primary School teachers in 1987. It focuses on the RMIHE involvement in the school
but considers this in the context of broader mathematics curriculum activity. The
process of change is described within a theoretical framework derived from a review
of relevant literature.
The research methodology employed is fundamentally ethnographic and relies on the
collection of qualitative data to derive descriptions of people and events. The data
analysis relates to curriculum change, the role of the change agent and the role of
mathematics educators in school mathematics programs. A discussion of outcomes
highlights the strengths of an approach to curriculum change which had its genesis in
the school rather than in some external agency. The generation of problems and issues
and the resolution of these are features of the analysis which tracks the progress
towards professional development autonomy of one group of teachers.
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