<p> Middle school students were introduced to the concept of scientific argumentation through the use of a pre and post performance task. Students were required to answer a question based on data provided and be able to justify their reason with evidence.&nbsp;This study compared two different forms of discussion, philosophical chairs and traditional discussion, in order to identify what type of discussion was beneficial to students to communicate a written argument. This study investigated two research questions, first if the type of discussion affects students&rsquo; ability to write a logical argument and whether the use of philosophical chairs affect student attitudes compared to traditional discussion. Statistical findings show that there is no difference between the group when it comes to the format of discussion. Both types of discussions help students communicate a logical written argument. However, the type of discussion does affect students&rsquo; attitudes and willingness to participate.</p>

The study was designed to determine the extent to which teacher preferences for selected social studies education traditions were related to their beliefs in traditional socio-political values (BTSV), level of political and community involvement, and personal characteristics (i.e., age, sex, and years of teaching experience). Additionally, it focused on the extent to which teachers' political and social behaviors could be predicted from the personal characteristics and values of the sample. / For this investigation, preferred approach to teaching social studies was defined as those teaching decisions that reflect the following rationales for social studies education: (1) history of citizenship, (2) student centered, (3) critical thinking or reflective inquiry, (4) social studies as social science, and (5) active involvement. Belief in traditional socio-political values was defined as narrow and parochial views toward youth, the role of education as a social institution, and the American system of government as a world model. Political involvement was defined as the extent to which an individual had participated in the political process as indicated by voting habits, working in a political party, working for a political candidate or political issues, and participating in selected community affairs. / One hundred-twenty secondary social studies teachers throughout the State of Michigan participated in the study. A .05 level of significance was set. Multiple regression analysis procedures were used to establish the relationship between the independent and dependent variables of the study. / Two research hypotheses were developed for this study. These were as follows: (1) There are no significant relationships among each of the independent personal characteristic variables (age, sex, and years of experience), BTSV scores and political involvement scores, and the dependent variable preferred teaching approach. (2) There are no significant relationships among each of the independent personal characteristic variables (sex, age, and years of teaching experience), BTSV scores, and the dependent variable political involvement scores. / The findings on these hypotheses were as follows: Hypothesis 1. The independent variables of political involvement, years of teaching experience, BTSV scores, and age were found to be useful predictors of preferred teaching approach, and thus, generated a prediction equation that was significant. As anticipated, political involvement related positively to teaching approach; years of teaching experience, BTSV scores, and age were inversely related to preferred teaching approach. The multiple correlation of these four variables with the variable teaching approach was .27, significant beyond the .05 level. Hypothesis 2. A correlation of personal characteristic variables (sex, age, and years of teaching experience) and BTSV scores with political involvement scores showed that years of teaching experience correlated positively and significantly with political involvement at the .05 level. However, a regression of personal characteristic variables and BTSV scores on political involvement showed that none of the four predictor variables had F-values which were significant beyond the .05 level. Thus, these variables were not found to be useful predictors of political involvement and did not support the rejection of the hypothesis. / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0192. / Thesis (Ph.D.)--The Florida State University, 1980.

This research investigated perceived degree of implementation of five key programs and practices of the middle school concept in two schools in three Florida counties. The five key programs and practices included: interdisciplinary team organization to include common planning time and flexible scheduling; teacher advisory program; broad exploratory program provided through special courses and experiences and through the academic block; varied instructional strategies, grouping patterns, and assessment procedures and program for transition. / The conceptual framework "institutionalization" was used in identifying the schools in each county. Institutionalized middle schools were schools that considered middle school programs and practices as standard operating procedures. District level administrators identified one school in their district as institutionalized and on the other end of the continuum, one noninstitutionalized middle school. / The Ritzenthaler Middle School Concept Scale was developed as a means to determine perceived degree of implementation of five key programs and practices of the middle school concept. The scale and its subscales were determined to be valid and reliable. The reliability (internal consistency) coefficient for the scale was.94. Coefficients for subscales ranged from.74 to.88. / Mean scores for all five key programs and practices of the Ritzenthaler middle school concept scale were greater in institutionalized middle schools than noninstitutionalized middle schools. Results of statistical significance testing (Wilcoxon-Mann-Whitney Rank Sum Test) for individual counties were mixed and inconclusive. Perceived degree of implementation of interdisciplinary team organization and teacher advisory was significantly greater in institutionalized middle schools in County 1. For County 3 there were no differences in perceived degree of implementation of the five key programs and practices. County 3 had a greater perceived degree of implementation of program for transition in the institutionalized middle school. When data from all institutionalized and all noninstitutionalized middle schools were used, institutionalized middle schools had a greater perceived degree of interdisciplinary team organization; teacher advisory program; exploratory program; and varied instructional strategies, grouping patterns, and assessment procedures. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2529. / Major Professor: Judith L. Irvin. / Thesis (Ph.D.)--The Florida State University, 1993.

Based on a secondary data set collected in 1982 by the Educational Planning and Research Division (EPRD) of the Ministry of Education, Malaysia, this study explored and identified factors that affect academic achievement of students in selected secondary schools. Academic achievement was measured by students' performance on six subjects from the Lower Certificate of Examination (LCE). The selected factors believed to influence achievement were categorized into five dimensions: (a) School Factors, (b) Student Characteristics, (c) Home Background, (d) Social Influences, and (e) Extracurricular Activities. / Using multiple regression to test the relationships of the factors with the dependent variable, it was found that all the factors operating jointly accounted for almost 47% (R-Square = .468) of the explained variance of student achievement. Among the School Factors, type of school/student group was significantly associated with achievement. Average teacher's experience was found to be associated in a curvilinear fashion with achievement, implying that the optimum level of teacher efficiency occurred in the early years of the teaching career. / Among the Student Characteristics, prior achievement, sex, and student self-motivation were positively and significantly associated with achievement. Father's income, representing family socioeconomic status, was significantly associated with achievement. Supportive family relationships also contributed positively toward school performance. / Students' frequency of using library facilities and completing homework assignments had a positive association with achievement. Daily time spent watching television was found to have a negative effect. / The results of this analysis should not be regarded as definite, but as plausible possibilities in attempting to understand the complex problems in the educational enterprise. It is hoped that the research and policy implications of the findings will be useful to policy makers for improving the quality of education in Malaysia. / Source: Dissertation Abstracts International, Volume: 47-02, Section: A, page: 0490. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to determine the essential components and effects of the Advisor/Advisee program known as PRIME TIME in Venice Area Middle School, Sarasota County, Florida. Research indicates that an effective middle level program must be designed to meet the unique and individual needs of the early adolescent. Advisement by teachers through an advisory program is essential in complementing the school's total educational program. Data for this study were collected through a self-report questionnaire, a personal structured interview schedule and a student survey. It was designed to answer the following two questions: (1) What are the essential components of the Advisor/Advisee program in Venice Area Middle School? (2) What are the effects of the Advisor/Advisee program in Venice Area Middle School? The conclusion of the study found the need for eleven essential components in implementing the PRIME TIME program. They are as follows: (1) Adequate materials and appropriate activities that are different for each grade level. (2) Committed and enthusiastic teachers. (3) A realistic teacher/student ratio. (4) An ongoing inservice program. (5) Administrative support and involvement. (6) Guidance counselor support and involvement. (7) An ongoing and continuous guidance program. (8) Parental awareness and involvement. (9) The same advisee for three years. (10) Student involvement and participation in the program. (11) A faculty improvement council. The following was reported as the overall effects of the PRIME TIME program: (1) Helps students in their social growth. (2) Contributes to a positive school environment. (3) Helps students learn about the school. (4) Helps students learn to make friends. (5) Helps students learn how to get along with others. (6) Enhances the teacher-student relationship. (7) Provides the advisors the opportunity to know students on a one-to-one basis. (8) Helps students develop a sense of positive self-worth. (9) Helps students acquire and improve the habits and attitudes necessary for responsible citizenship. Recommendations for improvement were made suggesting that Venice Area Middle School require all teachers to participate as advisors; revise their evaluation process; and establish an improvement council with student representation. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2986. / Thesis (Ph.D.)--The Florida State University, 1986.

Thesis (Ed.D.)--Boston University

This study examined the development and status of alternative school programs for disruptive youth in 10 selected Florida public school districts. These programs were developed in response to the 1978 Florida Alternative Education Act. / The study was based upon information gathered from the literature on alternative education for disruptive youth and examination of data on identified programs in Florida gathered through the use of a mailed questionnaire supplemented by personal and telephone interviews and review of state documents and reports. / The issue of disruptive students has affected every school system in the State of Florida to some extent and has resulted in losses of both present fiscal resources in terms of special programs, repairs, security and lost instructional time, and future manpower available to the state. / Students in elementary grades through high school have been served on a full or part-time basis by alternative education programs in many Florida school districts. In-school suspension presently appears to be the most common program used by the districts studied. Eight districts of the 10 districts studied have in-school suspension programs. Five districts have central alternative schools. Hillsborough County has the broadest spectrum of alternative education programs for disruptive youth. / Key factors identified in successful alternative education programs in Florida were: (a) Small school size and low student-adult ratio; (b) Individualized instruction; (c) Techniques to improve self-concept; (d) Counseling and diagnostic services; (e) Caring teachers; (f) Strong, flexible leadership. / The problems associated with middle school and junior high school youths which result in their high representation in alternative education programs for disruptive youth need to be examined. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2601. / Thesis (Educat.D.)--The Florida State University, 1981.

The purpose of this study was to determine the relationship between Piagetian level of cognitive development and performance on the Florida Statewide Student Assessment Test (SSAT) Parts I and II. Specifically, cognitive development, as measured by the Science Reasoning Test (SRT), was correlated with the factors of sex, socioeconomic status and the number of skills mastered on the SSAT, Part I and SSAT, Part II. / Socioeconomic status was determined based on the federal guidelines for student eligibility for the free lunch program. For the purposes of this study, all students who qualified for the free lunch program were classified as disadvantaged. / The sample consisted of 145 high school students enrolled in general ability level or above English classes at a high school in Leon County, Florida. / A statistically significant positive correlation was found between performance on a test of the Piagetian formal level of cognitive development (SRT) and performance on both SSAT-I and SSAT-II. / It was also found that advantaged students did better on the SRT and the SSAT, Parts I and II, than did disadvantaged students. / There was no statistically significant difference between the performance of male and female students on the SRT. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4388. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to determine whether the academic achievement of students moving from elementary to middle school could be predicted by certain easily identified variables (race, sex, academic aptitude, level of parent income, and parental educational level), or by differences in the type of facility (open or nonopen) in which they were housed. Were these relationships such that they might be used as predictors of academic achievement in making the elementary/middle school transition? / A random sample of 415 students from four of the six middle schools in the Leon County, Florida School District was drawn from the seventh grade middle school population during the 1979-80 school year. / Achievement as shown by the fifth and seventh grades scale scores on the Comprehensive Test of Basic Skills in reading, language, and mathematics, was entered as the dependent variables into a stepwise multiple regression analysis to determine which independent variables (race, sex, academic aptitude, level of parent income, and parental educational level) had significant relationships with student achievement. A chi-square analysis was used to determine whether there were significant differences in the sample distribution in each learning environment: from open elementary facilities to open middle school facilities (O-O); from open elementary facilities to closed middle school facilities (O-C); from closed elementary facilities to closed middle school facilities (C-C); and from closed elementary facilities to open middle school facilities (O-C). / The significant findings in this study were the following: (1) There were no significant differences in the sample of each learning environment based on race, sex, and academic aptitude. (2) There were significant differences in the sample in the learning environments based on income and parental educational levels. The open schools had lower income and lower parental educational levels. (3) Academic Aptitude showed a positive relationship with student achievement in reading, language, and mathematics. (4) Level of parental education showed a positive relationship with student achievement in mathematics. (5) Coming from open elementary facilities and going to open middle school facilities showed a negative relationship with language achievement for male students. (6) A negative relationship between sex and achievement in mathematics was found for all male students. (7) Coming from open elementary facilities and going to closed middle school facilities showed a negative relationship with language achievement. (8) Coming from open elementary facilities and going to open middle school facilities and academic aptitude showed a negative relationship with mathematics achievement. (9) White students in the income bracket between $5,000-$7,500 showed a positive relationship between race and language achievement. / Major findings did not always support previous findings reported in the literature related to race and socioeconomic differences in achievement. Students in the lower socioeconomic levels had received intensive remedial instruction in reading, language, and mathematics in this district for two years which might have a positive effect on achievement of traditional educationally disadvantaged students. Students, therefore, did not show negative relationships in academic achievement related to race and socioeconomic status. / Source: Dissertation Abstracts International, Volume: 41-11, Section: A, page: 4672. / Thesis (Ph.D.)--The Florida State University, 1980.

This study developed and validated an optimum writing competencies list that paralleled the Florida Minimum Skills list but specified the skills needed by secondary students to perform academic writing assignments required in science and social studies classes. The study was accomplished in three phases. The first phase consisted of identifying the writing tasks most often demanded of secondary students by their science and social studies teachers. In the second phase of the study, the writing assignments identified in the first phase were analyzed and translated into optimum writing competencies required to complete the assignments, and a comprehensive list of optimum writing competencies was constructed. In the third phase a panel of writing experts validated the optimum writing competencies list by identifying the competencies most needed by students. / In the first phase, the Panhandle Area Educational Cooperative, an agency which coordinates the combined educational efforts of nine Northwest Florida county school systems, agreed to serve as a liaison between the investigator and the county school superintendents. This agency sanctioned the study and encouraged the school superintendents to grant permission for their schools to participate in the study. After permission was granted, the principals of high schools in these counties were requested to supply the names of their secondary science and social studies faculty members. When these names were submitted, these teachers were requested to send samples of writing tasks commonly required in their classes. Of the 133 teachers contacted, 75 teachers responded, and 257 writing assignments were collected. / In the second phase of the study, the writing assignments collected in the first phase were analyzed and translated into writing competencies needed to perform the tasks. The analysis of the assignments indicated that science and social studies teachers expected students to be able to perform a variety of types of writing tasks, with test taking, answering study questions, and essay writing as the most often assigned tasks. The teachers frequently assigned writing as a part of the instructional methodology, including evaluative writing, daily in-class writing and extended out-of-class writing. However, many of the writing assignments did not include specific or complete directions. Writing assignments of various degrees of complexity were made, but most required optimum writing skills. In addition, the assignments required mastery of some skills in all composing and editing competency areas. The assignments were translated into a total of 73 writing competencies, and a composite list was constructed. / In the third phase a survey questionnaire containing the skills list was mailed to ten educators responsible for secondary and adult writing instruction at various high schools, community colleges, and universities in Florida. These writing experts were members of a panel asked to judge the degree of importance of each of the optimum writing competencies identified in phase II. The analysis of their ratings revealed 65 of the 73 competencies were considered important for completing science and social studies writing assignments. / This list could be of potential use to English, science, and social studies teachers who expect to assist students in developing optimum writing skills needed for completing academic writing tasks. / Source: Dissertation Abstracts International, Volume: 41-07, Section: A, page: 3037. / Thesis (Ph.D.)--The Florida State University, 1980.