The study was conducted to assess the relationship between three measures of burnout (Emotional Exhaustion, Depersonalization, and Personal Accomplishment) among teachers of emotionally handicapped students and six demographic and four teacher training variables. The demographic or school-related variables included total number of years teaching exceptional students (TY), number of years teaching emotionally handicapped students (ED), method of certification (C), number of students/teacher (NOS), presence or absence of an aide (A), and teacher perception of the adequacy of the supply of teaching materials (PAS). The teacher training variables focused on perceived competencies for evaluating student learning (ESL), planning instruction (PLI), presenting instruction (PRI), and student and classroom management (SCM). Six standard multiple regression statistical analyses were used to analyze the data. There was a statistically significant negative correlation between the Personal Accomplishment subscale of burnout and the teacher training variables. No significant variance was accounted for by the teacher training variables in the Emotional Exhaustion and Depersonalization subscales of burnout. The demographic or school-related variables similarly accounted for no significant variance in the three subscales of burnout. Noted, however, was the strong relationship between Depersonalization burnout and the demographic variables. These findings imply that training in specific competencies affects teachers' perception of classroom competence. School district personnel may contribute to at risk burnouts through management decisions regarding teaching assignments, number of students/teacher, and the hiring of an aide. / Source: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3347. / Thesis (Ph.D.)--The Florida State University, 1983.

This study utilized the AAMD Adaptive Behavior Scale--Public School Version (AAMD--ABS--PSV) to compare adaptive behavior ratings by parents, by regular classroom teachers, and by exceptional education teachers of black educable mentally retarded (EMR) students. Forty students ranging in age from 7 years, 3 months to 13 years, 2 months were rated by parents and teachers. Regular classroom teachers and exceptional education teachers rated students similarly on the various domains of the AAMD--ABS--PSV. The teachers differed significantly on one domain--unacceptable or eccentric habits. Parents and teachers, regular and exceptional education, differed significantly on the various domains of the scale with parents consistently rating the students higher on the more positive aspects of adaptive behavior. / Overall results indicated parents and teachers should be included in the adaptive behavior assessment process. The data from parents provide the information needed for a complete picture of the individual and additional information that may be useful in the development of a meaningful educational program. / Source: Dissertation Abstracts International, Volume: 43-10, Section: A, page: 3284. / Thesis (Ph.D.)--The Florida State University, 1982.

The purpose of the study was to examine the braille symbol knowledge of blind children in the areas of reading and mathematics. Two braille tests were developed and field-tested on 40 blind subjects from New Jersey. All of the students read braille, attended local school programs, and used reading and mathematics materials on grade levels one through nine. / Through Spearman rank correctional analyses, it was discovered that blind children's braille symbol knowledge for reading was significantly related to the grade level of their reading books for grades one through six, but not for grades seven through nine. The analyses also showed that blind children's braille symbol knowledge for mathematics was significantly related to the grade level of their mathematics textbooks for grades one through nine. / In addition, the percentage of braille signs known by blind students at each of the grade levels was determined along with the braille signs themselves for both reading and mathematics during the study. The percentages were based upon a correct response on the braille tests by 75% or more of the subjects at each grade level. / Source: Dissertation Abstracts International, Volume: 43-10, Section: A, page: 3285. / Thesis (Educat.D.)--The Florida State University, 1982.

Closed circuit television systems (CCTV) used by the visually impaired are influenced by the user's functional vision and the quality of the image appearing on the video monitor. There are no current instructions for adjustment of the CCTV for specific visual needs. / Seven legally blind children between the ages of 13 and 17 years participated in a multiple single case study concerned with the enhancement of visual stimulation during use of a CCTV. This research involved assessment of the child's functional vision by contrast sensitivity (CS) and identified a series of steps which used that data for adaptation of the CCTV for the individual visual requirements of the child. / Changes in rates of correct and incorrect responses to letters viewed on the video monitor relative to child-adjusted and researcher CS-adjusted settings were compared. A statistically significant increase in correct responses was associated with the experimentally-adjusted CCTV. No increase in incorrect responses was noted. These findings suggest that application of this procedure may improve the reading efficiency of visually impaired persons during use of CCTV systems. Recommendations for further research and an extensive bibliography are included. / Source: Dissertation Abstracts International, Volume: 47-03, Section: A, page: 0862. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to determine the current support services and consulting tasks of the SLD resource teacher and to specify whether differences exist in the perceptions of regular teachers and between principals, teachers and SLD resource teachers concerning these services. Twelve variables were developed and prioritized according to the perceived needs of middle school principals, teachers and SLD resource teachers. Inservice training needs for SLD resource teachers were also prioritized. / A questionnaire rating 12 support services and consulting tasks, on a scale from 0 to 10, was developed and distributed to professionals in 62 middle schools in the State of Florida. / The one-way analysis of variance (ANOVA) was employed to test for differences in the ratings between 12 groups of regular education teachers and between principals, regular education teachers and SLD resource teachers. The 12 variables were prioritized according to means, standard deviations and 95% confidence intervals of the perceived support and consulting needs of all the groups. Those same 12 variables were also prioritized by SLD teachers concerning inservice needs, in a separate questionnaire. / The first conclusion was that there is a need for all school professionals to have training in learning disabilities. It was concluded that three variables had significant differences between regular teacher groups. Those variables included the following: Variable 1, Adaptive Materials; Variable 6, Liaison; and Variable 9, Teach Skills. / It was also concluded that significant differences exist between principals, teachers and SLD resource teachers concerning three variables. Those variables were as follows: Variable 1, Adaptive Materials; Variable 4, Observe in Class; and Variable 12, Peer Understanding. / Additional conclusions involved the amount of time SLD resource teachers had for support services and their need to do follow-up studies on the SLD students' progress. / Recommendations involve variables where significant differences occur between the professional groups and the prioritized lists of the 12 variables. Inservice needs of SLD resource teachers are also included in the recommendation section. / Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1689. / Thesis (Ph.D.)--The Florida State University, 1986.

In recent years many critics have argued that intercollegiate debating has lost touch with its educational goals. One of the most extensively documented benefits of the debate activity is the enhancement of critical thinking abilities. Differences over how to achieve the educational benefits were, in part, responsible for the division of the debate community into two separate organizations, the Cross Examination Debate Association (CEDA) and The National Debate Tournament (NDT). The purpose of this study was to determine if CEDA debaters, NDT debaters, and nondebaters differ significantly on the Watson-Glaser Critical Thinking Appraisal. / The total sample for this study was 285 with 146 debaters and 139 nondebaters. The subjects consisted of undergraduate students at eight colleges or universities. The experimental group consisted of students who participated in either CEDA or NDT debate during the experimental period. The control group consisted of students who did not participate in debate during or prior to the experimental period. / Four hypotheses were tested: (1) There is no significant difference between the scores on the critical thinking appraisal between debaters and nondebaters; (2) There is no significant difference between the scores on the critical thinking appraisal between CEDA debaters and NDT debaters; (3) There is no significant difference between the scores on the critical thinking appraisal between CEDA debaters and nondebaters; and (4) There is no significant difference on the critical thinking appraisal between NDT debaters and nondebaters. / A descriptive analysis revealed CEDA and NDT debaters combined or individually outscored the nondebaters on critical thinking scores. NDT debaters had the highest mean score gain, CEDA debaters had the second highest mean score gain, and the nondebate group had the lowest mean gain. An analysis of covariance using the pretest as the covariate supported the rejection of all four null hypotheses. This research suggest debaters outscore nondebaters and that CEDA and NDT may differ significantly from each other on the Watson-Glaser Critical Thinking Appraisal. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2994. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to design a process model to facilitate the transition of mildly handicapped (mildly mentally retarded) students from secondary to postsecondary educational institutions and adult life. Articulation, to date, has addressed programs and not people. The process has been left entirely to the individual; thus, those who may lack critical and/or conceptual thinking skills may be left out of continuing education programs and thus be unable to compete successfully in the world of work and become productive citizens. The American tradition of education and legislative actions have been responsible for leading the mildly handicapped to postsecondary doors; however, the nature of the handicap and a nonexistent linking process have been major stumbling blocks detering their progress through the hallowed entrances. / A delphi technique was the methodology utilized for this study. Model components were extrapolated from the literature. A Statement Rating Sheet incorporating these components was submitted to panel members representing local, state, and national levels, for evaluation. Responses from panel members were collected using a Likert type scale for degree of importance of model components. The model was put into schematic form and finally, a telephone survey was conducted to gather further data in order to evaluate the model. Data gathered from the telephone survey were analyzed and the process model was put into final form. / Process Models are tools utilized mainly by consultants. Consultants in this case may be any individual involved in the actual transition of the MH students such as: administrators, curriculum personnel, instructors, counselors, service/agency providers and grantspersons. / Findings relate to the use of the Delphi Technique and to the process model itself. Some of the ambiguity inherent in the Delphi Technique was eliminated due to its unique treatment in this study. Findings related to the process model involved the need and justification for specific model components. In general panel experts concur that articulation agreements for the mildly handicapped population should emphasize individual needs. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0149. / Thesis (Educat.D.)--The Florida State University, 1985.

Recent national legislation (P.L. 94-142) and State of Florida Legislation (CSHB 1327) have mandated a civic responsibility for mainstreaming handicapped children in public schools. The details for implementing the law have been delegated to local school districts, making educational administrators, guidance counselors, and teachers strategically important as leaders who influence how and the extent to which mainstreaming is implemented. The purpose of the present investigation was to survey the existing attitudes of educational administrators, guidance counselors, and teachers toward mainstreaming the handicapped and to determine whether or not the attitudes of administrators, guidance counselors, and teachers differ significantly. / In order to accomplish this study, the investigator administered an attitude inventory to a random sampling of education administrators, guidance counselors, and teachers who are presently employed in public schools in a nine-county area in Northwest Florida. / The data gathered from this inventory were analyzed in terms of general acceptance of mainstreaming, adjustments in the classroom, emotional demands and sensitivity to the handicapped, confidence in ability to cope with mainstreaming, positive expectations of the handicapped, treatment of the handicapped, views of parents and effect on non-handicapped students. The data revealed that neither administrators, guidance counselors, nor teachers held clearly positive attitudes on any of the above variables. / The characteristics of respondents were analyzed in terms of sex, years of experience, academic preparation, professional contact with a mainstreaming program, personal contact with a handicapped person, issue importance, and educational level. One way analysis of variance revealed statistically significant differences for setting, academic preparation, professional contact with a mainstreaming program, personal contact with a handicapped person, and issue importance. Evidence supports the need for comprehensive preservice and inservice training programs for each of the three groups which provide an opportunity for successful personal and professional contact experiences with the handicapped. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0145. / Thesis (Educat.D.)--The Florida State University, 1985.

A questionnaire was designed to assess the extent to which teachers of the visually impaired and collaborating elementary classroom teachers agree upon assignment of daily responsibilities. The questionnaire consisted of 32 items relating to responsibilities to visually impaired students in the following areas: (a) Tutorial Remedial, (b) Modification of Regular Activity, (c) Instruction in Special Skills, (d) Indirect Services, or (e) Provision of Materials. Respondents were also asked for information regarding communication. Regular classroom teachers provided information on their previous experience with visually impaired students and their coursework in special education. / Members of teaching teams could agree by assigning responsibility to either the vision teacher or classroom teacher. Disagreement could be the result of assumption of responsibility by both teachers (duplication) or assignment by each team member to the other member of the team (omission). / Questionnaires were mailed to teaching teams in seven counties in Florida. Responses from 13 vision teachers and 47 classroom teachers (80% return rate) were returned. / Two types of analyses were conducted. Descriptive analysis examined agreement among and between teaching teams. Multiple regression analysis was conducted to determine the unique contribution of each independent variable to variance in agreement scores. / Twenty-two of thirty-two items on the questionnaire received a predominant response (50% or more) from teaching teams and most were agreements. Three reflected duplication of effort but none suggested omission of services. The items with the least amount of agreement between teams were those defined as Tutorial/Remedial. / Experience, coursework, average communication and communication reported by classroom teachers did not make a significant contribution to variance in agreement scores. Communication reported by vision teachers was significant. The correlations between agreement scores and communication, experience, and coursework were negative. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2997. / Thesis (Ph.D.)--The Florida State University, 1986.

Source: Dissertation Abstracts International, Volume: 30-09, Section: A, page: 3815. / Thesis (Ph.D.)--The Florida State University, 1969.