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Supported employment has been shown to be an effective way to contribute to the community reintegration of persons with disabilities. Traditionally, the hiring practice for supported employment staffs has focused on individuals with social service training; however, it has been proposed that employment specialists need to possess advanced skills that tend to be emphasized in business training programs. This study uses several new measures to identify differences in attitudes toward vocational rehabilitation and readiness and aptitude for a supported employment position, of social service and business students. Results indicate that social service students possess higher levels of clinical readiness and aptitude and more favorable attitudes toward vocational rehabilitation than do business students. Nevertheless, business students' readiness, attitudes, and aptitude are above theoretical neutral points, and comparable to those of social service students, and thus, effort should be devoted to diversifying the workforce by recruiting individuals with business training. / Department of Psychological Science

This study analyzed three different groups’ perceptions of 21st Century literacy and technology. The three groups were juniors and seniors at two large urban high schools, juniors and seniors in teacher education programs from four mid-west post-secondary schools, and the four deans of education at four post-secondary schools. A mixed methods research design was used including a survey of student groups and interviews of all four deans and representatives of each of the schools. Findings included differences in perceptions of each of the groups as well as differences in access and use of technology. The implications for teacher education and future research in the area of 21st Century literacy are included. / Department of Educational Leadership

Much research has been conducted about domestic violence using heterosexual women samples. This study investigated how heterosexual and lesbian women make attributions about domestic violence, as well as their myth endorsement behaviors. It also looked at the effect of participants’ egalitarianism on their victim blaming behaviors and the effect of their own victimization on their perpetrator blaming behaviors. Analyses were also conducted to examine the relationship between attribution behaviors and myth endorsement behaviors. ANOVA results indicated that heterosexual and lesbian women tend to exhibit similar patterns in the attributions of blame behaviors, though heterosexual women engaged in greater victim blame and situational blame than did lesbian women. ANCOVA results suggested a relationship between egalitarianism and victim blaming behaviors, but not between victimization history and perpetrator blaming behaviors. Pearson correlation analyses showed that relationships did exist between some attributions and myths, though not between all of them. Finally, ANOVA results indicated that heterosexual and lesbian women engage in similar myth endorsement behaviors, with heterosexual women endorsing myths more than lesbian Heterosexual and Lesbian Women’s ix women. Strengths, limitations, directions for future research, and implications for practice are also discussed. / Department of Counseling Psychology and Guidance Services

The current study sought to extend knowledge on effectiveness of Electronic Response Systems (ERS) or “clickers” in a college classroom by comparing student assessment performance between two sections (n = 41 & 42) of a Biblical Studies course in a small evangelical university. Student characteristics were virtually identical in the classes, taught by the same instructor. In one section, the instructor used ERS two to four times a week to administer quizzes or start discussions. Results showed no statistically significant evidence of improved performance in the ERS class, measured on a wide variety of assignment, quiz, and exam scores, including pre-test/post-test improvement in knowledge. Gender, prior GPA, and other demographic differences did not interact with the manipulation. It was speculated that use of ERS may have failed to make a difference in the current study because the system was not used frequently enough or for engaging activities, or because the use of ERS in a small class may not have provided benefits beyond the usual class experience. Interestingly, however, a student survey given at the beginning and end of the semester showed that students in the ERS class significantly improved their opinion of the system, indicating that they felt they had performed better as a result of using the clickers. (Students’ opinions in the control class declined.) Thus, students believed that ERS had improved their performance, although objectively it had not. It was concluded that relying on student opinions on the benefits of ERS may be misleading. / Department of Educational Studies

Call number: LD2668 .T4 1957 G37 / Master of Science

Call number: LD2668 .T4 1963 P48 / Master of Science