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A large amount of research has been conducted that establishes that students of all ages hold conceptions about a variety of science topics that are not in line with accepted scientific beliefs. These preconceptions have been identified in a variety of ways in research situations; this study focused on how secondary science teachers actually attempt to diagnose students' preconceptions in the classroom and the understanding the teachers have about these preconceptions. The use the teachers made of any information gathered in a diagnosis and the reasons for a lack of diagnosis were also investigated. Four experienced science teachers were studied in depth, they were interviewed three times and classroom observations were conducted for nine weeks. The teachers' classroom practices, questioning techniques, understanding of students' preconceptions, and assessment of students' understanding were all analyzed. In this study, the teachers did not use any formal strategies for diagnosing students' preconceptions such as concept mapping, interviews, journals, or writing prompts. The teachers studied claimed that it was important to conduct diagnosis but only one teacher was seen to actually do so. The teacher who did use class discussions as a strategy for diagnosis was the most experienced teacher of the four and also the teacher with the strongest subject matter background. The other three teachers all claimed that they did do diagnosis of preconceptions by questioning their students but they were not seen to do this in their classes. The conclusions from these results are that the teachers did not have a complete understanding of the concept of diagnosing students' preconceptions in order to use that information to attempt conceptual change. The teachers' beliefs were not consistent with their practices in this situation; they may have had certain constraints on them that inhibited the translation of their beliefs into practice. The implications are that preservice and inservice teachers may need to be trained about the importance of, the strategies involved with, and the justification for diagnosing students' preconceptions in the regular classroom environment. Teachers must have an understanding of students' preconceptions and the effect they have on students' learning. / Graduation date: 1999

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This thesis sought to answer the research question: How do the top educators in the area of public relations, marketing, and advertising perceive the concept of integrated marketing communications as compared to one another?The mail survey applying Q methodology was sent to 15 top educators in each of the three fields in the United States for a total sample of 45 educators. A total of twenty-five responses were returned representing 55.5 percent of the sample. When the respondents were analyzed by discipline, there were eight responses from the pubic relations educators, nine from the marketing educators, and eight from the advertising educators. As a result the responses from each disciplines comprised, respectively, 53.3 percent, 60 percent, and 53.33 percent of the total sample.The statements in Q-Sorting were collected from the review of literature and in interviews with the Ball State University advertising, and public relations professors. Each statement either agreed or disagreed with the perception of integrated marketing communications. Each educator was asked to indicate how strongly they agreed or disagreed with each statement.A computer program developed for Q-Methodology studies was used to extract the factors from the educators' responses. After the Q-Sorts were tabulated, the researcher identified two factors, Factor I, and Factor II. The majority of Factor I respondents were the marketing, and advertising educators. The majority of Factor II respondents were public relations educators.The researcher concluded that these two groups had clearly different attitudes toward IMC. Stated in another way, marketing educators and advertising educators had similar perceptions of IMC, while public relations educators perceived the IMC concept very differently. Public relations educators indicated that the concept of IMC would be acceptable if it should be viewed as a total organizational communications function. / Department of Journalism

The purpose of this study was to determine the relationship of leisure satisfaction, job satisfaction, and life satisfaction among selected faculty in higher education institutions whose specialty teaching subject area was therapeutic recreation. This study also investigated the relationship of specific demographic variables to leisure satisfaction, job satisfaction, and life satisfaction. The variables included age, gender, education, income level, health, tenure, marital status, type of institution where employed, and participation in therapeutic recreation organizations. The population for this study consisted of 162 faculty whose specialty teaching subject area was therapeutic recreation. Subjects were selected from colleges and universities of the United States listed in the curriculum catalog published by the Recreation and Park Association, Society of Park and Recreation Education for the year 1993-1994.

Three first-year agriculture teachers were analyzed using the case study approach. The descriptive account presents each teacher's daily events in chronological order. Two traditional teacher education degree teachers and one alternative certified teacher are described. The descriptive account uses data gathered through transcribed daily logs, personal interviews, and participant observations. Each teacher experienced different daily events, however the data analysis revealed certain themes. Each teacher experienced difficulty in a particular area early in the school year and needed specific assistance. Also, student interactions greatly affected all three teachers. The teachers reported personal stress and frustration in the area of student discipline. As a result of some tragedy, each teacher served as a counselor to their students at some point in the school year. The teachers received many positive results from their Future Farmers of America local chapters. Another theme was observed in the area of instructional management. The teachers experienced varying degrees of difficulty in curriculum development, lesson planning, and teaching techniques. The area of time management caused problems for these teachers throughout the school year. Administrators also influenced the daily lives of these three beginning agriculture teachers. The area of health concerns was the final theme observed. All three teachers experienced illness during the school year. In addition, all three commented on the frequency that their students were ill. / Master of Science

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The purpose of this study was to determine the opportunities available for employment to Ph.D.'s and Ed.D.'s in College Teaching by revealing the attitudes/preferences of employing agents-—deans and departmental chairmen-—toward Ph.D.'s and Ed.D.'s in College Teaching versus Ph.D.'s in an academic area. The problem led to the development of eleven specific questions which were investigated in the study.

The purpose of this study was to identify, investigate, and analyze the life and contributions of Alexander Albert Liveright (1907-1969). It was limited to selected experiences that characterized him as an adult educator. The dissertation primarily examines Liveright's speeches, books, articles, reports, research papers and correspondence; government documents; and newspaper articles located in the Archives and Manuscripts of Continuing Education at Syracuse University. From these data a synthesis and interpretation were developed.

Although the public schools have spent billions of dollars on computer technology, only a few teachers are integrating them into their teaching. The purpose of this study was to determine barriers to the integration of computers into teaching and potential teaching strategies to encourage integration. Teachers (N=122) from 14 elementary schools completed a questionnaire that assessed computer use. Nine experienced teachers representing different levels of computer use were then selected to participated in interviews that focused on barriers to the integration of computer technology into their teaching. Results indicate barriers exist in two broad areas: institutional limitations (i.e., equipment, training, support, and leadership) and legislative mandates (i.e., benchmarks and state tests). Teachers report a significant lack of computers available for students in the classroom and computer labs, a lack of training and knowledge of how to use software, and a lack of support and leadership at the district and building level. Overall, teachers perceive significant barriers to the integration of computer technology exist in the areas of equipment, training, support and leadership. The findings suggest that some school districts may fail to recognize the need to adequately provide teachers with the necessary external factors of equipment, training, support and leadership, and they may fail to consider the internal factors of perceived relevance, and selfcompetence that are essential for the integration of technology. The study may also suggest that school districts fail to account for educational reform measures, and their impact on teacher ability to integrate computers into the teaching and learning process. Results of this study may indicate that the interrelationship of the external and internal factors must be recognized and integrated when developing learning strategies for the training of integrating computer technology into the teaching and learning process. / Graduation date: 2000