The problems of declining enrollments and shrinking resources seem particularly acute for baccalaureate schools of nursing. In a study of responses to these and other problems, deans of five types of baccalaureate nursing schools described how they collected and channeled information as they developed strategies to ensure the future of their programs. A questionnaire was sent to the deans of 344 baccalaureate schools of nursing. Forty-two percent of the deans returned the questionnaire. A follow-up study of 30% of the nonrespondents produced an inadequate return and did not permit comparison of respondents and nonrespondents. The data were summarized using frequencies, percentages, means, and standard deviations. Relationships were examined with one-way analyses of variance and Pearson correlation coefficients. The most commonly perceived factors impacting each type of school, the types of information sought for each factor, the ways information was channeled, the actions taken regarding each factor, and potential future actions were reported. Two one-way analyses of variance found no differences ∝= .05) among the types of schools in (a) the total amount of impact on the school of all the factors and (b) the total amount of influence over these factors felt by the dean of the school. Pearson correlation coefficients for total impact and the number of years the dean had been in office and total influence and the number of years the dean had been in office were not large enough to be statistically significant ∝= .05). Suggestions for research included studies of the information-processing and decision-making strategies of deans and comparative studies of information-processing and decision-making in schools of nursing and schools in other academic areas. / Ed. D. / incomplete_metadata

A new, standardized food label developed by the Food and Drug Administration is appearing on products this year. Extensive research on consumer use suggests that approximately 20 % of the U.S. population, composed mainly of elderly and minorities, cannot correctly interpret the nutrition information on the label. This research explored the specific knowledge required for correct interpretation based on a model in which nutrition knowledge was organized in hierarchical levels: food groups, macronutrients and micronutrients in foods, with each level including dimensions of nutrition terminology, health relationships and related mathematics skills. An instrument was developed and pilot tested to measure knowledge at each level, as well as to measure accuracy in food label interpretation. Test items were revised based on peer input, correlational data, item analysis, and reliability. The revised instrument was then administered to purposive samples of adults (250 subjects) representing the range of nutrition knowledge measured by the test. Scores were re-analyzed to establish the validity and reliability of the new instrument. Factor analysis was used to explore the value of the original hierarchical model and to posit an additional model based on conceptual complexity. Hierarchical multiple regression was used to predict accuracy of food label interpretation based on factors depicted by both models. Findings indicated that the structures outlined in each model are useful predictors of food label interpretation, accounting for over 52 percent of the variance. Suggestions are made for further development of the test instrument and on how to incorporate learner pre-assessment in designing nutrition education interventions. / Ed. D.

In 1981, President Ronald Reagan issued Executive Order 12291 which requires Federal agencies to perform benefits assessments of proposed major regulations and prohibits them from taking regulatory action unless potential benefits exceed potential costs to society. A review of welfare economics literature and applications of the CBA model to health, education, and nutrition is presented. CBA for use in the Cooperative Extension Service Expanded Food and Nutrition Education Program (EFNEP) is then systematically examined using the following criteria: 1) theoretical considerations - can the economic criterion appropriately be applied to EFNEP?; and 2) application of the CBA model - can it be made operational? Following the critique of application of CBA to EFNEP, conclusions are drawn as to the appropriate use of CBA or alternative techniques in evaluating EFNEP and similar programs. / Doctor of Philosophy

Teachers of English language learners (ELLs) are often ill prepared to provide content area instruction tailored to their students' needs. This explanatory mixed method study examined the relationship between 15 ELL teachers' multicultural attitudes and use of sheltered instruction (SI). The purpose of the study was to ascertain whether teachers' multicultural attitudes influenced their use of SI. Data were gathered using a Demographic Questionnaire, Multicultural Efficacy Scale (MES), Classroom Instruction Questionnaire, and semi-structured interviews. A correlational analysis found no statistically significant relationship (i.e., r = -.34; p = .22) between participants' scores on SI observations and the MES. A correlational estimate for the four highest SI scorers indicated a relationship between the two sets of scores (i.e., r = .75; p = .25). Qualitative data did not indicate any patterns that might distinguish the high and low SIOP scorers; however, Aptitude Measurement Interaction may explain the different correlational results.

This qualitative research aims to present students' beliefs about the role that culture plays in language learning and to understand their responses towards the use of authentic multi-media materials. Based on the results of the study, this dissertation describes the impact that authentic multi-media materials had on students' cultural knowledge and their overall language learning experience. The implications discussed in this study are based on students' responses and are relevant to foreign language instructors who are interested in the areas of culture teaching, authentic multi-media materials, students' perspectives, and autonomous learning. In particular, the dissertation presents a link between authentic multi-media materials and motivation based on Ryan and Deci's Self-Determination Theory (2000). The results found in this study suggest that authentic multi-media materials are resources that could be utilized in the early stages of instruction in order to capitalize on students' inherent interest in the Italian culture, which in turn serves to motivate students to persist in their language study. / text

The problem is to develop a sound pattern of teacher education that will produce teachers capable of functioning adequately in modern public schools of a democracy.

The purpose of this study was to discern the topical content and educational content level of selected presentations given at National Art Education Association conferences and to identify the gender, level of involvement, and occupational background of participants who provided this information. The printed content of nineteen national conference bulletins published from 1951 through 1980 was analyzed to identify presentations and participants that focused on art education teachers, students, and programs in preschool through grade twelve.

The purpose of this study was to provide a basis for understanding among Tech Prep and School-to-Work change agents, and educational leaders, of the role that Discipline-Based Art Education (DBAE) can perform as a part of the core curriculum, within the framework of these reform movements. The literature indicated that the federally supported Tech Prep and School-to-Work reform movements were not acquainted with DBAE reform initiative which were supported by the Getty Education Institute for the Arts through the work of Regional Institutes. Therefore, they had no ideas about the possible worth of art as an education core component. Also, DBAE was not acquainted with Tech Prep and School-to-Work and therefore had established no common terminology to communicate the power of what they do in a manner which was relevant to that audience. The DBAE Regional Institutes provided individuals to assist in the development and validation of the study tools, and to participate in the pilot study. The Regional Institutes also identified the 10 Discipline-Based Art Education experts who composed the national Delphi panel for the study. The findings were reported according to research questions. They show the national Delphi panels' perceptions of which SCANS skills can be developed by Content Standards and Performance Standards from the National Standards for [Visual] Arts Education. The study concluded that: 1) there is a relationship between the Content and Performance Standards taken from the National Standards for [Visual] Arts Education and the SCANS skills; 2) SCANS Basic skills, Thinking skills, Resources skills, Information skills and Systems skills could be developed through the achievement of the Performance Standards of the National Standards for [Visual] Arts Education; and 3) the relationship between the SCANS Workplace Know-How skills and the National Standards for [Visual] Art Education was validated by a national Delphi panel. Recommendations were made for DBAE, Tech Prep and School-to-Work, and Future Studies.

The goal of this thesis was to illustrate that secondary students, when motivated to express themselves, can effectively apply to their own work those elements of design relevant to sculptural form. This unit sought, first, to develop in secondary students a knowledge of sculptural techniques for handling terracotta; second, this unit sought to inspire or motivate the secondary students by utilizing a subject of great interest to them, their own images; third, this unit sought to bring together the students' understanding of the material and their motivation for self expression -- to transform their ideas into three-dimensional works of art; fourth, this unit sought to introduce to the students those art concepts related to sculpture that would be immediately helpful to them while working. The projects of this unit were organized into a series of progressively more challenging subjects to gradually increase the students' confidence in handling the material and to develop the students' understanding of sculptural design. The choice of the sculptural material and method was limited to a single material using a simple method -- namely, terracotta with the additive method to illustrate that the expressive possibilities of sculpture can be learned and experienced in depth with this simple approach. This unit in terracotta sculpture lasted approximately seven weeks and was presented in part to a general art class consisting of approximately twenty-nine students at Adams High School and in part to three classes at the Museum Art School totaling thirty students. The students in all classes ranged in age from thirteen to eighteen years of age. The results of these projects were generally successful. The work produced by the students demonstrated an understanding of the use of clay, an awareness of the expressive possibilities of sculpture, and an awareness of some elements of design relevant to sculpture. As the projects progressed, the students became more confident in the manipulation and control of the clay. They began to realize that sculpture can be a very interesting art form due to its three dimensionality, and that clay due to its plasticity, can be used expressively. As their work progressed, they developed an awareness of form, content, and the organization of sculpture as tools for creating effective and interesting sculptures. It was concluded that students on the secondary age level are capable of understanding mature art concepts and, furthermore, are interested in experiencing these concepts if they can be applied immediately to specific needs related to the students' work. These concepts must have the purpose of helping the student express himself more effectively and must be immediately applicable to a subject in which the student is very interested.

Not available / text