<p> The Baccalaureate Nursing program in San Antonio, Texas experienced a decrease in National Council Licensure Examination for Registered Nurses (NCLEX-RN) on the first attempt for students graduating between 2009 and 2014 without a clear explanation for the decline. The purpose of this quantitative non-experimental correlational study was to analyze retrospective data from the school of nursing in San Antonio to determine the extent to which multiple variables (age, gender, race/ethnicity, cumulative pre-nursing GPA, cumulative GPA of nursing courses, remediation, and the Assessment Technologies Institute (ATI) examination predicted NCLEX-RN performance. The research question was: Is the ATI comprehensive examination a significant predictor of the NCLEX-RN performance of graduating nursing students in the San Antonio, Texas nursing program, either (a) on its own; or (b) in combination with other independent variables. The statistical problem was directed toward identifying the significant variables that predicted the NCLEX-RN performance of graduating nursing students between 2009 and 2014 using binary logistic regression analysis. The proportion of N = 334, nurses who passed the NCLEX-RN was n = 232, 69.5%. The answer to the research question, based on odds ratios (OR) was that NCLEX-RN performance could not be predicted solely by using the ATI predictor examinations. The ATI examination score was the strongest predictor of passing the NCLEX-RN (OR = 1.59) Ethnicity (OR = 1.38) and the combined pre-nursing and nursing GPA (OR = 1.28) were also found to be predictors of NCLEX-RN performance. The proportions of NCLEX-RN failures and need for remediation were highest among the African-American students. The gender and age of the students were not significant predictors of NCLEX-RN performance. The results of this research can be utilized by the San Antonio nursing program, as well as other nursing programs, to identify and address the factors identity of those graduating nursing students who are at risk of failing the NCLEX-RN. The researcher has shown that the predictor variables of the ATI predictor examination, cumulative college and nursing GPA&rsquo;s, and ethnicity have a statistically significant correlation and therefore have impact on first time NCLEX-RN test takers passing the exam. It is recommended that Bachelor Degree Programs in Nursing focus on specific strategies within their institutions that would have a direct impact on these variables.</p>

The following thesis explores the use of the DISCOVER Assessment with children who are Deaf. Nine students from two 3rd-4th grade classrooms at a residential school for Deaf children participated in this study. The participants were given the DISCOVER Assessment as a group and within their own classrooms. The instructions and communication throughout the assessment were expressed in the preferred language of the students (e.g. American Sign Language and/or Simultaneous Communication; signing and talking at the same time). Two observers collected data about the students problem-solving behaviors during the assessments. One observer was Deaf and one was hearing. Both observers were proficient in the preferred language of the students. Results show that the DISCOVER Assessment is an effective method for assessing Deaf children's strengths. In addition, two out of nine students were determined to be gifted, although none were considered gifted according to standardized IQ tests.

<p> A standard analysis of prostate cancer biochemical failure data is done by conducting two approaches in which risk factors or covariates are measured. Cox regression and discrete-time survival models were compared under different attributes: sample size, time periods, and parameters in the model. The person-period data was reconstructed when examining the same data in discrete-time survival model. Twenty-four numerical examples covering a variety of sample sizes, time periods, and number of parameters displayed the closeness of Cox regression and discrete-time survival methods in situations typical of the cancer study. </p>

Call number: LD2668 .T4 1950 G5 / Master of Science

This study concerned limits of sequences. Since limits are such an important mathematical concept for students to "understand," the major purposes of this study were to: (1) Develop a meaning of "the understanding of the limit of a sequence" based upon students' behavior. (2) Construct an instrument for measuring the understanding described in 1. An additional purpose was to: (3) Investigate subskills related to understanding the limit concept. / A good test for measuring the understanding in "1" would prove useful in helping teachers at various levels to answer the question, "Do my students understand limits?" as opposed to just finding limits. / Naturally, such an endeavor would require some thought on what indeed it means to understand limits. Prior to this study such a definition of understanding limits appeared to be lacking. / Thus, behavioral objectives were established by identifying the main features of limits and gaining a consensus from well-qualified professionals whose work involves an intimate knowledge of limits. / Test development involved constructing an initial version of the limits instrument, and then performing many revisions so that certain standards of measurement theory were satisfied. The final version of the instrument was administered to 263 subjects who had studied limits. The results for this 53 item test were reliability, alpha = 0.817; mean, 35.9 (67.7%); and standard deviation, 6.99 (13.2%). Validity checks were made on the instrument by comparing performance on this instrument and other related measures. / This study also involved identifying specific subskills related to understanding limits. This is noteworthy in that a variety of illustrious professors shared their views with regard to these subskills. Linear relationships were found between scores received on the limits instrument and scores on five subskills test. / Finally, specific information gleaned from the analyses performed in this study would directly benefit classroom teachers. Students did poorly on absolute value, distance, inequality, and segments or intervals. They do not have a good formal level of understanding limits, although they did fine at seemingly lower levels of understanding. Repeating decimals caused students confusion. Also some specific misconceptions of which teachers should be aware, surfaced during this study. / Source: Dissertation Abstracts International, Volume: 44-12, Section: A, page: 3619. / Thesis (Ph.D.)--The Florida State University, 1983.

Graduates from two residential postsecondary technical-vocational schools in Georgia were surveyed and served as treatment Group II. Group I was composed of employees who had similar types of jobs and similar qualifications, but did not graduate from either schools. / The mailout survey had two sections: one section had six relevant questions which were incorporated into the survey in an effort to better understand the working environment; a second section addressed two major attitudinal variables which were further subdivided into 20 minor dimensions for rating purposes. Two moderator variables were introduced into the model: age expressed in three categorical levels; 18-28, 29-39 and 40 and older; work experience at three levels, 1-2, 3-4 and 5 or more years. / The major attitudinal variables (factors): job satisfaction and a feeling of success were ranked from highly dissatisfied to highly dissatisfied on a 1-to-4-point scale establishing levels of Vertical Mobility. Vertical Mobility levels were calculated from the data submitted. / Graduate response totaled 445, while nongraduates totaled 238. Graduates had a 16.52% return rate, while other employees had a 13.52%. The cross-sectional study spanned six years (1979-1985). / Source: Dissertation Abstracts International, Volume: 50-02, Section: A, page: 0423. / Major Professor: Willie H. Hinely. / Thesis (Ph.D.)--The Florida State University, 1988.

The purpose of this study was to develop an assessment instrument through which affective responsiveness of third-grade children to music could be measured. / Three sources provided the foundation for the present study: (a) the Taxonomy of Educational Objectives. The Classification of Educational Goals. Handbook II: Affective Domain (Krathwohl, Bloom, & Masia, 1964) which outlines five levels of affective behavior and suggests possible behaviors indicative of each level (receiving, responding, valuing, organization, and characterization by a value); levels I and II were determined pertinent to the present study; (b) the studies of Piaget which provide cognitive characteristics of the school-age child; and (c) the works of Erikson which explore the emotional and social development of the school-age child. / These three sources combined with a synthesis of selected literature resulted in the selection and definition of three behaviors indicative of affective response to music: attentiveness, physical response, and unsolicited response. / An initial affective behavior assessment instrument was designed to record student observations and to test the procedure. Subsequently, a fourth behavior--verbal response--was added and operational definitions were redefined upon analysis of the pilot instrument by music experts. / The study used the final Affective Behavior Assessment Instrument Form in evaluating ten observations edited from five videotaped third-grade music classes. Observations were made across three separate music settings of desk work, bell playing, and board work. / Results indicate that third-grade children's behavior representative of affective responsiveness to music can be observed and charted. / Source: Dissertation Abstracts International, Volume: 51-09, Section: A, page: 3008. / Major Professor: Amy Brown. / Thesis (Ph.D.)--The Florida State University, 1990.

The Jamaican Grade 6 Achievement Test (JGSAT) was developed to have multiple roles, the fourth is contemplated to replace the Common Entrance Examination (CEE). Validity of the JGSAT, as a selection device, is complicated by its multiple and diverse roles. Two questions guided this study: To what extent does the available evidence support interpreting and using the JGSAT for selection? What are the anticipated consequences of using the JGSAT for selection? / The JGSAT's validation is based on Messick's (1989a, 1989b) approach in which validity is a unitary concept based on an evaluative judgement. This requires evidence of appropriate interpretation and use, and consideration of resulting consequences of using the JGSAT for selection. The literature review examined psychometric characteristics of two prominent tests and identified specific consequences of seven tests. The specific consequences were classified into seven broad categories of consequences. The psychometric characteristics and the broad categories were then used for examining the JGSAT's validity. / The investigation of psychometric characteristics of the JGSAT involved assessing reliability and predictive validity. Demonstrations were done using item response theory and multiple regression. Anticipated consequences were also examined. / Three findings were based on evidence. (i) JGSAT is reliable and may be used for selection if predictive validity is improved. (ii) Additional investigative and developmental work are required. (iii) Multiple regression and IRT are useful for improving precision and predictive validity respectively. / Discussions on consequences suggested three findings. (i) The CEE has negative characteristics and has devastating consequences. (ii) The JGSAT has positive characteristics that may promote improved student performance and educational quality and may change public perception of schools. (iii) Anticipated consequences of the JGSAT would be realized only if primary and secondary education are overhauled. / The study concluded the educational context of selection must be overhauled as a corollary for using the JGSAT. Implementing the JGSAT within the present context would result in those consequences observed for the CEE. The imperative is to change the educational context, within which selection occurs, contemporaneously with implementing the JGSAT and for it to be used first as a selection, and then as a placement, test. / Source: Dissertation Abstracts International, Volume: 57-04, Section: A, page: 1585. / Major Professor: Albert Oosterhof. / Thesis (Ph.D.)--The Florida State University, 1996.

The purpose of this study was to compare the effects upon student learning of two commonly used test item formats (short-answer and multiple-choice). College students (N = 194) enrolled in an undergraduate education course were randomly assigned to one of three groups. The treatment consisted of the administration of four classroom tests presented in three alternate formats: short-answer, multiple-choice, and a combination of short-answer and multiple-choice. Group membership determined which test type the students received throughout the semester. All students, regardless of group membership, received both short-answer and multiple-choice items on the final exam. / Using multiple regression analysis and controlling for pretest performance, the increment in explained variance due to the treatment was tested. Group membership did not affect student performance on the short-answer final, F (2, 190) = 1.10, p $>$.05, nor on the multiple-choice final, F (2, 190) =.158, p $>$.05. / It is suggested that the selection of one item format over the other be based upon factors other than student achievement. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0488. / Major Professor: F. J. King. / Thesis (Ph.D.)--The Florida State University, 1987.

This study was a longitudinal investigation of the audit process as applied to Florida school districts, emphasizing the compliance portion of the process. The primary problem was to determine whether there was any difference in audit compliance rating scores of districts at intervals of five or more years. A secondary problem was to determine whether there was any relationship between actual audit scores and perceptions of superintendents and school board members. / The subjects were 32 districts that had been audited twice as of 1986, superintendents of those districts, and school board members. An ex post facto design was followed in which superintendents and board members were surveyed by questionnaire. The response rate was 90% for superintendents and about 50% for board members. / The investigator reviewed the 64 published audit reports pertaining to the 32 districts that had been audited twice and calculated the percentage of criteria met by each district. Districts scored about six points higher on the second audit. Districts showed general improvement in all subject areas except for management information services. Instructional areas tended to receive higher scores than non-instructional areas. There was no positive correlation between the superintendents' perceptions about the audit process and actual compliance scores received, nor was there a relationship between changes in audit scores and perceptions of respondents. There was moderate correlation between superintendents and board members at the p =.05 level. Both groups rated the process as having "very favorable impact." By ranking districts according to achievement scores, local effort tax support, and student enrollment, it was found that districts in the upper quartile in each of these socioeconomic categories also scored higher on the audits. / The investigator concluded that state efforts to provide equal educational opportunity fall short of providing equal educational climates; that the audit process is beneficial, but needs further revision to offset the administrative burden it imposes. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0397. / Major Professor: Richard H. Kraft. / Thesis (Ph.D.)--The Florida State University, 1987.