published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

Much work has been accomplished in the preparation of life science curricular materials for average and above average students at the secondary level; however, very little has been prepared for slow learners. The number of slow learners attending the public schools is substantial enough to have encouraged many public schools to establish homogeneously grouped classes specifically for these students. With the establishment of special classes for slow learners the need for materials specifically de. signed for these students becomes apparent.In answer to this need the present research undertaking was instituted. The research focused upon the development and testing of an eight-week unit of study in life science and evolved through three phases: (1) preparation, writing, and assembly of a student text and a teacher's handbook; (2) preliminary testing during a pilot study; and (3) comprehensive testing with five classes of homogeneously grouped slow learners.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1990. / Includes bibliographical references (leaves 160-174) / Microfiche. / xi, 174 leaves, bound ill. 29 cm

Thesis (Ed.D.)--Teachers College, Columbia University, 1973. / Typescript; issued also on microfilm. Sponsor: Marcella R. Lawler. Dissertation Committee: Francis A. J. Ianni. Includes bibliographical references (leaves 198-205).

Thesis (Ph. D.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 255-278).

Thesis (Ed. D.)--University of Nevada, Reno, 1982. / "May 1982." Includes bibliographical references (leaves 97-104). Online version available on the World Wide Web.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 74-78). Also available via the Internet.

Are there personality characteristics statistically significant and of relatively large enough differences to make distinctions between talented achievers and underachievers? Would an identification of those personality characteristics be a necessary value to the institution of remedial procedures that might assist them in the realization of their maximal potential? What are the means by which a talented student is to be measured, aside from intellectual diagnostic procedures, that indicate this particular potential in certain areas or his ability to achieve in academic subjects by G.P.A. designation? The factors that produce achievement and underachievement are recognized in the light of success or failure in the peripheral structure encompassing the subject field itself. The achiever is an achiever only if he can meet the problems existing in the academic subject and solve them according to prescribed criteria. The underachiever, if he falls below the arbitrary standards set for the academic subject, is given a grade that evaluated his lack of performance only as it affects the actual involvement with extrinsic material. These evaluations offer no clues or information as to the specific personality characteristics that are part of the personality matrix of the talented achiever or underachiever that negate or stimulate students’ achieving or underachieving in an academic environment. The problem does not perforce exist in the academic sphere since the situation can be resolved by giving specific grade value to different performance levels. It does exist however, in the means by which certain conditions can be identified as residing in the student, and his social-interaction environment. This social-interaction environment intrudes the classroom as well as his relationships in the social milieu. Therefore, if achievement and underachievement are to have any dimensional values the forces that produce them must be understood not in the terms of a specific G.P.A. but in terms of acceptance or rejection of the procedures that would bring about these end results.

The increasing focus on the underachiever has intensified the search for affective education models. Underachievement is frequently associated with a low self-concept. Current studies are sparse, indicating that Mentor Programs may improve self-concept, but empirical assessments are lacking. This study investigated the efficacy of a mentor model on self-concept and achievement variables of intermediate school underachievers. A Mentor Program model was implemented with an experimental group of 55 underachieving students in a Fairfax County, Virginia, intermediate school. A 42 student control group of underachievers in another Fairfax County intermediate school were monitored. Forty education staff members served as mentors to the experimental group of students. The study was of a quasi-experimental, nonequivalent control group design. Primary measurement instruments used were the Self-Concept and Motivation Inventory (SCAMIN), an appropriate measure of self-concept in the school setting, the Grade Point Average (GPA), the standard measure of academic achievement, and the Failure Rate, including students retentions and classes failed. Four research questions were investigated. For testing overall effects of the treatment/Mentor Program at the school level, a Value Added Analysis was performed. For testing the hypotheses, the following analyses were undertaken: ANCOVAs were performed on the achievement data; t-tests and ANOVAs were performed on the self—concept data, Chi-square, t-test, and ANOVA were performed on the failure data. Canonical Correlation Analysis was performed to explain the relationship between the predictor measures and the criterion measures. Descriptive and ethnographic information in the form of quantitative and qualitative data analyses added to the breadth of the assessment. Results revealed that the Mentor Program produced positive, nonsignificant gains at the experimental school. The gains were better than those at the control school, but not significantly better. Analysis of the results also disclosed changes in the study design should be considered for future research. Recommendations include two year assessments, multiple school comparisons, and longitudinal studies. Post program results from teacher ratings, mentor and students evaluations were positive, providing qualitative statements of program worth. The findings and conclusions drawn from this study serve to further improve program evaluation and assessment of Mentor Programs. / Ed. D.