Listening is an integral part of our daily lives. There are many skills involved in listening that need to be taught to students, beginning at the kindergarten level. Students need to understand the importance of listening and the need to communicate with others. Our society has become so visual in the past twenty five years with new technology that many students are guilty of not being as attentive when listening is involved. The purpose of this project is to examine the relationship between reading and listening and to develop a program to enhance listening skills in kindergarten, The Holt Basal Reading System, which is used in Clay County, Florida will be used in this study. A variety of listening skills and activities will be included. This program was evaluated by two kindergarten teachers in Clay County. Both teachers rated the activities as motivating, effective, and useful.

The intent of this study was to determine if there was a difference in student performance when word problems or mathematical problem-solving skills are taught the traditional way or when students are taught through Computer Assisted Instruction, CAI. Ninety students in grades 9 through 12 participated in this study. The Stanford Test of Academic Skills, TASK, was administered for pre- and posttesting. No significant differences in achievement were found.

The purpose of this study was twofold--to gain understanding of early professional socialization in beginning nursing practice from the beginning practitioner's perspective and to explore the influences of mentoring on the professional socialization of beginning nurses. Participants were thirty-one novice practitioners from an associate in science degree nursing program in the Southeast section of the United States. The unique perspectives of beginning nurses were gained through the use of focus groups. Data analysis consisted of content analysis, data display and reduction, identification of themes, and conclusion drawing. Findings supported the notion that professional socialization occurs in phases. Beginners anticipate initial work environments that facilitate ongoing socialization. Mentoring/preceptorship relationships are anticipated and desired as part of the socialization process. Early in beginning practice novices demonstrated an external locus of control and focused on their preparation for the role and support systems. Late in beginning practice novices demonstrated an internal locus of control and were concerned about impending independent practice and the continuing need to learn. Findings may assist nursing educators and nursing practitioners to facilitate beginners' entry and role transition. Future research should address the mentors' perspective, locus of control, and differences based on the professional education program completed by the beginner.

It is considered by many linguists that all Americans speak an "astandard" English dialect. Field workers have for decades been involved in the task of interviewing people to determine regional dialects, the conclusion being that each dialect is a bona fide language system." However, an important point is that although there is a great diversity in oral language, there is only one accepted written form. (syntax and spelling). One of the most prominent of these divergent patterns is the Black non-Standard (BNS) language with which this paper will be concerned. The BNS language does not represent a failure to learn the rules of Standard English, but rather is an equally highly structured system with rules of its own. Yet, written language corresponds to Standard English rules. The BNS speaking person is exposed to language in conflicting ways. He learns to speak the language accepted by his home and peers. Aurally he is exposed to informal Standard English through school and the media (television, radio, movies). Visually, the materials he is presented to read are formal Standard English. As a result the question might be asked as to whether these conflicting presentations interfere with the achievement of this divergent speaker.

Social environment as related to school achievement was investigated. It was found that the importance of the model which the parent sets for the child in addition to the role assumed by the teacher play an important part in the development of the early childhood student. The environment in which a child lives and the person with whom the child interacts both affect the child in complex ways to influence the child's development and life chances. Research also shows that academic and intellectual gains are produced during the Head Start program year and that children who attend Head Start programs do perform better than their disadvantaged peers on such global measures of school success as passing each grade, staying in regular school tracks, and graduating from high school.

Meta-cognitive models have been utilized to explore the relations between worry and generalized anxiety disorder, as well as, the associations between rumination and depression. However, relatively few studies have focused on the role of meta-cognitive variables and social phobia symptoms. It is possible that individuals with social phobia follow a pattern of thinking similar to that of those who experience depressive rumination and worry. Specifically, it may be that individuals with social phobia hold positive beliefs about their highly negative prolonged post-event evaluations of social interactions. The primary goal of this study was the development and assessment of the Positive Beliefs about Post-Event Processing Questionnaire (PB-PEPQ). Further, it was predicted that post-event processing would mediate the relationship between positive beliefs about post-event processing and social phobia symptoms. The findings from this study suggested that the PB-PEPQ is a valid and reliable construct. Additionally, the findings provide initial evidence for a cognitive model in which individuals who tend to hold positive beliefs about post-event processing, tend to engage in post-event processing which may increase social phobia symptoms.

When provided an opportunity for thought, individuals experience a strengthening of their already moderate attitude toward some attitude object. This process was studied in the context of variables – attitudes toward behavior, norms about behavior, and perceived behavioral control – known to predict intentions to engage in health-related behavior. A potential moderator of this process – locus of control beliefs – was also investigated. In this study, 195 participants indicated their attitudes toward eight health-related behaviors. Participants were randomly assigned to either a high or low opportunity for thought during which time they were asked to focus their thoughts on the health behavior getting 8 hours of sleep a night. Participants then responded to 18 items measuring Theory of Planned Behavior constructs and the 18-item Multidimensional Health Locus of Control scale. Although self-generated attitude polarization was not observed in this study, evidence was found which supports previous Theory of Planned Behavior and Multidimensional Health Locus of Control research findings. Study limitations and implications are discussed. Keywords: attitudes, attitude change, health locus of control, theory of planned behavior

In this paper, it is the purpose of the author to develop a parent education program to reinforce selected primary level reading skills in primary students through student-parent activities in the home, school, and community.Specifically, this program will be designed for parents of primary level participants in the Title I Reading Program in the Baker County School System in Macclenny, Florida. The ideas presented here should be generally applicable to parents of primary level reading students in any setting, taking into account the adaptation to specific local community resources and the consideration of school policies in differing localities in relation to parental involvement in the schools.The final product will consist of six parent-teacher sessions designed to promote parental profieiency in reinforcing reading skills in the areas of (1) improved attitudes toward education and its relative worth, (2) improved language development in children, (3) improved home study environment, (4) construction of and practice with games and activities for reinforcing selected primary level reading skills, (5) improved nutrition for children, (6) increased student-parent utilization of community resources, and (7) specific classroom tutoring and management techniques.

For approximately seven years, the number of Black students enrolled in upper-level science courses (e.g., Chemistry, Human Physiology, Physics) is proportionately lower than the number of non-Black students a.t Palatka South High School, Palatka, Florida.On the surface, this low enrollment appears to coincide with the fact that there are more non-Black students than Black students enrolled in the school. However, if one were to examine closely the total number of Black students enrolled in upperlevel science courses from the school's total Black student population enrolled in science classes, and compare it to the school's total non-Black population enrolled in science courses, it would be evident that there exists a significant amount of disproportion between Black and non-Black enrollment in upper-level science courses. If this trend also exists at the County, State, and even the National level, it would be a major factor in the nation's shortage of minority scientific manpower.The area of science is forever expanding, providing excellent career opportunities, job advancement and security with good salaries. Given the opportunity for leadership and worthwhile contributions as a professional in the scientific community, Dr. Robert Flakes of Florida A & M University has concluded that "Blacks are under-represented in the science and science-related industries of this country."

This curriculum project reviews the research on students who have been labeled drop-outs and/or low-achievers. Several different types of teaching models were reviewed to determine the best model to be used for drop-out and/or low-achieving students. The project includes curriculum materials that correspond to the Minimum Level Skills objectives for the General Math II course designated by the Duval County School System in Florida. The curriculum also corresponds to the required textbook for the General Math II course. This project strives to increase the ability of the students in the Graduation Enhancement Program to pass the Minimum Level Skills Test and increase their knowledge in the area of basic and common sense mathematic concepts. III