by Chi-kin John Lee. / Publication date from spine. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 484-512). / Questionnaires in Chineses. / Abstract --- p.i / Acknowledgement --- p.iii / Table of Contents --- p.iv / List of Tables --- p.x / List of Figures --- p.xv / List of Appendices --- p.xv / Chapter Chapter One： --- INTRODUCTION / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.1.1 --- Emergence of environmental consciousness and environmental protection in Hong Kong / Chapter 1.1.2 --- Environmental education in the context of school curricula in Hong Kong / Chapter 1.1.3 --- The context of curriculum change -- primary education in Hong Kong / Chapter 1.2 --- Statement of the Problem --- p.7 / Chapter 1.3 --- Purpose of the Study --- p.11 / Chapter 1.4 --- Research Questions --- p.12 / Chapter 1.5 --- Significance of the Study --- p.13 / Chapter 1.6 --- Delimitations --- p.19 / Chapter 1.7 --- Definitions of Terms --- p.19 / Chapter Chapter Two： --- REVIEW OF THE LITERATURE -- ENVIRONMENTAL EDUCATION / Chapter 2.1 --- The Nature of Curriculum Change -- Environmental Education --- p.32 / Chapter 2.1.1 --- Nature of environmental education / Chapter 2.1.2 --- Curriculum theorising and environmental education / Chapter 2.2 --- The Scale of Curriculum Change --- p.41 / Chapter 2.3 --- Change and Curriculum Development Strategies --- p.43 / Chapter 2.4 --- Status and Perceived Needs of Environmental Education --- p.44 / Chapter 2.5 --- Analysis of Curriculum Materials with reference to Environmental Education --- p.49 / Chapter Chapter Three: --- REVIEW OF THE LITERATURE -- CURRICULUM CHANGE / Chapter 3.1 --- Theories of Curriculum Change： The introduction of an innovation --- p.55 / Chapter 3.1.1 --- General models of change / Chapter 3.1.2 --- Approaches to analysing educational change / Chapter 3.2 --- Teacher Change and Receptivity as an Area of Study --- p.64 / Chapter 3.2.1 --- Technical perspective： Variables affecting teachers' receptivity to change / Chapter 3.2.2 --- Studies related to teachers' receptivity to and adoption of an innovation / Chapter 3.2.3 --- Receptivity and status risk theory / Chapter 3.2.4 --- An interpretive perspective： Teachers' voice in curriculum change / Chapter 3.3 --- Teachers' Stages of Concern as Perceptions of Curriculum Change --- p.91 / Chapter 3.3.1 --- Concerns-based Adoption Model (CBAM) / Chapter 3.3.2 --- Studies related to Stages of Concern / Chapter 3.3.3 --- Stages of Concern and receptivity / Chapter 3.4 --- Research related to Adoption and Implementation of Environmental Education --- p.105 / Chapter 3.4.1 --- Teachers' perceptions of environmental education / Chapter 3.4.2 --- Curriculum implementation of environmental education programmes / Chapter 3.5 --- Research related to Curriculum Change and Implementation in Hong Kong --- p.112 / Chapter 3.6 --- Review of the Literature on Environmental Education and Curriculum Change -- An overview --- p.116 / Chapter Chapter Four： --- RESEARCH DESIGN / Chapter 4.1 --- The Research Questions and Associated Research Methods --- p.121 / Chapter 4.2 --- Methodological Issues --- p.125 / Chapter 4.3 --- Questionnaire Surveys --- p.130 / Chapter 4.3.1 --- Questionnaire design -- Instruments / Chapter 4.3.2 --- Pre-test phase for the second questionnaire survey / Chapter 4.3.3 --- Samples for the questionnaire surveys / Chapter 4.4 --- Case Studies and Case Study Approach --- p.148 / Chapter 4.5 --- Methods of Data Analysis --- p.158 / Chapter 4.6 --- Limitations --- p.170 / Chapter Chapter Five: --- CURRICULUM DESIGN AND DEVELOPMENT OF ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOLS / Chapter 5.1 --- "The Nature of Environmental Education as Stated in the ""Guidelines""" --- p.174 / Chapter 5.2 --- Nature of Curriculum Development for Promoting Environmental Education in Primary Schools --- p.200 / Chapter 5.2.1 --- Responsibilities of curriculum development agencies at the central level / Chapter 5.2.2 --- Effort of the Education Department / Chapter 5.2.3 --- Effort of government departments and non-government environmental organisations in promoting environmental education in schools / Chapter 5.2.4 --- Other support provided to the primary teachers for implementing the curriculum change / Chapter 5.3 --- Conclusion --- p.218 / Chapter Chapter Six： --- THE STATUS OF ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOLS IN HONG KONG / Chapter 6.1 --- Official Information about the Status of Environmental Education in Schools in Hong Kong --- p.223 / Chapter 6.2 --- The Status of Environmental Education in Primary Schools --- p.224 / Chapter 6.3 --- Some Practices of Environmental Education in Primary Schools --- p.233 / Chapter Chapter Seven： --- TEACHERS' PERCEPTIONS OF THE ENVIRONMENT AND ENVIRONMENTAL EDUCATION / Chapter 7.1 --- "Concepts of the Term ""Environment' and Environmental Education Objectives and Content Perceived by Primary School Teachers" --- p.264 / Chapter 7.2 --- Environmental Education Needs Perceived by Primary School Teachers --- p.277 / Chapter 7.3 --- Degree of Teachers' Environmental Concern --- p.280 / Chapter Chapter Eight: --- TEACHERS' RECEPTIVITY TO ENVIRONMENTAL EDUCATION / Chapter 8.1 --- Teachers' Stages of Concern towards Environmental Education --- p.288 / Chapter Chapter Nine: --- CASE STUDIES OF SCHOOLS ADOPTING ENVIRONMENTAL EDUCATION AND SCHOOLS WITH TEACHERS OF HIGH AND LOW RECEPTIVITY TO ENVIRONMENTAL EDUCATION / Chapter 9.1 --- Characteristics of the Case Study Schools and the Environmental Education Curriculum and Activities Adopted --- p.321 / Chapter 9.2 --- The Adoption Process in the Case Study Schools Adopting Environmental Education --- p.344 / Chapter 9.2.1 --- Reasons for initiation and adoption / Chapter 9.2.2 --- The importance of principal support and die-hard supporters in the adoption of environmental education / Chapter 9.2.3 --- Responses of teachers towards the adoption of environmental education / Chapter 9.3 --- Examples of Infusing Environmental Education in Teaching by Individual Teachers --- p.367 / Chapter 9.4 --- Factors Influencing Teachers' and Principals' Receptivity to the Adoption of Environmental Education in Primary Schools --- p.369 / Chapter 9.5 --- Perceptions of Approaches to Environmental Education --- p.397 / Chapter 9.6 --- "Principals' and Teachers' Perceptions of Good ""Guidelines""" --- p.400 / Chapter Chapter Ten： --- DISCUSSION OF FINDINGS FROM SURVEYS AND CASE STUDIES / Chapter 10.1 --- Comparison of Survey and Interview Findings --- p.411 / Chapter 10.2 --- The Relation of the Present Findings with the Literature of Curriculum Change and Environmental Education --- p.422 / Chapter 10.2.1 --- The importance of perceived 'practicality' of the innovation to teachers / Chapter 10.2.2 --- Elements for effective planning of the innovation / Chapter 10.2.3 --- Need for improvement in curriculum development in environmental education / Chapter 10.2.4 --- The linkage between teachers' receptivity and school adoption of environmental education / Chapter 10.2.5 --- The role of the principal and of 'critical mass' in the adoption of environmental education / Chapter 10.2.6 --- "A principal's leadership, contextual characteristics and teachers' receptivity" / Chapter 10.2.7 --- Teachers' perceptions of environmental education / Chapter 10.3 --- Towards a Framework for Studying Teachers' Receptivity to Environmental Education --- p.442 / Chapter Chapter Eleven： --- CONCLUSION / Chapter 11.1 --- Summary of Findings and Implications --- p.459 / Chapter 11.2 --- Relation of the Present Study to Existing Theories --- p.476 / Chapter 11.3 --- Suggestions for Future Research --- p.479 / Chapter 11.4 --- Concluding Remarks --- p.481 / References --- p.484 / Appendices --- p.513

Digitized by Kansas Correctional Industries

Purpose. The purpose of the study was to compare the impact of two motor training programs upon a selected perceptual motor task, verbal intelligence and motivation of kindergarten children. (Abstract shortened.)

The problem of this study was to determine if achievement scores in reading and language arts could be increased for students who participated in the newspapers in education program. Ninety-three seventh grade students were selected for the study; seventy-seven students completed the study, sixteen students were lost due to attrition. Two experimental groups and one control group were selected by random assignment from the seventh grade class at one school. The Metropolitan Achievement Test was administered to all students as a pretest. After completion of the experimental treatment in two successive twelve week periods, the Metropolitan Instructional Test for reading and language arts were administered as posttests. The analysis of covariance was the statistical measure utilized to test seven null hypotheses. The effects of participating in the newspaper in education program was determined by comparing the posttest scores of the experimental groups and control group on the Metropolitan Instructional Test for reading and language arts. The appropriate pretest scores were used as a covariate of the posttest to control for any initial inequalities among the groups. Results at the .05 level of significance were used as criteria for accepting the hypotheses. Based on the findings of the study, a significant difference (p < .001) was found between the experimental groups and the control group on reading comprehension. It can be concluded that participating in the newspaper treatment enabled students to significantly increase the reading comprehension test scores in the study. Although the other subtest scores for reading skills were not significant, the adjusted mean scores of the experimental groups and the control group were approximately equal. Scores on the language arts subtests indicated significant differences in usage, spelling, and study skills. Contrary to expectations, the control group scored significantly higher than either experimental group. It can be concluded that participation in the basal text instruction was more successful in increasing student scores on the Metropolitan Achievement Test than participation in the NIE program for language arts. The study also revealed that participation in the NIE program did not produce any significantly different test scores between sexes.

This study was an analysis of the 1980-81 negotiated teacher contracts in Tennessee to determine the extent and nature of items relating to curriculum and instruction. Using an instrument entitled, "A Taxonomy for the Analysis of Collective Bargaining Agreements with Regard to Implications for Curriculum and Instruction" devised by Raymond E. Babineau, the following information was obtained: the uses made of the terms curriculum and instruction; the elements of articles relating to curriculum, instruction, and evaluation; the percentage of negotiated teacher contracts containing curriculum, instruction, and/or evaluation articles; and correlations between the number of curriculum, instruction, and/or evaluation articles and specific school system characteristics. Data from the sixty-five contracts were classified, quantified, and compared, and the Pearson Product Moment Correlation formula was applied to determine relationships. The findings were: (1) The terms curriculum and instruction were most frequently used as the modifier of a noun with a basic consistency in the definition of each term. (2) Some 49.23 percent of the contracts analyzed contained items relating to curriculum with the area of a curriculum council highest in frequency. (3) One-hundred percent of the contracts analyzed included instruction items with the areas of student discipline and working conditions highest in frequency. (4) Some 81.53 percent of the contracts included evaluation items with the summative evaluation of teachers highest in frequency. (5) A significant relationship at the .20 level was found between the maximum teacher salary and the number of instruction items. (6) A significant relationship at the .10 level was found between the average teacher salary and the number of instruction items. (7) A significant relationship at the .10 level was found between the expenditure per pupil and the number of instruction items.

This study was an analysis of the 1980-81 negotiated teacher contracts in Tennessee to determine the extent and nature of items relating to curriculum and instruction. Using an instrument entitled, "A Taxonomy for the Analysis of Collective Bargaining Agreements with Regard to Implications for Curriculum and Instruction" devised by Raymond E. Babineau, the following information was obtained: the uses made of the terms curriculum and instruction; the elements of articles relating to curriculum, instruction, and evaluation; the percentage of negotiated teacher contracts containing curriculum, instruction, and/or evaluation articles; and correlations between the number of curriculum, instruction, and/or evaluation articles and specific school system characteristics. Data from the sixty-five contracts were classified, quantified, and compared, and the Pearson Product Moment Correlation formula was applied to determine relationships. The findings were: (1) The terms curriculum and instruction were most frequently used as the modifier of a noun with a basic consistency in the definition of each term. (2) Some 49.23 percent of the contracts analyzed contained items relating to curriculum with the area of a curriculum council highest in frequency. (3) One-hundred percent of the contracts analyzed included instruction items with the areas of student discipline and working conditions highest in frequency. (4) Some 81.53 percent of the contracts included evaluation items with the summative evaluation of teachers highest in frequency. (5) A significant relationship at the .20 level was found between the maximum teacher salary and the number of instruction items. (6) A significant relationship at the .10 level was found between the average teacher salary and the number of instruction items. (7) A significant relationship at the .10 level was found between the expenditure per pupil and the number of instruction items.

The purpose of this study was that of determining if intelligence quotient mean test scores of middle school students of different races, sexes, and socioeconomic classes could be significantly increased through the use of tangible and intangible rewards of money and praise. One hundred and thirty-five students from lower and middle socioeconomic classes were randomly assigned to three groups. The stratified groups, two experimental and one control, contained approximately the same numbers of male and female students. The students were identified as lower and middle socioeconomic class whites and lower socioeconomic blacks. A counterbalanced design was employed for the study. Two treatments were used, a spoken verbal praise treatment, and a money treatment. All members of the groups were tested three times using the Otis-Lennon Mental Ability Test, Forms J and K. All three groups were pretested with Form J. One week later, before the administration of the second test, Form K, one-half of the experimental test subjects was promised $2 for each improved test score. The other half of the experimental test subjects were administered the spoken verbal praise treatment as an incentive to improve their test scores. One month later, during the third and final testing, the money and praise treatments were alternately administered to the first and second halves of the experimental groups. The experimental groups which received the praise treatment first was administered the money treatment, and the experimental group that received the money treatment first was then administered the praise treatment. Form J of the Otis-Lennon Mental Ability Test was used for the third and final test. Ten study hypotheses were tested at the .05 level of statistical significance. After analyzing the data, the following findings seemed especially important: (1) Significant increases in the intelligence quotient test scores of lower class blacks were dependent upon monetary reward. (2) Significant increases in the intelligence quotient test scores of middle and lower class whites occurred when spoken verbal praise was administered. (3) The sequencing of money first and praise second led to significant increases in the scores of lower and middle class white females and middle class males.

The growing interest in the self-concept as a factor to learning and the idea of confluence as a possible motivator for building positive self-concepts influenced the direction and intention of this study. The problem of this study was (1) to develop a confluent language arts program designed to improve the self-concepts and reading achievement of students; and (2) to determine if there were increases in self-concept and reading achievement scores after participation in the program. The development of the confluent language arts program involved the following process: (1) theory formation to give substance and structure to the literature-language lessons; (2) establishment of criteria for literature selection; (3) needs assessment of students; and (4) the writing of literature-language lessons. The lessons combined feeling and thinking in activities to build positive self-concepts through problem solving and increase reading proficiency. The evaluation of the confluent language arts program made up the second portion of this research project. A summer school was organized for a five week period with the confluent language arts program as the curriculum. Participants of the summer school were volunteers who made up the experimental group. The control group was randomly selected from the population of Jefferson School students who ranged from beginning fourth grade to completing fifth grade. The experimental group and the control group were pretested for self-concept and reading achievement. At five, six, and four week intervals, self-concept and reading tests were administered again. The reading and self-concept posttest and two retention tests were compared to the pretests to measure any increase in means. The means of these tests were subjected to an analysis of covariance at the .05 level of significance for rejection of the null hypotheses. The analysis of covariance indicated that no significant differences were found between the experimental group and the control group in self-concept improvement or reading achievement. The null hypothesis were not rejected.

No description available.

Purpose. The purpose of the study was to compare the impact of two motor training programs upon a selected perceptual motor task, verbal intelligence and motivation of kindergarten children. (Abstract shortened.)