Source: Dissertation Abstracts International, Volume: 33-10, Section: A, page: 5467. / Thesis (Ph.D.)--The Florida State University, 1972.

Source: Dissertation Abstracts International, Volume: 34-02, Section: A, page: 0557. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 34-09, Section: A, page: 5612. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3089. / Thesis (Ph.D.)--The Florida State University, 1979.

A qualitative study of language needs of Cambodian refugees in a U.S. urban area was carried out in Jacksonville, Florida. Refugees were studied in three groups: Employment-bound, home-bound, and working. In addition, men and women were descriptively compared for actual language uses and needs. A profile of the needs was developed using Munby's (1978) language needs profile model, with 40 selected communicative events analyzed. The language needs were then compared with the language taught by a sponsoring agency, in terms of content, to see if they corresponded. Since the notion of doing needs identification is relatively unused in refugee education, this study contributes to the small but growing literature on refugee language needs and acculturation/resettlement patterns, which can help to make language teaching to refugees more effective. / The major findings of the study center on the pronounced tendency of refugees to depend on third-parties when confronted with situations requiring interaction with Americans, even where little language use is needed. This, combined with the tendency of some helpers to help to the extent that the helping interferes with language acquisition and acculturation, bodes ill for English language instruction. While the sponsor's curriculum generally corresponded fairly well with the language needs found in the profile, the majority of refugees used English very little outside of the classroom. Based on these findings, it would seem beneficial for sponsors to monitor helper-refugee situations more rigorously and also to structure learning situations so that maximum emphasis can be placed on experiential language use and acculturation activities in the community. / Source: Dissertation Abstracts International, Volume: 46-09, Section: A, page: 2547. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of this research study was to examine the effects of several formative evaluation procedures on the effectiveness of instructional materials. / The levels of the independent variable were one-to-one formative evaluation, internal reviewers, embedded feedback, and no formative evaluation. The dependent variables assessed were instructional effectiveness and type of change in the materials as a result of the revision using the small-group formative evaluation feedback. Also, instructional effectiveness and efficiency, and attitude toward the instructional materials were determined by using the data gathered at the field testing. / Students participating in this research were ninth and tenth graders at The Florida State University's Developmental Research School. The students were given an instructional package which contained one of four different versions of a self-instructional module, a pretest, a posttest, and an attitude questionnaire. / Analysis of the data collected at the small-group evaluation indicated there were no significant differences in students' performance on the posttest across the four groups. / Feedback collected during the small-group phase produced subtle but similar changes in the content and format of the versions of the module. The revised instructional materials were tested using a larger group of students. / Data gathered at the field testing stage indicated no significant differences for students' performance on the posttest. Learning time was similar for all students, regardless of their group. All four treatment groups indicated little or no differences regarding attitude toward the instructional materials. / It can be concluded from this study that, regardless of the type of procedure used, at least one phase of formative evaluation is required to produce effective instructional materials. / Source: Dissertation Abstracts International, Volume: 46-10, Section: A, page: 2912. / Thesis (Ph.D.)--The Florida State University, 1985.

This study attempted to examine a model of intention to teach population education, through the use of path analysis, a method which is able to decompose into direct and indirect effects the effects of exogenous and endogenous variables on the dependent variable. / In the model, college differentiations, individual modernity, influence of parent, and influence of peer group were treated as exogenous variables which affect the trainees' intention to teach population education indirectly through a set of endogenous variables: self-concept of ability, attitude, and normative belief weighted by motivation to comply in teaching population education. / A sample of 480 trainees was selected purposively from 10 teacher training institutes in Yogyakarta, Indonesia. Data were collected through a self-administered questionnaire. / The findings of the study suggest that trainees' intention to teach population education is directly affected by their attitude toward teaching population education and their normative belief weighted by motivation to comply in teaching population education. It was found that the effect of the attitude variable was stronger than that of the normative belief variable. In addition, attitude was affected by college differentiations, individual modernity, influence of parent, and influence of peer group. Normative belief weighted by motivation to comply in teaching population education was directly and positively affected by college differentiation, individual modernity, self-concept of ability, and influence of peer group. Self-concept of ability to teach population education was directly and positively affected by influence of parent and influence of peer group. This study confirms that any external variable indirectly influences intention to teach population education through either attitude toward teaching population education or normative belief weighted by motivation to comply in teaching population education, or both. / Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3593. / Thesis (Ph.D.)--The Florida State University, 1985.

The purpose of this study was to investigate the effects of a learner's field dependence-independence on achievement when using a networking strategy under cooperative versus individualistic approaches. Networking is defined as a learning strategy for identifying and representing important concepts and their relationships in the form of a network map (Dansereau & Holley, 1982). Field dependence-independence is defined as a general individual difference dimension which describes people who. at one extreme, attend to a totality of a task and, at the other extreme, those who attend to a totality of a task and, at the other extreme, those who attend to details (Witkin, Dyk, Faterson, Goodenough, & Karp, 1974). Cooperative-individualistic approaches are types of social situations in learning that allow learners to work together to attain common goals versus situations that allow learners to pursue work independent of other learners (C. D. Johnson, 1984). / On the basis of their score on Witkin's Field Embedded Figures Test, two hundred and one students from the Developmental Research School of The Florida State University were randomly assigned to eight treatment groups. Participants were trained in cooperative and networking skills in their respective cognitive style groups. Recognition and cued-recall parts of immediate and delayed posttests were administered on the two passages. / Analysis of covariance indicated no significant main effects between networking and reading groups; no interaction effects among field dependence-field independence and cooperative-individualistic approaches; and no significant main effects between cooperative and individualistic groups. However, on cued-recall portion of immediate posttest scores, there were significant interactions between social situations in learning and learning strategies. / Further research in this area should provide more time in use of learning strategies and social situations to allow more exposure to the skills. It is also recommended that field dependence-independence be reassessed if indeed it differs from ability. Also, it is suggested that the Group Embedded Figures Test (GEFT) be reexamined if it does or does not measure one's style or one's ability. / Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3649. / Thesis (Ph.D.)--The Florida State University, 1986.

The purposes of this study were (a) to clarify the concept of modern development-oriented persons in the Indonesian context so as to devise a measuring scale of individual development-oriented modernity (IDOM), and (b) to investigate major forces promoting the IDOM among students at four teacher training colleges in Malang, Indonesia. / After reviewing the literature, the researcher proposed models of the concept of the modern development-oriented person, the scale of IDOM, and the linear structural relationships (LISREL) which explain the effects of independent variables on the IDOM. Two questionnaires were constructed, one for measuring the IDOM and the other for measuring independent variables. A 563-student sample was randomly drawn from about 11,000 students at the four colleges. / The data obtained from the first questionnaire were analyzed to test the reliability and validity of the concept of the modern development-oriented person and the IDOM scale. A LISREL VI subprogram was applied to test the LISREL model and to estimate the effects of independent variables on the IDOM. / The results of the study suggest that the concept of the modern development-oriented person can be clarified by value orientations manifested in 18 attributes. Some of those attributes are a person's tendency to plan the future optimistically, to have strong personal efficacy, to be open to change and new experiences, and to be willing to take risks in pursuing personal goals. This concept is at variance with the concept of the modern person which has been embraced by most modernization theorists, particularly in secularism and individualism. / The IDOM scale, consisting of 39 items measuring the 18 attributes, is an adequate instrument to measure the degrees to which Indonesian persons are modern development-oriented. The IDOM has two dimensions, attitudinal and behavioral dimensions, which reciprocally affect one another. / The empirical evidence supports the proposition that education is a powerful force promoting modern development-oriented values. Other variables promoting the IDOM are students' parents' education and students' maturity. / Theoretical implications of the findings are related to modernization theory, while the practical implications are addressed to Indonesian policy decision makers and planners in the context of modernizing people while preserving some desirable traditional values. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4277. / Thesis (Ph.D.)--The Florida State University, 1986.

The purposes of this study were (a) to determine whether the two types of English as a Foreign Language (EFL) programs at Srinakharinwirot University (SWU), Thailand, made any differences on the students' English skill performances as measured by the Test of English as a Foreign Language (TOEFL); and (b) to determine the relative English language strengths and weaknesses of EFL majors in the faculties of education and humanities. / The subjects were 157 fourth-year EFL majors in the faculties of education and humanities at three SWU campuses, namely, Prasarnmitr, Bangsan, and Songkhla. Eighty-four were from the faculty of education and 73 were from the faculty of humanities. / The independent variable was the EFL program which had two attributes: education EFL program and humanities EFL program. The dependent variables were four elements of the TOEFL score: TOEFL total scores, TOEFL listening comprehension scores, TOEFL structure scores, and TOEFL reading comprehension scores. The two control variables (the covariates in this study) were the student's grade point average in English courses and the number of years the student had studied English. / The hypotheses tested were that there were no significant differences between the mean scores in (a) TOEFL total, (b) TOEFL listening comprehension, (c) TOEFL structure, and (d) TOEFL reading comprehension of the education EFL majors and those of the humanities EFL majors. / Analysis of covariance was used to analyze the data. The .05 alpha level was set as a criterion for the rejection of the hypotheses. / The findings showed that the two EFL programs at SWU did not make significant differences in listening comprehension, structure, or general English skills; but they did make a significant difference in reading comprehension skills. The total TOEFL scores of education EFL majors and humanities EFL majors were 420 and 437, respectively. These scores were below the level required for entry into U.S. and Canadian universities. However, both groups scored highest in language structure and lowest in listening comprehension. / Source: Dissertation Abstracts International, Volume: 47-06, Section: A, page: 2008. / Thesis (Ph.D.)--The Florida State University, 1986.