The purpose of this study was to examine the targets and functions of humor in relation to group development processes in order to ascertain if there were any changes and patterns in the way groups use humor as they evolve through developmental stages. Four small groups, consisting of five or six, were videotaped. Tapes were observed and coded by trained observers. Coding categories were incident, target, and social function(s). In addition, observers assessed group development stage via the Group Development Stage Analysis instrument (Carew, Parisi-Carew, Stoner & Blanchard, 1988). Data were also obtained from examination of transcriptions of the videotapes, group participants' journals of the experience, exit interviews, and written exit responses. Combinations of quantitative and qualitative methods were used to analyze the data obtained. By using these approaches, observable phenomena were linked with participant experience and perception to ascertain connections of humor to group dynamics. All of the groups manifested similar patterns in the functional use of humor in relation to group development stages. Evidence of discernable "humor stages" (Just Joking, Evoking, Yoking, Poking) was identified and delineated. The stages reflect the unfolding of both overt and underlying relationship issues present within a group as it develops. The results of this study should offer a greater understanding of changes in the way groups use humor in relation to developmental processes. This is particularly important in helping people learn to use humor in more constructive ways, such as enhancing creativity and reaching consensus, and to prevent destructive uses of humor, such as perpetuating stereotypes and scapegoating.

The purpose of this study was to describe the attentional characteristics of Athletic Training Students (ATS) during the application of knowledge and skill in the clinical environment. This exploratory study occurred in two phases. Phase one involved administration of The Attentional and Interpersonal Style Inventory (TAIS) (Nideffer, 1976) to junior (n=51) and senior (n=38) students enrolled in eight CAAHEP accredited athletic training education programs. Factor Analysis of the 20 TAIS subscales supported a six-factor structure. A Two-way Multivariate Analysis of Variance (Status in program x Gender on the six factors) indicated no significant main effect for status in program, and no significant interaction effect. Discriminant function analysis revealed the Focus factor as a significant predictor of gender group membership; however, correct classification of subjects was moderate (66.3%). Large within group variance on the six factor scores indicated TAIS sensitivity to individual differences. TAIS factor profiles were used to select three juniors with large differences between the Overloaded/anxious factor and the Problem solving factor and three seniors with a small difference between the two factors. Data for phase two were field observations, videotaped injury evaluations and stimulated recall interviews for each of the six ATS. Qualitative data were analyzed using microscopic analysis, open and axial coding, and selective coding and coding for process. Two core themes that focussed on different aspects of how students used information to solve problems emerged. Information gathering and information processing, as continua interacted to form an informed problem-solving dynamic. At the core of this dynamic is effective or open problem solving, and at the periphery is less effective or directed problem solving. Open problem solving is facilitated through the integration of knowledge and experience. The implications of this study point to the importance of increasing educational emphasis on cognitive processes used by ATS in an injury evaluation to supplement the existing emphasis on clinical outcomes.

The dissertation examines the effects of a six-week, skills-based, orthographic awareness / phonics / handwriting intervention on the spelling and writing fluency of third-grade students identified as low-performing writers. Discussion centers on the relationship between spelling, handwriting, and writing fluency. Data are presented to document gains in spelling fluency. Students did not show evidence of gains in handwriting or writing fluency. Hypotheses are presented to explain lack of growth on handwriting and writing fluency measures, and possible shortcomings of CBM-Writing as an outcome measure is discussed.

The unfavorable impact of didactic teaching methods upon students' learning and attitudes toward education and the lack of research on teaching methods at the post-secondary level are the major problems addressed by this study. It was the author's intent that specific teaching alternatives be tested and analyzed as to their effectiveness in terms of both quantitative and qualitative outcomes. The study assessed student educational values and learning preferences and experimented with the creation of a classroom learning environment conducive to more meaningful learning experiences. Subjects consisted of two intact Introduction to Psychology sections with an approximate enrollment of 35 students per section. One group was arbitrarily selected as the experimental group, while the other constituted the control or contrast group. Treatment consisted of providing limited academic freedom within the confines of a traditional and conservative institution. In contrast to the control group which was taught in the traditional didactic manner, the experimental group had a series of alternate optional learning activities from which to choose or add their own. If they decided to do the alternate activities, their exams were counted as single value. In the control group exams counted double; this was also the case for experimental group section students who decided to earn their grade in the traditional manner or by exams only. Both groups were administered a Checklist of Educational Views as a pre and post dependent variable measure. Student course satisfaction was also measured. In order to appreciate the kind of climate which was to be facilitated by the instructor in the experimental section, senior psychology students observed and recorded classroom behaviors on a daily basis. Results of the statistical analyses indicated that there was no significant change in views toward education as measured by the checklist. Qualitative data, however, demonstrated a clear preference (in both groups) for permissive classroom environments. Experimental group students were quite pleased with having experienced the permissive environment and those who did alternate learning activities seemed to have had a more meaningful learning experience.

This study documents perceptions by seventeen students from special education self-contained classrooms in an urban junior high school who participated in some regular classes. Massachusetts and federal laws mandate placement in the least restrictive setting for all students in the expectation that "mainstreamed" students will feel better about themselves and gain more academically. Yet evidence suggests that few students are mainstreamed and that the benefits to students are not self-evident in most schools. The evidence presented in this dissertation came from two loosely structured interviews with seventeen students who were selected because they seemed to have had a reasonably successful experience in regular classroom placements in a school with a strong commitment to mainstreaming. As teenagers who were in a self-contained setting primarily because of behavioral issues, they could handle academic work and were at an age when peer relationships are crucial. Because the researcher had already established positive relationships with the students, the interviews reflected apparently honest responses--including both positive and negative judgments. The study also explored attitudes of 10 teachers in the school toward mainstreaming. The interviews showed the debilitating effects of isolated classroom placement as stated by special education students in self-contained classrooms for behavioral reasons. Sixteen of the respondents who participated in the study preferred mainstreaming in regular education classes over remaining in one classroom the entire day. The student who dissented experienced difficulty in changing classes and adjusting to different teachers. Feelings of embarrassment, worthlessness and in general, low self-esteem were experienced by the students. Being mainstreamed in regular education classes enabled them to feel "normal" and part of the school environment. Their transportation to school on special buses with mentally handicapped students reinforced feelings of being classed as "mentally retarded." Mainstreaming, irrespective of teacher attitudes and academic problems, was preferred over special education classrooms. The mixed responses of these students indicates that the goals of mainstreaming are worth pursuing but staff need more preparation if P.L. 94-142 is to meet its full promise.

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