Our American culture and civilization depends in large measure upon the recruiting of the right kind of men and women to be teachers in our American schools and colleges. All professions depend on effective teaching for their life blood. Many educators and colleges during the past few years have become concerned with pre-service selection methods for improving the teaching personnel. This concern has become somewhat intensified at the present time, largely as a result of four factors. One factor is the large number of returning servicemen, who are turning to teaching as a career. A second factor is improved salaries and tenure laws. A third factor, suggested by Dr. Ray C. Maul is that many people are turning to teaching only because schools continue to operate though good times and bad. A fourth factor common to many prospective teachers is that the idealism connected with teaching attracts them into the profession. The objective of this study is to obtain evidence from a reveiw of literature, opinions of educators and the preservice selection practices used in other colleges to establish criteria that are considered to be the most desirable factors and techniques used in the pre-service selection of teachers as found by an investigation of the literature. The criteria will be used as a basis for making an analysis of the available records of the students and practices used in the guidance program in the School of Education at Utah State Agricultural College. In this manner the limitations or success of the guidance program as indicated will be somewhat more meaningful.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

The purpose of this research was to explore the social interactions among baccalaureate nursing students in a cooperative group learning environment. The following research questions were formulated to guide the research: (1) In a cooperative group learning environment, how do the social interactions among baccalaureate nursing students influence their course content learning? (2) In a cooperative group learning environment, how do the social interactions among baccalaureate nursing students influence their professional development? Students enrolled in an upper division nursing program were selected for this study. Age, gender, and ethnicity were considered in placing students in five groups. Data included student journals, interviews, and observations using protocols to form a case study database. Using grounded theory, data were analyzed using Lincoln and Guba's (1985) constant comparative method and Spradley's (1980) componential analysis method. Using Moreno's (1934/1953) network analyses, sociometric indices were done on the social interactions. The mean numerical final exam scores for each group were used to triangulate data quantitatively. Sociometric indices revealed that social interactions of students working in groups have a moderate to high influence on learning of the course content and a moderate influence on professional development. Themes influencing students' learning of the course content related to shared knowledge, teamwork, group structure, and group activity. Themes impeding students' learning related to student relationships, ineffective group activities, and lack of student involvement. Themes influencing professional development related to role development, interpersonal relationship skills, teamwork, and shared knowledge. Themes hindering professional development related to ineffective group activities, inappropriate interpersonal relationship skills, and lack of student involvement. Final course grades were not significantly different. Results of this study indicate some students' professional development is promoted by working in groups. Future studies focusing on the outcome measurements of knowledge development and professional socialization from other learning theories, such as problem-based learning and web-based learning, are recommended.

This case study explored the administrators' goals of a service learning program at a Research I university. This research was aimed at discovering administrators' goals and determining whether or not these goals were achieved, as perceived by students, administrators, community service agency directors, and faculty members. A structured, tape-recorded interview was used to gather data from participants in all groups. Barriers to implementation of service learning by faculty, students, and administrators included time constraints, lack of institutional support and lack of clarity as to what constituted service learning. University engagement in service learning was defined as the process by which a university embraces service learning wholeheartedly. The engagement may take place through redesigned curriculum and teaching methodology. This study's findings reveal that administrators' goals related to university engagement in service learning. Furthermore, the administrators' goals showed that the students were supplementing their academic experience with service to the community. This dissertation suggests that service learning can be mutually beneficial to all partners. Further, for a service learning program to flourish, all participants must have a role in defining its goals and clarifying its purposes.

The primary purpose of this study was to determine the influence of selected personal and institutional demographic characteristics on the alcohol consumption of students enrolled in a research extensive university in the southern portion of the United States who were members of a social fraternity. The two main goals of this study were: 1) to determine if a relationship existed between the level of alcohol consumption and the perceptions of the effectiveness of the current organizational leadership among students who were members of social fraternities at a research extensive university in the southern portion of the United States and 2) to determine if a model existed that explained a significant portion of the variance in the current level of alcohol consumption from selected demographic characteristics and perceptual and experiential factors among students who were members of social fraternities at a research extensive university in the southern portion of the United States. The target population for this study was defined as all students enrolled in colleges and universities who were members of social fraternities. The accessible population was defined as students currently enrolled in one research extensive university located in the southern portion of the United States who were members of social fraternities. The sample consisted of all students who were active members of six social fraternities selected through a stratified, cluster random sampling procedure. The instrument utilized in this study consisted of three parts: 1) the Alcohol Use and Drinking Behavior Survey, a researcher designed instrument developed to measure alcohol consumption patterns and perceptions of selected alcohol related issues and effects using a combination of questions emerging from the current literature and from the Core Alcohol and Drug Survey (1994a); 2) the Leader Behavior Description Questionnaire (LBDQ), used to measure specific aspects of the leader behavior of presidents of social fraternities as perceived by the membership of that fraternity; and 3) the Leadership Effectiveness Instrument (LEI), a researcher developed scale, designed to measure perceived leader effectiveness. One finding resulting from this study was that chapter presidents of social fraternities consumed substantially less alcohol than other members of those same social fraternities.

Over the past decade calls for reform in higher education have emphasized that education should become less instructor centered with students taking a more active role in their learning. Moreover, there is increasing pressure on university professors to implement student centered teaching strategies that negate time and place restrictions of the classroom by integrating technologies that support the active engagement of students through Internet based applications. The goal of this study was to gain insights into the interactions that occur in online communications in a project-based learning activity. Twenty-one undergraduate students participated in the study while completing a component of a course that incorporated a collaborative project as part of the requirements for completion. A multi-case study was conducted on six collaborative groups, focusing on the types and frequencies of interactions that occurred within each group and the perceptions that students had of their experiences in this type of learning environment. It was found that the interactions that occurred online closely followed established steps in the problem solving process. There were also indications that the type of system used for online communications (asynchronous and synchronous) is an important factor in task appropriateness. The findings of this study also revealed that high and low achieving groups differ in frequency and temporal aspects of their online interactions. Students also differentiated between asynchronous and synchronous systems as to the type of tasks that are best suited for each. Their was a general consensus that asynchronous systems are best for tasks that require reflection time and deeper thought and synchronous systems are best for brainstorming and as a forum for the free flow of ideas. The latter also seems to be more conducive to situations that require solidarity building and group social connection. The findings of this study provide valuable information that contributes to the body of literature in online learning, provided practitioners with insights into the importance of the interactions that occur, and provides researchers with possible future studies that are relevant to this immerging field of education.

Very little research has been conducted to assess the effects of sorority membership on undergraduate sorority women. While there have been numerous studies conducted concerning fraternity men, there has been limited research concerning sorority women only and no studies that explore the effects of ritual on the sorority experience. Does ritual have an impact on the values and behavior of contemporary sorority women? Addressing this question requires an in-depth understanding of the role of the sorority experience and examination of the experience to determine if it provides to its membership what it is intended to provide. Based on research conducted through in-depth interviews, this study examined the effects of sorority ritual on the values and behavior of contemporary sorority women. Women's development theory guided this research. Undergraduate sorority women's perceptions of the ritual on the sorority experience were explored through an analysis of their thoughts and feelings about ritual. The voices of the sorority women reveal that ritual is not something that is understood by all of the members of the sorority. Many of the participants in the study indicated that the sorority did not define their values, however, they did seek the sorority that seem to reflect their value system. A number of recommendations are offered to improve how the role of ritual can improve the sorority experience.