Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 55-56). Also available via the Internet.

Thesis (Ed.D.)--Teachers College, Columbia University. / Mimeographed typescript. Sponsor: Kenneth D. Wann, . Dissertation Committee: Laura W. Drummond, Emma D. Sheehy, . Type C project. Includes bibliographical references (leaves 258-271).

Thesis (M.S.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 95-105). Also available on the World Wide Web.

The investigations which follow are exploratory in the sense that the topic is new and not that the methodology itself is innovatory. The new research topic relates to innovation in both in-service education and nursery practice with the starting point being that micro-based systems of database management and word-processing may contribute to nursery record-keeping in the 1990's. Such a micro-based system was introduced as part of an experimental intervention with a sample of classrooms. This could be seen as pre-feasibility work towards the development of an "expert system" to help nursery staff with future curriculum development, implementation, and record-keeping. The research question is: how might nursery record-keeping develop in the future, and in what conditions, and with what support? Factors associated with most successful outcomes in the experimental intervention were small nurseries, attendance of a full age-range of children, good quality curriculum, clearly differentiated staff roles, and prior record-keeping. (All classrooms were able to complete many procedures and were to some extent "successful".) A comparison was made of nursery records developed, by staff, during the micro experiment with those obtained from a national survey: there was a difference in that the micro-based records were more detailed. Analysis of individual participant responses also indicated that change in record-keeping practice took place during the intervention. A survey of the views of the experimental participants and a comparison group of nursery staff found that both groups expressed a willingness to work outside set hours to aid the introduction of micro-based record-keeping. However, the experimental group had given more thought to uses for micros in their classrooms. When the responses of nursery assistants and teachers were analysed separately, assistants were found to be less in favour of record-keeping and using micros in nurseries. Investigations, in the study as a whole, encompass a survey of under fives record-keeping throughout Britain and a detailed study of the keeping of official records in two contrasting LEA's. There are also critical reviews of relevant literature, the methods used for the investigations, and a final discussion of key themes.

Thesis equivalent (M.P.H.)--University of Michigan, 1947.

Thesis equivalent (M.P.H.)--University of Michigan, 1947.

A review of the literature reveals that nothing has been done at the pre-school level in the measurement of attitudes; yet Gesell in his studies recognizes that young children do have attitudes even though many are short-lived and developmental. This lack plus the writer's interest led to the present study of the attitudes of the children enrolled in the Florida State University Nursery School. / Typescript. / "May, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Ralph L. Witherspoon, Professor Directing Paper. / Includes bibliographical references (leaf 43).

Statement of the Problem The primary purpose of this study was to explore teacher guidance - does it help promote learning? The sub problems are to explore and assess the value of' academic training in nursery school versus a straight child development program, and to explore and assess the value of play as a teaching method. The Population This study included sixty, four year old children who were enrolled in nursery school for the first time. They were divided into six equal groups of ten each according to sex and I. Q. Control Groups I and II - pupils who participated in a five month child development theory nursery school program. Experimental Groups III and IV - pupils who participated in a five month child development theory nursery school program with added experiences in mathematical concepts under a self-directed learning program. 2 Experimental Groups V and VI - pupils who participated in a five month child development theory nursery school program with added experiences in mathematical concepts under a teacher guided learning program. Method of Conducting the Study Instruments used to gather basic data were: Wechsler Preschool and Primary Scale of Intelligence and the CTB/ McGraw-Hill Test of Basic Experiences - Mathematics. The data was statistically described by an analysis of variance and the Scheffe Multiple Comparison Test. Findings Main Hypothesis: Children working under a teacher guided program learn more mathematical concepts than children working under a self-directed program in mathematical concepts. rrhe main hypothesis was accepted as those children involved in the teacher guided program had significantly higher scores than those obtained by the children under the self-directed program. Sub Hypothesis A: Play and the use of play materials are valuable as teaching methods. The sub-hypothesis that play and the use of play materials are valuable as teaching methods was accepted when their use included initial teacher guidance. Sub Hypothesis B; Children working under a program of planned instruction will learn more mathematical 3 concepts than children in a straight child development theory of education. The sub-hypothesis was accepted that children involved in a child development theory nursery school benefited from planned mathematical instruction provided the instruction is teacher guided. Conclusions This study revealed that children gain more mathematical concepts through guided experiences and training in nursery school if there is teacher guided learning. A formal program with preschool children can enhance acquisition of mathematical concepts. The program has different consequences for children of average or above average intelligence than for superior intelligent children. Nevertheless, each of these groups show gains particular to their knowledge and experientlal base. The value of play as a teaching method has been demonstrated in this study. Children in the experimental groups who were using the select mathematical materials in a play situation demonstrated an increased learning over the control groups involved in a straight child development program. Children involved in a program of planned instruction (the experimental groups) learned more mathematical concepts than those in the control groups. This would indicate that 4 planned instruction is more beneficial than the emergent pla.ruling advocated by the Child Development Theory of preschool education.

Seagrass beds are highly valuable ecosystems with a potential nursery function for rockfishes in British Columbia. Understanding how the nursery value of seagrass habitats differs for rockfish species, and what factors create this variability in habitat value, is important for effective conservation planning. In this study, the use of Zostera marina beds in Barkley Sound by juvenile rockfishes (Sebastes spp.) was investigated. Rockfish have been observed in Z. marina beds by many researchers, however, their abundance and distribution between beds has been shown to be variable. The abundance of juvenile rockfishes in five beds was assessed in 2005 and 2006 using visual surveys. Environmental and biological variables that could potentially influence this abundance were measured concurrently. These included supply of settling fish (hereafter “settlers”), biotic and abiotic habitat characteristics. The eelgrass beds that I studied were found to differ significantly in their habitat characteristics, the abundance of settlers arriving to them, as well as the abundance of juvenile recruits in the beds. Sebastes melanops and S. caurinus were found at the sites between June and September. There was no significant relationship between the abundance of settlers arriving at a bed, and the abundance of juveniles using it. However, many of the eleven habitat characteristics investigated were significantly correlated with the abundance of either S. melanops, or S. caurinus. It is likely that these relationships arose from multiple causes which acted both pre- and post-settlement. Habitat features that were identified as correlates with high juvenile abundance value included lower epiphyte biomass, nearness to kelp habitats, lower water temperature, lower shoot density, and higher leaf width.

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