This study investigated the factors related to student retention in a comprehensive community college developmental education mathematics program. The purpose was to identify and describe these factors and to develop strategies for improving retention in the community college developmental education mathematics program. Tinto's 1975 model of institutional departure was employed to examine different factors relating to retention in developmental education mathematics courses. In accordance with established criteria, data were collected using the Institutional Integration Scale (IIS) and Students Existing Records (SER). The IIS survey instrument questionnaire was completed by 41 students from a sample of 56 developmental education students enrolled in college level mathematics, and the data thus collected were used for analysis. Data were analyzed using frequency count, percentage, and the chi-square statistical analysis with a significant level of 0.05. The analysis of the data showed that the responding sample was primarily white, females aged 18 to 45. Most of the respondents had high grade point averages, did not miss any developmental education mathematics classes, and attended extra curricular activities infrequently. More fathers than mothers of the sample population had received a college education. Academic goal commitment, institutional experience, academic involvement, and placement grades were not statistically significant factors influencing retention. Among the major findings were: Development education instructors appeared to make the difference, institutional experience, academic goal commitment, and placement grades did not appear to play a major role; the students' academic involvement beyond classes appeared negligible; age, gender, grade point average, and parental educational levels were not significant factors for student retention in developmental education mathematics courses. Although statistical evidence did not support reversal of the proposed null hypotheses, pertinent issues for further research were raised.

The purpose of this study was to determine if students who participated in language arts remediation which was infused with critical thinking activities and metacognition would make greater gains in skills and achievement than those students who were remediated with a regular language arts curriculum. The population for this study was a group of at risk students who were fourteen to sixteen years old and who were participants in the 1987 summer Youth Opportunities Unlimited project at the University of North Texas. Their progress was measured with California Achievement Test and Iowa Test of Basic Skills pretests and posttests. The organization of the study includes a statement of the problem, a review of the literature, the methods and procedures used to collect the data, the analysis of data, and a summary of the findings, conclusions, educational implications, and recommendations tor additional research. Data from the eight hypotheses were treated with an analysis of covariance. The analysis of data revealed the following: 1. The infusion of critical thinking activities and metacognition did not improve students' skills or achievement in the following areas: spelling, capitalization, and punctuation. 2. The infusion of critical thinking activities and metacognition did not improve students' skills in usage and expression as tested with items focusing on subject/verb agreement, verb tense, pronoun case, and pronoun degree. 3. The critical thinking activities and metacognition made a significant difference in students' achievement in language expression. The education implications are that lessons designed with mechanics objectives such as capitalization and punctuation should include independent practice. However, lessons designed with objectives focusing on usage, subject/verb agreement, double negatives, verb tense, and pronoun case and degree should include critical thinking activities and metacognition.

Stress is being linked increasingly to physiological, psychological, sociological, and educational problems. However, scant attention has been given to stress in recent reading research. This study investigated referral and evaluation statements and diagnostic data from parents, teachers, reading specialists, and counselors regarding signs of stress and potential stressors as factors in the reading difficulties of seventy-seven primary schoolchildren referred for evaluation at the pupil Appraisal Center (PAC) at North Texas State University between 1977 and 1984. Qualitative methods, specifically situational analysis, were employed to obtain a holistic view of each subject's reading difficulties. The researcher collected data from documented files at PAC. Data analysis via a categorical coding system produced thirty-nine stress related categories, organized under broad headings of family and school environment, readiness for reading/ learning, general stress reactions, and responses to stress when reading/learning becomes a problem.

The purpose of this experiment was to study the effect of audio feedback from an electromyograph on reading speed and comprehension. The subject reduced as much audio feedback, and thus laryngeal tension, as possible, thus permitting more efficient reading. After baseline, the subject received twelve half-hour practice sessions, six ten-minute testing sessions on easy, or light, material and six ten-minute testing sessions on difficult material. A post-test without feedback was given after training and a follow-up test, without feedback, was given. This method of training permits a higher rate of reading speed, while allowing the subject to process complex information and maintain a constant level of recall.

Common mistakes Czech students make in English represent the main topic of the presented master thesis. The theoretical part mainly deals with the presentation of various TEFL (Teaching English as Foreign Language) methods. Moreover, they are discussed from several perspectives, including techniques, strategies and principles while using the particular method, the role of the teacher, his or her relationship with students, and especially the response to errors within each of the methods. The purpose of presenting TEFL methods is to show also the connection between mistakes and methods themselves. Concerning the area of mistakes and their corrections, we focus on the classification of mistakes and their division. The practical part is based on various illustrations of mistakes from students' writing assignments. These mistakes are divided into four major classes, including grammar, spelling, wrong word and word order. The thesis also deals with the remedial treatment which may hopefully reduce the number of possible mistakes. The aim of the thesis is to compare the level of students' English language knowledge at the Secondary School of Tourism in Prague where the author works as an English teacher.

Research conducted in this thesis revolves around the issue of state sovereignty. More precisely, this thesis aims at examining the foreign policy of the United States of America and its impact on sovereignty of Georgia and Serbia. Different attitude towards the recognition of unilateral declarations of independence of South Ossetia and Kosovo, breakaway regions of Georgia and Serbia, by the US officials represents the starting point of this study. Following state-centric approach this thesis presents an assessment of bilateral relations between the USA and case study countries Georgia and Serbia. The purpose of this study is to enable better understanding of different approaches by the US officials towards the issue of respecting state sovereignty.

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999. / The rationale for this study was to match the remedial needs of children with appropriate programmes. The aims were (1) To test the usefulness of screening instruments modelled on subtestr of the Naglieri-Das Cognitive Assessment System in identifying South African children with specific learning disabilities. (2) To study the effects of the PASS Remedial Programme (PREP) in addressing the needs of children with deficits in successive processing. (3) To study the effects of a programme based on Whole Language (WL) principles when used with children with reading problems due to extrinsic factors. Screening instruments were used to identify seven children with a successive processing deficit for the PREP experimental treatment group. Seven children who showed a general delay in beginning reading skills were selected for the WL experimental group. A PREP control group and a WL control group were also identified. Both treatment groups received twenty-four intervention sessions. When the PREP and WL experimental groups were compared, there were significant differences in gains in successive processing for the PREP group but gains in word reading skills were statistically the same for the two groups. This was an indication that the remedial programmes were suited to the needs of the children in the groups. General implications for specialised education programmes in South Africa and future directions for research on remediation are also presented.

Jurisdição constitucional da igualdade é o título deste trabalho, que se volta para o estudo do controle de constitucionalidade realizado com parâmetro no direito de igualdade. Seu objetivo principal é desenvolver uma metodologia analítica e pragmática de aplicação judicial do direito constitucional de igualdade, de modo a permitir uma compreensão jurídica da matéria. Para cumprir seus objetivos, optou-se por uma lógica dedutiva, iniciando-se com a formatação de uma premissa conceitual e abstrata do direito de igualdade para, ao final, culminar no estudo de aspectos processuais concretos da aplicação judicial da igualdade. Ao longo da dissertação, foram investigados os elementos fundamentais da tutela judicial da igualdade, bem como as principais questões funcionais relativas ao papel dos poderes judiciário e legislativo na concretização do direito em exame. Como resultado, foram estabelecidos critérios objetivos para a identificação do vício de inconstitucionalidade, da sua competência reparatória e das ferramentas processuais da sua tutela judicial, tudo isso em consonância com as características normativas peculiares do direito de igualdade. / Judicial review of equality is the title of an essay aimed to research the judicial review based on constitutional equality law. Your main scope is to develop an analytical and pragmatic methodology about the enforcement of equality law, so that allow a legal comprehension of the subject. To meet your goals, a deductive logical was chosen, starting with the formatting of a conceptual and abstract premise of the right to equality to, at the end, culminate in the study of specific legal aspects of the judicial enforcement of equality. Meanwhile, the fundamental elements of judicial protection of equality were investigate, well as the main issues concerning the functional role of the judicial and legislative powers in implementing the right in question. As a result, objective criteria were established for the identification of unconstitutional standards, remedial powers, and procedural tools of their judicial protection, all in line with the peculiar characteristics of the normative right to equality.

by Barbara Wei-hao Shen Costin. / Bibliography: leaves 169-174 / Thesis (M.Ph.)--Chinese University of Hong Kong, 1986

No description available.