In this study, the effect of computer use and Logo instruction on students' perceived control of computers and generalized perceived control was examined. Third and fourth grade students (<u>N</u>=90) in four intact groups, consisting of one treatment and one control group for each grade level, were pre- and posttested, using the computer control survey (CCS) and the Chi1dren's Nowicki-Strickland Locus of Control Scale (CNS-IE). A posttest measure of Logo achievement was obtained from the treatment students. Three way analyses of covariance, using the pretest scores as the covariate, were used to test for differences between the means of the independent variables group, grade, and gender for the dependent measures CCS and CNS-IE. Comparisons of adjusted posttest scores on these variables indicated that no significant differences existed between the groups. A linear association was found between Logo achievement and the children's perceived control of computers. Selected reliable items from the CNS-IE correlated with Logo achievement, although the full 40-item instrument did not. It is suggested that Logo instruction leading to Logo programming experiences may not produce in the children a sense of perceived power concerning the computer, nor lead to generalized LOC differences. Future researchers in this domain are advised to control for the internality of the sample and for the children's prior computer experience. Attention to the age/cognitive level of the sample, and length of treatment are suggested. / Ed. D. / incomplete_metadata

The Virginia Division of Litter Control's education package entitled Operation Waste Watch (OWW) was evaluated at the first, fourth, and sixth grade level in 19 elementary schools in two southwestern counties in Virginia. Evaluation was provided for the standard curriculum program and for a specially modified behavioral version of the original material. Program evaluation for both curriculum packages was provided immediately before, after, and three months after the implementation of the program and consisted of student achievement testing in terms of knowledge about solid waste management and the assessment of actual student behavior. Specifically, the data was analyzed according to the factorial design: 3 Grade (First, Fourth, Sixth) x 3 Curriculum Condition (Standard, Modified, Control) x 3 Phase (Pre, Post, Follow-up). Significant improvements following the implementation of the educational curriculum occurred only for the student achievement tests. Both programs were found to significantly raise student test performance immediately following presentation of the curriculum materials. The level of student knowledge three months later was also found to statistically surpass baseline performance. However, there was little or no evidence, during Posttesting or Followup, of superior performance by students receiving the modified curriculum program. Supplemental information from the teachers concerning the overall effectiveness of the different curriculum components indicated that while the materials of OWW were needed and generally well constructed, there were severe problems concerning the amount of time needed to adequately teach the different student activities. / Ph. D.

M.S.

This qualitative dissertation conducted a critical discourse analysis of youth and adult discourses about the transition to high school. Despite being a well-researched field, studies of the transition to high school and interventions in the transition to high school do not prioritize youth perspectives. To remedy this shortcoming and examine youth discourses, I collected data from youth giving advice about beginning high school on TikTok. By conducting a critical discourse analysis of these videos and comparing discourses from school website data and school counseling textbooks, I developed findings that showcase the complexities of the transition to high school and call into question views based solely on academic measures. Youth and adult discourses agree that timeliness, organization, and self-knowledge are important for a successful transition. Youth discourses uniquely focus on advice to avoid relational violence and present an ambivalent view of friendship. Discourses of school tours that showcase amenities and serve as advertising for the school are uniquely adult. I used these findings to theorize the transition to high school as a curriculum and call for a vision of youth and adults co-creating the transition-as-curriculum.

This study investigates the effect on high school students' attitude toward school, on their academic achievement, on their attendance, and on their participation in extracurricular activities when they have been forced to transfer schools because of changes in school attendance zones. Four hundred four randomly selected high school students from four groups were surveyed in four of Virginia Beach's seven high schools. These four groups were divided as follows: Group I Students who were forced to transfer schools Group II Students who elected to choose junior/senior option in order to remain in their 1982-83 schools Group III Students who were not affected by the attendance zone changes and remained in their 1982-83 schools Group IV Students who transferred into Virginia Beach City Schools from outside the city To determine the effect on attitude, the students were administered an Attitude Toward School Survey. An analysis of variance between the mean scores of the four groups was utilized to determine significant differences among the groups. An Extracurricular Activities Participation Questionnaire was administered to students and an attendance and grade point average worksheet was completed by school personnel to measure the other effects. The results from these instruments were analyzed by the analysis of covariance procedure in order to determine significant differences. In those instances where significant differences were found, the means of the groups were further analyzed by a multiple range test. Results indicated that no significant differences in student academic achievement, attendance, or participation in extracurricular activities were found among the four groups. There were significant differences, however, in attitude toward school among the various groups. The differences in this area resulted in those groups of students who were forced to transfer schools, either from within or from outside of Virginia Beach, having a less positive attitude toward school than those groups of students who chose the junior/senior option plan or who were not affected by the attendance zone changes. / Doctor of Education

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丘海雄. / Thesis (M.A.)--香港中文大學, 1987. / Reprint of manuscript. / Qiu Haixiong. / Thesis (M.A.)--Xianggang Zhong wen da xue, 1987. / 導論 --- p.1 / Chapter 第一章 --- 研究的問題 --- p.8 / Chapter 第二章 --- 理論與假設 / Chapter 第一節 --- 理論回顧 --- p.14 / Chapter 第二節 --- 變項與假設 --- p.21 / Chapter 第三章 --- 研究的方法 / Chapter 第一節 --- 自陳法 --- p.55 / Chapter 第二節 --- 樣本與資料收集過程 --- p.59 / Chapter 第三節 --- 概念的操作化和量度 --- p.63 / Chapter 第四章 --- 研究結果與分析 / Chapter 第一節 --- 兩變項分析 --- p.75 / Chapter 第二節 --- 多變項分析 --- p.79 / Chapter 第三節 --- 男女兩個群體的比較 --- p.98 / Chapter 第五章 --- 結論 / Chapter 第一節 --- 研究結果 --- p.107 / Chapter 第二節 --- 局限性 --- p.112 / Chapter 第三節 --- 討論與建設 --- p.114 / 注釋 --- p.117 / 中文參考資料 --- p.1 / 英文參考資料 --- p.1