This study examined the written responses of seven adolescents to three novels. During the course of two school years, the students recorded their ongoing responses to small sections (ten to fifteen pages) of each novel in a response log. These responses were examined for evidence of patterns, typical responses, individual variations, and the effects of narrative structure. The Purves and Rippere instrument was used to determine response patterns while a new instrument developed by the researcher to accomodate the nature of the preliminary, ongoing responses was implemented to address the remaining three questions. The following general observations were made: 1. No predictable, sequential pattern of response could be found in student response writings. 2. Certain responses predominated: namely, narrational retelling, tentative frameworklng of the content, and analysis of characters and events 3. The written responses were generally characterized by considerable variation in individual responses. 4. Texts bearing distinct narrative features prompted different responses both for individuals and the group as a whole. Conclusions: The effects of writing during the reading of literary texts appears to bring response to a clear, conscious level. Writing in the response log encourages a conscious transaction with the literary text and consequently, readers can engage more actively and knowledgeably in the reading experience. Some broad conclusions and implications emerged from the study: 1. Particularly as they encounter complex literary works, adolescents should be encouraged to engage actively and consciously in their reading of literature by recording their ongoing responses in a log. 2. Teachers ought to promote the development of personal literary responses that require active thinking through testing hypotheses, making connections and interpreting the literary content 3. By purposefully structuring active meaning-making in the study of literature, teachers can determine the student needs and create the context for meaningful discussion. Moreover, by publicly sharing the contents of the response logs, all class members can contribute to and enhance their responses. Using writing to gauge the ongoing literary response allows both students and their teachers to be consciously aware of the "sense-making" strategies employed. As the medium for critical reading, writing promotes tentative, flexible construction of meaning. Furthermore, the instrument developed for analyzing the ongoing student responses in this study provides both a way to consciously examine the content of written responses and exposes alternative responses in order to extend understanding and appreciation of literature. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The purpose of this study was to discover similarities and differences in opinions held by secondary art teachers, secondary art students and animators on the role and character of animation in art education. The problem was to determine whether the relative neglect of animation as a part of the art curriculum has come about because the techniques and concepts associated with it are seen as difficult and/or unnecessary to implement by teachers; or whether students are unfamiliar and uninterested in animation as a field of study; or whether animation, in the opinion of professional animators, is not a suitable subject for study. The study was conducted with five secondary art teachers, nine secondary art students and three professional animators. Informants responded verbally to questions posed by the researcher. These responses were documented on a tape recorder and later transcribed for analysis. Responses from the informants generated data relating to five areas of animation: 1) defining animation, 2) potent images, 3) popular culture, 4) careers and 5) backgrounds. The study showed that although animation is a part of students1 popular culture and students are interested in it, teachers are not currently teaching it. Technical difficulties prevent them from doing so, despite the fact that they acknowledge animation as an important art form. The other findings in this study are that both teachers and students are often not consciously aware that they are watching animation; and that there are many misconceptions and prejudices associated with the medium. Implications for art education are discussed. / Education, Faculty of / Graduate

The purposes of this study were to describe and analyze the participation of nurses in continuing learning activities, their reasons for engaging in continuous learning, their attitudes toward continuing nursing education, and their socio-economic characteristics. The study was designed to investigate not only nurses' involvement in conventional forms of planned systematic educational programs such as courses, workshops, and conferences (dependent learning activities), but also their active participation in individual, self-directed learning situations such as reading, and learning packages (independent learning activities). A questionnaire was administered in group sessions and by mail to 220 randomly selected female registered nurses who were employed full or part-time by five general hospitals in the Greater Vancouver area of the province of British Columbia. The hospitals were of medium size (300 - 700 beds) and each had a director or coordinator of inservice education. Each of the respondents participated in at least one of the continuing learning activities accessible to nurses during the year, September 1, 1972 to September 30, 1973, but on the average, the group participation rate was less than half the total possible score. Nonetheless, it was established that the respondents engaged in significantly more independent than dependent learning activities. A factor analysis of S.B. Sheffield's Learning Orientation Index determined that this particular group of nurses did possess the three basic learning orientations described by C. O. Houle but that their reasons for participating in continuous learning could be more precisely defined as being learning, occupational, professional, societal, sociability, interactive, and relief from boredom and frustration-oriented. In addition, the respondents were found to have a favourable attitude to continuing nursing education which related significantly to their participation scores. Other factors related to the nurses' participation in continuing learning activities included the psychological variables - Learning, Sociability, Professional, and Interactive Orientation, as well as the following socio-economic characteristics: number of preschool children, university educational experience, position, employment status, and length of current employment. As a result of multiple regression analyses, three of the learning orientations and the attitude of nurses toward continuing nursing education were found to be better predictors of the respondents participation scores than were certain socio-economic factors. The favourability of nurses' attitudes toward continuing nursing education emerged as the most efficient single predictor. / Education, Faculty of / Graduate

D.Cur. (Professional Nursing) / The aim of this study was tot describe a model for accompanied self-study in Nursing. Our present time-frame confronts us on a daily basis with the realities of rationalization and financial cutbacks. Amidst these demands, an effective, goal directed philosophy of education is still expected. The challenge of effective education is lodged between on the one hand, the expectations of society and on the other hand, the expectations of the South African Nursing Council. The emphasis in nursing should focus on the development of critical thinkers, who deliver quality nursing. The model is described by means of an exploratory, descriptive, qualitative, theory generative and contextual design for the purpose of accompanied self-study, utilising the hierachial order of research constructs as described by Mouton and Marais (1990). This model is described within the framework of Nursing Theory for the Whole Person (NTWP), reflecting man as a whole person - body, mind and spirit. The theoretical assumptions are derived from NTWP, the constructivistic perspective on learning and teaching, as well as Gravetts' (1993) perspective of teaching as the creation of a context conducive to student learning. The methodological assumptions are based on Botes' research model implying a functional approach to the practice of science. The determinants guiding the study were identified, justified and appropriate research strategies selected. The first step in the model description encompases concept identification and. classification. The survey list of Dickoff, James and Wiedenbach (1968:420), which focuses on the agent, recipient, context, purpose, procedure and dynamics was utilized. The agent in this study was identified as the learning accompanist, and the debate was focused on the shift from lecturing to the management of education. The recipient in this study was the adult as learner who displays specific traits requiring accommodation in the didactic situation. The context of this study is Nursing Science and Nursing. The purpose of this model is to facilitate deep-holistic lifelong learning. The nurse should engage in lifelong learning to render quality nursing care and display critical thinking ability. Two procedures are identified in this model, namely the intentional creation of a context conducive to learning by the learning accompanist as well as the procedure being utilized by the adult as learner, namely accompanied self-study. The underlying dynamics of the model is motivation, as this is a prerequisite for achieving the goal in the model. Focusing on the context of the survey list, a conceptual framework was described, primarily by means of indirect observation and exploring the literature. Accompanied self-study was identified as the main concept in this model. The main theme in this model was an argument for learner-centered education. The other concepts are interrelated and reflect an interdependence in relation to one another. Accompanied self-study was derived from Education, followed by a process of thorough concept analysis resulting in the formulation of a unique definition. During the description of the conceptual framework, deductive logic was utilized to formulate statements during each facet of the survey list. Six sets of statements were formulated with a sum total of thirty one statements on conclusion of the conceptual framework. The model description was derived from these statements with in-depth attention to the structure and process. During the development of this model, it was implemented, and then evaluated by the learners. The model was subsequently evaluated by seven experts and refined. In the following step, guidelines were described by means of deductive and inductive logic, focusing on specific guidelines for the learning accompanist and adult as learner. The unique contribution of the study is the description of accompanied self-study in the context of Nursing Science as a new teaching educational approach based on the constructivistic perspective on learning and teaching as well as the perspective of teaching as the creation of a context conducive to student learning. The purpose of this being the facilitation of deep-holistic lifelong learning, implying the rendering of quality nursing care and the display of critical reasoning by the nurse. The value of this study is embodied in the operationalization of the model which provides positive certainty for the researcher that the model is functional and implementable.

This thesis represents the writer's belief that art possesses unique qualities which make it indispensable in general education. In the attempt to show that this view of art as a vital agent for learning is not new, he points to historical example. He claims that organized society has since antiquity given art a primary role in education, and that this concept is supported by the pronouncements of some of the greatest philosophers and educators in the history of mankind. In arguing the case for a re-appraisal of the aims of art education, the point is made that, in spite of its great potential as a dynamic force in our school curricula, art is barely tolerated as a "fringe" subject by today's administrators. Believing that the choice for art educators lies between the two conflicting positions of "integration or isolation," the writer declares his support for the principle of integration. He claims that important gains have been made in the past by those art educators who have, by interpreting the writings of Sir Herbert Read, followed a policy of education through art. In calling for a vigorous exposition of this policy, the view is advanced that the present-day ills which beset art education will need drastic treatment if art is to realize its full potential as a major component in education. Generalists, as well as specialist art teachers, will have to be convinced of the strong catalystic value of art in the learning process. One way in which teachers might be helped to educate through art, the writer suggests, would be through curriculum materials designed for that purpose and developed for use in teacher education programmes and school classrooms generally. With this central thesis of education through art in mind, the writer describes the development of a proto-type curriculum kit, "The Mask." Data is gathered through field-work in the public school system and in teacher education programmes, with the researcher directly involved as a participant/observer. Consisting of slides, taped music and teaching notes, the kit is aimed at an integrated approach to learning through art. Although the theme has the needs of elementary school social studies in view, the researcher stresses the flexibility of purpose which he intends for the materials. Despite the necessarily limited number of opinions he was able to gather, the encouraging response from student-teachers, art teachers, and teacher educators leads the researcher to the conclusion that there is a need for curriculum materials that will help teachers to educate through art. Ha further concludes that the need exists, not only at elementary level, but in secondary schools, as well as in teacher education programmes. In terms of future action, the main implication is that an attempt should be made to satisfy that need. This will involve the development of a series of curriculum packages, diverse of theme, but united in their underlying purpose of education through art. / Education, Faculty of / Graduate

Many Egyptians—hyphenated and not—have begun to publicly articulate their struggles with identity confusion, collectivist clash, and communication incapability; these (and similar) issues have, in fact, taken center-stage in both Arabic-language and bilingual (English/Arabic, Arabic/French, etc.) media outlets. The dissertation's two general purposes were, therefore, to: 1) Expand the dialogical model of acculturation (DM), and 2) Discover current cultural climates common among Christians in Egypt and in the diaspora—regardless of where they were born and raised. The general purposes were divided into three narrower goals, including: 1) An exploration of the acculturation strategies of Christian Egyptians, 2) An understanding of current attitudes, anxieties, and/or "dreams" held by Christian Egyptians (living in Egypt or the diaspora), as well as 3) A discovery of participants' manifestations of the dialogical model of acculturation through an examination of three communication dimensions (Identification, Cultural Orientation, and Communication Style). These goals were, in part, accomplished by asking three main research questions (one of them divided into two segments): RQ1—What are the acculturation strategies that Egyptian Christians in Egypt and the diaspora use to negotiate their identities? RQ2a—What are some of the positive (goals, wishes, desires, "dreams"), negative ("cultural anxieties," conflicts, tensions) and/or neutral issues in the lives of Christian Egyptians in Egypt and the diaspora? RQ2b—How do Christian Egyptians in Egypt and the diaspora negotiate any tensions or conflicts associated with their own desires and/or cultural anxieties? RQ3—How is the dialogical model of acculturation manifested in Christian Egyptians in Egypt and the diaspora with respect to the "three communication dimensions" (Identification, Cultural Orientation, and Communication Style)? The questions were investigated through descriptive questionnaires administered online, and qualitative interviews that were either administered online (synchronously and asynchronously) or conducted face-to-face and video-taped, while the review of online blogs from eight bloggers (one Coptic Orthodox, seven Egyptian Muslim) provided additional insights, achieving validity through corroboration and triangulation. / A Dissertation submitted to the School of Communication in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2010. / April 21, 2010. / Qualitative Research, Salon Marriage, Middle Eastern Studies, Ethnic Studies, Cultural Studies, Cultural Shift, Traditional Culture, Collectivism, High Context Communication, Communication Style, Culture Clash, Struggle, Americopt, Egyptian American, Bicultural, Immigrants, Diaspora, Christian Egyptian, Coptic, Copts, Egypt, Intercultural Communication, Communication, Cross-Cultural Communication, Culture, Identity, Acculturation, Blogs, Online Research, Online Interviews, Identification, Arab American, Hyphenated American, Dialogical Acculturation, Dialogical Model, Generational Struggle / Includes bibliographical references. / Felecia Jordan-Jackson, Professor Directing Dissertation; Stephen McDowell, Professor Directing Dissertation; Peter Garretson, University Representative; Davis Houck, Committee Member.

The problem as considered for this paper is to compare and study the accomplishment, expansion, and enrichment in art education between the years 1948 and 1951 in four counties employing special art supervisors with the accomplishment in art education for the same period in four counties employing only general supervisors concerned with the total curriculum. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Julia Schwartz, Professor Directing Paper. / Includes bibliographical references (leaves 52-53).

The modern music educator is constantly working to improve his methods of teaching in the public schools. Whatever his principal interest may be or wherever his principal ability may lie he desires to remain cognizant of the activities of those who are working alongside him in the system of public education. This same teacher is as much interested in the choral program if he is an instrumentalist as would the choral teacher be in the band or orchestra program of the school in which he is teaching. / Typescript. / "August, 1955." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Music Education." / Advisor: Robert L. Briggs, Professor Directing Paper. / Includes bibliographical references (leaves 28-29).

"The fundamental aim of mathematics instruction is the teaching of problem solving. For the majority of people this means mathematics is a language with which they can express quantitative relationships. The meanings in this language must be understood; the language must be practiced and applied to life situations if mathematics is to serve its purpose in the school curriculum. To teach mathematics in this manner is a tremendous job. It requires a teacher not only with patience, understanding of the students, and an excellent mathematics background but also with a broader general background. He will need to be able to find varied functional relationships of mathematics to life and must have the skill to help the students understand these relationships, too. In summary, good mathematics instruction includes the proper proportions and the proper interweaving of meanings, drill, and applications at the appropriate level of the student"--Introduction. / "May, 1949." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: H. C. Trimble, Professor Directing Paper. / Includes bibliographical references (leaves 17-19).

"The purpose of this investigation was to explore, in a general way, the relationship between selected work-study skills and certain aspects of creative expression, through drawing and painting, of children in a fourth grade class"--Introduction. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 22-23).