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Title: THE EFFECT OF A BEHAVIORAL CONTRACT UPON THE ACADEMIC PERFORMANCE AND SELF-CONCEPT OF FAILING MIDDLE SCHOOL STUDENTS.
Creator: WELLS, MARY LEE., The Florida State University
Abstract/Description: The purpose of this study was to determine the effect of a behavioral contract upon the academic performance and self-concept of failing middle school students. These students were selected by random sample from failing sixth, seventh, and eighth grade students of approximately the same socio-economic level in one school in Northwest Florida., The California Test of Basic Skills, the grade point average as determined by percentage scores, and the Piers-Harris Children's Self-Concept Scale...
Show moreThe purpose of this study was to determine the effect of a behavioral contract upon the academic performance and self-concept of failing middle school students. These students were selected by random sample from failing sixth, seventh, and eighth grade students of approximately the same socio-economic level in one school in Northwest Florida., The California Test of Basic Skills, the grade point average as determined by percentage scores, and the Piers-Harris Children's Self-Concept Scale were used to obtain data. The achievement test scores and grade point averages earned prior to the treatment were obtained from the school records and compared for significant differences., The contract treatment was used cooperatively by the student, teachers, counselor, and parents for a period of 18 school weeks. Treatment began in January, 1979, and was completed by May, 1979., Thirty-five cases each were selected for experimental and control cases. Thirty-three of the experimental cases completed the treatment. Average differences in scores between the experimental and control cases were compared for significant gains in grade point averages, composite achievement tests scores and subtest scores and for significant differences in these scores using the t-test. Self-concept scores were obtained at the completion of the treatment and compared for significant differences also., Significant differences at the .05 level were found in achievement test scores and grade point averages in all cases (except the language subtest gain score at the completion of the treatment). The self-concept scores were found to be significant at the .05 level; the subtest scores, Intellectual and School Status were also found to be significant at the .05 level.
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Date Issued: 1980, 1980
Identifier: AAI8016681, 2989581, FSDT2989581, fsu:74088
Format: Document (PDF)

Title: AN EXAMINATION OF APTITUDE LEVEL AND STAGE IN THE FORMATIVE EVALUATION OF INSTRUCTIONAL MATERIALS.
Creator: WAGER, JANE COOMBS., Florida State University
Abstract/Description: This study was designed to examine the following questions: (a) What aptitude level(s) of learners provide(s) optimal feedback for formatively evaluating instructional materials; and (b) At what stage(s) of the formative evaluation process (one-to-one or small group, or combination of both) is the most useful data provided for revision purposes?, The procedures for conducting this study were undertaken in two stages. The first stage consisted of conducting a series of independent formative...
Show moreThis study was designed to examine the following questions: (a) What aptitude level(s) of learners provide(s) optimal feedback for formatively evaluating instructional materials; and (b) At what stage(s) of the formative evaluation process (one-to-one or small group, or combination of both) is the most useful data provided for revision purposes?, The procedures for conducting this study were undertaken in two stages. The first stage consisted of conducting a series of independent formative evaluations of an instructional product. Three different groupings of ninth-grade mathematics students (high aptitude, mixed aptitude, and low aptitude) and three different formative evaluation techniques (one-to-one, small group, and a combination of the two) were employed. Theory-based principles and research-based guidelines for materials design were used to identify the revisions called for by the formative data. The second stage of the study consisted of (a) comparing the feedback and revision decisions that resulted from the various formative evaluation techniques employed, and (b) examining the instructional effectiveness of the resulting instructional products. Instructional effectiveness was measured by posttest scores, along with attitude and instructional time data., Results indicated that high aptitude students were more adept at pinpointing inaccuracies in the module and were able to provide their own events of instruction for those that might be missing. Low aptitude students identified the more basic problems (e.g., vocabulary) within the module, but did not provide many other suggestions for revisions. Students in the mixed aptitude group offered a greater variety of types of feedback than any one aptitude group alone., Results also indicated that students who received materials revised according to the feedback from the mixed aptitude group scored significantly higher on the posttest than did students who received materials revised according to feedback from either the high aptitude group or the low aptitude group. The materials revised according to feedback from the mixed aptitude group received the most favorable attitude rating. No practical differences were found in student completion times., Results also indicated that the materials revised according to feedback from the one-to-one sessions with the mixed aptitude group were as effective as materials revised according to feedback from a combination of one-to-one and small group sessions. Both sets of materials were more effective than the original materials. The materials revised according to feedback from one-to-one sessions with the mixed aptitude group were also more effective than materials revised according to feedback from a small group session alone., These findings indicate that formative evaluation using both one-to-one and small group stages does not necessarily lead to the production of more effective instructional materials than using the one-to-one stage with a heterogeneous aptitude group. These findings also indicate that using a heterogeneous aptitude group during the one-to-one formative evaluation stage provides better revision data than using a homogeneous group. Replications of this study, investigating other learner characteristics or successive stages of one-to-one formative evaluation may suggest ways to further improve the evaluation process.
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Date Issued: 1980, 1980
Identifier: AAI8108418, 3084825, FSDT3084825, fsu:74326
Format: Document (PDF)

Title: THE WALDORF SCHOOLS: AN EXPLORATION OF AN ENDURING ALTERNATIVE SCHOOL MOVEMENT.
Creator: FOSTER, SARAH WHITMER., Florida State University
Abstract/Description: This study provides an orientation to Waldorf education and to the educational ideas of Rudolf Steiner, the founder of the movement. Waldorf education is described analyzed and some of the key educational ideas (Steiner's) behind it are compared with those of A.S. Neill and Maria Montessori, founders of two widely known alternative school movements., The Waldorf School movement began in Germany in 1919 and has grown, spreading to other countries. Though international and found throughout the...
Show moreThis study provides an orientation to Waldorf education and to the educational ideas of Rudolf Steiner, the founder of the movement. Waldorf education is described analyzed and some of the key educational ideas (Steiner's) behind it are compared with those of A.S. Neill and Maria Montessori, founders of two widely known alternative school movements., The Waldorf School movement began in Germany in 1919 and has grown, spreading to other countries. Though international and found throughout the world, the Schools are virtually unknown to American educators and the general public., The study includes: a brief biographical sketch of Rudolf Steiner's life, Steiner's basic philosophical ideas including his interpretation of human growth and development, Steiner's suggestions for educational practice and use in Waldorf Schools, characteristics of a contemporary (1970s) German Waldorf School, and a comparison of key statements made about education by Maria Montessori, Rudolf Steiner and A. S. Neill., As a school movement which has existed since 1919, the Waldorf Schools deserve the attention of those who seek ways to improve educational approaches and the development of the total human being.
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Date Issued: 1981, 1981
Identifier: AAI8125855, 3085031, FSDT3085031, fsu:74529
Format: Document (PDF)

Title: TEACHERS AND IMPLEMENTATION OF POPULATION EDUCATION: A CASE STUDY IN THE YOGYAKARTA SPECIAL REGION INDONESIA.
Creator: HAGUL, PETER., Florida State University
Abstract/Description: This study explored and identified factors that affect the degree of implementation of population education in Indonesia. For this purpose, 382 teachers were selected purposively from junior high and high schools in the Province of Yogyakarta Special Region, Indonesia., The degree of implementation was measured with a nine item index, through which the teachers were requested to report their activities that were related to population education., Five blocks of variables were hypothesized to...
Show moreThis study explored and identified factors that affect the degree of implementation of population education in Indonesia. For this purpose, 382 teachers were selected purposively from junior high and high schools in the Province of Yogyakarta Special Region, Indonesia., The degree of implementation was measured with a nine item index, through which the teachers were requested to report their activities that were related to population education., Five blocks of variables were hypothesized to be related to the degree of implementation: (1) socio demographic variables including sex, age, education, educational background and teaching experience; (2) job related variables including salary, teaching load, work load and teaching status; (3) school characteristic variables including location, sponsorship and level; (4) teacher perception of school work environment variables; and (5) variables related to population education and Curriculum 75., Using multiple regression, the unique contribution of each variable to the variance of the degree of implementation was estimated. It was found that teacher's exposure to population education facilities and acceptability of population education were strongly related to the degree of implementation: the first contributed 10.3% ((DELTA)R('2) = 103) increment to the variance explained, while the latter 4.6% ((DELTA)R('2) = .046)., Four other variables were also found to be significantly related to the degree of implementation but their (DELTA)R('2) were relatively low: age contributed .8%, teaching assignment 2.9%, teaching status 1.3% and school level .7%. The unique contributions of all the other variables were found to be insignificant., Together, the five block of variables explained 55% (R('2) = .55) of the variance of the degree of implementation., Based on its findings this study suggests some general policy recommendations such as: (1) the teacher training should include a special training in population education; (2) the distribution system of the population education textbooks and other related materials should be improved; and (3) the general public especially the parents should be made more aware of the nature and the goal of population education.
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Date Issued: 1981, 1981
Identifier: AAI8205693, 3085127, FSDT3085127, fsu:74623
Format: Document (PDF)

Title: PERCEPTIONS OF SELECTED PROFESSIONALS IN THE FIELD OF GIFTEDNESS, MAINSTREAM TEACHERS OF THE GIFTED, AND PARENTS OF GIFTED CHILDREN CONCERNING UNDERACHIEVEMENT.
Creator: CLARK, ELAINE GLASS., Florida State University
Abstract/Description: Purpose of the study was to ascertain and compare perceptions of selected professionals over the United States in the field of giftedness, mainstream teachers of the gifted, and parents of gifted children from Okaloosa School District, Florida, concerning underachievement., Population was surveyed for interest and a pilot test was conducted for formative evaluation. Professionals' response rate was 95%; teachers' rate was 81.6%; parents' rate was 40.9%., Questionnaires contained 34 items of...
Show morePurpose of the study was to ascertain and compare perceptions of selected professionals over the United States in the field of giftedness, mainstream teachers of the gifted, and parents of gifted children from Okaloosa School District, Florida, concerning underachievement., Population was surveyed for interest and a pilot test was conducted for formative evaluation. Professionals' response rate was 95%; teachers' rate was 81.6%; parents' rate was 40.9%., Questionnaires contained 34 items of four categories derived from the literature: Curriculum, Educational Environment, Learning Styles, and Involvement of Parents. Ratings on a 5-point Likert-type scale ranged from strongly disagree to strongly agree. The Analysis of Variance technique tested the 34 hypotheses at the .05 level of significance at a 95% confidence level. Duncan's Multiple Range Test showed where the difference lies. Each category was ranked by the professionals, with number one as the highest. Teachers' and parents' ratings were compared to those of the professionals. Results were analyzed through averaging the mean and comparing them., Findings were that professionals rated items higher than teachers or parents. Fourteen null hypotheses were rejected indicating a significant difference among perceptions. Four top priority items as ranked by professionals were: Curriculum--The attitude of a gifted underachiever affects the amount and significance of his/her learning; Educational Environment--Self-concept development is important if an underachieving gifted child is to become an achiever; Learning Styles--The learning styles preferences of underachieving gifted children are being ignored; Involvement of Parents--Establishing a climate for parents and their underachieving gifted children to learn from each other makes the likelihood of success greater for the child., Baseline data on giftedness and underachievement are now available from the results of this study and are worthy topics of concern for all segments--professionals, mainstream teachers, parents, administrators, and teachers of the gifted. Strategies for the amelioration of underachievement among the gifted may have application for other components of education.
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Date Issued: 1981, 1981
Identifier: AAI8205711, 3085141, FSDT3085141, fsu:74636
Format: Document (PDF)

Title: THE EFFECTS OF A STRUCTURED PARENT TRAINING COMPONENT ON TEACHING-PARENTS, PARENTS AND THEIR CHILDREN.
Creator: RUBIN, LINDA C., Florida State University
Abstract/Description: The purpose of this study was to examine the effects of a systematic parent training component on residential treatment staff (teaching-parents), parents and their children. Two teaching-parent couples, 15 parents and 10 youths comprised the group of interest. The training program, developed on-site at the Family Teaching Project, University of South Florida, was based on the Teaching Family Model and parent identified needs. Development, implementation and outcomes of the program were...
Show moreThe purpose of this study was to examine the effects of a systematic parent training component on residential treatment staff (teaching-parents), parents and their children. Two teaching-parent couples, 15 parents and 10 youths comprised the group of interest. The training program, developed on-site at the Family Teaching Project, University of South Florida, was based on the Teaching Family Model and parent identified needs. Development, implementation and outcomes of the program were investigated within an evaluative framework. Where applicable, data were analyzed via a one way repeated measures analysis of variance design., The results of this study support the viability of a parent training component within the Teaching Family Model. Teaching-parents were able to implement the program as was intended; however, scheduling of the training sessions presented a myriad of problems. Parents were able to increase their knowledge of program concepts and to learn the use of certain skill components. No change was indicated in their attitudes regarding parenting or in their in-home behavior. The youths scored more internally on the Nowicki-Strickland Personal Reaction Survey after their parents had completed the training program. No change was noted on youth in-home behaviors. The instruments used to measure in-home behavior of parents and youths were developed specifically for this study. There remains some question as to the validity of these instruments., Further research is necessary on this training program before any conclusions can be made regarding the influence of the training program on the in-home behavior of the youths and their parents. Suggestions for improvements in the training program and areas for further inquiry are proposed.
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Date Issued: 1982, 1982
Identifier: AAI8218654, 3085299, FSDT3085299, fsu:74794
Format: Document (PDF)

Title: A VERIFICATION OF HALL'S THREE-DIMENSIONAL MODEL THROUGH APPLICATION TO A CURRICULUM INNOVATION INVOLVING FLORIDA'S COMMUNITY/JUNIOR COLLEGE AUTOMOTIVE INSTRUCTORS.
Creator: CANTOR, JEFFREY ALAN., Florida State University
Abstract/Description: The purpose of this study was to apply the full three-dimensional Concerns Based Adoption Model (CBAM) developed by Hall (1973) in an area of Vocational Education in which the model had not been previously tested in order to determine if the relationships between the model dimensions were consistent with the model. In conducting this study a determination of whether and to what extent the Florida Competency-Based Automotive Mechanics Curriculum Project (AMCP) was actually in use, how it was...
Show moreThe purpose of this study was to apply the full three-dimensional Concerns Based Adoption Model (CBAM) developed by Hall (1973) in an area of Vocational Education in which the model had not been previously tested in order to determine if the relationships between the model dimensions were consistent with the model. In conducting this study a determination of whether and to what extent the Florida Competency-Based Automotive Mechanics Curriculum Project (AMCP) was actually in use, how it was used and what present user and non-user concerns exist was made., The Concerns Based Adoption Model describes change from the viewpoint of the user as an individual. This model describes user behavior with reference to the change or innovation-adoption in terms of stages of concern, levels of use of the innovation, and innovation configurations of the user. The conceptualization and measurement of implementation of curriculum innovations have long plagued those administrators responsible for planning and evaluating change efforts., This study was guided by six research questions centering around the three CBAM model dimensions. These questions posed inquiry into the stages of concern of the users/non-users of the AMCP, levels of use of the AMCP, innovation configurations with reference to the AMCP and the association of selected personal characteristic variables to stages of concern and levels of use of the AMCP., The sample of Florida's community/junior college automotive instructor population comprising this study consisted of 17 participants., The data analyses indicated support for all three dimensions of Hall's model.
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Date Issued: 1982, 1982
Identifier: AAI8218632, 3085285, FSDT3085285, fsu:74780
Format: Document (PDF)

Title: THEORETICAL ORIENTATIONS AND INSTRUCTIONAL IMPLICATIONS OF NOTETAKING AND REVIEW.
Creator: KIEWRA, KENNETH ANTHONY., Florida State University
Abstract/Description: Four experiments were conducted to investigate the relationship between notetaking and performance and to determine how students should take notes and review. Correlational findings from Experiment 1 revealed that four indices of note quantity were generally interrelated, but unrelated to immediate recall, delayed recall, or actual class achievement. Sex and scholastic ability were more highly associated with performance than was notetaking. Correlational results from Experiment 2 confirmed...
Show moreFour experiments were conducted to investigate the relationship between notetaking and performance and to determine how students should take notes and review. Correlational findings from Experiment 1 revealed that four indices of note quantity were generally interrelated, but unrelated to immediate recall, delayed recall, or actual class achievement. Sex and scholastic ability were more highly associated with performance than was notetaking. Correlational results from Experiment 2 confirmed that notetaking was quantitatively consistent from lecture to lecture and that the number of critical points recorded in notes was significantly correlated with actual course performance. In Experiment 3, instructions and test mode expectancies encouraged students to process information and record notes on a concrete, abstract, abstract integrative, or typical level of abstraction. Results indicated that the instructions did not differentially affect either notetaking or achievement. Subsequent correlational analyses revealed that independent indices of note quality could be established and that both note quality and quantity were related to varieties of learning outcomes. Experiment 4 investigated the effects of reviewing notes at a deeper level of abstraction, by means of reorganization. No differences in immediate recognition performance were found for subjects who reorganized notes into an instructor generated matrix versus subjects who reviewed in their typical manner. An interaction between method of review and type of delayed test was unpredicted by the theory of encoding specificity but was explained in regard to the theory of episode matching., The following conclusions were drawn. Instructionally, notetaking is related to performance especially in real classroom situations, and notes should be complete and should emphasize main ideas. Review strategies which initiate reorganization are also valuable for recalling information in most situations. Theoretically, research guided by information processing may reveal the optimal level of abstraction for notetaking and review. Empirically, researchers must manipulate the level of notetaking and review and verify the intended qualitative differences. Additionally, criterion measures must be sensitive to varieties of learning outcomes which qualitative differences in notetaking may produce.
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Date Issued: 1982, 1982
Identifier: AAI8225292, 3085346, FSDT3085346, fsu:74841
Format: Document (PDF)

Title: EFFECTS OF SEQUENCE-RELATIONSHIP AND ANALYTIC EXPLANATION OF POSITIVE AND NEGATIVE EXAMPLES ON LEARNING A SET OF RULES.
Creator: BONNER, CYNTHIA JO., Florida State University
Abstract/Description: The primary purposes of this study were to examine the effects of three types of sequence and relationship of rules and positive and negative examples (simultaneous-high diversity, simultaneous-low diversity, successive) and three types of analytic explanation of examples (positive and negative, negative, none) on learning a set of rules. Subjects were 102 college students who worked through self-instructional print materials on writing performance objectives. Two constructed response...
Show moreThe primary purposes of this study were to examine the effects of three types of sequence and relationship of rules and positive and negative examples (simultaneous-high diversity, simultaneous-low diversity, successive) and three types of analytic explanation of examples (positive and negative, negative, none) on learning a set of rules. Subjects were 102 college students who worked through self-instructional print materials on writing performance objectives. Two constructed response posttests (immediate, delayed of one week) yielding three scores each were used to collect performance data. Other data collected were immediate and delayed posttest time, and instructional time. A two-way (3 x 3) ANOVA on each of the nine dependent variables revealed no significant differences on performance and time measures except for an unpredicted main effect for one immediate posttest score. This unexpected finding indicated that in learning two sets of rules, a successive sequence for the second set interferes with performance related to the first set. It was also concluded that the sequence and relationship of positive and negative examples and rules may not be an important consideration in designing instruction; and analytic explanation of positive and negative examples may not facilitate learning rules. Student control of learning strategies while studying the materials was believed to account for the lack of differences in performance.
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Date Issued: 1982, 1982
Identifier: AAI8304063, 3085424, FSDT3085424, fsu:74919
Format: Document (PDF)

Title: THE EFFECTS OF ADVANCE ORGANIZERS ON TRANSFER OF RULE LEARNING.
Creator: NOEL, KENT L., Florida State University
Abstract/Description: The purpose of this study was to investigate the influence of advance organizers in a systematically designed lesson to teach rule-using behavior on transfer of rule learning to problem-solving situations. It was hypothesized that learners receiving an advance organizer treatment would perform better on a measure of transfer of rule learning than those not receiving such a treatment. A second hypothesis was that those with greater general ability would perform better on a transfer test than...
Show moreThe purpose of this study was to investigate the influence of advance organizers in a systematically designed lesson to teach rule-using behavior on transfer of rule learning to problem-solving situations. It was hypothesized that learners receiving an advance organizer treatment would perform better on a measure of transfer of rule learning than those not receiving such a treatment. A second hypothesis was that those with greater general ability would perform better on a transfer test than those with less general ability. Furthermore, it was hypothesized that learners with lower general ability would benefit more from an advance organizer treatment than those with higher general ability., To test these hypotheses, 72 fifth and sixth grade elementary students at the Developmental Research School at Florida State University were evenly divided into high and low spelling ability levels. Within levels, learners were randomly assigned to one of two instructional treatments, one with and one without advance organizers. The instruction was systematically designed to teach rule-using behavior to spell words with cie and cei letter sequences. The dependent variable was a test of transfer of learning to the solution of problems associated with the spelling of unfamiliar words. To analyze the data, a two-way analysis of variance was conducted on the scores achieved on the transfer test., Results indicated that those with greater general ability performed better on the transfer test of rule learning than those with less general ability even though both types of learners achieved the same level of performance in applying the rules taught during instruction. However, although no detrimental effects on transfer of learning were caused by the advance organizers, no statistically significant differences in transfer of learning could be attributed to the inclusion of an advance organizer treatment., The conclusions from the study indicate that, while students benefit from systematically designed instruction to teach rules, advance organizers incorporated in that instruction do not necessarily enhance learning transfer.
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Date Issued: 1983, 1983
Identifier: AAI8314413, 3085560, FSDT3085560, fsu:75052
Format: Document (PDF)

Title: EDUCATION, PRODUCTIVITY, AND THE SOCIAL ORGANIZATION OF PRODUCTION IN THE RURAL SECTOR: A CASE STUDY OF RICE FARMERS IN NORTHEAST BANGLADESH.
Creator: FULLER, RICHARD HARLAN., Florida State University
Abstract/Description: This cross-sectional study uses production function analysis to examine the relationship between the education of rice farm "managers" and farm productivity in northeast Bangladesh. The study also attempts to determine in what ways education influences farm output, if it does, and to what extent the effect of education on output, if any, is mediated by the social organization of production in rural Bangladesh. The farm level data, based upon one agricultural season, was collected by the...
Show moreThis cross-sectional study uses production function analysis to examine the relationship between the education of rice farm "managers" and farm productivity in northeast Bangladesh. The study also attempts to determine in what ways education influences farm output, if it does, and to what extent the effect of education on output, if any, is mediated by the social organization of production in rural Bangladesh. The farm level data, based upon one agricultural season, was collected by the author during a seven month period in the Sylhet district of Bangladesh, 1981., The findings of the study support a large body of literature which suggests that formal schooling has a positive effect on agricultural productivity. Of the nonformal educational activities examined, exposure to agricultural radio broadcasts and participation in out-of-school literacy classes are found to be positively associated with farm productivity. In addition, evidence is presented which suggests that, in the study area, agricultural extension contact has a positive influence on rice paddy production per acre., The study's results indicate that one reason both formal schooling and nonformal literacy training seem to enhance productivity is because both types of education provide farmers with literacy-related capabilities which are positively associated with farm productivity. However, formal and nonformal education are found to influence farm production independently, rather than as substitutes or complements., Although the findings indicate that formal schooling has a positive effect on rice farm production per acre, the production model, as specified, indicates that the extent of that educational effect depends upon a farmer's class position within the social organization of production. Based upon these findings, the tentative conclusion is that, while the expansion of schooling may tend to increase overall productivity in the agricultural sector, the unintended consequence of such a policy may be the exacerbation of existing class-based income inequalities in Bangladesh.
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Date Issued: 1983, 1983
Identifier: AAI8314187, 3085538, FSDT3085538, fsu:75030
Format: Document (PDF)

Title: Delineating instruction: A collaborative planning approach that brings development and delivery systems together.
Creator: Peart, Moses., Florida State University
Abstract/Description: This study investigates the development of a collaborative approach to instructional planning, in the context of a local, natural instructional setting in the educational system of a Caribbean island. Parallel teams of planners are brought together from both the development and the delivery systems of this instructional context; to develop an instructional plan of their choice., The collaborative instructional exercise is developed as a series of planning sessions--utilizing the mechanism of...
Show moreThis study investigates the development of a collaborative approach to instructional planning, in the context of a local, natural instructional setting in the educational system of a Caribbean island. Parallel teams of planners are brought together from both the development and the delivery systems of this instructional context; to develop an instructional plan of their choice., The collaborative instructional exercise is developed as a series of planning sessions--utilizing the mechanism of a small group interaction/problem-solving process. The group of 12 main, direct participants consists of six developers and six deliverers of instruction. Data collection is done by means of preliminary questionnaire/survey and documents reviews; by in-process interviews by discussions, observations, recordings, documents reviews; and by post-planning interviews of individual participants. A comprehensive review of related literature is also presented, to put this study in perspective and lay the basis for useful analysis. Analysis of the collaborative planning process and description of the emergent model are presented in terms of the opinions, decisions, behaviors/actions, and approaches of the participants. Within-group comparisons are made in terms of the respective roles played by each team of planners, and in terms of the relative contributions of individuals in each team., Findings of the investigation reveal that both sets of planners considered more elements that traditionally prescribed and described in instructional models., Furthermore, the planners introduced new dimensions to, and derived new meanings from, aspects of the planning process. Findings of this study support some findings of earlier research studies (e.g., that instructional planners do not systematically follow the prescriptive models of instructional planning and development. It was also shown, however, that planners in this study context do use some traditional elements in the development of their own approach. The collaborative planning approach (model) that emerged is described, and implications for applications to the context are suggested. Implications for further research into collaborative planning are also discussed.
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Date Issued: 1994, 1994
Identifier: AAI9514718, 3088531, FSDT3088531, fsu:77333
Format: Document (PDF)

Title: A STUDY OF THE INFLUENCE OF SOCIAL STATUS AND RACE ON THE READING INTERESTS OF SIXTH GRADE PUPILS IN LEON COUNTY, FLORIDA.
Creator: SIMMONS, GERTRUDE LANGFORD., The Florida State University
Date Issued: 1967, 1967
Identifier: AAI6807799, 2985759, FSDT2985759, fsu:70268
Format: Document (PDF)

Title: CHARACTERISTICS OF COLLEGE STUDENTS IN CONTEMPORARY AMERICAN NOVELS, 1960-1965.
Creator: NAREL, RONALD ANDREW., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6816380, 2985817, FSDT2985817, fsu:70326
Format: Document (PDF)

Title: ELIMINATION OF THE GUESSING COMPONENT OF MULTIPLE-CHOICE TEST SCORES: EFFECT ON RELIABILITY AND VALIDITY AND AN EVALUATION OF RELATED ITEM-WEIGHTING METHODS.
Creator: FRARY, ROBERT BARNES., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6816371, 2985813, FSDT2985813, fsu:70322
Format: Document (PDF)

Title: DEVELOPMENT AND OPERATIONALIZATION OF A MODEL FOR THE EVALUATION OF PROPOSALS SUBMITTED FOR FUNDING UNDER CATEGORICAL AID PROGRAMS.
Creator: SWANSON, JAMES ROBERT, SR., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107109, 2986346, FSDT2986346, fsu:70855
Format: Document (PDF)

Title: USING TASK ANALYSIS TO INCORPORATE PARTICIPATION INTO A STRATEGY FOR EFFECTIVELY USING A FILM TO TEACH THE PRINCIPLE OF MATHEMATICAL INDUCTION.
Creator: WELLS, JAY NORMAN., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6900596, 2985850, FSDT2985850, fsu:70359
Format: Document (PDF)

Title: THE VISUAL ADJUNCT IN THE AUDIO-LINGUAL APPROACH TO THE TEACHING OF FOREIGN LANGUAGES.
Creator: NIXON, RUTH A., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6911318, 2985876, FSDT2985876, fsu:70385
Format: Document (PDF)

Title: ASSESSMENT OF THE COGNITIVE ABILITY EVALUATION IN STUDENTS OF CONVENTIONAL AND MODERN HIGH SCHOOL CHEMISTRY.
Creator: SCHAFF, JOHN FRANKLIN., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6911326, 2985880, FSDT2985880, fsu:70389
Format: Document (PDF)

Title: THE EFFECTS OF AN ADVANCE ORGANIZER ON LEARNING TO GRAPHICALLY ANALYZE STRAIGHT LINE KINEMATICS BY CLASSROOM INSTRUCTION OR PROGRAMED INSTRUCTION.
Creator: TOWNSEND, RONALD DEE., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI6917687, 2985983, FSDT2985983, fsu:70492
Format: Document (PDF)

Title: A STUDY OF THE RELATIONSHIPS BETWEEN THE SCORES OF PRACTICAL NURSES ON THE LICENSING EXAMINATION AND RATINGS OF THEIR PERFORMANCE ON THE JOB.
Creator: WRIGLEY, MARGARET HUTCHINSON., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6917690, 2985986, FSDT2985986, fsu:70495
Format: Document (PDF)

Title: RELIGIOUS COMMITMENT AND LEARNING ABOUT RELIGION IN SECONDARY SOCIAL STUDIES.
Creator: HEPBURN, LAWRENCE RONALD., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7016328, 2986174, FSDT2986174, fsu:70683
Format: Document (PDF)

Title: A COMPARISON OF TWO METHODS OF TEACHING SELECTED TOPICS IN PLANE AND SOLID ANALYTIC GEOMETRY.
Creator: HERSHBERGER, LOTUS DEAN., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107030, 2986295, FSDT2986295, fsu:70804
Format: Document (PDF)

Title: OPEN SPACE SCHOOLS: ADVANTAGES AND DISADVANTAGES AS PERCEIVED BY TEACHERSAND PRINCIPALS IN SELECTED OPEN SPACE SCHOOLS.
Creator: KAELIN, WILLIAM CLAY., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107037, 2986300, FSDT2986300, fsu:70809
Format: Document (PDF)

Title: A COMPARATIVE STUDY OF INTERMEDIATE READING PROGRAMS IN TWO ELEMENTARY SCHOOLS.
Creator: LEE, ROBERT EARL., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107047, 2986309, FSDT2986309, fsu:70818
Format: Document (PDF)

Title: IDENTIFICATION OF SELECTED CONTENT OF CRITICISMS BY CLEMENT GREENBERG ANDHAROLD ROSENBERG ON ABSTRACT EXPRESSIONIST PAINTING IMPLICATIONS FOR EDUCATION.
Creator: EVANS, FLORENCE SWINDELL., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7200267, 2986550, FSDT2986550, fsu:71059
Format: Document (PDF)

Title: AN INVESTIGATION OF SELECTED MATHEMATICAL TERMINOLOGY FOUND IN FIVE SERIES OF MODERN MATHEMATICS TEXTS USED IN GRADES FOUR, FIVE AND SIX.
Creator: BROWNING, CAROLE LIVINGSTON., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7200263, 2986547, FSDT2986547, fsu:71056
Format: Document (PDF)

Title: AN INVESTIGATION OF THE READING LEVELS OF JUNIOR HIGH SCHOOL STUDENTS ANDTHE READABILITY LEVELS OF SELECTED MODERN LANGUAGE TEXTBOOKS.
Creator: COX, JUANITA MIXSON., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7200264, 2986548, FSDT2986548, fsu:71057
Format: Document (PDF)

Title: EFFECT OF A SIBLING TUTORIAL PROGRAM ON THE LANGUAGE AND NUMBER CONCEPT DEVELOPMENT OF HEADSTART CHILDREN.
Creator: BRANTLEY, BETTY CONRAD., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7118352, 2986468, FSDT2986468, fsu:70977
Format: Document (PDF)

Title: TEACHING BASIC CERAMICS BY MEDIA PACKAGES ADMINISTERED IN FORWARD (HIERARCHICAL) SEQUENCE AND IN RANDOM SEQUENCE.
Creator: VANN, LOWELL CECIL., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7118388, 2986487, FSDT2986487, fsu:70996
Format: Document (PDF)

Title: ACHROMATIC VERSUS CHROMATIC COLOR RESPONSES OF LOWER AND MIDDLE CLASS FIVE-YEAR-OLD CHILDREN.
Creator: SEAMAN, ANNA CAROLYN., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7209216, 2986578, FSDT2986578, fsu:71087
Format: Document (PDF)

Title: A STUDY OF THE HIERARCHICAL COMPETENCIES UNDERLYING THE PROBLEM-SOLVING USE OF PROPORTION.
Creator: GEISERT, PAUL GEORGE., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7210021, 2986589, FSDT2986589, fsu:71098
Format: Document (PDF)

Title: JUNIOR COLLEGE HONOR STUDENTS WHO WERE INITIATED INTO PHI THETA KAPPA FORSELECTED YEARS DURING THE PERIOD 1947-1965.
Creator: GARRETT, LOUIS WILSON., The Florida State University
Date Issued: 1967, 1967
Identifier: AAI6811676, 2985773, FSDT2985773, fsu:70282
Format: Document (PDF)

Title: THE IMPLICATIONS OF THE DEWEY-BRUNER PHILOSOPHIES FOR CURRICULUM PLANNING.
Creator: DEEVES, EVELYN IRENE., The Florida State University
Date Issued: 1967, 1967
Identifier: AAI6807789, 2985754, FSDT2985754, fsu:70263
Format: Document (PDF)

Title: PROGRAMED LECTURES AS A MEANS OF INCREASING STUDENT ACHIEVEMENT AND INVOLVEMENT IN LARGE CLASSES IN LIBERAL EDUCATION MATHEMATICS COURSES.
Creator: VAN DAM, ROBERT HAROLD., The Florida State University
Date Issued: 1967, 1967
Identifier: AAI6811686, 2985778, FSDT2985778, fsu:70287
Format: Document (PDF)

Title: THE USE OF ADVANCED SETS IN THE TEACHING OF LIMITS: A COMPARATIVE STUDY.
Creator: PAVLICK, JR., FRANK MICHAEL., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6811683, 2985776, FSDT2985776, fsu:70285
Format: Document (PDF)

Title: A STUDY OF FORMATIVE CURRICULUM EVALUATION THROUGH THE USE OF HIERARCHICAL TASK ANALYSIS.
Creator: OKEY, JAMES RUSK., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6916391, 2985960, FSDT2985960, fsu:70469
Format: Document (PDF)

Title: THE EFFECT OF TEACHING RHETORICAL CONCEPTS OF INVENTION, ARRANGEMENT AND STYLE ON THE WRITTEN COMPOSITION OF SELECTED ELEMENTARY SCHOOL CHILDREN IN GRADES THREE THROUGH SIX.
Creator: FICHTENAU, ROBERT LOUIS., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6916386, 2985957, FSDT2985957, fsu:70466
Format: Document (PDF)

Title: EYE-MOVEMENT PATTERNS OF MORE MATURE READERS WHILE DECODING NEW WORDS.
Creator: RYAN, HARRIET JEANNE LAWRENCE., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6916393, 2985962, FSDT2985962, fsu:70471
Format: Document (PDF)

Title: AN EXPERIMENTAL STUDY TO EXAMINE THE RESPONSE OF SIXTH GRADE STUDENTS TO PROGRAMMED INSTRUCTION DESIGNED TO CORRESPOND TO SELECTED ABILITY TRAIT VARIABLES.
Creator: FORCE, LORRAINE STEWART., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6917672, 2985976, FSDT2985976, fsu:70485
Format: Document (PDF)

Title: THE RELATIONSHIP BETWEEN TEACHER PROPHECY AND TEACHER VERBAL BEHAVIOR ANDTHEIR EFFECT UPON ADULT STUDENT ACHIEVEMENT.
Creator: BLAKEY, MILLARD LEE., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7106965, 2986251, FSDT2986251, fsu:70760
Format: Document (PDF)

Title: APTITUDE-TREATMENT INTERACTIONS IN STUDENT ACHIEVEMENT OF GRAMMAR.
Creator: OJALA, WILLIAM TRUMAN., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7107081, 2986329, FSDT2986329, fsu:70838
Format: Document (PDF)

Title: THE EFFECTS OF 'MAN: A COURSE OF STUDY,' AN EXPERIMENTAL SOCIAL SCIENCE COURSE, UPON THE ACHIEVEMENT, ATTITUDES, AND ANXIETY OF IMPOVERISHED CHILDREN IN SELECTED FLORIDA SCHOOLS.
Creator: CAPUTO, EDWARD MARIO., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7213493, 2986653, FSDT2986653, fsu:71162
Format: Document (PDF)

Title: A COMPARISON OF TWO METHODS OF TEACHING SELECTED TOPICS IN PLANE ANALYTICGEOMETRY.
Creator: BUNDRICK, CHARLES MICHAEL., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6911284, 2985859, FSDT2985859, fsu:70368
Format: Document (PDF)

Title: AN INVESTIGATION OF THE FACTORS UNDERLYING MOTOR ABILITIES OF BOYS IN GRADES ONE AND THREE, AND THEIR RELATIONSHIP TO ACADEMIC CRITERIA.
Creator: CHISSOM, BRADON SCOTT., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7011105, 2986085, FSDT2986085, fsu:70594
Format: Document (PDF)

Title: A COMPARISON OF THE PERFORMANCE OF SEVENTH-GRADE STUDENTS WITH AND WITHOUT PRIOR KNOWLEDGE OF THE OBJECTIVES OF AN INDIVIDUALIZED SCIENCE PROGRAM--ISCS.
Creator: CONLON, BETSY ANN., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7020062, 2986208, FSDT2986208, fsu:70717
Format: Document (PDF)

Title: EMPIRICAL DEVELOPMENT OF A COMPUTER MANAGED INSTRUCTION SYSTEM FOR THE FLORIDA STATE UNIVERSITY MODEL FOR THE PREPARATION OF ELEMENTARY SCHOOL TEACHERS.
Creator: HOBSON, EDWARD NEWTON., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7020069, 2986210, FSDT2986210, fsu:70719
Format: Document (PDF)

Title: PARENT PARTICIPATION IN DECISION-MAKING IN YEAR ROUND HEADSTART AS A PREDICTOR OF READING READINESS.
Creator: TERRY, GWENITH LAND., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107115, 2986351, FSDT2986351, fsu:70860
Format: Document (PDF)

Title: MEASURING THE CONSTRUCT: DEVELOPMENT OF AWARENESS OF ENVIRONMENTAL SPACE.
Creator: SYLVA, RONALD., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107112, 2986349, FSDT2986349, fsu:70858
Format: Document (PDF)

Title: AN EVALUATION OF THE PRE-SERVICE AND INSERVICE ACADEMIC PREPARATION IN ENGLISH FOR TEACHERS OF DISADVANTAGED STUDENTS IN SELECTED COLLEGES IN THE STATE OF GEORGIA.
Creator: WILDER, MARY ROBERTS., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107135, 2986363, FSDT2986363, fsu:70872
Format: Document (PDF)

Theses and Dissertations (324)	+ -
Digitized Theses and Dissertations (324)	+ -

Education, Administration (8)	+ -
Education, Higher (5)	+ -
Education, Curriculum and Instruction (4)	+ -
Education, Secondary (4)	+ -
Education, Adult and Continuing (2)	+ -

Education, Elementary (2)	+ -
Education, Philosophy of (2)	+ -
Education, Tests and Measurements (2)	+ -
Home Economics (2)	+ -
Business Administration, General (1)	+ -
Economics, General (1)	+ -
Education, Community College (1)	+ -
Education, Educational Psychology (1)	+ -
Education, Finance (1)	+ -
Education, Guidance and Counseling (1)	+ -
Education, Mathematics (1)	+ -
Education, Sciences (1)	+ -
Education, Sociology of (1)	+ -
Education, Teacher Training (1)	+ -
Education, Technology (1)	+ -
Gerontology (1)	+ -
Health Sciences, Education (1)	+ -
Health Sciences, Health Care Management (1)	+ -

The Florida State University (267)	+ -
Florida State University (54)	+ -
ABDELGHANY, ABDELGHANY MOHAMED. (1)	+ -
ACKERMAN, THOMAS J. (1)	+ -
ADAIR, CHARLES HERSEY. (1)	+ -

ALLEN, BENJAMIN J., JR. (1)	+ -
ALTHOLZ, JUDITH ANNE SMALLEY. (1)	+ -
ALTHOUSE, ROSEMARY ELIZABETH. (1)	+ -
ANDERSON, JUNE SUTTON. (1)	+ -
ANDRES, MICAELA COLOMA. (1)	+ -
ANGELO, RUTE VIVIAN. (1)	+ -
ANGELOTTI, MICHAEL LOUIS. (1)	+ -
ARNOLD, LOIS V. (1)	+ -
ASENCIO, CARMEN EVELYN. (1)	+ -
ATHERTON, AUDREY LORRAINE. (1)	+ -
ATWATER, BETTIE CHAMBERLAIN. (1)	+ -
AUSTIN, MARYJANE. (1)	+ -
Awkard, Julita Castro. (1)	+ -
BAKER, CECILE CULP. (1)	+ -
BEARD, JACOB GORDON. (1)	+ -
BEATY, EDGAR. (1)	+ -
BELANGER, CHARLES H. (1)	+ -
BELDEN, GEORGE BRADLEY. (1)	+ -
BELL, MARGARET GALL. (1)	+ -
BELL, WALLACE EDWARD. (1)	+ -
BENNETT, LLOYD MORRIS. (1)	+ -
BENNETT, MICHAEL MOFFETT. (1)	+ -
BENNETT, ROBERT A. (1)	+ -
BIGGERS, PAUL JON. (1)	+ -
BLAKEY, MILLARD LEE. (1)	+ -

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