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The Effect of a Guided Aural Reinforcement Model on Perceived Improvement in Intonation of Middle School Trombone Players
Get PDFvii, 80 leaves. Advisor: C. David HarrisThe purpose of this study was to examine the effect of a guided aural reinforcement model on perceived improvement in intonation of middle school trombone players. Based on their responses to the Watkins-Farnum performance test and a
questionnaire, subjects were matched by grade-level equivalent-pairs and then assigned by rank-order to control and experimental groups.
All subjects taking part in the investigation were given a researcher-designed pretest to determine initial skill level of intonation performance. Following the pretest, all subjects received nine periods of instruction on trombone. The experimental group practiced with a pre-recorded guided aural intonation component as a part of each lesson instruction period. The control group received instruction which included, for this school district, a traditional method of learning intonation rather than the prerecorded guided aural intonation component. A researcher-designed posttest was administered to all subjects following the nine periods of instruction.
Pretests and posttests were recorded and later evaluated by a panel of experts. Reliability of coefficient tests and ANOVAs were used to determine inter-evaluator reliability. Results yielded a high degree of reliability among evaluators.
Statistical t-tests were used to determine significant (p=.05) differences between the
gain scores of students in the control and experimental groups. Results indicated no
significant gain score differences between the control and experimental groups on part I (unison test). Analysis of gain scores for part II (interval test) and part III (melodic test)
portions of the pretests/posttests revealed significant differences between the control
and experimental groups with regard to improvement in intonation performance. As a result of practice with the guided aural reinforcement model, the experimental group demonstrated improvement in intonation performance which was significantly greater than the control group. Additional research possibilities and educational implications have been included
A Study of the Relationship Between Data Obtained by Faculty and Clinician Interviews and Self-Reported Generic Abilities of Applicants to a Graduate Physical Therapy Program
Get PDF[ii], 61 leaves. Advisor: Charles Greenwood.The problem. This research examined the relationship of how applicants to a physical therapy program rate themselves on "Generic
Abilities" with interview scores given by physical therapy faculty and clinicians.
Procedures. Sixty-five applicants to an entry-level masters physical therapy program volunteered for this study. The subjects rated
themselves on different behavioral items contained in the Generic Abilities survey form which was developed at the University of Wisconsin-Madison.
Spearman rank-order correlation coefficients were done comparing the seven interview criteria with the ten Generic Ability items. A Bon Ferroni
correction was then performed to correct for alpha inflation due to the multiple correlations that were run.
Findinqs. Six of the initial correlations reached significance at the p 5.05 alpha level. After the Bon Ferroni correction, however, only one
comparison, GA-4 (effective use of time and resources) and clinicians question seven (problem-solving), reached significance at p 1.000357.
Conclusions and Recommendations. One correlation out of a possible 140 reached significance in this study, This would, therefore, appear to suggest that there is no correlation between how physical
therapy faculty and clinicians score program applicants on interview items and how these same applicants rate themselves on ten different
professional behaviors. More research needs to be done looking at how applicants are evaluated during the admissions process to ensure that the
best candidates are being admitted
Public Journalism: A Familiar Practice or New Concept? A Study of John Cowles Sr. and Public Journalism
Get PDF135 leaves. Advisor: Herbert StrentzThere are journalists who would liken public journalism to the Phoenix that rose from the ashes of the failure of conventional journalism. Perhaps this observation is melodramatic, but public journalists often claim they have found the solution to save democracy. Yet these same people who claim that democracy is in decline and that traditional journalistic practices have significantly contributed to this decline may ignore that public journalism is a continuation of many beliefs, principles and theories that have shaped American journalism. Even the conditions that prompted the public journalism movement themselves are neither new nor unique. Throughout history public, governmental and even internal criticism of the media's performance can be found. Within that criticism can be found similar issues -public disinterest, government and elected officials attempting to control information, and journalists' failure to contribute to democracy. This thesis seeks to compare and contrast the journalistic philosophy of John Cowles Sr., a newspaper publisher whose career spans from the 1930s through the 1970s, within the current continuum of journalism, particularly focusing on public journalism. As the public journalism debate continues there is a need to examine what kind of journalism has been effective in the past instead of focusing primarily what is wrong. Concentrating on areas where journalism has worked before the advent of public journalism could provide examples of successful journalistic practices similar to what public journalists are promoting. In particular, this thesis finds the journalism practiced by John Cowles Sr. is a case study of the same "new" theory advocated by public journalists in the 1990s
"Sexual differentiation: From genes to gender"
Get PDFAmy Wisniewski is Assistant Professor of Biology at Drake University, Des Moines, Iowa. She can be contacted at [email protected] person's sex can be considered across various levels. To illustrate, genes, hormones, and genitalia can all be considered physical markers of a person's sex. In addition to physical markers, behaviors such as gender role, gender identity and sexual orientation can be perceived as stereotypically male or female. The purpose of this review is to summarize current knowledge of sexual differentiation which emphasizes genetic and hormonal mechanisms that result in male and female development of gonads and genitalia. Finally, consideration is given to associations between genetic sex, gonadal sex, and hormonal sex with gender. Copyright 1998 S Karger AG
The Inclusion Of Students With Cognitive Disabilities in a High School Environment
Get PDFiv, 124 leaves. Advisor: Marion V. Panyan.The Problem: The purpose of this study was to investigate the inclusion of students with cognitive disabilities in high school environment primarily from the teachers’ perspectives. Specifically tow questions are addressed: (a) What are the characteristics present and to what degree in a high school inclusionary environment? (b) What are the roles of the special education and general education teachers in an inclusionary environment?
Procedures: Two freshman students are included in numerous courses and activities at Newberg High School. Environmental characteristics and teachers’ roles surrounding them provided the natural setting for this single case, descriptive, ethnographic research. Data collection through a qualitative design consisted of an initial site visit, a series of interviews, formal observations, document analysis, journaling, and follow-up interviews.
Findings: The analysis of data indicated the presence of visionary leadership, collaboration, and physical accommodations. Curricular modifications were primarily the responsibility of the special education teacher. The staff was enthusiastic, desired to do more and shared mutual respect and admiration for one another. They valued highly the role of peer acceptance for students who are included and recognized inclusion as an evolving process. Parent support was strong and resources were targeted towards inclusionary activities. Teachers identified their roles as facilitators, mostly for modeling social skills, or as providers of direct instruction.
Conclusions, and recommendations: The study concurs with previous research in elementary schools that found visionary leadership and collaboration as the two outstanding characteristics of a meaningful educational environment. Other characteristics such as supports for staff and students, funding, effective parent involvement, and accessibility were also evidenced. Transition planning and refocused use of assessment did not evolve as themes with this investigative approach. Teachers’ roles are in a state of change. The study offers suggestions specific to Newberg High School based upon its strengths and beliefs
Needs Assessment Practices of Managers and Trainers
Get PDF[iv], 66 leaves. Advisor: Charles S. Greenwood.This qualitative study examined several questions about needs assessment activities in organizations. Does the latest knowledge about needs assessment within the training and development profession contrast with actual practice and is this same knowledge utilized by managers and others making training decisions in the workplace? Do managers have their own body of knowledge that is unappreciated by the training and development professional or is there a practical body of thought that determines when training will be performed in the organization? What techniques have managers and other members of the organization devised to determine training needs? Do any of these suggest matters that training and development professionals should address?
In the context of this study, managers performed many of the same activities that would be considered essential to a structured needs assessment advocated by training and development professionals. These activities were not categorized by the participants as needs assessment. Desirable organizational goals were sufficiently rewarding to justify substantial investment in preparation. Additional research might suggest ways to measure the cost and benefit of needs assessment in financial terms and reveal ways to that some of the less quantifiable goals can be expressed in a common language for the training profession and managers
Current Practices and Anticipated Changes in Quantitative and Qualitative Admission Information Sources for Entry-level PharmD Programs
Get PDF132 leaves. Advisor: Thomas Westbrook. Renae Chesnut is Associate Dean for Academic and Student Affairs in the College of Pharmacy and Health Sciences and can be contacted at [email protected] Problem: This study's purpose was to describe and compare current and anticipated pharmacy admission procedures including documentation of studies that relate admissions criteria with achievement in pharmacy education and practice.
Procedures: An author-constructed survey collected data from pharmacy programs on current and anticipated admission processes, as well as the presence of assessment self-studies.
A 92% response rate was achieved.
Findings: A lack of significant changes was demonstrated between admission practices
used for the Fall 1997 entering class and those anticipated for Fall 2000. Likewise,
qualities sought and information sources used to measure these qualities are not
expected to change significantly. Changes can be expected in the area of
assessment /validation practices.
Conclusions:
(1)Current practices are not expected to change.
(2)Qualitative and quantitative admission information sources are utilized.
(3)Affective qualities and information sources listed in the health care literature are
those used in pharmacy program admissions.
(4)Many programs do not undertake local studies and are unsure of their assessment
procedures in the future.
(5)Most pharmacy programs (82%) feel they are meeting the adopted American Council
on Pharmacy Education (ACPE) Guidelines 16.3 and 16.5.
Recommendations:
(1)Complete studies after the admission process for the fall 2000 to verify these
respondents' perceptions. In addition, complete studies on Bachelor of Science
program admission practice changes when programs transition to an entry-level
PharmD.
(2)Publish studies on admission sources that predict success as a student and a
practitioner.
(3)A lack of significant changes does not signal concern but indicates that programs
consider non-academic qualities.
(4)ACPE's standards appear to be realistic and applicable to pharmacy programs.
Most representatives feel their programs are achieving ACPE. However, each
program's practices and procedures should be further examined
A Preliminary Examination of Budget Planning Practices of Private Midwest Universities
Get PDFPhysical description: iii, 49 leaves. Advisor: Darlene Bradner.Higher education budgets have had problems being both efficient and effective. As students become harder to attract and costs continue to increase, it is important to find ways to reduce waste and stay competitive. Institutions are searching for the budgeting model that will work best for their institution. This research examines usage of budgeting models and incentive and participation programs to enhance the budget's effectiveness
THE RELATIONSHIP OF PERSONALITY TYPE TO PERCEIVED LEVELS OF JOB BURNOUT AMONG SECONDARY PRINCIPALS
No full text67 leavesProblem:
The issue of burnout continues to receive a great deal of attention.
Schwab,Gmelch and others have raised concerns about educators and stress and the result of stress in the multidimensional condition of burnout. Educators deal with continually mounting levels of stress and burnout in a world that is rapidly changing and thrusting greater expectations on education. As Barth, Ubben, Smith and other scholars have noted, the principal is called upon to lead educationally in the forefront of this rapid change. In the conceptual framework of Schwab, Gmelch, Whitaker and other researchers, this study is aimed at determining if there are any relationships between levels of burnout and personalities of secondary principals as measured in temperament types.
The objectives of this study were threefold. The first was to determine if there were any relationships among secondary principals between perceived levels of burnout as measured in reported subscale levels of Emotional Exhaustion, Depersonalization,and Personal Accomplishment and the variables of age, sex, grade levels administered, school size, educational level, years of experience, years in the current position, and plans to continue in the principalship.
The second objective was to determine if relationships existed between self reported personality traits of secondary principals as measured in temperament types of Sensing-Judging, Sensing-Perceiving, Intuitive-Feeling, or Intuitive-Thinking and the variables of age, sex, grade levels administered, school size, educational level, years of experience, years in the current position, and plans to continue in the principalship.
The third objective was to determine if relationships exist among the background variables, personality temperament types, and level of burnout as measured by Emotional Exhaustion, Depersonalization, and Personal Accomplishment.
Procedures:
The subjects of this study included all 659 secondary principals in the state of Iowa. The surveys included an informational background questionnaire, the Educators Version of the Maslach Burnout Inventory (MBI) and the Meyers Briggs Type Indicator (MBTI). Both the MBI and the MBTI have been shown to be valid and reliable instruments. The usable respondents totaled 560 for a usable return of 85%.
Findings:
The findings of this study were that intent played a statistically significant role in relationship to levels of Emotional Exhaustion and Depersonalization experienced by secondary principals. There are also relationships between the temperament types of secondary principals and the variables of sex, levels of education attained, and urban or rural school setting.
Recommendations:
It is a recommended, based on the findings of this study, that further comparative studies be conducted using different measures of personality and burnout or that other aspects of the role of the principalship be studied in relation to levels of burnout
Contributors to Lifelong Moderate Physical Activity in the Lives of Women
Get PDFv, 112 leaves. Advisor: Hilda Lee WilliamsThe Problem. We know little about what makes people lifelong physlcal exercisers. We have an understanding of the benefits and the barriers of physical activity but we have not examined the life stories of lifelong physical movers, especially females.
Procedures. Two in-depth life history interviews of eight women were conducted to identify and understand the contributors to sustained physical activity and the role physical activity has played in the lives of lifelong physically active women between 58-72 years of age. A combination of snowball and theoretical non-probability sampling
techniques were used to initiate contact with participants. The grounded theory approach was utilized. Data were analyzed using content and
constant comparative analysis.
Findings. Six themes, supported by subthemes, emerged from analysis of the data. The participants: perceived themselves as physically active, lead physically active lives from childhood through adulthood, related more to father than mother, loved the outdoors, perceived few barriers, and perceived benefits of physical activity. They did not like to sit and enjoyed the feeling of movement. They believed their motivation for physical activity was genetic; they were just like their fathers. The wave theory of physical activity emerged from the data which was supported by the findings that the participants
engaged in moderate physical activity through out their life, and they never perceived themselves to be sedentary individuals.
Conclusions. To increase the probability that females will be lifelong physical movers several factors need to be incorporated into their lives. These factors include: providing early positive physical activities for children through play groups, family, and school activities, participating in outdoor activities and providing community resources. The support from a father is an important factor in sustaining lifelong physical activity although the magnitude of this
factor is unclear. Perhaps most importantly, emphasizing moderate physical activities rather than vigorous activities may enhance the likelihood that women will be lifelong movers.
Recommendations. Testing the wave theory with empirical studies, verification of findings across a larger population, and examination of intensity levels that contribute to lifelong activity are areas that need further study