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A Study of Large Scale Student Sharing Programs by Smaller Iowa School Districts
No full textiv, 56 leaves. Advisor: Barry SteimThe problem: The purpose of this project was to study an apparent trend in the state of Iowa for neighboring school districts to enter into sharing agreements whereby entire grades from one school attend classes in another district. By discovering the reasons for this recent relationship between
districts, it may be possible to predict what the future direction of school district size and configuration may be in Iowa. The impact of recent legislation with regard to financial incentives for small school districts to share students, teachers, administrators and facilities will also be determined.
Procedure. The subjects for this study were the board of education presidents, superintendents, and secondary principals in those schools in Iowa who were involved in whole grade sharing programs during the 1986-87 school year. Each of these subjects was asked to respond to a survey instrument relating to facts, feelings and opinions with regard to their school and whole grade sharing.
Findings. Whole grade sharing programs came about
primarily for two major reasons: the loss of enrollment in the local school district and the desire to maintain or improve curricular offerings for students. It was the opinion of school administrators that the sharing programs
would eventually lead to reorganization of the two districts into one school district. It was also the opinion of all groups surveyed that the attitude of both the student and adult populations toward the sharing program was very positive. Recommendations: As a result of this study, it would be recommended that those very small school districts in Iowa seriously consider exploring the possibility of developing sharing agreements with neighbori:rg schools. A positive influence on curriculum offerings results from such arrangements. The positive attitude of the people involved indicates that such programs can be a via ble alternative to the problems of declining enrollment and curriculum curtailment due to number of students and teachers available
Elementary Principals' Perceptions of Instructional Leadership Tasks
Get PDFi,33, [2] leaves. Advisor: James HalvorsenResearch Question: The effective schools literature indicates that effective schools must have effective principals. The literature also
points out the importance of the principal's sole as the instructional leader of the building. The primary research question is What do elementary principals believe are the most important instructional leadership tasks?
Research Hypothesis: The primary research hypothesis is Elementary principals will perceive administrative rather than teacher/student-centered tasks as the most important components of instructional leadership,
Design of the Study: This study was conducted through a non-experimental survey. The survey was developed from the literature on instructional leadership. The population for this study was
all elementary principals in the Grant Wood Area Education Agency #10 geographic region.
Analysis of the Data: Elementary principals selected instructional leadership tasks that could be termed administrative in nature as the most
important. Elementary principals did not believe that they spent sufficient time on instructional leadership tasks and cited time spent on other tasks as the main barrier. More time and better time management were thought to be the main
solutions to spending a sufficient amount of time on instructional leadership.
Summary and Recommendations: This study indicates a need for further investigation into the tasks which comprise instructional leadership. The study
also indicates the need for inservice for elementary principals in the areas of mission/vision/goal setting and time management
The Influence of Contest Ratings on Student and Director Attitudes Toward State Large Group Choral Competition
No full textii, 53 leaves. Advisor: James CoxThe problem. The purpose of the present study is to investigate the influence of contest ratings on high school student and director attitudes toward the State Large Group Choral Competition in Iowa. Specifically, this sixtdy addresses the relationship between students' and directors' attitudes toward participation in State Contest and the amount and value of time spent in contest preparation. Also addressed is the influence of the Mixed Chorus' rating on student and director attitudes toward the amount and value of time
spent and the worth of participation in State Choral Contest.
Procedure. A questionnaire was sent to all class 4A high school directors and their ten selected choir members who participated in the 1986 Iowa High School Music Association Large Group Contest.
Findings. Results indicated a significant difference in attitude between Superior-and Non-Superior-rated choral students toward the importance of the rating their ensemble received. Directors' attitude indicated no significant difference. A significant difference existed between the Superior and Non-Superior-rated directors' and students' attitudes toward the amount and value of preparation time and the worth of State Choral Contest participation.
Conclusion. Ratings received by Mixed Choruses appear to have an influence on student and director attitudes toward the amount and value of
time spent preparing and participating in the State Large Group Choral Contest. Students and directors who received Superior ratings appeared to have a more positive attitude toward State Contest
Effects of Specific Strategy Training on the Written Expression of Learning Disabled Students Grades 3-6
Get PDFiv, 124 leaves. Advisor: Paul JoslinThe problem. Learning disabled students acquire or
use written language skills less efficiently than nondisabled students. Specific interventions are needed to facilitate written language acquisition for the learning disabled.
Procedure. Eighteen learning disabled students in
grades three through six were involved in a study to investigate the effects of specific strategy training on their written language skills. A three-group planned-match design was employed to determine the possible effects of strategy training under the contrasting conditions of
teacher direction and self-direction. The standard intervention group served as the control group and did not receive strateqy training. The teacher-directed group was involved in strateqy training and was monitored during strategy use by the teacher. The self-directed group received strategy training as well as guidelines to selfmonitor strategy use. The purpose of this group was to determine if learning disabled students could employ the metacognitive skills of self-questions and self-statements to guide strategy use and to determine if there was a
difference between teacher directed and self-directed strateqy use.
Findings. Pre and post tests were administered and
immediate gain factors were reported based on the "Test of Written Language (TOWL)" total and subtest scores. Anecdotal observations of writing behaviors were also collected. Students who were trained in writing strategies performed better in general on the TOWL than students who were not
trained in strategy use. Students who learned to monitor their own strategy use showed greater gains than students whose strategy use was monitored by the teacher.
Recommendations. The application of cognitive
strategies to academic areas is viable focus for continued study
A Policy Analysis of School-age Child Care Services in The Des Moines Public Schools
No full text139 leavesThe problem. There was a need for the Des Moines Public School District to refine its policies to guide future program planning. An analysis-and evaluation of school-age child care services would provide data to help
determine (1) whether or not the program was effective, and (2) what changes might be advisable to develop guidelines for future improvements.
Procedure. The study collected objective data and subjective information which was analyzed and evaluated to determine whether or not the program was effective, develop policy guidelines, and make recommendations for the program. The history of the Child Care Program in the Des Moines Public School District was documented and professional opinions were collected. Parents, school principals, and
caregivers involved in the present program were surveyed to determine expressed needs and adequacy of the program.
Findinqs and conclusions. The results of the study revealed that parents, principals, and child care staff were satisfied with overall quality of the program, that the program should be offered in every elementary school,
and that additional support personnel and in-service training is needed.
Recommendations. As the program expands the District should develop a plan for additional support personnel at the administrative level, adequate facilities in each building, a staff handbook, and an evaluation instrument. Additional staff development classes are needed to emphasize public relations skills in addition to developmental needs of children. The Des Moines Public School District needs to
develop a plan to meet parent requests for child care in regional centers on non-school days
Effects of Weikart's Sequential Approach to Rhythmic Movement on Development of Rhythmic Competency in Primary Age Children
Get PDFv, 97 leaves. Advisor: James CoxProblem. The purpose of this study was to compare the rhythmic competency of children receiving training using Weikart's Sequential Approach to Rhythmic Movement, and those receiving no training. Variables included gender and task alteration.
Procedure. The sample consisted of 54 first graders. The Rhythmic Competency Analysis Test (RCAT) was administered to measure initial rhythmic competency. The experimental group received approximately 25 five-minute training sessions over a period of four months. Lessons were taken from Weikart's book, Music and Movement. The control grcup received no special
training in rhythmic movement. An equivalent form of the RCAT was administered to all subjects at the end of the treatment period.
Findinqs. RCAT data was treated statistically with t tests and with a 2(gender) x 2(instruction) factorial analysis of variance design. During the treatment period the subjects made significant improvement in RCAT scores, p<.001. Results showed locomotor tasks to be significantly more difficult
than nonlocomotor tasks, p<.001. Gender was found to be significant only for Task 1 (patting bilaterally), p<.05. The experimental group made significantly better progress than the control group for locomotor tasks, p<.05, but there
were no significant differences due to instruction for nonlocomotor tasks.
Conclusions. The study concluded that while maturation was important to the development of rhythmic competency, instruction using Weikart's method could inprove performance, particularly
locomotor skills. It was also found that the method of instruction could be implemented into a primary school music curriculum with a minimum investment of time and money.
Recommendations. The study recommends that training in rhythmic movement be incorporated into elementary music classes, and that greater emphasis he placed on locomotor movement activities. Further research using an improved scoring method and a larger sample is needed in ordcr to clarify the effects of gender and to generalize these findings to other populations
Analysis of the Reliability of the Cognitive Ability Test as a Predictor of Intellectual Giftedness
Get PDFiv, 36 leaves. Advisor: Paul JoslinThe problem: This study examined the reliability of the Cognitive Ability Test by Thorndike and Wagen as a tool for identification of gifted students,
Procedure. Statistical analysis using a chi-square
and a t-test were used to examine the reliability/
repeatability of this test. The first grade scores were compared with the fourth grade scores of the same students using a correlated t-test. Within group comparisons were based on a chi-square analysis.
Findinqs. This study showed that there was a high
relationship between Test 1 and Test 2, therefore, Test 1 is highly predictable of Test 2. However, this was not true in the upper range scores (those in the 130 and above range).
Conclusions. This study found that the upper range
scores in the Cognitive Ability Tests do not repeat in a subsequent test of the same students.
Recommendations: Use of the Cognitive Ability Test as a predictor of gifted and talented students should be reevaluated since this study found that the very range where the scores are used for classification in the gifted and talented programs is the range where the test lacks repeatability, and thus reliability
The Effects of a Non-Basal Holistic Curriculum of Reading in a Fourth Grade Class
Get PDFiv, 31 leaves. Advisor: Bruce Vennard and Ray HockThe problem. The purpose of this study is to determine whether or not attitudes and certain identified reading skills can be affected by using a non-basal holistic curriculum as proposed in the report "Becominq a Nation of Readers" prepared by Richard C. Anderson, Elfrieda H. Hiebert, Judith A. Scott, fan A, G, Wilkinson, and other members of the Commission on Reading.
Procedure. The Estes Attitude Scale was given as a
pre- and post-test to a population of forty-nine fourth graders in a Des Moines public school. The students' progress in mastering specific reading skills was documented by the administering of criterion tests developed by the Des Moines Public Schools. These tests will be referred to as
SARI (Systematic Approach to Reading Improvement).
Findings. Desired attitude responses on the Estes
Attitude Scale were determined prior to administering the instrument. The McMemar test was used on the results of the pre-evaluation and post-test data. The results of the pre and post-SARI tests were computed into percentages using a criterion of 80 percent as mastery. The percentages indicated that the students did master the identified reading skills at the eightieth percentile or above.
Conclusions. Attitudes of fourth graders involved in the study were positively affected. The students also mastered identified reading skills at an eightieth percentile or above. If we embrace the concept that a student's attitude affects learning, then the results of the Estes Attitude Survey also indicated a positive effect on
learning.
Recommendations. There is a need for further
longitudinal studies to be done comparing a non-basal holistic reading curriculum to a traditional three-reading-group basal curriculum
Kindergarten Scheduling: Options and Effects on Student Achievement
No full textvi, 94 leaves. Advisor: Lloyd StjernbergThe problem. This study was conducted to examine whether differences in achievement existed between three types of kindergarten scheduling. Half-day/everyday, full-day/alternate day, and full-day/everyday schedules were studied.
Procedures. The Brigance Basic Inventory was administered to students attending three different types of kindergarten. Eleven different skills were pre and posttested. Mean gain scores were used to determine gains for skill areas between schedules. A Schaffe test was used to test significant differences between schedules at the .05 level.
Findings. The data indicates there was significant
differences between schedules in three skill areas. Students attending the full-day/everyday were significantly different in numeral and letter recognition. The full-day/alternate day group had significant gains in being able to produce numbers by dictation. The trend of the data on the basis of mean scores gives a statistical advantage to the full-day/everyday schedule.
Conclusions. The time spent on learning can produce increases in the achievement levels of kindergarten students. Achievement was slightly affected as a result of spending more time in kindergarten. Students in a11 three programs attained average to above average achievement
growth in all eleven of the skill areas tested. Southeast Iowa norms for the Brigance test were used to make comparisons. Full-day/everyday kindergarten was able to spend more time on enrichment activities than the other kindergartens
examined by this study.
Recommendations. The goal of educators and school
boards is to provide for quality education. Research will continue in the area of scheduling practices in order to provide students with optimum learning environment and conditions. The type of schedule a school district uses for students is a factor. The type of experiences, materials, and curriculum are also important components, The teacher continues to he the most important resource