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Role Models and Mentors : A Study of the Career Patterns of Women in Higher Education Administration
Get PDFvii, 124 leaves. Advisor: Donald AdamsThe problem. The purpose of this study was to examine the significance and influence of other persons on the lives and careers of women in higher education administration. The study included women employed in senior-level higher education administration in Iowa in the spring of 1981.
Procedure. The data for this study were drawn from the sample population by the use of two survey instruments: a survey questionnaire and an interview schedule. The population for this study consisted of women employed in administrative
positions in two- and four-year institutions of
higher education in Iowa. This included a total of forty-five institutions.
Findings. The majority of the women were over forty-two years of age, Caucasian, first-born child or first-born daughter, currently not married, and had a doctorate. The majority were employed in private four-year institutions and had been in their current position for five or fewer
years. The women selected as the most important factors in the development of their careers, being competent, having strong drive and determination, knowledge gained in school or other courses, having a good personality, and luck or fate.
Female teachers were the most influential people in the careers of the women. Nearly all the women--89 percent--indicated they had acted as mentors in the past and would act as mentors in the future. A total of 83 percent of the women agreed that having a mentor is helpful to a young
woman beginning her career.
Conclusions. Administrators and governing bodies of higher educational institutions need to be more affirmative in their encouragement of women in administration and in searching for women for administrative and faculty positions.
Recommendations. Replication of this study with women senior-level administrators throughout the United States would contribute to the growing body of research on women in administration. Research on women in other career fields--sports, business, politics--would provide further information about career mentoring
Revision Cues : A Study of Freshman Writers
Get PDFvii, 269 leaves. Advisor: Thomas B. SwissThe problem. Composition scholars generally agree
that writing is a process including prewriting, writing and revision. Revision has only recently been addressed by research, consequently little is known of how students actually revise their writing; and even less is known of how to guide and direct students in rewriting manuscripts,
aside from encouraging careful editing of errors. A number of researchers have suggested that revising is "cued" and that writers respond to specific cues or signals in their manuscripts that suggest a dissonance between what is intended and what is wr1tten. This study focused on the cues students actually find in their writing and the revision choices suggested by cues.
Procedure. The writings of individual freshmen and a class sized group of freshman writers provided data for the study. All drafts and jotting related to the writings as well as tape recordings of interviews and composing aloud sessions were analyzed on a matrix which tabulated responses
to cues on the basis of process, addition, deletion, substitution and reordering, and type, syntactic, mechanical, logical and lexical.
Findings. Cueing styles vary from writer to writer, forming distinct types, dependent on the writing personality and writing goals of each writer. Cues appear to be influenced by the writer's general knowledge, her awareness of
her audience and her sophistication as a writer. Cues are an inherent and essential part of the revision process.
Recommendat1ons. Instruction in composition could be advantaged by assisting students to discover their own cues present in their manuscripts and calling out for new choices in expression. Assisting students to seek out cues to activate the student's response relationship between cues
and revisions can generate improved manuscripts. The revision matrix could be utilized to provide students with a check on their own cueing, both to encourage revision and to enhance students' awareness of compositional choices
Choice in Teachers' Inservice : Effects on Learning and Attitude
Get PDFvi, 132 leaves. Advisor: Marvin FellersThe problem. The purpose of this study was to examine the effects of teacher choice of an inservice treatment strategy on the teacher's attitude toward the instructional experience and the knowledye gained.
Procedures. A control group (53) was assigned to one of three instructianal treatment strategies while the experimental group (89) was given a choice. The three instructional treatment strategies were (1) lecture, (2) discussion,
and (3) self-instruction. Each subject was pre- and posttested on a knowledge test of the Des Moines Spelling Plan. Three attitude questions were asked of each subject at the time of the post-test.
Findings. The subjects in the choice group did not
score higher on a knowledge test than those who were assigned to the same strategy. The subjects in the choice group did have a more positive attitude about their learning experience than those who were assigned to the same strategy.
Conclusions. Significant learning gains were made in all thrce inservice strateqies. There were no differences in learning among the strategies. Subjects in the choice groups in all three learning strategies were more positive about their learning experience.
Recommendations. Further research is needed to: (1) Determine pre- and post-test impact on the learner's gained knowledge and choice of dellvery mode. (2) Refine developmental theory as it applies to practice so curriculum can be matched to various stages of adult developmchnt, (3) Help
establish guidelines that link cognitive-developmental theory to instructional interventions. (4) Find methods of promoting teacher development toward higher ego, moral and
conceptual levels. (5) Replicate this study in other locales with different subjects and options of inservlce treatment modes to determine if both learning and attitude can be improved
Job Motivation Factors as Perceived by Teachers and Nurses
Get PDFv, 45 leaves. Advisor: Richard Lampshire.The problem. The two-factor theory of motivation to work developed by Frederick Herzberg provided the conceptual framework for this study. The general purposes of the study were to discover whether nurses and teachers perceived either motivation or hygiene factors to be greater
motivators, whether those job factors were present in their jobs, whether there was a difference between the job factors desired by nurses and the factors desired by teachers, and whether there was a difference in the degree to which nursing and education provide the needed job factors.
Procedure. Thirty-nine teachers and thirty-one nurses returned a questionnaire which indicated the degrees to which they perceived themselves as motivated by sixteen job factors and the degree to which the factors were present in their jobs. Means were computed for motivation factors needed, motivation factors present, hygiene factors
needed, hygiene factors present, and means were
tested by separate variance model t test for significant differences (a.O5) between means.
Conclusions. It was found that neither teachers nor nurses perceived a greater need for either motivation or for hygiene factors. Neither group felt that one set of job factors was present in their jobs to a greater degree than the other set. Nurses felt, however, that their jobs provided
motivation and hygiene factors to a greater degree
than teachers felt their jobs provided them. Both groups felt that they needed motivation and hygiene factors to a greater degree than those factors were present in their jobs
Effects of the Changeover Delay on Interchangeover Responding in Concurrent Schedules of Reinforcement
Get PDF27 leaves. Advisor: Larry A. AlferinkThe problem. In concurrent schedules of reinforcement, the use of a changeover delay has been assumed to be necessary in order to reduce superstitious alternation, separate the components in time, and thus insure independence between components. The purpose of this study was to look at responding between changeovers and to see
whether superstitious alternation does indeed occur.
Procedure. During daily sessions, four male rats
were exposed to a concurrent variable-interval schedule on which changeover delays of different values were superimposed. Food-lever responses intervening between changeovers and changeover responses were measured and recorded.
Findings. When a changeover delay was used, total
changeover responses decreased, and number of interchangeover responses and overall responding increased. This effect was found to be more pronounced with higher changeover delay values. A high percentage of changeover responses occurring without an intervening food-lever response was observed, especially when a changeover delay
was introduced.
Conclusions. No evidence of superstitious alternation was found, Therefore, it was concluded that the use of a changeover delay to eliminate such a pattern was not justified. The increase in interchangeover responses and percentage of changeover responding was argued to be due to
the possible discriminative stimulus and conditioned reinforcing function as the changeover delay.
Recommendations. It was suggested that further attention
be paid ta the role and effect of the changeover delay,
especially in terms of simple alternation, a pattern that
seems to be more dominant than superstitious alternation
The Probability of Identifying Potential Sophomore High School Dropouts From Elements in Their Cumulative Records
No full textiv, 48 leaves. Advisor: Richard Lampshire.The problem. Are there similarities or characteristics in the cumulative records that would identify students as potential dropouts?
Procedure. Six items of information were selected
from the cumulative records: IQ level, grade point average, absences, extra-curricular activities, disciplinary actions and form of guardianship.
Data was obtained from the records of the thirty-two sophomores who dropped out of the 1980 class at Des Moines Lincoln High School. The same data was taken from an equal number of students in the same class who completed the year. This group was selected by means of a random sample. A Multiple Regression Analysis was used to determine if significant differences exist between the two groups on the first five items. A Chi Square Test was used to determine the significance of the last variable, form of guardianship.
Findings. The Multiple Regression Analysis identified three variables; GPA, attendance and disciplinary actions, as very significant predictors of potential dropouts. Two other elements, IQ level and extra-curricular activities, were found to be insignificant. The Chi Square Test indicated a very strong relationship between the type of guardianship and the tendency for a student to drop out of school.
Conclusions. Grade point average, absences and
disciplinary actions are important predictors of potential dropouts. When used in conjunction with the form of guardianship of the student it becomes a very useful tool for administrators and guidance counselors.
Recommendations. Based on the information found in
this study it is recommended that: (1) a computer program be developed to facilitate the use of the information by administrators and counselors, (2) the resulting computer program be made available to educational personnel, and (3) additional studies be conducted to determine if there are other elements that would be significant predictors
Personality correlates of resident assistant effectiveness
Get PDFvii, 178 leaves
Advisor: Howard Traxler
Doug Frazer is currently on staff at Des Moines Area Community College (Newton campus) and can be contacted at [email protected] problem: The problem was to determine the relationships between selected personality charac teristics and other predictors, and resident assistant effectiveness.
Procedures: The sample included eight male and eleven female volunteers selected for RA positions at Drake University in Spring 1981. Predictors were Personality Research Form, Form AA subscales, job referecces, selection interview items, age, and GPA, obtained prior to the conclusion of the 1981 RA selection process. The Drake Resident Assistant Evaluation Form was used to measure "RA effectiveness" from the perspective of an RA's peers living in a residence hall. Peer evaluation ratings were obtained in November 1981. Non-parametric statistical tests were employed in a simple correlation design to analyze the data and to disclose relationships between predictors and the criterion.
Findings: RA's did not differ greatly from most college students in "normal" personality needs, and male and female RA groups differed significantly from each other on two of forty-seven predictors. For males, scores on the PRF-AA Exhibition subscale, and interview item ratings on "Assertive" and "Community Minded" each correlated +.71 with DRAEF scores. For females, DRAEF scores correlated -.68 with PRF-AA Affiliation subscale scores, -.65 with Nurturance
subscale scores, and -.68 with interview item ratings on "Comunication." No other predictors correlated significantly with the criterion.
Conclusions: (1) For males, the PRP-AA Exhibition
subscale is a significant predictor of RA ffectiveness. For females, the subscales Affiliation and Nurturance are significant predictors. (2) For males, the selection interview items "Assertive" and "Community Minded" are significant predictors. For females, the item "Communication" is a significant predictor. (3) Age, GPA, and job recommendations are not significant predictors for males or females.
Recommendations: RA selection criteria should be constructed separately from, and validated regularly against, evaluation criteria. Age, job references, and GPA, although showing insignificant predictive value, should not be excluded from RA selection processes. Sex differences should be considered in identifying significant predictors of RA effectiveness. Functions of RA's should be communicated clearly to residence hall students. Periodic research is
needed to identify components of RA effectiveness from a residence hall peer group perspective. Future research should incorporate larger sample sizes
The Arts in Education: A Possible Key to Whole Brain Utilization and Positive Self-Concept
Get PDFvii, 119 leaves. Advisor: Dr. Raymond Hock.The problem. Questions to be Answered. (l) Is there a relationship between self-concept and curricular involvement in the arts? If so what is the direction of that relationship?
(2) Is there a relationship between cerebral
dominance and curricular involvement in the arts? If so what is the direction of that relationship? (3) Is there a relationship between cerebral dominance and self-concept? If so what is the direction of that relationship?
Procedures. Subjects were sixty volunteers from
specially chosen curricular areas of students at several midwestern colleges. The students' curricular areas represent what is assumed to be those requiring linear (left cerebral) and creative (right cerebral) functioning by their
nature. These choices were made in an effort to provide more lateralized subjects, for more concise data. Participants were given a battery of tests suggested to determine self-concept and cerebral dominance.
Findings. This research did not find a significant
difference between the self-concept of students involved in an arts curriculum and those involved in a fact oriented curriculum. This research did not find significant difference between the self-concept of students and their right or left cerebral dominance or orientation. This research
did, however, find significant difference between the right/left cerebral dominance of students who were involved in arts vs. fact curriculum. The arts students excelled at right cerebral activities and the fact oriented students
excelled in left cerebral activities.
Conclusion. This research supports past research
which shows a relationship between student curricular involvement and cerebral lateralization.
Recommendations. It is recommended that instruments be developed to better measure cerebral lateralization of activity as well as balanced activity. It is further recommended
that future research in this area include a sample
which is balanced in the several areas of the arts and in male/female members
Use of Brain Function Concepts by Social Studies Teachers
No full textv, 103 leaves. Advisor: Paul JoslinThe problem. The basic problem examined in the study was the degree to which selected brain-function concepts had been applied to teaching techniques by Des Moines area secondary social studies teachers who responded to an
opinionnaire. These were three primary questions: (1) How aware were respondent teachers of the selected concepts? (2) Did the respondent teachers believe the concepts were applicable to social studies teaching techniques? and (3) To what extent had teaching techniques compatible with these concepts been implemented by respondent teachers?
Procedure. The study was conducted as a non-experimental research project. The opinionnaire was distributed to all secondary social studies teachers in the Des Moines, West
Des Moines and Urbandale, Iowa, public schools. Nine brain function concepts were selected for the survey after an extensive review of relevant literature and an assumption of appropriateness to social studies teaching techniques. The concepts were: The Triune Brain, Functional Organization,
Brain Growth Spurts, Neuro-chemical Processes, Functional Integration, The Split-Brain, Learning Style Preferences, Visual Thinking and the Proster Model, The opinionnaire asked teachers to respond to questions on a four-part scale which indicated their current state of awareness, acceptance and application of the selected concepts in their classrooms. An arbitrary point value was assigned to each response and the data then analyzed descriptively using several subgroup and total group comparisons.
Findings and Conclusions. The findings are summarized in three statements: (1) The respondent teachers were largely unaware of the selected brain function concepts, (2) teachers who were aware of the concepts tended to believe that these concepts were applicable to social studies teaching strategies, and (3) the concepts had been implemented by few respondent teachers to a very high degree. Much work remains to be done on brain function, but the favorable response of teachers who are aware of brain function concepts indicates that the effort would be well worth while
Antigenic Relationship of Different Porcine Rotavirus Isolates and the Identification of a New Porcine Strain
Get PDF36 leaves. Advisor: Dean HogansonThe problem. Currently, only one strain of porcine
rotavlrus has been reported. This strain, designated OSU, has been attenuated and is currently available as a federally licensed, live oral vaccine for pigs. This study is concerned with the antigenic relationship of the OSU vaccine
strain to four virulent porcine rotavirus isolates as measured by the vaccine's serologic cross-reactivity in vitro.
Procedures. Four virulent isolates of porcine rotavirus were adapted to tissue culture. Purified viral antigens were prepared from low passage tissue culture adapted virus fluids. Upon purification both complete and single-shelled rotavirus particles were observed by electron
microscopy. Furthermore, all virus bulks were identified as rotavirus by positive fluorescence obtained by immunofluorescent staining of inoculated cell cultures. The antigens were used to produce high titer hyper immune sera in
guinea pigs. These sera were used in appropriate serological studies in vitro to determine the amount of antigenic cross-reactivity between the different isolates. Antigenic cross-reactivity was measured by the amount of virus neutralized
by homologous and heterologous sera. Neutralizing
indices were calculated and all virus isolates compared.
Findings. Two distinct serotypic groups were observed; the original OSU strain and a new straln of porcine rotavirus identified as the Iowa strain. The new strain was found to be significantly different from the OSU strain as
measured by its lack of serologic cross-neutrallzation.
Conclusions. The results indicate a minor antigenic similarity between the two strains as found in low dilutions of the hyperimmune sera. Nevertheless, there was an absence of any major antigenic similarity between the two stralns.
Therefore this lack of any major antigenic crossneutralization between the two strains suggests the Iowa strain is unique and can be classified as a new strain of porcine rotavirus