1941 research outputs found
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Differences Between Teachers' and Students' Perceptions of Learning Expectations and Their Effects Upon Achievement in Algebra
Get PDFix, 165 leaves. Advisor: Charles D. RowleyThe problem. This study was conducted to examine whether differences existed between the perceptions of algebra teachers and algebra students.
Procedures. Inventories comprised of forty questions related to classroom tasks were sent to teachers and students to obtain their perceptions. Means were calculated for each question and the Hotelling's T2 was conducted on three of the hypotheses. The fourth hypothesis was tested,
utilizing the Pearson Product-Moment Correlation.
Findings. Treated data indicated that there was significant difference between teachers and students in their perceptions of classroom activities. Students did not perceive what the teachers perceived. Significant differences exist in the perceptions of male and female students as to the teacher's expectations. Males had higher means than the females, concluding that male perceptions were closer to the teachers'
perceptions. Findings indicated that there was not a significant difference in the achievement of males or females.
Conclusions. Differences were found to exist in the perceptions of teachers and students. Conclusions drawn from this study include: (1) Students and teachers do have different perceptions of what takes place in the classroom.
Students do not perceive activities and other functions to be as important as the teacher. (2) Male and female students have different perceptions of the teacher's expectations.
(3) Achievement was effected as it related to students' perceptions of teacher expectations; however, it was a negative correlation in that students who received high grades did not perceive the expectations. (4) The sex of the student did
not have a bearing on achievement.
Recommendations. The goal of schools and universities should be training and educating the staff in the art of teaching and communication, conducting teacher training or inservice programs, reviewing the curriculum, and placing emphasis
on the skills necessary to work with students in the process of learning. Teachers must take into account when planning their classes that effective teachers know their students' abilities, skills, and perceptions. Teachers must plan appropriate learning activities for the student for maximum achievement
The Transmittal of the Trauma of the Holocaust to Survivor Children and American Jewish Children
No full textvii, 146 leaves. Advisor: Howard Traxler.The problem. The purpose of this study was to
ascertain if the trauma of the Holocaust, known as Emotional Shoa, was transmitted to survivor children and American Jewish children (Jewish children born to parents, neither of whom personally experienced the Holocaust) in the greater Des Moines metropolitan area. A particular focus was the comparison of possible similarities and/or differences of response to the Emotional Shoa between the two groups.
Procedure. An analysis of literature relating to
the transmittal of the Emotional Shoa revealed seventeen characteristics of the Emotional Shoa. Twenty-two children--eleven survivor children and eleven American Jewish children--were selected to participate in one of four group interview sessions. An additional twenty characteristics were gleaned from the four group interview sessions. The thirty-seven characteristics were included in a questionnaire. A modified Likert scale was placed adjacent to the thirty-seven
characteristics and for each characteristic, the interviewees marked the column that most clearly represented their feeling about each statement.
Findings. Survivor children and American Jewish
children shared similar responses (1) in feeling insecure, distrustful and angry at the world, and (2) in being grateful that Israel is a haven of new life for Jews. Survivor children and American Jewish children shared different responses, with a significantly higher proportion of survivor childr en(1) feeling alienated from the American Jewish community and (2) feeling a sense of loneliness and homelessness in the world.
Conclusions. The statistical analysis indicated that the Emotional Shoa affected survivor children and American Jewish children residing in the greater Des Moines metropolitan area.
Recommendations. Recommendations included: (1) the
conducting of other comparative studies in the United States about the effect of the Emotional Shoa on survivor children and American Jewish
children; (2) the conducting of such studies in other nations of the western world; and (3) the inclusion of American Christian children in a future study
The Development of a Model for Behavioral Observation Performance of Instructional Personnel
Get PDFx, 137 leaves. Advisor: Richard H. LampshireThe problem. The purpose of the project was to develop a performance evaluation model that would measure teaching behaviors of instructional personnel on a systematic and objective basis. The model was intended to reduce subjectivity and bias and yield high reliability and agreement among raters.
Procedure. There were two urban and one rural school districts that participated in field testing the model for evaluating instructional personnel. After the instruments were developed, each district field tested the model by actual
classroom observation of teaching activities.
Twenty-two teachers from kindergarten through twelfth grade and special education were selected by school principals to be observed. Each observation for field testing and collecting data for the model was conducted by observers in
teams of three. After the data were returned, they were analyzed for correlation of coefficient to determine reliability between raters. A percentage of agreement among raters was also determined from the data.
Findings. The analysis provided inter-rater reliability of .90 for sixteen of the nineteen classroom observations. Mean inter-rater agreement of 85 percent was found on sixteen of the nineteen observations. Results of the three field sites were quite similar, Indications were the size of school district or grade taught did not influence the results.
Conclusions. The results of the project provide support for the statement that a model can be developed for evaluating instructional personnel with high reliability and interrater agreement. The conclusions can be drawn: (1) Instructional
personnel can be objectively and reliably observed; (2) Principals can be trained to observe and accurately identify teaching behaviors; (3) Previous studies of behavior observation methods have been supported by this project. Recommendations. Recommendations included: (1) School districts planning to replicate the model emphasize the procedures for training; (2) Instructional personnel be included in any design or modification of a performance evaluation model; (3) A five point, rather than a three point, scalogram be developed for each behavior scale; (4) Greater representation of the performance evaluation be obtained through reviews by educational administration preparation programs
A Comparison of the Profile of Iowa Superintendents With That of The AASA National Study
Get PDF87 leaves. Advisor: Charles RowleyThe problem. The problem of this study was to compare a profile of Iowa school superintendents with a study done by the American Association of School Administrators nationwide in 1982. This comparison/profile was measured in the
spring of 1983.
Procedure. The data were gathered by means of a survey instrument modeled after that used in previous studies conducted by the American Association of School Administrators. The survey was mailed to the superintendents of all 441 public school systems in the state of Iowa and a rate of return realized at 92.1 percent.
Findings. The typical Iowa superintendent is male,
forty-nine years of age and holds a Specialist degree from an Iowa university. He began his teaching career at the secondary level (grades 7-12) and moved into an administrative position at age twenty-nine, most likely to a principalship.
The average Iowa superintendent felt his graduate
training was positive, accepted his first superintendency at age thirty-six, and served in two different districts in 1.3 different states over a period of 13.4 years as a superintendent.
He has a one-year contract and feels the "ability
to see the whole picture" and a knowledge of public relations are important areas of preparation for the job. He is a Republican, makes between 40,999 per year, sees
the job as stressful but is planning to stay on as a superintendent until retirement. In general, the Iowa superintendency reflects a strong similarity to that of its counterpart nationwide in personal
and professional characteristics according to the comparisons found between this study and the current 1982 AASA survey. The similarities are especially strong in the areas of age, sex, background/experience and personal/professional concerns. The close similarities suggest that the profession itself is becoming a recognizable force in education and that superintendents nationwide are quite similar, professionally and personally to Iowa's superintendents.
Recommendations. This study should be repeated on a regular basis with the interval not greater than five years. Only through this approach can trends and changes in Iowa's public school superintendency and those who occupy it be
discerned
Needs of Iowa Instructional Microcomputer Users
No full textvi, 151 leaves. Advisor: Robert L. EvansThe problem. This study determined what Iowa instructional microcomputer users identified as their personal concerns, instructional design needs and technical assistance needs and the preferred mode and source of addressing those
needs. By identifying the needs of the first generation of microcomputer users, support service providers may be better prepared to assist local district educators in better using microcomputer technology.
Procedures. Three typical instructional microcomputer users nominated by each of the fifteen area education agency directors of educational services, were interviewed using a structured interview instrument.
Findings. Personal concerns of instructional microcomputer users were focused on the amount of time that was demanded to learn how to use hardware and in preparation of instructional software. Users consistently reported a desire
to train their fellow faculty members on the use of the micro. Instructional design needs of the users included the desire to learn how to adjust available software to better address local circumstances, the development of a model cataloging system and individual program documentation format, additional software in the basic skills disciplines, and model curriculum guides for computer literacy courses. The area education agencies were identified as the preferred source of addressing these needs. Technical assistance needs included: workshops on basic repair and maintenance of hardware, and courses in machine language and assembler language. The area education agencies and the institutes of higher education respectively were identified as the preferred source of addressing those needs.
Recommendations. Support service providers in the
state including the Iowa Department of Public Instruction, area education agencies, professional organizations and local districts should develop a comprehensive plan to distribute available services and resources to address the needs of
instructional microcomputer users and their students. Additional study on the appropriate use of the micro is needed
A Descriptive Study of Attitudes and Behavior in the Public School
Get PDFv, 84 leaves. Advisor: Paul H. Joslin.The problem. Research indicates that discipline is the biggest problem facing public schools. Surveys indicate that the public, school administrators, and teachers feel that more needs to be done to resolve this serious issue. This study was designed to provide a self-contained classroom,
for a small number of sixth grade students who were exhibiting problem behaviors at school, where time would be available to talk about problems and work on solutions.
Procedures. The students for the treatment group were subjectively selected on the basis of problem behaviors each of them had exhibited during their fifth grade year. Students deemed not to have exhibited problem behaviors were selected for a comparison group using a matched-pairs technique.
The treatment group spent time each day talking
about problem behaviors they were having, how to deal with them, and working with affective materials.
Findings. The treatment group showed significant negative growth in attitude toward school, and significant growth in reducing overt problem behavior and academic achievement. The comparison group showed no significant. growth in attitude
toward school and overt problem behavior, and significant growth in academic achievement. A comparison of attitude toward school gain scores to overt problem behavior gain scores and academic achievement gain scores for both groups showed
no significant correlation in any instance.
Conclusions. Based on this study there is no apparent advantage in working on attitude toward school for reducing the number of overt problem behaviors at school, improving academic achievement, or improving attitude toward school.
This study supports the findings in the literature of no significant correlation between attitude and behavior, and attitude toward school and academic achievement.
Recommendations. If similar studies are to be done in the future an objective criterion check list should be developed and applied to an entire population in the year prior to the study to identify students with overt problem behaviors, and the treatment and comparison groups should
be organized in the same type of classrooms taught by teachers trained to use the same methods and materials
Placement of Severely Disabled Persons : Multi-Discipline Team Compared to Rehabilitation Counselors
No full text89 leaves. Advisor: Dr. Howard TraxlerIntroduction. The Rehabilitation Act of 1973 has mandated that state vocational rehabilitation agencies prioritize their services to those persons who have a severe disability. In order to effectively place the severely disabled through the use of more sophisticated placement techniques, a few rehabilitation professionals are calling for a new type of professional in rehabilitation. Recognizing that the new placement techniques would involve such things as job modifications and/or adaptations and job accommodations, the need for a rehabilitation worker skilled in engineering was identified.
The Problem. The purpose of this study was to determine if the utilization of a multi-discipline team utilizing bio-engineering techniques was efficient as well as cost-effective in placing severely disabled persons when compared to the traditional placement methods of public vocational rehabilitation agencies.
Procedure. This study was conducted in five midwestern metropolitan areas. The sample for the study was 28 severely physically disabled persons who were ready for placement. Matched pairs were
established between subjects for the multi-discipline team and a control group. Successful and non-successful placements were recorded for each group. Further, cost information was maintained for each subject in their placement activities. A sign test was used to distinguish the differences of the placement rates of the groups. A correlated t test was used to determine
the difference in the cost-effectiveness of the two groups.
Findings. In testing the research hypotheses at the .05 level, a significant difference was found between the multi-discipline team and the rehabilitation counselors for the placement rates in the placement of severely disabled persons. There was not a significant difference between these two groups in the cost of placement services for severely disabled persons.
Conclusion. Two general conclusions were drawn from the finding of this study.
1. The movement of severely disabled persons into productive employment was improved through the use of a rehabilitation team that utilizes low cost bio-engineering techniques.
2. The cost-effectivenss of a specialized rehabilitation team over the traditional placement methods of a state's vocational rehabilitation
agency cannot be substantiated
Results of Viewing Selected Films on Incidental Learning
Get PDFv, 57 leaves. Advisor: Charles RowleyThe Problem. The problem of this study was to determine if incidental learning about the Bell System actually occurred as a result of students viewing selected films.
Procedure. Five films were selected as a representation of Bell System produced films. Pre- and posttests were developed for each of the five films. Comparisons were made between grade levels, sex and schools. The Chi square test was applied to the data.
Findings. Significant differences were found between the male and female students. The females experienced a higher incidence of incidental learning. Differences between the grade levels were also found, with the fifth grade having a higher incidence of incidental learning. A
difference between the schools was indicated, but no significant difference was found to exist. Incidental learning about the Bell System did occur.
Conclusions. The female students identified with
the women as they were portrayed in the films. Male students may have had previous work experiences which affected their responses. The male students disregarded the non-essential
material in the films. The younger the participant the higher the incidence of incidental learning.
Recommendations. Based on the findings of this
study it is recommended that: (1) educators concerned about learning should effectively evaluate all films they intend to use, (2) industries evaluate the films ability to convey
messages, (3) studies be performed to see how women are being portrayed in films, and (4) additional studies be done to survey educational associations to see how industrial films are being used
Collective Bargaining, Teachers and Job Satisfaction
No full textvii, 105 leaves. Advisor: Dr. Charles Rowley.The problem. The study determined what differences
existed between the levels of job satisfaction registered by teachers from schools with certified bargaining units and the levels of job satisfaction registered by teachers from schools without certified bargaining units.
Procedures. The Minnesota Satisfaction Questionnaire, a measure of satisfaction with twenty..,.one different aspects of the work environment, was administered to teachers from
selected Iowa public schools with certified bargaining units and without certified bargaining units. Means were calculated for each job satisfaction scale and the Hotelling's T2, a
multivariate analysis, was conducted. An additional analysis of the data was conducted using the nonparametric chi-square.
Findings. No significant differences existed between the levels of job satisfaction of teachers from schools with certified bargaining units and the levels of job satisfaction of teachers from schools without certified bargaining units.
Conclusions. A review of the literature indicated
varied and complex reasons existed for increased teacher militancy and organization. Teacher dissatisfaction was found to be one of the major factors in increased bargaining activity. However, the findings of the study indicated that teachers from schools with certified bargaining units are no more dissatisfied with twenty-one aspects of their jobs than teachers from schools without certified bargaining units.
Recommendations. The needs of individual staff members
are important. Boards of education and school administrators should create an environment which places an emphasis on the positive contributions of the collective bargaining process that seek to satisfy the needs of individual staff members.
Studies of the leadership styles of administrators and boards of education should be conducted to determine whether or not the type of leadership influenced the job satisfaction levels among the teachers in the study. Replications of this study
in states other than Iowa should be conducted to determine whether teachers who have been involved in the collective bargaining process for shorter or greater periods of time differ significantly in their job satisfaction levels. Similar studies should be conducted examining factors such as age, sex, experience, and training to determine if such demographic data influence teachers' job satisfaction levels
An Investigation to Determine if a Model Group Counseling Program Can Affect the A-Trait and A-State Anxiety of Children Who Are Under Stress
No full textvii, 124 leaves. Advisor: George LairThe problem. While growing up, children undergo developmental stress as well as situational stress such as being ill, having an ill or handicapped parent, having divorcing parents or even having a parent who might be dying. How they cope with the stress depends on many factors such as their coping mechanisms to date and how their parents cope. Because of the many stresses the parents have to deal with in their own lives during these times, it is possible their children's needs might
go unmet. Intervention, such as counseling, could be helpful to these children. Counseling cancer patients and their families is an emerging field with limited research. The purpose of this study was to determine if a model group counseling program could reduce stress in individual
children who have a parent with cancer.
Procedure. This quasi-experimental research project used a single-subject ab design. The study was conducted over a nine-week period. In order to measure the effectiveness of the six-session counseling program, stress was operationally defined as A-State and A-Trait anxiety and was measured during the control and treatment periods by using the State-Trait Anxiety Inventory for Children and the State-Trait Anxiety Inventory. Counseling objectives were to help the children
recognize, express, and deal with their own and their parents' emotions constructively; develop communication skills for handling difficult
situations; explore their own and others' values and assumptions about cancer and loss; and learn a relaxation technique they could incorporate
into their daily life.
Findings. Significant differences were found among the children on A-State and A-Trait anxiety scores. No significant differences were found among the A-State or A-Trait repeated measures. Thus, both null hypotheses were accepted. A-State anxiety was reduced significantly in
the first counseling session. The other sessions also showed a trend of reducing A-State anxiety. There was evidence from the children's ratings of the counseling sessions that they were helpful.
Conclusion. This research project was to ascertain if a model-group counseling program could alleviate children's anxiety. Significant education of A-State anxiety was found in one of six counseling sessions. Further research with a larger population would be to determine there is significance or only a trend in reduction