3,357 research outputs found
A Follow-Up of Drake University College of Education Graduates (1965-1971)
No full text111 leaves. Advisor: (none)The problem. This study was to collect data from recent graduates in an attempt to determine how well their programs prepared them for their
chosen vocation, and to provide input to the College of Education Departments for their consideration in program improvement.
Procedure. A mail questionnaire was developed to answer the following questions:
1. Where are the graduates now working?
2. Have they earned any advanced degrees? (If so, where?)
3. What vertical or horizontal professional changes have they made?
4. What are their evaluations of the program(s) from which they graduated?
The questionnaire was mailed to a random sample of 984 Bachelor's degree graduates and to all 917 graduates of advanced degree programs, using a procedure of an initial mailing to the sample and two subsequent follow-up mailing three weeks apart to non-respondents. The returns were tabulated for each of the four program areas: Teacher Education, Curriculum and Instruction, Counselor Education, and Educational Administration.
Findings. There was an average return of 74 percent of the questionnaires mailed. The lowest percent was in Teacher Education; the highest
return was by Educational Specialists in Administration graduates. The evaluation items were rating of the College by rating preparation in defined program performance skills. The responses are broken into two-year graduation periods and presented in table form by percentages
of positive responses. General conclusions are that the graduates: (1) liked their program of study, (2) thought it was effective, (3) would return to Drake for more coursework, (4) are employed consistent to their degree objectives, (5) are employed by local school districts, and (6) less than half have undertaken additional course work or earned advanced degrees
A Follow-Up Study of Drake University College of Education Graduates in Counseling and Personnel Services 1973-1978
No full text136 leaves. Advisor: Dr. George LairThe problem. It is important that institutions of
higher education identify program objectives and assess the results of their efforts to train students in these objectives. This is particularly true for institutions offering professional training. Institutions need knowledge about the graduates' evaluations of their programs to assist in decision making about program development and effectiveness.
This study was to collect data from recent graduates of the Counseling and Personnel Services programs in an attempt to determine how well their programs prepared them for their chosen vocations, and to provide input to the College of Education for their consideration in program development and evaluation.
Procedure. University records were used to locate
the names and addresses of the August 1973 through August 1978 graduates of Drake University's College of Educationn Department of Counseling and Personnel Services. Survey questionnaires requesting demographic, educational, and employment data, and containing educational goal and instructional objective statements reflecting the philosophy of the Department were adopted. Using a procedure of an initial mailing and two subsequent follow-up mailings, a return of 72 percent of the possible number of 180 was obtained.
The data obtained indicated the percentage of positive response by objectives considered appropriate or desirable by the faculty. The data was divided into subgroups based on program level and emphasis. It was then possible to test the hypothesis that no difference existed between
or among the various groups, using the two percentage figures.
Data from the related parent studies completed by
Means in 1973 and Prine in 1975 were used to test the hypothesis that no difference in the percentages of the responses occurred among these three studies.
Findings. The graduates' evaluations of their program objectives roughly paralleled the findings of the earlier two studies. While the program objectives were rated less positively in training effectiveness, a higher percentage were employed consistent with their individual degree objective(s) and as counselors than previously reported.
Conclusion. The major strengths of the program were the flexibility in selecting elective courses and the attitude of the faculty toward students. The respondents expressed the need for more varied experiences and increased supervision by experienced counselors during the practicum and internship segments of their programs
James Joyce and His Influence : William Faulkner and Anthony Burgess
No full textThe problem. James Joyce's Ulysses provides a basis for examining and analyzing the influence of Joyce on selected works of William Faulkner and Anthony Burgess especially in regard to the major ideas and style, and pattern and motif. The works to be used, in addition to Ulysses, include Faulkner's "The Bear" in Go Down, Moses and Mosquitoes and Burgess' Nothing Like the Sun. For the purpose, then, of determining to what degree Joyce has influenced other writers, the ideas and techniques that explain his influence such as his linguistic innovations, his use of mythology, and his stream-of-consciousness technique are discussed.
Procedure. Research includes a careful study of each of the works to be used and an examination of various critics and their works for contributions to this influence study. The plan of analysis and presentation includes, then, a prefatory section of the dissertation which provides a general statement stating the thesis of this dissertation, some background material on Joyce and his Ulysses, and a summary of the material discussed in each chapter. Next are three chapters which explain Joyce's influence: an introduction to Joyce and Ulysses; Joyce and Faulkner; and Joyce and Burgess. Thus Chapter One, for the purpose of showing how Joyce influences other writers, discusses the ideas and techniques that explain his influences--such things as his linguistic innovations, his use of mythology, and his stream-of-consciousness method. Chapter Two traces the pattern of Joyce's influence on William Faulkner in Faulkner's "The Bear" and in his Mosquitoes. Among the techniques discussed for comparisons and parallels between the two authors are language, time and timelessness, the journey motif, and the stream-of-consciousness technique. Chapter Three examines the influence of Joyce on Anthony Burgess in Burgess' Nothing Like the Sun. The similarities between the library scene of Joyce's Ulysses, in
which Stephen Dedalus proposes a theory about the life and works of Shakespeare, and Burgess' novel (how closely Burgess follows Stephen's discussion of Shakespeare) are traced through biography, sexuality and women, and religion. And finally, a conclusion is included in the dissertation which summarizes the ways by which Joyce influences other writers, especially in regard to Burgess and Faulkner
An Evaluation of the Teacher Education Program at William Penn College
No full textvii, 148 leaves. Advisor: Edward Hakanson.The problem. The purpose of this study was to evaluate the undergraduate teacher education program at William Penn College based upon a survey of the graduates' perceptions of the program from 1983-1987, as to the effectiveness and expected benefits of the program.
Procedure. Graduate records were used to identify the names and addresses of all William Penn College teacher education graduates from May 1983 through August 1987. All students were identified as having graduated with a teaching certificate from the state of Iowa. The number of graduates
who comprised the total population under consideration was 194. The survey was designed to obtain perceived achievement of program objectives and of program objectives relating to
job importance. The original mailing was followed by three sets of phone calls to all graduates. These calls resulted in a return of 74 percent of the surveys to graduates. The data represented the percentage of responses and mean values of the program objectives. The data was divided between
elementary graduates, secondary graduates, elementary supervisors, and secondary supervisors according to the seven stated hypotheses. MANOVA tests and a nonparametric test were used to test the hypotheses.
Findings. The graduates' perceptions of their program objectives were significant for each of the seven hypotheses. Significance (P<.05) was found between the mean values by groups. Graduates were satisfied about the perceived achievement of program objectives. There were significant
differences between groups.
Conclusions. There is a relationship between the
graduate's major (elementary, secondary) and the graduates perceived achievement of certain program objectives and their job importance regarding the concepts by which the education program was founded upon at William Penn College.
Recommendations. Further research is recommended to continue as a follow-up study of the teacher education program based upon the program objectives. These studies may determine areas of change due to changing demands placed upon
the teaching profession
Recommended from our members
Letter to William Meserole, Esq. from Hugh Drake Re: Blackwell Application Serial No. 720,745
No full textLetter to William Meserole from Hugh Drake regarding the difference between Blackwell's patent application and that of Burt Scheiner's research in 1975
[Documents, commissions, court cases, etc., under Governors George Bridges Rodney and Francis William Drake]
No full textA typed transcription of assorted documents from the time of Newfoundland Governors George Bridges Rodney and Francis William Drake, 1749-52. There is no index, but they are arranged chronologically.Cataloguer's title
Subterranean Prose : The Thematic Similarity in the Novels of Henry Miller, Jack Kerouac, William S. Burroughs, and Kenneth Patchen
No full text114 leaves. Advisor: Norman HaneThe problem. Mid-century brought the advent of a new upsurge of underground writing labeled "Subterranean" prose. The problem posed in this thesis was to define the function
of Subterranean prose and, once defined, to investigate into any progressive qualities contained in the prose.
Procedure. Investigation into Subterranean prose centered around research into the historical events of the 1940's and 1950's and into the initial underground works of
the more prominent Subterranean writers, Jack Kerouac, Henry Miller, William S. Burroughs, and Kenneth Patchen.
Findings. The restrictive literary and cultural
climate of the time encouraged a specific mode of expression and conformity. These restrictions drove many authors underground. These four authors, notably, developed alternative literary styles with which to express similar attitudes concerning man and his environment.
Conclusions. The primary function of subterranean prose on the literary continuum was to break the boundaries of conventional prose and thereby open new avenues for experimental writing. Subterranean writers attempted to jar the literary world out of the complacency of the 1950's. The thematic structure of man in search of himself and his
world was developed through a wide diversity of styles so that the content of the novels was contained in the form itself
Are Teacher Experience and Education Associated with Evaluation Ratings?
No full textviii, 125 leaves. Advisor: Hilda L. William
A School Community Needs Assessment of the Albia Community School District
No full textv, 63 leaves. Advisor: Robert L. WhittThe problem. The purpose of this study was to present an assessment of the educational needs of the Albia Community School District as
viewed by parents, voters, and civic leaders in the community, thereby aiding the Board of Education, administration, and faculty in planning
the curriculum, facilities, budgets, in-service, etc.
Procedure. The opinionnaire method of research was employed to determine the reactions by the parents, voters, and civic leaders. Two methods of administering the opinionnaire were used. One, a group interview technique was used with the civic groups. Secondly, a mailing technique was used to administer the opinionnaire to parents, voters,
and the Chamber of Commerce. The results were analyzed by computing the average rating of each objective used in the study and arranging the
objectives in order of importance according to the average rating. Thirdly, the objectives were grouped under a major heading and the ratings for the objectives were averaged. That average became the average rating for the major heading. There were sixty objectives used. They were grouped under eighteen major headings. The eighteen major
objectives were ranked In order of importance according to their average ratings.
Findings. The response to the opinionnaire was good. There were 74.5 percent of the participants that returned the completed opinionnaire. The emphasis of the participants seemed to center on fine arts, use of leisure time, health and safety, and family living. The major objectives' averages ranged from 3.8 to 2.9 on a five point scale where
five was the highest possible score.
Conclusions. The immediate purpose of the study was to provide a basis for the Albia Community School District to initiate long-range planning
of philosophy, goals, and activities, facilities, etc. The study provided that basis by providing a summary of the ratings in order of importance as determined by the participants. The members of the school district feel that emphasis needs to be placed on the fine arts curriculum. In the opinion of the author of the study, the fine arts
curriculum in this particular school district needs strengthened.
Recommendations. The results of the study should be adopted by the Board of Education and the superintendent or his appointed edministrator
should assume leadership for developing an executive committee of a cross-section of the community (including students) to begin a serious
study of the curriculum of the Albia Community School District
- …
