identifier: Reid, Gregory Roy <https://research.library.mun.ca/view/creator_az/Reid=3AGregory_Roy=3A=3A.html>   (1995) School counsellors' perceptions concerning the impact of unexpected long-term widespread unemployment on senior high school students in Newfoundland fishing communities.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this exploratory research was to investigate the impact of unexpected widespread local unemployment on senior high students in communities with one main industry - fishing, from the perspectives of their school counsellors.  The sample consisted of 19 counsellors from high schools along the east coast of Newfoundland who served in 119 communities having high numbers of fishery workers who were unemployed due to the closure of the Northern Cod fishery. -- Based on a review of the literature concerning the effects of unemployment on children, an instrument was developed and sent to counsellors who met the criteria for the study.  Through the use of closed-form (Likert scale) and open-form items, counsellors were asked to assess how students were being affected in five general areas: school behaviours, career aspirations, family relationships, financial resources, and mental and physical health.  Male and female students were rated separately on the Likert scale items.  In each section a first open-ended question asked if there were any other changes that had taken place not previously addressed.  A second question asked counsellors to list programs that might be implemented in their respective schools and communities that might address any student change. -- The ten top ranked indicators of perceived student change involved items that addressed students' future job expectations, requests for training information, valuing of education, admission rates, visits to counsellor, allowance money, and indications of stress and depression. -- Each section was also ranked in terms of the percentages of counsellors who reported student changes on items.  Macro analyses indicated that changes were reported, from most to least, in the following areas: Career Aspirations; Mental and Physical Health; Financial Resources; Family Relationships; and School Behaviours.  Some counsellors reported changes in open-form responses in areas not identified in closed-from items.  Certain recommendations for programs to address changes identified were also given.  T-tests revealed relatively few perceived gender differences.  It is recommended that future research be conducted and models developed to determine more precisely the actual situation in order that useful programs might be implemented in schools and communities affected.


identifier: Foley, P. Leonard <https://research.library.mun.ca/view/creator_az/Foley=3AP=2E_Leonard=3A=3A.html>   (1982) Self-knowledge and self-control for adolescents: teaching psychology in Newfoundland high schools.  Masters thesis, Memorial University of Newfoundland.

type: Thesis NonPeerReviewed

format: application/pdf application/pdf

abstract: The purpose of this study was two-fold:  first, to investigate the nature and potential effects of high school psychology, as taught to secondary school students in the United States and, secondly, to experimentally assess the main effects of a six-week high school psychology course on student self-perception and locus of control. - A preliminary study was conducted by visits to twenty selected high schools in the eastern United States.  Interviews were conducted with teachers and self-reports obtained from students who were participating in high school psychology courses.  The central theme emerging from this data indicated that such courses have a positive effect on student level of self-knowledge and self-directedness. -- Based on the findings of this investigation an experimental study was conducted with a class of-Grade X students at a secondary school in St. John's, Newfoundland.  They were taught a six-week psychology course and administered pre and post outcome measures of self-perception and self-directedness using the Tennessee Self-Concept Scale and Rotter's Internal-External Locus of Control Scale.  The same measures were administered to a comparable Grade X class which served as a control group. -- An analysis of covariance with pre-scores treated as covariates resulted in no significant differences between the experimental and control groups on either outcome measure.  These findings are discussed with consideration of their implications and suggestions for subsequent research.


identifier: Dalley, F. Cherry <https://research.library.mun.ca/view/creator_az/Dalley=3AF=2E_Cherry=3A=3A.html>   (1984) Resource-based learning: a selected list of print and nonprint instructional materials to support and enrich the grades 7 and 8 geography programs in Newfoundland schools.  Masters thesis, Memorial University of Newfoundland.

abstract: The primary purpose of this study was to select appropriate print and nonprint instructional materials to support and enrich units presented in the grades 7 and 8 geography programs currently in use in Newfoundland schools. - The compilation of a selected, recommended list of instructional materials necessitates an understanding of the need for judicious selection, and an awareness of selection principles.  The writer was guided by these factors when determining which materials were suitable for inclusion in the annotated, recommended list. -- The recommended materials in this list which were examined by the writer were obtained either from local sources, such as district centers, the provincial Department of Education, the National Film Board, and the Curriculum Materials Center at Memorial University of Newfoundland, or were obtained for previewing from various publishers.  All materials included have been recommended by reputable reviewing periodicals, or other selection sources, or on the basis of the writer's personal study and assessment.  For each selected item, complete bibliographic Information, an annotation, and an indication of the appropriate age or grade levels are provided. -- This list makes no attempt to be exhaustive.  It is an initial selection tool for educators and/or students in search of useful materials to supplement the grades 7 and 8 geography programs in this province.  This annotated list will need to be updated regularly to include newer materials which are constantly being produced.


identifier: Davis, Kimberly <https://research.library.mun.ca/view/creator_az/Davis=3AKimberly=3A=3A.html>   (1988) Resource-based learning in the primary school.  Masters thesis, Memorial University of Newfoundland.

abstract: The main focus of this study was resource-based learning in grade three classrooms in the province of Newfoundland and Labrador.  The literature was examined with respect to detailed descriptions of and research conducted into this learning approach.  A field survey was conducted to gather information with respect to the practice of resource-based learning in a selected sample of grade three classrooms. -- Scheduled interviews were conducted with the provincial primary and school libraries consultants at the Department of Education, and with the primary and school libraries coordinators at the Avalon Consolidated and Roman Catholic school boards in St. John's, Newfoundland.  A mailed questionnaire was distributed to a randomly selected sample of 197 grade three teachers from thirty-three of the thirty-five school boards in the province.  One hundred and thirty-eight, or seventy percent, of the teacher questionnaires were completed and returned to the examiner. -- The many advantages which the resource-based approach to teaching and learning can offer to children and teachers alike was evident from the literature.  The literature showed also the close link between the school library program and the resource-based approach to teaching and learning. -- Findings from the study revealed that resource-based approaches are recommended at the Department of Education, school board and school level.  The results of the survey indicated that the majority of teachers are working toward this approach.  However, this is not to say that the approach is practised province-wide.  Teachers who indicated that they practise this approach are well aware of the benefits it can offer to the children and themselves but are equally aware of the problems associated with it.  Concerns were expressed particularly with respect to time needed for planning, limited resources, and a shortage of qualified teacher-librarians who could work cooperatively with classroom teachers. -- Based on findings from this study, recommendations were made for additional assistance and support in this area, and for further research.


identifier: Stieda, Sieglinde Gertrud <https://research.library.mun.ca/view/creator_az/Stieda=3ASieglinde_Gertrud=3A=3A.html>   (1977) The development of a handbook of bio-bibliographies of Canadian artists who illustrated children's books published 1815-1975.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this internship was to identify Canadian artists who illustrated children's books. -- Of six hundred children's book artists thought to be Canadian 164 artists were positively identified as being Canadian.  The children's books referred to in this project were those published between 1815 and 1975. -- An artist was considered Canadian if he met one of the following criteria:  (1) the artist was born and lived in Canada, (2) the artist was born in Canada and lived there during his formative years, (3) the artist immigrated to Canada in youth or middle age and spent the rest of his life there, (4) the artist was born elsewhere, but was influenced in some way by the time spent in Canada, and (5) the artist was born elsewhere, but influenced Canadian art during his stay in Canada. -- A biography was written for each artist who met one or more of the above criteria.  In addition, a bibliography was prepared for each artist.  The bibliography consists of works created by the artist, and references about him.


identifier: Hepditch, Yvonne <https://research.library.mun.ca/view/creator_az/Hepditch=3AYvonne=3A=3A.html>   (1983) The development of a handbook on primary and elementary reading tests for the classroom teacher.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis was concerned with the development of a handbook  which lists and describes a number of reading tests that can  be utilized by primary and elementary teachers to help them diagnose the strengths and/or weaknesses of their students in reading. -- As part of a needs assessment, a questionnaire was designed to determine whether teachers in Newfoundland and Labrador were using reading tests, what types were used, e.g., diagnostic or achievement, and the purpose of using them. The questionnaire was sent to a random sampling of 201 teachers working in grades one to six  and employed in different schools across the province. This limited survey showed that many teachers were not using published reading tests. In some schools, tests were used, but were not administered by the classroom teachers. Testing was usually done by a guidance counsellor or a consultant from the school board central office staff. -- Tests included in the handbook were selected on the basis of their  recommendation by reading specialists as gathered from professional literature, and also on the basis of their usability by the classroom teacher who does not necessarily have a background in testing. The tests are divided into eight categories: Group Diagnostic Tests, Group Survey Tests, Individual Achievement Tests, Individual Diagnostic Reading Tests, Oral Reading Tests, Reading Inventories, Reading Readiness Tests, and Tests of Word Analysis and Phonics Skills. Publication data is given for each test, along with a description of the test, and comments on its strengths and/or weaknesses according to Buros' Mental Measurements Yearbooks. -- The resulting "Handbook of Reading Tests for the Classroom Teacher" appears in Appendix C of this thesis. It includes a table of contents, an introduction, a list of references, a glossary, an index and  a descriptive list of thirty eight reading tests.


identifier: Coombs, Clarence <https://research.library.mun.ca/view/creator_az/Coombs=3AClarence=3A=3A.html>   (1985) The development of a library-research-activity unit on Greek mythology for the junior high school grades in Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of the study was to develop a self-contained library-research-activity unit on Greek mythology for the junior high school students in Newfoundland. -- The unit, entitled Greek Mythology, was the result of a number of prescribed steps covered in Part I of the study.  First, the textbooks presently in use in Newfoundland schools at the junior high level were examined.  The examination showed that not only was there a lack of mythology in the junior high grades, but what was included was given in a piecemeal, incoherent fashion. -- Second, some of the many interpretations or explanations of mythology were discussed because of its influence on ancient arid modern societies.  There was also a discussion on the nature of Greek mythology.  Specifically, this discussion dealt with the characters, characteristics, and plots commonly found in Greek myths. -- Third, a review of literature of the young adolescents’ intellectual growth, as it relates to their reading habits and interests was conducted.  Several studies, spanning the past forty years, on students’ reading habits and interests were also examined. -- Fourth, because of the nature of the subject matter and the interest of young adolescents in tradebooks, the library-research-activity unit was chosen as the best approach for the development of the unit.  Taba's model for curriculum development was chosen as the model to follow; therefore, a general summary of the seven steps contained in the model is given.  A detailed step-by-step formation of the unit through these seven steps is also included. -- Part II of the study consists of the actual instructional unit which is comprised of individual research activities and group projects, each with its own specific behavioural objectives and explanations.  An annotated bibliography, a listing of the books suitable for the completion of the unit, and a list of other related materials are also included.


identifier: Burry, David <https://research.library.mun.ca/view/creator_az/Burry=3ADavid=3A=3A.html>   (1984) The development of a remedial reading program for the high school educable mentally handicapped student.  Masters thesis, Memorial University of Newfoundland.

abstract: The primary purpose of this study was to develop a handbook of specific instructional techniques and strategies in the areas of vocabulary and comprehension development for the educable mentally handicapped students at the senior high school level. -- The development of the materials contained in this handbook came as a result of:  first, the gathering of data; second, the selection of relevant data pertinent to the objectives; third, the development of techniques and strategies based on the pertinent data and objectives. -- The following sources were used in the gathering of data.  Literature related to the topic of this study and a computer search of the ERIC (Microfiche) documents.  Ideas and strategies presented in Special Education Courses at Memorial University.  Techniques and strategies presented by various Special Education Teachers at meetings and workshops.  Finally, materials and techniques developed and used in the teaching of Senior Special Education for twelve years. -- The criterion used for the selection of materials, techniques, and strategies presented in this study was as follows: first, suitability for the age group of the target population; second, consideration of the instructional levels of EMH students; third, the objectives of the study could be evaluated by observable means; fourth, developmental progress could be made by students in this program.


identifier: Neary, Gordon Francis <https://research.library.mun.ca/view/creator_az/Neary=3AGordon_Francis=3A=3A.html>   (1977) The development of a suggested core media skills program for grades nine to eleven.  Masters thesis, Memorial University of Newfoundland.

abstract: This internship project reports on the need for a program of media skills at the high school level.  With the need established the project proceeds to give a general course outline to guide resource teachers in teaching media skills to high school students. -- The aim of the course is to provide grade nine, ten and eleven students with the skills necessary to interpret and use the various media forms effectively and efficiently. -- A section of the project provides an overview of this course and includes an introduction, a review of related literature, the need for the course and related references. -- The course appears as an appendix, and consists of a table of contents, a definition of terms, an introduction for the teacher, a unit and grade level chart, goals of the course, unit summaries and an outline of topics under each unit.  Most topics are listed with references and all topics have objectives and sample activities.  A major list of references is presented at the end of the course.  The format for the course was chosen for flexibility and clarity and, as implied above, is designed to serve-more as a guide than a detailed course outline.  The scope of this guide is limited and a number of recommendations and conclusions are set down.


identifier: Hunt-Fitzgerald, Gertie <https://research.library.mun.ca/view/creator_az/Hunt-Fitzgerald=3AGertie=3A=3A.html>   (1986) The development of a system for the classification of children's written responses while imagining situations related to a dental visit.  Masters thesis, Memorial University of Newfoundland.

abstract: Little attention has been directed at analyzing verbal responses to look at cognitive aspects of anxiety, particularly in the lower age levels.  In view of this, a system was developed for the classification of children's written responses obtained in a 1983 pilot study designed to study various aspects of dental anxiety.  The responses were elicited by asking children to imagine four situations related to a dental visit. -- Studies in the psychology of language and the approach taken by a number of psycholinguistic studies suggested the methodology for developing such a system.  The unit of analysis, the independent clause, was defined according to the rules of English grammar.  Each unit was classified according to two types of categorization.  Categories under mode of responding correspond with the three response systems or components of fear described by the Three-Systems-Model of fear.  Categories under valence of responding, indicate whether the units were positive or negative. -- Reliability was demonstrated by having two independent raters use the system to classify the written responses of a random sample of subjects from the larger sample.  Percentage of agreement was the index of reliability used.  The agreement on units and categories was, with one exception, not less than eighty percent.  Analysis relating the classified verbal responses to dental anxiety scores also demonstrated the system's capability of distinguishing among low and high dentally anxious children, thus providing a measure of criterion validity.


identifier: Wheeler, Calvin George <https://research.library.mun.ca/view/creator_az/Wheeler=3ACalvin_George=3A=3A.html>   (1976) The development of a systematic approach to the teaching of mathematics based on Bloom's model for mastery learning.  Masters thesis, Memorial University of Newfoundland.

abstract: This paper attempts to present a description of a curriculum development project in an eighth grade Mathematics class, developed and implemented to fulfill the requirements for the degree of Master of Education in curriculum studies at Memorial University. -- In the introduction, the writer attempts to justify the need for change in many areas of education.  He discusses some basic conditions that may contribute to the retardation of student achievement such as individual differences, the feeling of inadequacy experienced through failure, the types of instruction used, and the practice of continuous promotion.  It is suggested that, although many advances have been made in education during the last decade, many changes are still necessary in the field of instruction.  The writer hypothesizes that the introduction of mastery learning as an approach for teaching would increase the achievement of our students as well as permit a greater emphasis on individualized instruction. -- The concept of mastery learning refers to an approach of instruction that provides for complete mastery of the subject matter.  It is characterized by (1) an analysis of the subject matter (2) an emphasis on feedback/correction procedures (3) a development of specific corrective measures, and (4) an evaluation of student progress.  The model of mastery learning was conceptualized by J.B. Carroll in 1963 and transformed into an effective strategy for instruction by B.S. Bloom in 1968.  It is based on the premise that all students can master the prescribed tasks if the time supplied is sufficient.  The paper includes the variables that determine the rate of learning.  They are: aptitudes, ability to understand instruction, quality of instruction, perseverance, and time. -- In Chapter 4, the report describes the implementation of this strategy in a Grade 8 Mathematics class in a Junior High School.  The implementation followed the basic steps for development as proposed by Bloom and Carroll.  These were: (1) Prerequisite planning (2) Adoption strategies (3) Organization of materials (4) Instructional procedures, and (5) Summative evaluation.  Besides a student profile, the chapter includes a detailed account of the procedures followed to correct the diagnosed weaknesses, the progress made in student achievement, and the changes observed in student attitudes. -- The final chapter summarizes the basic strengths and weaknesses of the mastery learning approach.  The writer concludes that the major strengths of the approach are the advantages gained through superior planning, the feedback and correction procedures which transform group based instruction into individualized instruction, the extent it caters to individual differences, and the apparent degree of success it acclaims.  The major objections to the approach are related to the administrative problems that it generates and the difficulty experienced in teaching for objectives beyond the knowledge level. -- It is hoped that this paper will assist other teachers who are so inspired to try this or similar projects in their classrooms.


identifier: Browne, Dennis Gordon <https://research.library.mun.ca/view/creator_az/Browne=3ADennis_Gordon=3A=3A.html>   (1979) The development of an audio-visual career information package with relevance for individuals intending to pursue studies at Memorial University of Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The intention of this project was to develop an Audio-Visual Career Information Package consisting of six synchronized slide-tape presentations dealing with educational and occupational information.  In particular, the project developed overview materials concerning careers available upon completion of a Bachelor's Degree in the Arts, Commerce, Education, Engineering, the Sciences and Social Work. -- The project was undertaken in response to a need, both perceived and documented, for the development of locally relevant, up-to-date career information in the province.  The materials were intended for use by students in secondary and post-secondary educational institutions and other individuals interested in pursuing a career upon completion of a Bachelor's Degree in one of the above mentioned areas. -- The first step in the project was to review audio and/or visual materials available locally; next, a review of the literature was undertaken to determine the type of information considered essential by career information theorists for inclusion in a career information presentation; finally a literature search was conducted to determine the efficacy of presenting career information in an audiovisual format. -- Upon completion of the research, six scripts were prepared utilizing information from numerous printed sources, and from a series of ninety-seven audio taped interviews with university graduates in a variety of occupational fields.  Members of various departments at Memorial University of Newfoundland were consulted to verify the accuracy of information. -- The final portion of the project involved the photographing of a large number of occupational scenes, and the selection, from a number of slides, of suitably matching scenes. -- The audio and visual portions of each presentation were then set up with graphics and synchronized into six final products. -- These materials, which were designed for use with individuals or with small groups or classrooms have been made available to the Department of Education, Instructional Materials Division, for reproduction and dissemination to the high schools in the Province of Newfoundland and Labrador.


identifier: Maddock, John J. (John Joseph) <https://research.library.mun.ca/view/creator_az/Maddock=3AJohn_J=2E_=28John_Joseph=29=3A=3A.html>   (1981) The development of an inservice instructional program for teachers of poetry in junior high school.  Masters thesis, Memorial University of Newfoundland.

abstract: This project has been designed for the English department head or English co-ordinator who is presently or soon will be working with teachers in the teaching of poetry.  The inservice package has been designed to serve as an instructional base on which the inservice leader can build or adapt to meet his or her specific needs.  The intention is not to solve all the problems or offer solutions to all problems in the teaching of poetry,   but to present practical suggestions in four areas of most concern to teachers.  They are, teacher knowledge, selection of poetry for students, teacher freedom and autonomy in the classroom, and methods and techniques for introducing poetry. -- The   appendix contains several sections that would be of interest to teachers.  In particular, the index of poetry offers a list of readily available poems and chronological dating of poets; and the suggested articles, books on poetry and about poetry, and specific poems for junior high school may be of assistance in compiling teacher personal poetry files.


identifier: Scott, Herbert Calvin <https://research.library.mun.ca/view/creator_az/Scott=3AHerbert_Calvin=3A=3A.html>   (1978) The development of an instructional unit for elementary social studies entitled "The Beothucks".  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this project was to develop a unit of curriculum and instruction about the Beothuck Indians. The instructional package would be suitable for Grade Five students and contain a student handbook, a teacher guide, and a slide-tape presentation. -- The content was derived from original historical documents written about the Beothucks. The material was rewritten and restructured to suit the abilities of average Grade Five students. -- When the unit was developed specialists, from social studies, curriculum and development, and audiovisual education, assessed it for content validity, structure, presenttation, and representation. Revisions were made after these assessments, and also based on results of students' and teachers' evaluation forms. Following this the instructional  package was submitted to the classroom for student - teacher  assessment. Two elementary school classes consisting of 54 students and their teachers, under the Terra Nova Integrated  School Board, participated in these classroom trials which took place in May and September 1977. -- Evaluation was provided by the results of students responses on the pretest  knowledge scale instrument, posttest knowledge scale instrument, preprofile scores and postprofile scores on the semantic differential attitude form. -- The conclusions are that the objectives of the unit were met and that the unit is a successful instructional package. There was significant growth in positive attitudes towards the Beothucks. Grade Five students are able to learn and understand large amounts  of factual materials presented in a multi-media approach.


identifier: MacOjong, Tabot Timothy <https://research.library.mun.ca/view/creator_az/MacOjong=3ATabot_Timothy=3A=3A.html>   (1980) The development of education in the Anglophone provinces of Cameroon during British administration 1919-1960.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study is to explore and assess the development of education in the Anglophone Provinces of Cameroon, during British Administration under the League of Nations Mandate and the United Nations Trusteeship, 1919 to 1960.  The introductory Chapter I provides an overview, nature, organisation and methodology of the study.  In Chapter II, a historical background of the beginning of westernisation of the Cameroons is provided; it covers the period beginning with the arrival of European traders and missionaries to the end of German Administration in 1918.  Although British Administration was only introduced in 1919, British influence, through its anti-slave trade activities at the Atlantic coast, the widespread use of "pidgin” English and the pro-British disposition of the natives was omnipresent and potent, between 1844 and 1918.  The mistake of Germany in 1914-18 ultimately gave to Britain a slice of the territory which had been a bone of contention.  Consequently, German educational system was replaced by that of the British.  Chapter III provides a geographical and cultural framework within which the new system began operating in 1922.  Throughout the text, these factors are shown to have impinged on the expansion and extension of education. -- In Chapter IV, the examination of the introduction of British colonial education policy is shown to have emerged only as a response to the recommendations from the studies of the state of education in West Africa by the Phelps-Stokes Commission in 1920-21.  Although the Cameroon Province was not a British colony, the recommendations applied to it through its joint administration with Nigeria.  Chapter V surveys the development of educational institutions. -- The educational system developed in the territory was a hybrid of government and voluntary agency schools, with the Missionary Societies bearing a greater burden; the same partnership also existed with regard to teacher training institutions, examined in Chapter VI.  The status of the teacher, except for the government teacher, was synonymous with penury and poverty.  In Chapter VII, the curriculum and methods of teaching in these schools are examined.  As revealed in it, the primary school curriculum was influenced by the philosophy of education for the Negroes in the South of the United States, that of teacher training institution was determined largely by the primary school curriculum, and that of the secondary and the trade school was determined by School Certificate examinations of London and Cambridge Universities and the London City and Guilds Examinations respectively. -- The examination of educational finance in Chapter VIII shows the main sources to have been government grants-in-aid, school fees and education rates and contributions from the home boards of Missionary Societies.  In mass and cultural education, Chapter IX reveals that it lagged behind formal education except in the plantations of the Cameroons Development Corporation.  Outside the C.D.C. plantations, literacy was characterised by laissez-faire.  There was emphasis on community, leadership and citizenship education.  Chapter X is a summary and conclusion of the study.  The development of education in the Anglophone Provinces during British Administration was largely determined by the mandate and trusteeship system of the League of Nations and the United Nations; it was overshadowed by the joint administration with Nigeria.  The relative balance in the lopsided educational development between Nigeria and the Southern Cameroons, where a replica of the British education system was firmly established by 1960, was ensured by the Missionary Societies.


identifier: White, George H. <https://research.library.mun.ca/view/creator_az/White=3AGeorge_H=2E=3A=3A.html>   (1985) The development of guidelines for promoting language as an aid to the learning process.  Masters thesis, Memorial University of Newfoundland.

abstract: In order to give students an opportunity to reach their potential, it is important that teachers be aware of the power of language in learning.  They must realize that promoting the development of children's language will help the children to become critical thinkers and increase their capacity to learn.  In the busy atmosphere of a regular classroom with all of its immediate demands teacher sometimes overlook the fact that it is through language that students learn.  For some teachers the word language is strictly related to the surface structure of language, as something to be corrected rather than as an aid to the construction of thought. -- This study was undertaken to survey the literature related to the nature of language and to the promotion of learning in the students.  The purpose was to develop guidelines to broaden teachers' views of language so that they would incorporate a greater variety of language uses in their teaching.  Another purpose was to focus on methods of teaching (other than the lecture method) which would give greater consideration to students' becoming more actively involved in their learning. -- The set of guidelines provided for teachers include relevant background material and general language statements as well as guidelines for exploratory talk, small groups, teacher questioning, large group discussions, and writing.  In these guidelines emphasis is placed in allowing students to formulate their own language rather than just to repeat what someone else said.  A second chapter of Part II deals with the implementation of the guidelines.  Two main headings of this chapter include a discussion of the roles of key people responsible for implementing the guidelines and key factors related to the implementation of the guidelines.  The need for more analysis of classroom interaction between teachers and students has been suggested.  A selected bibliography is provided for teachers who wish to do additional reading on the subject.


identifier: Kelly, Edward Gordon <https://research.library.mun.ca/view/creator_az/Kelly=3AEdward_Gordon=3A=3A.html>   (1974) The development of instrumental content for grade nine social studies students in Newfoundland and Labrador : topic, the Canadian north.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis has no abstract


identifier: Ash, Brian M. <https://research.library.mun.ca/view/creator_az/Ash=3ABrian_M=2E=3A=3A.html>   (1985) The development of literacy: practice and intent.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis is a response to what has been popularly termed the literacy crisis.  The concept of literacy is examined in historical perspective.  Subsequently, a humanistic conception of literacy is presented. -- A practical application of literacy instruction theory is provided through the description of an innovative curriculum project carried out in 1979-1980.  While this project addressed the needs apparent in a specific school context, implications for any secondary school curriculum were made evident.


identifier: Mercer, David John <https://research.library.mun.ca/view/creator_az/Mercer=3ADavid_John=3A=3A.html>   (1981) The current status of students' councils in a sample of Newfoundland and Labrador senior high schools.  Masters thesis, Memorial University of Newfoundland.

abstract: This study described the current status of students' councils in a sample of Newfoundland and Labrador senior high schools.  Responses to the questionnaire utilized in the survey were solicited from the following in-school groups:  administrators, faculty advisors to the students' councils, students' council members, and members of the student body. -- This study revealed that students' councils were mostly involved in organizing social and recreational activities, despite the fact that the student subgroup indicated that students’ rights was the prime area for concern.  The staff subgroup cited student responsibilities as the area in which they would most like to see students involved.  An overwhelming degree of consistency was revealed between both subgroups in citing preferred and non-preferred areas for student participation in decision-making.  Both the student and staff subgroups claimed that poor attitudes demonstrated by the other, and ineffectual student-staff communication were the major factors hindering meaningful student involvement in decision-making.  This suggested that new channels of student-staff communication, perhaps within a new students' council structure, were desirable.


identifier: Lane, Winston Jordan <https://research.library.mun.ca/view/creator_az/Lane=3AWinston_Jordan=3A=3A.html>   (1977) The development and evaluation of a multi-media kit on David Blackwood--Newfoundland artist.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis has no abstract


identifier: Watton, Edwin Arthur Hollands <https://research.library.mun.ca/view/creator_az/Watton=3AEdwin_Arthur_Hollands=3A=3A.html>   (1985) The development and evaluation of a grade 7 instructional package entitled "Some common wildflowers of Newfoundland".  Masters thesis, Memorial University of Newfoundland.

abstract: The project, Some Common Wildflowers of Newfoundland, involves a report on the development of a media package on the identification of Newfoundland wildflowers.  The package includes slides on fifty species of wildflowers, fifty student cards to help with the identification of the flowers, and a teacher booklet containing  information about each wildflower.  The media package is designed to be used with the Searching for Structure science program in junior high school. -- The need for the package was established through informal and formal means.  Wildflowers were photographed, student identification cards were designed, and information on each wildflower was obtained.  These components were put together in an instructional package for presentation to students.  Before the package was presented it was examined by experts, content specialists, learning specialists, and a media specialist, for their evaluation. -- The media package was tested at three different schools throughout the province of Newfoundland and Labrador.  Data from the testing process revealed that the package was well received and helped students identify wildflowers.  Using this as evidence of the value of the package it was decided to make it available to schools of Newfoundland and Labrador.


identifier: Cooper, Varrick <https://research.library.mun.ca/view/creator_az/Cooper=3AVarrick=3A=3A.html>   (1982) The development and evaluation of a unit of high school English dealing with Newfoundland dialect and standard English.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this internship was to develop and evaluate a unit of curriculum and instruction for senior high school English students in Newfoundland. -- The unit, entitled Two Varieties of English, analyzes the vocabulary, pronunciation and grammar of both Newfoundland dialect and standard English and the way each has developed.  Objective 1 of the unit, therefore, was to give the students who studied the unit, a Grade Eleven English class at Coaker Academy, New World Island, an understanding of the history and structure of Newfoundland dialect and standard English.  The degree to which this objective was attained was determined by the administering of a post-unit quiz. -- Two Varieties of English also deals with both popular and learned attitudes to Newfoundland dialect and standard English.  The unit agrees with the linguists who have studied the two varieties of English that Newfoundland dialect is a legitimate, effective means of communication for certain purposes, audiences, and settings.  At the same time, it recognizes the necessary role that standard English has as the accepted uniform means of communication in the larger community of divergent linguistic practice where dialectal variations would impede communication.  It acknowledges the barriers to economic and social advancement that are erected if one fails to use standard English in certain kinds of communication situations.  The unit advises that it is neither necessary to accept these barriers nor to reject the language of one's family, friends, and community.  The unit proposes as the solution to this dilemma bidialectalism, the use of Newfoundland dialect or standard English depending on which is more suitable for a particular communication situation. -- Objective 2 of the unit, therefore, was to promote rational attitudes toward Newfoundland dialect and standard English.  The degree to which this objective was achieved was determined by comparing the results of a pre-test and post-test of students’ attitudes to Newfoundland dialect and standard English.  The same Likert-type instrument was used for both the pre-test and post-test.  It consisted of twenty-five statements each of which expressed an opinion about Newfoundland dialect or standard English or both. -- Data as generated would appear to support the following conclusions: -- 1. Objective 1 was achieved to a high degree. -- 2. Objective 2 was achieved to a fairly high degree.


identifier: Laracy, Peter T. <https://research.library.mun.ca/view/creator_az/Laracy=3APeter_T=2E=3A=3A.html>   (1984) The development and standardization of a map reading test for grade nine students in the province of Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to develop and standardize a map reading test that could be used to assess the attainment of beginning grade nine students.  The review of research and related literature pertaining to map skills indicated a need for assessment instruments to be relevant to local and regional skills objectives. -- Consequently, this researcher focused on the development of a test which assessed twenty-eight skill statements which had been formulated on the basis of a study of the curriculum guides and textbooks currently used in the social studies programs in the province of Newfoundland.  The test attempted to assess student's ability in the use of direction, elevation, location, scale, grid systems and map interpretation. -- The following of test development procedures resulted in the creation of a revised form of the test based on suggestions from a professional cartographer, a testing expert, geography teachers, a social studies specialist and data obtained in trial testing of the instrument. -- Using a cluster sampling technique, the revised instrument was administered to two hundred twenty grade nine students in ten schools across nine different school boards in the province of Newfoundland. -- The analysis of test results involved computing mean percentage scores of all students in each skill area.  On the test as a whole, the students' mean percentage score was sixty-six percent.  A Kuder-Richardson 20 reliability coefficient of .89 was obtained for the test.  Norms for the test were developed by transforming raw scores to T scores and percentile ranks. -- The limitations of the study were discussed.  Also, a number of suggestions for further research were presented. -- On the basis of the findings of the study, it was concluded that an instrument for assessing the map reading skills of beginning grade nine students had been developed that (a) was valid and reliable; (b) could be used to diagnose students' skill deficiencies; and (c) permitted comparison of students' performance with established norms.


identifier: Greenham, Lloyd G. (Lloyd George) <https://research.library.mun.ca/view/creator_az/Greenham=3ALloyd_G=2E_=28Lloyd_George=29=3A=3A.html>   (1981) The development and testing of an instructional package to teach the basic map reading skills of latitude and longitude to low-achieving junior high school students.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to develop and test an instructional unit on the topic, Latitude and Longitude, and to decide whether such a social studies instructional unit produced positive achievement for slow-learning students at the junior high school level.  The unit was developed in response to an educational problem that centers around the fact that children vary individually in their learning capacities as they enter junior high school.  Prior to and in conjunction with the development of the instructional package a review of literature and research related to instructional development and learning theories in general and to map skills specifically was conducted.  Also, it was hypothesized that the instructional unit leads to a greater achievement than the traditional textbook-lecture method of instruction. -- The steps involved in designing the instructional package were described and revisions were made on the basis of criticisms from teachers, a professional geographer, an instructional development specialist, and a group of students.  The package was subjected to the Lorge-Thorndike word list and revisions were made, where necessary, in order to arrive at a vocabulary level appropriate for a slow-learning grade seven class. -- After the program was developed, it was tested and evaluated at Beothuk Collegiate, Baie Verte, Newfoundland.  The kit was compared with the textbook-lecture method of instruction in an experimental versus a control group situation.  Through a table of random selection the students in a slow-learning grade seven class were assigned to treatments.  A pretest-posttest design was used to test the hypotheses.  A t-test was used to test for significant differences. -- The limitations and findings of the study were listed and described briefly.  Also, suggestions for future research and development were presented for consideration. -- On the basis of the findings it was concluded that the instructional package may be used as prerequisite material to assist pupils in gaining an understanding of place location and other related map reading skills.


identifier: King, Margaret H. <https://research.library.mun.ca/view/creator_az/King=3AMargaret_H=2E=3A=3A.html>   (1994) Student attitudes toward physical education at the intermediate school level.  Masters thesis, Memorial University of Newfoundland.

abstract: Student attitudes toward physical education were examined in 726 students aged 12 to 15 in grades 7, 8, and 9 in six intermediate schools in St. John's, Newfoundland.  Analysis of variance was used to ascertain the differences in students' responses to a variety of program aspects including: specific interest in physical education, the connotation of physical education, teacher attributes, teaching methodologies, the status of physical education, the physical education curriculum, the benefits of participation in physical education, and adolescent disturbances.  Each program aspect was examined by student age, gender and grade, teacher gender, class grouping, perceived body build, perceived level of fitness, and perceived level of sports ability. -- The attitudes of female students were significantly more positive than those of male students for the younger age group, while after the age of 14 the reverse was true.  There were no significant differences in students' responses by teacher gender or class groupings of coeducational and single-gender. -- A multiple regression analysis indicated that the status of physical education, the connotation of physical education, and adolescent disturbances were the most important factors in relation to students' attitudes toward physical education. -- The implications of the study's findings for physical education and recommendations for program changes are presented.  Recommendations for future studies are also suggested.


identifier: Young, Robert Lloyd <https://research.library.mun.ca/view/creator_az/Young=3ARobert_Lloyd=3A=3A.html>   (1984) Student influence upon the teacher: three case studies and their theoretical implications for a bidirectional interaction model.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine student influence upon the teacher within the context of a bidirectional model of interaction.  The possibility of using the teachers' motivational structure as a means of explaining and predicting the occurence of student influence was also considered. -- The theoretical framework for the study was developed from a review of the literature.  The key components of the model were: the teachers' predispositions, including their motivational structure, the objective situation, and the definition of the situation.  Presumably, the teachers' behavior would be controlled by their definition of the situation, which would be a function of the predispositional structure and the objective situation. -- The interaction between the teacher and the students in three elementary classrooms was studied.  These teachers were chosen from a sample of 54 teachers, who had first been categorized into three groups, on the basis of a Q-Sort.  Thus, there was one teacher to represent each of the categories significant others motivated, student motivated and growth motivated.  A case study of each class was then conducted. -- The Q-Sort, developed to help choose teachers, proved to be effective for identifying teachers’ predispositions toward categories, but proved inefficient in discriminating teachers' predominant category. -- The results of the study indicated that students did influence the interaction in classrooms, and further indicated that there was a difference in how this influence occurred.  However, it proved difficult to predict student influence using the psychological constructs of the three motivational types.  In part, this was because teachers were not purely any of the three categories.  It was more plausible to rank student behaviors in order of importance and then predict student influence on this basis.


identifier: Whelan, Owen J. (Owen Joseph) <https://research.library.mun.ca/view/creator_az/Whelan=3AOwen_J=2E_=28Owen_Joseph=29=3A=3A.html>   (1981) Teacher attributes and teacher expectations.  Masters thesis, Memorial University of Newfoundland.

abstract: An examination of expectancy research indicated that the relationship between teacher attributes and teacher expectations has not been extensively examined.  This study analyzed a set of data to determine whether the expectations student-teachers formed for students were determined by any of the variables self-concept, locus of control, motivation, attitude towards teaching as a career, age, sex, teaching program or teaching experience. -- The data was collected by Clifton and Baksh (1978) by questionnaire on a stratified sample of 687 student-teachers at Memorial University over a two year period.  The Methods of Analyses were Analysis of Covariance and t-test comparison of means. -- The results were that the attitudinal variables did not have predictive value.  The student expectation dimensions of IQ, ultimate school achievement and self-concept were inversely related to teaching experience.  Male student-teachers tended to hold higher expectations for the four dimensions, IQ, social relations, school achievement and student self-concept.  Female student-teachers perceived more positive parental attitudes towards school.  Female student-teachers were more positively motivated towards teaching and more motivated generally.  Primary and elementary student-teachers were more motivated towards teaching and held more positive self-concepts than general or high school program student-teachers.


identifier: Neil, Elaine Minnie <https://research.library.mun.ca/view/creator_az/Neil=3AElaine_Minnie=3A=3A.html>   (1989) Teacher perceptions of and attitudes towards French immersion programs in the province of Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was prepared in response to a body of research which was shown that many unilingual English teachers feel the implementation of French immersion programs may place their jobs in jeopardy.  In light of this information, an investigation of the attitudes of teachers in Newfoundland and Labrador towards the implementation of French immersion programs was undertaken. -- An attempt was made by means of a questionnaire, to identify any factor contributing to those opinions.  The questionnaire designed for the study was distributed to a random sample of 250 teachers in the Province of Newfoundland and Labrador.  A detailed descriptive analysis of the questionnaire was undertaken.  On the basis of the current literature, a number of independent variables were examined as they related to attitudes.  Seventeen valuables having to do with the personal background of the respondent were identified in Part I of the questionnaire.  Fourteen variables dealing with the schools background of the respondent were utilized from Part II of the questionnaire.  One-way analyses of variance were used to test for significant differences of opinion based on school characteristics and background characteristics while linear multiple regression (stepwise) were utilized to examine factors influencing these differences. -- The descriptive analysis indicated that teachers are not well-informed about French immersion and are not aware of its practical implications.  Teachers strongly supported the idea that the major agencies associated with French curriculum planning and teacher welfare become more actively involved in French immersion planning. -- The application of the one-way analysis of variance identified significant differences of opinion among teachers based upon their school background.  Respondents from schools having a smaller number of teachers were more negative towards French immersion, as were respondents from areas where French immersion had been implemented in the district.  Teacher's background information identified resistance to the program from areas where there was a lack of contact with French, teachers whose background was in social studies and English and from department heads. -- The multiple-regression analysis confirmed the findings of the one-way analysis of variance; however, it also went on to demonstrate that teachers who indicated a willingness to retrain were supporters of the allocation of resources for French immersion.  Respondents with a background in science and in subject areas outside the mainstream subjects were less tolerant towards the allocation of resources for French immersion.  This analysis also identified an elitist element.  Respondents who had a positive attitude towards French immersion in general, would be supporters of special programs but at the same time would be critical of the resources available for such programs. -- As a supplement to the analysis, an attempt was made to compose a profile of teachers who indicated a willingness to retrain to teach French and/or French immersion.  Young to middle-aged teachers who had some experience with French and exposure to the culture appeared willing to retrain.  The idea of retraining appealed to more women than men.


identifier: Winsor, Brian J. <https://research.library.mun.ca/view/creator_az/Winsor=3ABrian_J=2E=3A=3A.html>   (1979) Teacher qualifications as predictors of student achievement in mathematics.  Masters thesis, Memorial University of Newfoundland.

abstract: The research for this study focused on differences in achievement among grade eleven mathematics students.  The purpose of the study was to identify some of the factors determining levels of student achievement with particular emphasis on the impact of teacher qualifications. -- The determinants of student achievement in mathematics were considered under three categories; (a) Teacher Resources; (b) Student Resources; and (c) School Resources. -- The data used in this study were taken from the Fagan Merge File that was compiled by Dr. Michael Fagan of I.R.E.D. at Memorial University consisting of data collected by Dr. L. Parsons on Career Decisions of Newfoundland Youth; Dr. P.  Warren’s collection on Existing Facilities in Newfoundland Schools; the Educational Staff Record collected by Statistics Canada; and the Public Examinations Master File.  The merge file contained information related to teachers and students for the year 1973-74.  The statistical analyses consisted of Pearson product moment correlations and regression analyses. -- The study found that the only significant determinants of student achievement in mathematics (algebra and trigonometry) were: students’ socioeconomic status, students’ self-concept of ability, school facilities, school enrolment, and student ambition.  All these relationships were positive.


identifier: Touchings, David <https://research.library.mun.ca/view/creator_az/Touchings=3ADavid=3A=3A.html>   (1989) Teachers' attitudes toward computers.  Masters thesis, Memorial University of Newfoundland.

title: Teachers' attitudes toward computers

abstract: Research studies suggest that computers are not being introduced into public schools and incorporated into classroom instruction at a fast enough pace.  The major reason cited for such a slow introduction was the negative attitudes teachers had toward computers.  Furthermore, it was suggested that certain groups of teachers (had more negative attitudes toward computers than others. -- The purpose of this present study was to examine the relationship between four teacher characteristics - computer literacy level, teaching area, teacher gender, grade level taught - and teachers’ attitudes toward computers.  In order to discover the nature of the relationship between teachers and attitudes toward computers a Likert - type scale was constructed and administered to 487 teachers.  The results showed that computer literate teachers demonstrate more positive attitudes toward computers than non - computer literate teachers; science and language arts teachers show more positive attitudes toward computers than social studies teachers; male teachers have more positive attitudes toward computers than female teachers; and intermediate - high school teachers (grades 7 to 12) have more positive attitudes toward computers than primary - elementary school teachers (grades K to 6). -- These results have important implications for an education system in the process of incorporating computers into its program.  If it is true that certain groups of teachers hold less positive attitudes toward computers, then teachers with these less positive attitudes might be more resistent to the introduction of computers into the educational system.


identifier: Stagg, Eugene <https://research.library.mun.ca/view/creator_az/Stagg=3AEugene=3A=3A.html>   (1989) Teachers' perceptions of actual and desired elementary principal involvement in instructional leadership.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the instructional leadership role of the elementary principal from the teacher's perspective.  More specifically, it addressed the following questions: (1) Which instructional leadership activities and behaviors do principals engage in most frequently? (2) Which instructional leadership activities and behaviors do teachers believe principals should be engaged in most frequently? and (3) What differences, if any, exist between a principal's actual and desired role in instructional leadership activities and behaviors as perceived by teachers? -- Study data were gathered by means of a questionnaire administered to elementary teachers randomly selected from five school boards across the province.  Questionnaire items were developed from an extensive review of literature and research and from an examination of two particular studies of instructional leadership conducted by Larsen (1987) and Williams (1986).  An overall response rate of 78.5% was obtained. -- Data were analyzed in terms of the three questions posed in the statement of the problem.  Teachers' perceptions of the actual and desired level of principal involvement were presented for each item in the questionnaire.  The question concerning differences between teachers' responses of actual and desired level of principal involvement was analyzed by computing differences in mean scores for each item and by using the t-test to determine the significance of the difference. -- Findings and conclusions from the study indicated that principals are sometimes or frequently involved in a limited number of instructional leadership activities and behaviors while teachers desire principals to be frequently or almost always engaged in over 80% of the activities listed in the questionnaire items.  Teachers believe that principals should be highly involved in staff development, instructional support, resource acquisition and allocation, coordination and troubleshooting activities but suggested a somewhat lower level of involvement in many quality control items. -- Recommendations for immediate action included principal in-service centered on instructional leadership, consideration by principals for increased involvement in instructional leadership activities and behaviors, and consideration by school boards for involving principals in the selection and recruitment process.  Recommendations for further study included an examination of the reasons why teachers desire limited principal involvement in quality control activities, and that a similar study be conducted at the high school level.


identifier: Sharpe, Joan Elizabeth <https://research.library.mun.ca/view/creator_az/Sharpe=3AJoan_Elizabeth=3A=3A.html>   (1987) Teachers' perceptions of the role and function of the teacher-librarian in the Roman Catholic School Board for St. John's, Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to explore the role of the teacher-librarian, as perceived by teaching colleagues.  This was accomplished through a survey of duties and functions expected of the teacher-librarian.  Two hundred teachers from all grade levels of the Roman Catholic School Board for St. John's received a questionnaire consisting of seventy-nine items describing specific duties which one might expect the teacher-librarian to perform. -- Role items were organized into seven role categories as follows:  (1) organization and management, (2) selection of materials, (3) professional development, (4) curriculum and instruction, (5) utilization and promotion, (6) design and production, and (7) information services.  Parametric and nonparametric techniques were utilized to analyse data.  A confidence level of .05 was used to determine significant differences. -- Results of the study revealed that teachers rated all categories as slightly important components of the teacher-librarian’s role.  Traditional aspects of the role were rated as significantly more important components.  Information services, selection of materials, and organization and management were ranked as most important components; utilization and promotion was ranked next; professional development, curriculum and instruction, and design and production were ranked third and significantly lower than other components. -- In addition, teachers at the elementary school level ranked the utilization and promotion component as significantly more important than the other categories.  Those teachers who consult with the teacher-librarian in planning instruction saw a significant role in the utilization and promotion function.  In fact, those who frequently engaged in such consultation, saw curriculum and instruction as important.  Finally, those teachers with four years university training or less, saw the professional development component as significantly more important than the other six categories.


identifier: Mehaney, Marguerite <https://research.library.mun.ca/view/creator_az/Mehaney=3AMarguerite=3A=3A.html>   (1985) The development, implementation, and evaluation of a school volunteer program for Cowan Heights Elementary School, St. John's.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this project was to develop, implement, and evaluate a volunteer workers' program at Cowan Heights Elementary School, St. John's. -- The data for the project were drawn from (1) the writer’s personal experience in working with volunteers in the school for more than ten years, (2) a study of the literature related to volunteerism, and (3) the use of questionnaires to assess the volunteer workers' program.  The value of the volunteer workers’ program was shown by administering questionnaires to volunteers, teachers, the Principal and a random sample of pupils from Cowan Heights Elementary School.  The conclusions and recommendations are based on an analysis of these questionnaires, and the observations, interviews and comments of the people involved in the program.  The volunteer program continues to function uninterrupted by this study and has been refined and improved as a result. -- The conclusions of the study seem clear: the volunteer program improves the services offered and increases the community's understanding of the school program.  The small number of classroom teachers willing to use volunteers in their program suggests the professional's tendency to be somewhat ill at ease with volunteers, but further orientation and trust-building might eliminate much of the reluctance which now seems to exist. -- It will be shown in the course of this project that a volunteer program cannot be decided upon one day and implemented the next.  To have a successful program requires motivation on the part of the principal, the teachers and the volunteers so that a team relationship is built up and an understanding established so that the pupils are the beneficiaries. -- The recommendations of this project are clear.  The school personnel and the members of the community must develop a greater degree of trust in each other so that the needs of the primary participants - the students - are met in the most efficient way.  School boards would be well advised to take advantage of volunteer help available to them to make this auxilary service to the school the best they can provide at no extra financial cost.


identifier: Hyde, Robert George <https://research.library.mun.ca/view/creator_az/Hyde=3ARobert_George=3A=3A.html>   (1983) The effect of computer-generated delays of varying duration upon student attitudes toward computer assisted instruction.  Masters thesis, Memorial University of Newfoundland.

abstract: Little research has been carried out on performance criteria for computer systems used in the classroom for computer assisted instruction (CAI).  Brief interruptions and delays are common in such systems.  Faster, more responsive equipment may be too expensive. -- This study was initiated to investigate the effects of random computer-generated delays on the attitudes of both male and female students towards CAI.  The study also sought to look into the effects of these delays on students’ achievement in a CAI lesson. -- Fifty-four third year university students were randomly divided into three groups of eighteen subjects each.  The first group, the control group, completed a CAI lesson in which there were no delays.  The second group, an experimental group, was given a version of the same lesson in which they experienced seven delays with mean duration of eight seconds.  The third group was given another experimental treatment, a version of the lesson in which the length of each delay had been doubled for a mean duration of sixteen seconds.  At the end of the lesson each subject was required to complete a ten-item achievement test and an eleven item semantic differential attitude questionnaire. -- The scores from the attitude scale were statistically analysed using several applications of the analysis of variance technique.  No differences in attitude towards CAI were found between the three subject groups nor between male and female subjects. -- The scores from the achievement test were also analysed by analysis of variance tests.  No differences were found in achievement scores between the three groups. -- The results of this study indicate that, within certain limitations, random delays of up to sixteen seconds mean duration are tolerable in computer assisted instruction systems.


identifier: Murcell, Joseph Cater <https://research.library.mun.ca/view/creator_az/Murcell=3AJoseph_Cater=3A=3A.html>   (1982) The effects of supplementary activities in an academic geometry course on student achievement and attitudes.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to develop a set of activities to supplement a unit of work in the ninth grade academic geometry program, and to evaluate the benefits to be derived from it.  In order to do this the following four questions were considered: -- (1) Does the use of a unit involving supplementary activities result in students attaining competence with geometric concepts? -- (2) Does the use of a unit involving supplementary activities have any effect on student attitudes toward geometry? -- (3) How effective is each of the supplementary activities in helping students achieve each objective? -- (4) What are some of the problems encountered using the activity approach to geometry? -- A unit of work, supplemented with 14 activities, was taught to two intact ninth grade academic classes of 28 students each.  The activities were developed by the investigator or were selected from other sources. -- To determine student achievement on the unit, two tests constructed by the investigator were administered.  Both tests were designed to test whether the behavioural objectives for the unit had been achieved.  The objectives for the unit were written at three cognitive levels:  computation, comprehension, and application. -- An analysis of the test results showed that many of the students failed to achieve mastery of the geometric concepts at all three cognitive levels.  However, the findings did show that the students were more successful at the lower cognitive levels than they were at the application level. -- A modified form of Aiken's Scale of Attitudes Toward Mathematics was given as a pretest and post-test to determine whether the unit had any effect on student attitudes toward geometry.  A dependent t-test for means was performed on the pretest-post-test attitude scores.  The results showed that students made a significant positive attitudinal change toward geometry during the seven week period in which unit one was taught. -- The problems encountered with the activity approach to geometry were noted.  They were:  unfamiliarity with the approach and unfamiliarity working with concrete materials by both teacher and students, too much time had to be spent with the slower learners, and student tendency to jump to a conclusion on limited experience. -- On the basis of the findings of this study, several recommendations were made.  The most obvious was that the activity approach can be used as an alternative approach to the expository approach.  Other recommendations were that in future studies, the long term effects of supplementary activities be assessed, and that the subjects be randomly selected from a wide range of ability levels.


identifier: Rumbolt, Gary Louis <https://research.library.mun.ca/view/creator_az/Rumbolt=3AGary_Louis=3A=3A.html>   (1980) The effect of teacher control upon student perception in elementary science classes.  Masters thesis, Memorial University of Newfoundland.

abstract: This study, which was a part of a larger research project, attempted to ascertain whether variables such as classroom control and teacher or pupil characteristics had any affect upon student perceptions in grade six science classes. -- Classroom control was divided into two categories: high teacher control and low teacher control.  Six substitute teachers underwent a training program on lesson materials and treatment differences for a period of one week.  After completion of training these teachers replaced regular classroom teachers during science classes for a period of eighteen weeks.  The teachers adherence to treatment was monitored using video tape recorders and a modified version of the Bellack system (Bellack et al., 1975). -- The sample consisted of eleven grade six classes chosen from both urban and rural areas within the Avalon School District in St. John's, Newfoundland.  All classes were exposed to both the high and low control treatments. -- Students' perceptions were measured using a pupil interview form consisting of twenty-five questions devised for this study.  Eight students from each class were chosen at random, without replacement, and Interviewed at four different times. -- Information on pupil characteristics such as IQ, extraversion, dominance, and self-concept was obtained throughout the course of the study. -- Results showed that teachers adhered to the treatments, although not to the extent that had been planned.  A chi-square analysis of results yielded no significant interactions between student perceptions and variables such as a self-concept, extraversion, dominance and IQ.  Scattered incidents of significance indicated that there was some general interaction between teachers, treatments and student perceptions.  However, it was impossible to distinguish any particular pattern. -- Generally, student perceptions were similar to those expected of students in a high teacher controlled classroom 'environment, although there was a slight indication that  this was beginning to change by the end of the study.


identifier: Wilbur, Brian Dean <https://research.library.mun.ca/view/creator_az/Wilbur=3ABrian_Dean=3A=3A.html>   (1975) The effect of test time limits on performance for controlled amounts of study.  Masters thesis, Memorial University of Newfoundland.

abstract: The study investigated the relationship between imposed test time limits and students' test performance for controlled amounts of student exposure to examined information. -- Nine classes of grade eight students within the Avalon North Integrated School District were randomly selected and randomly assigned to one of the nine possible treatment conditions. -- The material relevant to the achievement measure was contained in a ten minute audio-filmstrip presentation and was supplemented with a summary to be read by the student.  The three levels of the exposure to information variable included one and two exposures to the examined information, and a no exposure condition that served as a control condition.  The three levels of the time limit variable, short, medium and untimed, were established by a pretest of the items selected for the final achievement measure. -- The results indicated a significant positive correlation between correct responses and omitted items.  Apparently, the more information Ss had about the tested material, the more they omitted making responses about which they were not certain.  Conversely, the less information Ss had about the tested material, the less they omitted making responses about which they were uncertain.  The results also indicated a significant negative correlation between available time and omitted responses.  As time increased, all Ss seemed to construct responses rather than omit items.  The exposure to material variable produced a significant main effect.  Both exposure treatments were significantly different from the control condition but they were not significantly different from each other.  For the number of correct responses there were no significant differences for the various time conditions.


identifier: Butler, Linda <https://research.library.mun.ca/view/creator_az/Butler=3ALinda=3A=3A.html>   (1981) The development, implementation, and evaluation of mathematics laboratories in an elementary education mathematics methods course.  Masters thesis, Memorial University of Newfoundland.

abstract: The main purpose of this study was to develop mathematics laboratories for a mathematics education methods course, Education 2341, and to evaluate the laboratories and their effectiveness in aiding students in meeting the objectives of the course.  A second purpose was to determine any changes in attitude toward four aspects of mathematics education as a result of completing Education 2341. -- The procedure was carried out in five steps.  First, the mathematics laboratories were developed.  During the time period when these laboratories were being piloted, an Evaluative Questionnaire and interview questions were designed and tested.  The mathematics laboratories were then revised by using data collected from the Evaluative Questionnaire, interviews, and the activity evaluation sheets.  The activity evaluation sheets had been administered after each laboratory. -- The main study was conducted during the 1980 winter semester, with the laboratories being held on a weekly basis.  Each laboratory consisted of three activities each of which inducted two questions.  These questions provided feedback on the effectiveness of the laboratories.  The students were given activity evaluation sheets for each laboratory in order to obtain data for future revisions.  At the close of Education 2341 the Evaluative Questionnaire and interviews were administered.  Finally, the Connelly Taxonomized Attitude Questionnaire was administered before and after the 1980 winter semester of Education 2341. -- The effectiveness of the laboratories in aiding students meet the objectives was examined.  The laboratories were effective in aiding students to (1) develop follow-up activities given the information that elementary school children had exhibited difficulty with a previous activity on the same topic; (2) suggest how a given activity might be altered to accomplish different objectives; (3) suggest an alternate activity to accomplish the same objective as a given activity.  The laboratories were ineffective in aiding students to suggest an extension activity for an elementary school student given the information that the student had exhibited no difficulty with a previous activity on the same topic.  The results in this study were inconclusive for determining the effectiveness of the laboratories in aiding students to adapt an activity in mathematics designed for an university student for use in an elementary school classroom. -- The attitudes of students toward (1) mathematics; (2) individualizing mathematics instruction and the use of guided discovery techniques in mathematics; and (3) teaching mathematics were increased during the course.  Attitudes toward the existence and use of logical structure in mathematics did not change significantly as most students entered the course with a positive attitude.


identifier: Butt, Gary Jackson <https://research.library.mun.ca/view/creator_az/Butt=3AGary_Jackson=3A=3A.html>   (1979) The effects of a self-administering fitness program on anxiety, self-concept and fitness.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of the study was twofold.  Firstly to study the effects of a six-week aerobic fitness program on self-concept, fitness and anxiety, and secondly to investigate the relationships between the three mentioned variables. -- The sample used in this study was composed of 22 Subjects from the staff and students of Memorial University of Newfoundland.  The subjects were given a series of tests (both at the beginning and end of the experiment) to measure anxiety, self-concept and fitness levels.  From the 22 subjects that volunteered for the six-week fitness program, 5 subjects failed to complete, all of the posttests and were eliminated from all the analyses.  One other subject missed only the post administration of the 16PF and therefore was retained for the other analyses. -- The correlations between the three variables were calculated using Spearman’s Rank Order Correlation.  The Correlation between self-concept and anxiety was significant at the p. <.05 level. -- The results of the six-week fitness program were analyzed using the Mann-Whitney u statistics.  Subjects who took part in the fitness program decreased in anxiety.  Although the experimental group did not increase in fitness to a greater extent than the control group (u = 52, p. >.05), they did increase in fitness (w = 5.5, p. <.05), while the control group did not increase in fitness (w = 10, p. >.05).  The fitness program had no significant effect (u = 25, p. >.05) on levels of self-concept. -- Subjects who increased in fitness, decreased in anxiety to a greater extent than subjects who did not increase in fitness (u = 42.5, p. <.05). -- The study concluded that fitness training decreased anxiety.  The data on the effects of the fitness program on fitness levels was inconclusive; while the experimental group did increase in fitness, they did not increase to a greater extent than the control group.  The fitness program had no significant effect on self-concept levels.  Fitness was not significantly correlated with either anxiety or self-concept.


identifier: Maxwell, Patricia Jean <https://research.library.mun.ca/view/creator_az/Maxwell=3APatricia_Jean=3A=3A.html>   (1982) The effects of selected student errors on the consistency of teacher grading in mathematics.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the consistency of teachers in the identification, classification, and grading of student solutions to grade 10 Algebra word problems.  Also investigated were the effects on assigned grades, of error location, error type, and whether or not a correct numerical solution was obtained. -- The sample group was randomly selected from the population of all teachers of grade 10 Academic Mathematics in the Province of Newfoundland for the school year 1981-82.  Of the 100 schools selected, 69 responded before the deadline amounting to a total of 90 teachers. -- The results indicated that teachers were very consistent in the location of student errors.  In fact, the, errors were successfully located 99.4% of the time.  They were slightly less consistent in the classification of these errors.  Teachers used both general and specific classification terminologies to describe the student's errors and in a few instances simply referred to the error as reflecting careless or sloppy work.  The grading of these errors showed much greater variability.  Teacher's grades were most consistent when errors were made near the beginning of solutions and least consistent when errors were made near the end.  The standard deviations of the scores of individual items ranged from a low of 1.07 to a high of 1.97.  Grading practices were found to vary also in the level of severity individuals maintained.  The amount the grades were distributed throughout the grading scale and the relative judgments of importance that were attributed to the various error types. -- It was also found that teachers graded property errors more severely than computational errors.  Furthermore, errors made near the beginning of solutions appeared to be graded more severely than equivalent errors made near the end of a solution.  No conclusive relationship was apparent between the grades teachers assign and whether a correct or incorrect numerical solution was obtained.


identifier: Barr, Linda <https://research.library.mun.ca/view/creator_az/Barr=3ALinda=3A=3A.html>   (1995) The provision of science curriculum in small rural high schools in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis investigates the provision of science education in small rural high schools throughout the province of Newfoundland and Labrador. -- In recent years there has been a call for greater participation and achievement in science provincially, nationally and internationally.  Provincially, several documents have recently addressed either science education, small schools or both.  However, none actually focuses directly on the problems associated with providing science education which are faced by small schools within the province.  This thesis attempts to examine these problems. -- Schools within the province which offer any of grades 7-12 and which were defined as small according to the provincial guidelines were identified.  Two questionnaires were then developed to be sent to each of the schools identified. -- The principal questionnaire examined general school information, science courses offered, distance education, school budget, teacher hiring and personal data. -- The teacher questionnaire examined educational background, pre-service training for small schools, present teaching duties, science lab facilities, distance education, professional development, teaching resources, teaching strategies and personal data. -- Principal survey results showed a large variation in science programs offered throughout the province's small schools.  Most schools were lacking in funding, facilities and resources.  Program offerings were often limited due to these factors as well as the unavailability of qualified teachers. -- Teacher survey results showed a significant lack of appropriate pre-service training as well as insufficient in-service training and professional development.  Teachers also complained of a lack of adequate facilities, equipment and resources.  Teacher workloads were tremendous and most teachers reported teaching in a multi-grade situation. -- For both the principals and teachers, most respondents were male, relatively young with little teaching experience. -- This study provided insight into the current provision of science curriculum in small rural schools throughout the province of Newfoundland.  The surveys provided both teachers and principals with an opportunity to voice their opinions concerning the provision of science curriculum in their schools.  The study has resulted in recommendations with respect to pre-service training, curriculum development, teacher workload, small school funding, distance education offerings, professional development, and science lab facilities.  It is hoped that the information gathered in the study can be used to improve the provision of science curriculum in Newfoundland's small schools.


identifier: Whitt, Morley E. <https://research.library.mun.ca/view/creator_az/Whitt=3AMorley_E=2E=3A=3A.html>   (1989) The responsiveness of high school achievement to the quality of school life for grade ten students in Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examines students' perceptions of the quality of their school lives and addresses four broad questions.  First, are there differences between schools in terms of aggregate student rating of the Quality of School Life (QSL)?  Secondly, how responsive is the students’ perceptions of the Quality of School Life to the background variables Location, Sex, Age and level of Parents' Education?  Thirdly, how responsive is high school achievement in mathematics and reading to students' perceptions of QSL?  Finally, how responsive are students expressed satisfaction and dissatisfaction with school to their perceptions of QSL? -- All data for this study was obtained from The Quality of School Life Project.  Only information pertaining to the grade ten students was used.  This data had been collected from eight schools located in urban and rural areas of the province.  Students answered a questionnaire containing a revised Williams and Batten (1981) instrument, and completed a standardized achievement test in mathematics and reading.  The instrument was designed to measure five domains of the quality of school life and student well-being (satisfaction and dissatisfaction).  The parents also completed a questionnaire. -- Principal component analysis was conducted to describe the psychometric properties of the instrument.  The alpha reliabilities, construct and concurrent validities of the measures were within acceptable ranges. -- On the basis of the results, it was concluded that high school students’ perceptions of the quality of school life can be accurately measured even though the measurement of QSL and its domains will undoubtedly be improved as an outcome of further research. -- It was found that not one of the four background variables, Location, Sex, Age or Parents' Education contributed significantly to QSL.  However, when controlling for these variables, the QSL effects on mathematics and reading performances were statistically significant.  The domains of QSL with the greatest effect were status and opportunity. -- The QSL variable also accounted for more than 40 percent of the variance in schooling satisfaction or student well being.  The domains of QSL with the greatest effect were the Adventure and Teacher domains respectively. -- It was found that females reported more satisfaction with school than did males.  When controlling for QSL, large differences in mathematics and reading were found between the urban and rural students, with the clear advantages shown to be in favour of the urban students.  The relationship between age and achievement was negative, indicating that older students were lower achievers.  Achievement was positively related to the level of Parents’ Education.


identifier: Whitt, Sharon G. <https://research.library.mun.ca/view/creator_az/Whitt=3ASharon_G=2E=3A=3A.html>   (1989) The responsiveness of mathematics achievement in grade 8 to anxiety, confidence, sex, and prior mathematics achievement.  Masters thesis, Memorial University of Newfoundland.

abstract: This is a study of mathematics achievement in Grade 8, and an examination of some of the factors that may influence it.  The factors considered were anxiety, confidence, sex, and prior mathematics achievement. -- Grade 8 students from six schools located in urban and rural areas participated in the study. -- Students were required to answer an Anxiety-Confidence Questionnaire which was adapted from the Fennema-Sherman Mathematics Attitude Scale.  They also completed the Concepts, Problem-Solving, and Computation subtests of the Canadian Tests of Basic Skills as measures of current mathematics achievement.  Permanent school records were used to determine the same students' scores on corresponding subtests given two years previously. -- Sex, mathematics anxiety, and prior mathematics achievement were found to each contribute significantly to current mathematics achievement over and above the other variables, with prior mathematics achievement having the most impact.  Current mathematics achievement was found to be negatively affected by anxiety and positively by confidence.  Both prior achievement and sex were found to contribute significantly to the variances in anxiety and confidence. -- It was found that anxiety and confidence both contributed significantly to the variance in current achievement in the area of concepts.  The influence of sex on achievement was significant over and above the others only in the area of computation. -- Path analysis showed that the direct effect of sex on achievement which favoured females was offset by the indirect effects of sex on achievement via anxiety and confidence, both of which worked in favour of males. -- In general, females tended to exhibit higher anxiety and males higher confidence even when their performance was the same.  However, the separate sex analysis showed that anxiety correlated more highly with current achievement for males whereas confidence correlated more highly with current achievement for females.


identifier: Hoskins, Valerie Cornick <https://research.library.mun.ca/view/creator_az/Hoskins=3AValerie_Cornick=3A=3A.html>   (1988) The use of the computer as an instructional aid in teaching French as a second language in Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The second language teacher has always had access to a multitude of instructional aids such as texts, tapes, charts, cultural modules, listening centers, and language laboratories.  The latest instructional tool to be introduced in the second language classroom is the microcomputer. -- This researcher surveyed French teachers in Newfoundland to determine if and how the computer was being used as an instructional aid.  The study also hoped to determine teachers' skill, knowledge and opinions of computers and their applications to language learning.  The data for the study was collected by means of a questionnaire. -- Responses were tabulated from both users and nonusers of the computer.  The total sample involved 211 respondents.  About six percent of those responding reported using the computer as an instructional aid.  Amongst those who did not use the computer, the majority of teachers expressed strong interest in learning how to use the computer instructionally.  All teachers reported a need for more information and evaluation with respect to available software.  In general, the respondents reported a positive, enthusiastic attitude toward computer usage in teaching French. -- Based on the information gathered from the survey on the needs of computer users and nonusers, a number of recommendations were made that might be useful to curriculum planners, and to those who are responsible for teacher preparation in this province.


identifier: Russell, John Mark <https://research.library.mun.ca/view/creator_az/Russell=3AJohn_Mark=3A=3A.html>   (1995) Work transition of the non-postsecondary high school graduate.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to clarify the role of the self system in the work transition process of high school graduates who did not participate in post-secondary training  following graduation. Specifically, the role of the possible  self in the immediate work history was explored. -- The work  transition process is best conceptualized as a gradual life-long process. It includes events, activities, and decisions that influence individuals as they attempt to realize their personal goals in the development of a satisfying lifestyle.  -- Possible selves are a key component in the work transition. They are future views of self that have yet to be realized (i.e. goals, aspirations, or fears). Possible selves are the link between self-concept and motivation. The  more elaborate, vivid, and specific the possible self, the more likely that this possible self will be realized, thus helping to facilitate the work transition process. -- The sample used in this study consisted of 1393 non-postsecondary graduates (high school graduates with no post-secondary training). These respondents were part of the Youth Transition into the Labour Market (YTLM) study which began in 1989 in Newfoundland, and tracked an entire cohort of high school graduates for several years. -- This research   revealed that the possible selves of the respondents did indeed play an instrumental role in their immediate work history, and the career transition as a whole. A possible self related to a definite intention to work appeared to be particularly important to greater degrees of work engagement. In addition, gender and geography were shown to be influential on immediate work history. Females living in rural areas tended to work for shorter periods of time than males living in urban centres. Individuals not holding "I as   U.I. recipient" as a possible self were more likely to have greater degrees of work engagement and were less likely to work only for a period of time necessary for U.I. maintenance and/or qualification. Individuals who had the lowest perception of their academic potential tended to work  for shorter periods of time. In contrast, individuals with career aspirations that required higher levels of intellectual ability tended to have higher levels of work engagement. -- Recommendations arising from this research included programming for the development and elaboration of the possible self; programming to address apparent gender differences as they related to pursuing postsecondary training; a recommendation to address the boundaries associated with the pursuance of post secondary training; and finally, the presentation of alternative means of sustained income beyond dependence on the U.I. system.