identifier: Bartlett, Wilfred John <https://research.library.mun.ca/view/creator_az/Bartlett=3AWilfred_John=3A=3A.html>   (1986) A report on the development of an instructional unit entitled Data base and spreadsheet applications.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this project is to develop supplementary materials on spreadsheet and data base applications for use in high school computer studies classes.  Spreadsheet applications were drawn from budget, workshop and kitchen uses; data base applications chosen were a medical data base, police motor vehical system, and a library search system.  They were chosen for their familiarity and variety.  -- A combination of computer simulation and print student and teacher guides was chosen as the medium of delivery.  This was dictated in part by the nature of the topic. -- A process of continual evaluation was followed in the project.  As part of this evaluation, consideration was given in the development to the necessity of the project, the nature of the learner, and the choice of media.  Following the production stage, evaluation was conducted to assess the appropriateness of content, instructional methodology, potential classroom use and quality of the development procedures. -- The classroom phase of the formative and summative evaluations were conducted with two half classes and two full classes of high school computer studies students.  This evaluation showed that the intended level of learning had taken place.  The programs and related material were enthusiastically received by the students and teachers concerned.


identifier: Courtney, Danny Roy <https://research.library.mun.ca/view/creator_az/Courtney=3ADanny_Roy=3A=3A.html>   (1979) A report on the development of materials to accompany an instructional unit entitled "The inshore codfishery of Petites".  Masters thesis, Memorial University of Newfoundland.

type: Thesis NonPeerReviewed

format: application/pdf application/pdf

abstract: The purpose of this study was to develop an instructional package on the inshore codfishery of Newfoundland.  The instructional package has been developed as a supplementary aid to the existing social studies program in Grade Five and Six.  The package consists of a series of thirty-five millimeter slides, a cassette audio-tape, and a teacher’s manual. -- Various stages were involved in the development of the project.  Several interviews were conducted by the developer to determine whether there was a need for the production of local materials on the inshore codfishery of Newfoundland.  Several teachers from various places across the province, and two representatives from the Department of Education were interviewed.  The results of these interviews indicated a definite need for production of such materials. -- The package was produced on location at the community of Petites, Newfoundland, and at Memorial University. -- When the package was completed two content specialists, two learner specialists, two media specialists and a group of students were consulted for the purpose of evaluating the content and technical qualities of the package.  Based upon recommendations from these evaluators, suggested changes were made in the package. -- After completion of the formative evaluation, the package was used with three Grade Six classes in three schools in different areas of the province.  A total of ninety Grade Six students were involved in the initial testing of the media package. -- In determining the effectiveness of the package as a teaching aid, the developer used two types of measuring instruments:  a pretest-posttest method for evaluating the achievement level of the students, a teacher attitude and a student attitude questionnaire to determine how teachers and students felt towards the technical aspects of the package.  Results of the pretest-posttest analysis revealed that the instructional package was a very effective teaching aid and both teachers and students held positive attitudes towards the technical aspects of the instructional materials. -- In summary, the materials in the package have been used and evaluated.  Both teacher and student response has been positive towards the instructional package, "The Inshore Codfishery of Petites.”


identifier: Dawe, Mervyl Bramwell <https://research.library.mun.ca/view/creator_az/Dawe=3AMervyl_Bramwell=3A=3A.html>   (1977) A report on the production of audio-visual materials for a multi-media kit for the St. John's project Culture in transition: problems of a changing lifestyle of the Canadian Studies Foundation.  Masters thesis, Memorial University of Newfoundland.

abstract: This project includes audio-visual materials produced for a multi-media kit for the St. John's project of the Canada Studies Foundation and a report giving a detailed discussion of how these materials were developed.  The audio-visual materials produced for the project include a slide-tape presentation and an overhead transparency with overlays.  Included in the report are references to background information and related literature, the scope and limitations of the materials, and the procedure followed in their production and evaluation.  The appendices to the report include the Teacher Guidebook for the St. John’s project, the Manual for the Slide-Tape Presentation, Slide-Tape Presentation, Transparency with Overlays, and Pretests-Posttests. -- The purpose of the audio-visual materials was to fulfill one criteria of the Canada Studies Foundation to include in curriculum development print materials that are supported by audio-visual materials.


identifier: Lertpradist, Puntip <https://research.library.mun.ca/view/creator_az/Lertpradist=3APuntip=3A=3A.html>   (1990) A study of the application of a selected evaluation methodology in an extension setting.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to select an appropriate evaluation methodology for application in the Fisheries Extension Program in Thailand, so that the methodology could be used by the Department of Fisheries, Thailand, to improve Training Program.  The review of related literature provides various perspectives of and approaches to evaluation in both formal educational programs and extension education. -- The Responsive Evaluation Model was selected for implementation, procedures included audience identification, concern and issues identification, and the establishing of standards.  Qualitative data were gathered through classroom observation, interviews, open-ended questionnaires, and analysis of government documents.  Data were compared with standards, and summary was presented in terms of various suggestions for program improvement. -- Recommendations based on the implementation of the Responsive Evaluation Model were made, including recommendation for the further study of extension program evaluation and for improvements in the Artificial Fish Breeding Training Program.


identifier: Sweeney, Rosanne M. <https://research.library.mun.ca/view/creator_az/Sweeney=3ARosanne_M=2E=3A=3A.html>   (1990) A comparison of children from intact and disrupted families in a Newfoundland elementary school setting.  Masters thesis, Memorial University of Newfoundland.

abstract: Four hundred forty-nine students from 26 different grade four classes, representing six different school boards on the Avalon Penninsula of Newfoundland were divided into two groups based on family structure.  Children who have experienced a marital disruption in their family were compared to their same aged peers who have not experienced a marital disruption.  Eighty-seven percent of the sample were from intact homes (i.e. homes in which a mother and a father were present), and seven percent of the sample were from disrupted homes (i.e. homes in which there had been a divorce or a separation).  The remaining six percent came from alternative family structures example, adopted family, and so on. -- Research studies have suggested that the process of divorce has predictable effects upon children and that these effects can be categorized depending upon the age of the child.  Using the results of these studies, a behavioral checklist was developed.  This checklist was used to assess whether Newfoundland children displayed effects of divorce similar to those identified in non-Newfoundland populations.  Children were compared on seven variables namely:  Anxiety, Social Adjustment, Personal Adjustment, Maturity Adjustment, Perceived Academic Potential, Acceptable Classroom Behavior, and Academic Performance. -- A sample of grade four teachers filled out a behavioral checklist for every student in their classes.  Results of the study suggested that Newfoundland children who have experienced a marital disruption are similar to other elementary school children who have similar experiences as defined in the literature.  The results also showed that children who have experienced a marital disruption in their family were significantly different on four out of the seven variables measured when compared to their same aged peers who have not experienced a marital disruption.  A recommendation supporting an intervention program for this particular group of children was made.


identifier: Elliott, Derek Scott <https://research.library.mun.ca/view/creator_az/Elliott=3ADerek_Scott=3A=3A.html>   (1989) A comparison of group process development in face-to-face and audio teleconference environments.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to determine whether or not a counselling group conducted on an audio teleconference system would experience a pattern of group process development similar to that purported by the literature for face-to-face groups. -- Since the pattern of process development in face-to-face groups is associated with positive outcomes and there exists literature which indicates this process is necessary for successful group counselling, group process was used as basis for evaluating the success of group counselling procedures via the audio teleconferencing modality. -- The teleconference group in this study consisted of eight undergraduate education students who admitted to high levels of stress regarding classroom teaching.  The group was conducted for ten one-hour sessions over the course of five weeks.  Each session was audio-taped and rated independently by two raters using the Hill Interaction Matrix-Group, an instrument designed to analyze group process. -- Using participation in the quadrants of the Hill Interaction Matrix Category System (HIM) as an indicator of the similarity of the pattern of group process development in face-to-face and audio teleconference environments, results of the study indicated that the teleconference group revealed patterns of process development in each quadrant of the HIM that were consistent with the patterns reported by the literature for face-to-face groups.  The patterns of development in each HIM quadrant also served to indicate that the teleconference group was experiencing developmental phases.


identifier: Kennedy, Betty Lou <https://research.library.mun.ca/view/creator_az/Kennedy=3ABetty_Lou=3A=3A.html>   (1994) A counselling internship at the Psychology Department of the Janeway Child Health Center with a research study on clients' and therapists' perceptions of success in family therapy.  Masters thesis, Memorial University of Newfoundland.

abstract: This report consists of two parts.  The first section describes an internship completed at the Psychology Department of the Janeway Child Health Center, August 1993 to December 1993.  It includes: a comprehensive report of the rationale for the internship; and a description of the setting, supervision, goals and professional activities of the intern during the internship placement.  In addition this report describes a research project conducted during the internship.  The research project studied the perceptions of clients' and therapists' as it relates to the outcome of family therapy.  In order to assess the perceptions of success, the Family Assessment Device and a researcher prepared follow-up questionnaire for the clients and therapists were administered.  Overall results of this research indicated that clients and therapists concur on the outcome of family therapy.  There is also close agreement on the areas of improvement and the degree of success.  Clients reported a high degree of satisfaction with therapy.  The results of this study will be useful information for clients, therapists, and the research setting for future planning and programming of family therapy services.


identifier: Tremblett, Catherine Joy <https://research.library.mun.ca/view/creator_az/Tremblett=3ACatherine_Joy=3A=3A.html>   (1995) A counselling internship at the Psychology Department of the Janeway Child Health Centre with a study of the group therapy needs of parents of children with impulsive and/or aggressive behavioral problems.  Masters thesis, Memorial University of Newfoundland.

abstract: This is a report of an Educational Psychology internship at the Janeway Child Health Centre. The internship was conducted from July 31, to October 27, 1995. -- The first section presents a detailed report of the goals and the activities undertaken by the intern to meet these goals. The  second section reports on a developmental project studying the group needs of parents of children with impulsive and/or  aggressive behaviour problems. This project included a review of the literature, the development of a questionnaire, the interviewing of 8 parents of children with impulsive and aggressive behaviour problems, a discussion of responses to the interview and recommendations  for therapists planning to develop parent groups for parents  of children with impulsive and/or aggressive behaviour.


identifier: Kufudi, Elaine <https://research.library.mun.ca/view/creator_az/Kufudi=3AElaine=3A=3A.html>   (1991) A counselling internship at the the diagnostic and remedial unit Memorial University with a research study on children's separation anxiety.  Masters thesis, Memorial University of Newfoundland.

abstract: This Report consists of two parts. The first section is a description of an internship completed in the Diagnostic and  Remedial Unit at Memorial University, St. John's, Newfoundland. It includes the rationale, a description of the setting, internship goals and the related professional activities performed to meet these goals. The second section  describes the project which was completed as the research component of the internship. In order to test the hypothesis  that separation anxiety decreases with the age of a child, a  Derived Pictorial Experimental Pardigm was administered to 80 children in four different age groups. -- Separation anxiety showed a decline with age with the main effects attributable to the youngest age groups (3-4 years of age). Even though this gradual decline is evident this study suggests that separation anxiety continues at a relatively high level for all age groups tested. -- The results of this  sample will be later used for comparison with Australian and  Israeli samples. All of the results will then be used to develop a normed test to assess the levels of anxiety in young children.


identifier: Doyle, Maggie <https://research.library.mun.ca/view/creator_az/Doyle=3AMaggie=3A=3A.html>   (1996) A counselling internship in rural schools with a research study on the parenting of adolescents in rural areas.  Masters thesis, Memorial University of Newfoundland.

abstract: This internship report consists of two parts.  The first part describes an internship completed in three rural schools on the Northern Peninsula in 1995.  The intern spent half time at a high school and half time between two elementary schools.  An outline is given of the many goals set by the intern and the activities she took part in to accomplish these goals.  A detailed description of the intern's supervision and evaluation is also included. -- The second part of this report describes a research study of parenting of adolescents and parenting programs in rural areas, specifically, the need for and the effectiveness of the Active Parenting of Teens program in rural areas was studied.  Structured interviews were used in the assessment of the program's suitability for a rural setting. -- The internship component provided the intern with an excellent opportunity for personal growth and professional development.  The wide range of activities in which the intern participated enhanced her knowledge and skills in the field of school counselling. -- The research component provided the intern with the opportunity to gain valuable experience and an understanding of the challenges of parenting adolescents and the unique problems faced by parents in rural areas.  It also provided the intern with ideas for her future work with parenting programs.


identifier: Ralph, Patricia F. <https://research.library.mun.ca/view/creator_az/Ralph=3APatricia_F=2E=3A=3A.html>   (1994) A description of teachers' awareness and translation of adult education/learning and whole language theory to teaching practice.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was concerned with teachers' awareness of theory and the translation of theory into teaching practice. Specifically, it described ten Adult Basic Education (ABE) Level I teachers' awareness of adult education/learning and whole language philosophy; the teachers' expression of this awareness in their teaching practice; the degree of consistency between and among teachers in their awareness and expression in their practice of adult education/learning  and whole language philosophy; and the degree of consistency  of their views as expressed in their practice with those views expressed in the related literature. -- A literature review of adult education/learning and whole language philosophy was undertaken within the framework of the Handbook for Teachers (1990). This handbook was designed to provide guidance to teachers in the ABE Level I program. -- The data for the study was collected through a teacher selected class observation period and teacher interviews. The findings indicated that although commonalities existed, there was much variability between and among both, teachers' reported awareness of adult education/learning and whole language philosophy, and their reported teaching behaviours/activities. It was also found that teachers' practice is guided, at least in part, by factors other than their knowledge of adult education/learning and whole language philosophy.


identifier: Mellor, Judith Mary <https://research.library.mun.ca/view/creator_az/Mellor=3AJudith_Mary=3A=3A.html>   (1991) A descriptive study of grade four and grade six students' understanding of bar graphs.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this descriptive study was to investigate grade four and grade six students' understanding of the information conveyed by bar graphs. In particular, the effects of various characteristics of familiarity of the graph topic, the arrangement of the data, and scale on students' ability to read, interpret and predict from bar graphs were examined. -- Five elementary schools participated in the study. This resulted in a sample of 121 grade four students and 127 grade six students. Each student  was administered a written test designed by the author which  consisted of four bar graphs with three questions per graph.  On the basis of the written responses, 35 students from grade four and 37 students from grade six were given audiotaped interviews to obtain additional information. The responses for each graph were then categorized, and the major errors were discussed in terms of the frame theory model developed by Davis (1984). -- At least 15 types of errors were documented. While some of these were reading-language and computation errors, the majority were graph-based errors. Four general categories were identified namely: data arrangement, topic, scale, and the fact the information was not shown on the graph. -- Overall, students  at both grade levels had little difficulty reading bar graphs, more difficulty interpreting bar graphs, and had major difficulty knowing when prediction from bar graphs was  possible. The frequency of reading-language, computation, and particularly scale errors was higher at the grade four level than at the grade six level. However, errors involving  pattern arrangements of the data occurred in similar frequencies for both grades and it was concluded that both grade four and grade six students have similar but flawed graph frames.


identifier: Windsor, Annette Mary <https://research.library.mun.ca/view/creator_az/Windsor=3AAnnette_Mary=3A=3A.html>   (1997) A descriptive study of level three advanced mathematics students' conceptual understanding of the roots of polynomial functions.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this descriptive study was to investigate level III advanced mathematics students' understanding of the roots of polynomial functions as a result of an integrated approach with the graphing calculator. It examined the students' ability to work with the symbolic, tabular, and graphic representations of polynomial functions  in their quest to identify its roots. It also explored what students had to say about the graphing calculator and its features and their reaction to its inclusion in the learning  process. -- One class of thirty one students of Mathematics 3201 participated in the study. Each student completed a manual of thirteen activities designed specifically for the TI-82 graphing calculator to address the curricular objectives for the polynomial unit. Students were required to formulate a written definition for the root of a polynomial function, at the beginning and conclusion of the study. All were interviewed as many as five times and all wrote a final unit test and questionnaire. -- After the integrated approach with the graphing calculator, students were able to formulate and articulate a coherent explanation  of the root of a polynomial function. Additionally, many could also provide significant detail regarding the different aspects of a root and demonstrated a reasonable degree of proficiency with polynomial functions expressed symbolically, graphically, and in tabular form. -- Most students responded positively to the integration of the graphing calculator and learned to use it efficiently and effectively by the time the study concluded. It proved to be  most popular in a supportive role to verify work and to provide insight so busy work could be kept at a minimum. It helped most students appreciate that the graph of a polynomial function was integrally connected to the algebra they had learned in past courses. -- Not all students, however, were pleased with the frequent use of the calculator. Some felt that it detracted from their ability to master the algebraic procedures that were paramount in "real" mathematics.


identifier: Lynch, Edith Marie <https://research.library.mun.ca/view/creator_az/Lynch=3AEdith_Marie=3A=3A.html>   (1995) A descriptive study of teachers' and educators' perceptions of the educational features of STEM~Net and the effect of an online unit of study.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was designed as a qualitative study to determine the educational expectations and experiences of K-12 teachers and educators in Newfoundland and Labrador as they become users of STEM~Net. More specifically, the study was intended to determine the perceptions of K-12 teachers and educators of various educational computer network activities; and, to investigate the effect of an online unit  of study on teachers' and educators' understanding of these features. -- The study consisted of several stages of data collection and analysis. In the first phase of the study data were collected through a survey questionnaire that was sent via electronic mail on STEM~Net to 200 teachers and educators. The data from the questionnaire provided the information for the implementation and development of a small group activity. The main purpose of the small group activity was to assess the impact of an online unit of study  on teachers' and educators' understanding of the educational  features of STEM~Net. The basis of the online unit was a series of six tutorials that were sent to the members of the  small group. Through the tutorials members were encouraged to explore educational databases on the Internet through File Transfer Protocol, Gopher and the World Wide Web. Data from the survey questionnaire, the evaluations of the small group activity and the online messages of participants were collected and analyzed to address the major research questions of the study. -- The findings of the study suggest  that teachers and educators perceive the educational features of STEM-Net to be useful and valuable to them in their teaching. The study also revealed factors that may influence teachers' and educators' understanding of the educational features of STEM-Net. Key issues that were identified include training materials, group and technical support as well as technical difficulties and time and access constraints. Finally, the design of the online unit of study seemed to be critical to the success of the group activity. The design of the unit incorporated group discussions and interactions, with the researcher as facilitator. The focus on a specific topic that addressed the needs of the group also contributed to the very positive  participants' assessment of the effect of the group activity.


identifier: Aitken, Robert Kent <https://research.library.mun.ca/view/creator_az/Aitken=3ARobert_Kent=3A=3A.html>   (1997) A graduate internship report including a research report of the factors influencing Newfoundland & Labrador level III high school students' choice of university to attend following graduation.  Masters thesis, Memorial University of Newfoundland.

abstract: This report describes a thirteen-week internship program with the Office of Student Affairs and Services at Memorial University of Newfoundland. The general goals, specific objectives and activities performed to achieve these goals, as well as the effectiveness and limitations of the internship are described in the first two chapters of the report. These chapters specifically outline the experiences of the intern during his placement at the following divisions of Student Affairs and Services: Employment Services Centre; Higher Education Assessment and Research (H.E.A.R.) Unit; Wellness Centre; Counselling Centre; Student Housing; Student Recruitment and Promotion; and the Glenn Roy Blundon Centre. Chapters I and II also highlight the educational value of two conferences attended by the intern - the 1997 Congress of the Learned Societies (Memorial University) and the Canadian Association of College and University Student Services (CACUSS) Conference,  Halifax, Nova Scotia. Details of the research project titled  "The Factors Influencing Newfoundland & Labrador Level III High School Students' Choice of University to Attend Following Graduation" are described in the third chapter. Chapter III includes a rationale for the research, methodology, results and a concluding discussion. The discussion is completed by a summary list of recommendations  intended to promote student interest in and enrollment at Memorial University of Newfoundland.


identifier: Organ, Gerry <https://research.library.mun.ca/view/creator_az/Organ=3AGerry=3A=3A.html>   (1989) A historical analysis of the development of the religious education program of the Integrated school system.  Masters thesis, Memorial University of Newfoundland.

abstract: The religious education program of the Integrated school system has experienced unprecedented growth since 1869. The purpose of this historical analysis was to examine the factors, through an examination of primary and secondary sources, that influenced this development. -- Prior to Integration, very little religious education was taught in the Anglican, Salvation Army, and United Church school systems. With Integration came an increased interest in the development of a viable religious education curriculum. The first major challenge faced by the Integrated Education Council centered on approaches to the teaching of religious education. Experiences in the amalgamated schools had indicated that confessional religious education was not practical in a multidenominational setting. In 1969 however,  there were few people in Newfoundland who had the expertise in religious education to articulate a suitable approach for  Integrated schools. In 1970, the Integrated Educational Council was fortunate in enlisting the support of Edwin Cox and was able to articulate a list of aim based on an emerging idea of the open, child-centered approach to religious education. As the Council became more aware of the  direction it wanted to take in its program, it was able to embark on a more meaningful process of curriculum development. This process has resulted in the implementation  of an effective program of religious education that is constantly being evaluated and revised. Since 1969, there have been an ongoing discussion between officials at Memorial University and the Denominational Education Councils regarding teacher education in religious education.  At the undergraduate level this issue has been complicated, in part, by the different denominational aims and philosophies for religious education and by the fact that different degree programs are needed to prepare secondary school teachers and primary/elementary teachers.


identifier: Ruan, Zhanghai <https://research.library.mun.ca/view/creator_az/Ruan=3AZhanghai=3A=3A.html>   (1996) A comparative study of deductive proofs in geometry education between the U.S. and the People's Republic of China.  Masters thesis, Memorial University of Newfoundland.

abstract: During the last two decades, there has been a reassessment of deductive proof education due to the students’ difficulties with deductive proof writing.  Questions such as "what are we doing ? " and "why are we doing it ?" have been thought extensively by geometry educators and teachers. -- The purpose of this study is to help geometry educators and teachers rethink deductive proof education.  By comparing students’ van Hiele levels, curricula, examinations, supplementary materials, and method of instruction in the U.S. and the People's Republic of China, this study will enable educators and teachers in both countries to recognize past failures in deductive proof education in their own country. -- The results of the study show that the curricula of deductive proofs are not well-accepted in either the U.S. or the People's Republic of China.  The inadequacies of textbooks, and the teachers' heavy reliance on them have caused many problems in the U.S. Entrance examinations and supplementary materials impose heavy demands on students' geometric thinking and cause a failure in the deductive proof education in China. -- More research needs to be done on the factors influencing the students' achievement in deductive proof education.  The resultant changes made by research will improve the quality of deductive proof education.


identifier: Penney, Aubrey J. <https://research.library.mun.ca/view/creator_az/Penney=3AAubrey_J=2E=3A=3A.html>   (1992) A comparison of academic achievement of elementary students in multi-grade and single-grade rural classrooms in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was conducted to investigate the effects of multi-grade classroom organization on students' academic achievement. Students' scores resulting from the 1988 Canadian Tests of Basic Skills (CTBS) obtained from the Department of Education were analyzed to examine the difference between the mean scores of rural grade 6 students  enrolled in single-grade classrooms and rural grade 6 students enrolled in multi-grade classrooms. -- The questionnaire designed for this study was distributed to 58 randomly selected school principals throughout the province soliciting information to determine randomly selected students' class type, teacher qualifications, gender and socioeconomic status. Only students who were enrolled in their specific class type for three or more consecutive years were involved in the study. The final sample included 174 single-grade and 137 multi-grade for a total of 311 students. -- Data from the CTBS results and the questionnaire completed by principals were analyzed by computing correlation coefficients for the independent variables (Class Type, Teacher Qualifications, Gender and Socioeconomic Status) and the scores of the dependent variables (Vocabulary, Reading Comprehension, Language Arts,  Work Study Skills, Mathematics and Composite). A multiple regression was computed to examine the magnitude of the relationship between the independent and dependent variables. -- The investigation concluded that there is no significant difference in academic achievement between students of rural multi-grade classrooms and students of rural single-grade classrooms. -- The results of this study provide school administrators research supported information  on which to base their decisions regarding grouping within their school. The mere fact that a school has multi-grade classroom organizations should not cause administrators to question the academic achievement of students.


identifier: Li, Zhide <https://research.library.mun.ca/view/creator_az/Li=3AZhide=3A=3A.html>   (1995) An inquiry into a cadre of Chinese university students' perceptions of the features of autonomy in motivation for learning during their senior high schooling period.  Masters thesis, Memorial University of Newfoundland.

abstract: In the People's Republic of China, students in the university-track senior high schools are prepared for the Nationwide Entrance Examination for Higher Education Institutions (NEEH), which is held at the end of three-year senior high schooling period. Owing to the selective nature of the NEEH, only those whose marks in the NEEH are above certain score control lines are eligible for admission into a higher educational institution. The purpose of this study was to investigate a cadre of Chinese university students' perceptions of the features of autonomy in motivation for learning in university-track senior high schools. The investigation was conducted around two major research questions: 1) what the students perceived as the features of  their learning behaviour and emotional experience with respect to the degrees of autonomous versus controlled motivation for learning; and 2) what the students perceived as the features of their learning environment with respect to that as being autonomy supportive versus controlling. -- This study was based on the reflective in-depth interviews between interviewer and interviewee contact. A self-report questionnaire with open-ending questions was developed and administered personally as a preparatory stage of the investigation to break down the major research questions into more detailed questions. The investigation was designed  and conducted in the theoretical framework of E. L. Deci and  R. M. Ryan's (1985a, 1987) Self-determination Theory. Five graduate students in an eastern Canada university participated in the investigation. The methodology of phenomenological approach was employed in conducting the interviews, analyzing the interview data and presenting the cases. Cases were analyzed and discussed in the light of the  Self-determination Theory. -- Findings of this study include  the following. (1) The learning behaviour of the participants during their senior high years fell into the degrees of introjected regulation and identified regulation along the continuum of internalization and integration of an  extrinsic regulation from heteronomous control to autonomous  self-determination. Two of five participants originally approached learning with intrinsically motivated attitudes; they reported some behavioral features such as genuine interest, curiosity, and spontaneity in learning, which were  related to intrinsic motivation of learning. (2) Perceptions  of emotional experience were congruent with the autonomous versus controlling learning behaviour of the individuals. Those whose learning behaviour exemplified more controlled features perceived less positive emotions than those whose learning behaviour exemplified less controlled features. (3)  Learning environment in university-track senior high schools  was perceived as controlling with the features: a) the pre-set goal of learning that all students should try to obtain good marks in the NEEH; b) academic ranking as the major feedback form perceived as mainly controlling, and c) peer competitions for promoting one's academic rank, which was perceived as mainly controlling. The learning environment at  home/in the family, in four cases, was featured with parents' expectations and encouragement of obtaining high marks in the NEEH. In three cases, the form of feedback at home was parents' comments on academic marks and ranks which  reflected their sole concern with respect to their children's academic performance. Four participants perceived  pressure of a different level from home of urging them to gain as high marks as they could in the NEEH. One participant perceived no parent involvement in her learning.


identifier: Clark, Kathryn E. <https://research.library.mun.ca/view/creator_az/Clark=3AKathryn_E=2E=3A=3A.html>   (1988) An inquiry into the vocabulary content and readability levels of texts used in fifteen Newfoundland vocational training programs: word frequency lists and reading difficulty evaluations for programs to which adult education students aspire.  Masters thesis, Memorial University of Newfoundland.

abstract: The vocabulary content and reading difficulty levels of 47 texts required in 15 Newfoundland vocational training programs were investigated. Word frequency lists for each of  the 15 programs were generated from samples of text, using computer technology. These lists are presented in appendix B, in both alphabetic and frequency listings. A combined, merged frequency list which includes all of the vocabulary entries is available on computer diskette, but was too bulky  to include in this study in printed form. -- The readability  level of each of the texts was measured using the Fry Graph.  Text readability levels were compared to the entry requirements (grade levels) for the fifteen programs. It was  found that reading requirements for several of the vocational training programs were much higher than was indicated by the grade-level required for program entry. The  word lists were compiled as instructional tools for educators and writers interested in preparing students who have poor reading skills for entry into vocational training programs. The comparison of entry level requirements and levels of text difficulty for each vocational program is presented for the use of those involved in counselling and placement of students.


identifier: Hunt, Harry <https://research.library.mun.ca/view/creator_az/Hunt=3AHarry=3A=3A.html>   (1995) An internship in guidance and counselling at Prince of Wales Collegiate and the L.A. Miller Centre.  Masters thesis, Memorial University of Newfoundland.

abstract: This report presents a description of an internship in guidance and counselling at Prince of Wales Collegiate and the L.A. Miller Centre, from April 25th, to June 29th, 1994.  The rationale for doing the internship was to gain as much experience as possible in guidance and counselling in a practical setting under supervised conditions. -- A set of objectives as well as a research proposal was devised and carried out in the two settings. All of the objectives were adequately met throughout the internship period. -- The research component focused on the evaluation of the career decision-making process as it pertained to CHOICES and DISCOVER career-assisted career-guidance programs. Results indicated that there was no significant difference at the .05 level for career decision-making between the two programs.


identifier: Croke, Patricia Ann <https://research.library.mun.ca/view/creator_az/Croke=3APatricia_Ann=3A=3A.html>   (1992) An internship placement report including an outline of intervention strategies for educators confronted with drug and alcohol problems.  Masters thesis, Memorial University of Newfoundland.

abstract: This report describes an internship experience. The experience was somewhat atypical as it involved the student spending equal time in two placements. The report describes the internship and a research paper prepared to meet the internship requirements as set down by the Faculty. The goals of the internship included gaining psychometric skills, along with teaching and research experience. The 13 week internship was split equally between the Alcohol and Drug Dependency Commission (ADDC) and the Work Skills Evaluation Program at the General Hospital, Miller Centre. -- During the placement at the ADDC, the intern engaged in program development, research and program delivery. There was extensive opportunity in this placement to speak with the professional staff about services offered and resources within ADDC and the community. There was also the opportunity to co-lead a parent workshop called "Smooth Sailing." Much of the time, while with the agency, was spend  researching the document entitled "Addressing Alcohol and Drug related problems of Youth: Intervention Strategies for Teachers and Counsellors," which is included in part two of the report. -- During the placement with the Work Skills Evaluation Program, the intern had the opportunity to administer psychological tests and to participate in report writing. She also attended team meetings, became involved in  case conferences on clients and delivered an in-service training session addressing current issues in assessment. -- The research component involved the preparation of a guide outlining a comprehensive strategy for front-line educators confronted with students who are users of alcohol and other drugs or who come from homes where substance abuse is a problem. The guide discusses the roles of teachers and counsellors as intervenors. It overviews the scope of the problem and also offers suggestions for the identification of problems and intervention. An annotated bibliography of selected resources is also offered.


identifier: Mercer, Christopher Bruce <https://research.library.mun.ca/view/creator_az/Mercer=3AChristopher_Bruce=3A=3A.html>   (1995) An internship report and comparative study of educational psychologists' consultation practices in St. John's, Newfoundland and Harlow, West Essex.  Masters thesis, Memorial University of Newfoundland.

abstract: This Internship report documents the writer's Spring Summer 1995 internship placement tn Harlow, Essex, England in partial fulfilment of the requirements for the degree of Masters of Education in School Psychology. The report is divided into two sections, a placement component and a research component. The placement component addresses the setting, the goals and objectives, the implementation and evaluation of the internship, and the intern's personal reflections. The research component undertakes a comparative  analysis of the consultative practices of eight (8) educational psychologists: four practising in St. John's, Newfoundland, Canada, and four practising in Harlow, Essex, England. Results indicated both similarities and differences  between the two groups of psychologists. These findings were  analysed in terms of diverse conceptual consultative models and frameworks within current educational psychology.


identifier: Barron, John Joseph <https://research.library.mun.ca/view/creator_az/Barron=3AJohn_Joseph=3A=3A.html>   (1997) An investigation into the sources for ideas and research of students participating at the regional science fair level.  Masters thesis, Memorial University of Newfoundland.

abstract: The main area of study in this thesis deals with relating student sources of ideas and research to the outcomes of the  science fair. There was no literature available that dealt with an experimental approach to studying these questions. This thesis uses a questionnaire administered at the Eastern  Newfoundland Regional Science Fair to supply the information  on where students get their ideas, and where they do their research. -- The most prevalent source for ideas was self-generation. Surprisingly a large number of students, including a large number of medal winners, obtain their ideas from texts, defined as a low-level source within the literature. Few of the students used any research beyond what they found in their school and public library, and in all but a few cases, ease of access was the most quoted reason. The Internet as a research source increased in popularity over the past year, mirroring an increase in the access to this resource within the school system.


identifier: McCarthy, Tony Matthew <https://research.library.mun.ca/view/creator_az/McCarthy=3ATony_Matthew=3A=3A.html>   (1993) An investigation of the sources and levels of stress of teachers of challenging needs students in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the sources and levels of stress experienced by teachers of students with challenging needs in the province of Newfoundland and Labrador and to investigate the relationship between sources  and levels of stress experienced by teachers in challenging needs classrooms. The Wilson Stress Profile for Teachers and  a General Information Questionnaire were mailed to 302 challenging needs teachers. One hundred and eighty-four (60.93%) completed questionnaires were returned. The following statistics were used to analyze the responses of the population studied: (1) a description of the demographic  characteristics of the responding teachers; (2) a representation of the mean score obtained on factors influencing stress and stress score means; and (3) a correlation of personal and professional factors with stress  scores. The results indicated that challenging needs teachers find their jobs moderately stressful. When compared  with other teachers, challenging needs teachers find their jobs more stressful than do other specialists, and as stressful as regular classroom teachers. Of the nine categories of stress, challenging needs teachers find Employee/Administrator relations least stressful and Physical Symptoms of Stress to be the highest. A total of 11  stressors were found to significantly correlate with overall  stress for challenging needs teachers. This study also showed that low prospects of promotion or transfer for challenging needs teachers correlate highly with increased stress. Teachers rated the administrative support they received to be high. As administrative support increased, stress levels for the challenging needs teachers decreased. An analysis of the results of this study suggested that alternatives are available to teachers and school administrators to reduce stress experienced by challenging needs teachers.


identifier: Melvin, Katherine <https://research.library.mun.ca/view/creator_az/Melvin=3AKatherine=3A=3A.html>   (1996) An examination of the reading expectations inherent in three junior high school language arts programs.  Masters thesis, Memorial University of Newfoundland.

abstract: Three junior high school language arts programs were examined to determine the explicit and implicit reading performance expectations held for junior high school students. Eight questions based on the findings of current reading research were formulated to guide the examination. -- The results revealed a lack of any clear or implied statement of performance expectations for any of the thematic units selected for study from either of the three programs. Moreover, performance expectations for the assessment materials and the learning activities were general and open to interpretation. There was no progression  of difficulty evident or specified for selections within the  units, and readability ratings provided for the selections in two of the programs did not distinguish appropriateness for use in grades seven, eight, or nine. The third program specified selections and thematic units for each of grades seven, eight, and nine. However, within each grade level no progression of difficulty was specified for the selections within units or across units in the program. Although it was  suggested that reading strategies such as predicting or scanning be used with particular selections, no explicit instruction guidance was provided on text structure knowledge, or reading strategies, two areas identified in the research as distinguishing proficient readers from less proficient readers. Nor was there a clear statement of the amount of reading students were expected to do in the units.  In effect, teachers were expected to adapt the units to meet  the needs of individual students. Hence, teachers were not given any criteria on which to judge students' success. -- Based on the research reviewed, the research questions developed, and the analysis of the programs, two main conclusions were drawn: clear reading performance expectations are wanting, and comprehensive instruction in reading is not provided in three current junior high school language arts programs.


identifier: Pilkington, Katherine Elizabeth <https://research.library.mun.ca/view/creator_az/Pilkington=3AKatherine_Elizabeth=3A=3A.html>   (1984) An experimental comparison of live versus video tape instruction on changing attitudes towards disabled persons.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was concerned with finding effective ways of changing the attitudes of teachers and Education students towards disabled persons in Newfoundland and Labrador. Since  education was considered by many previous studies to be an important factor in attitude change, the study looked at the  effects of a course offered by Memorial University, St. John's, Newfoundland, Education 3230, a survey course providing information about disabled children. Two modes of instruction, live instruction and video tape instruction, were considered to determine if one was more effective in changing attitudes. The original data were collected in 1974; additional data concerning live instruction were collected in 1981 to determine if there was any change in attitude over this time. -- There were 474 subjects in this study. There were five groups in the study: Group A, live instruction, on campus, in 1974; Group B, video tape instruction, off campus, in 1974; Group C, control, on campus, in 1974; Group D, live instruction, on campus, in 1981; Group E, control, on campus, in 1981. Students were not assigned individually to groups. There were at least two  classes in each group. Half of the classes were used for pre-test data and half were used for post-test data to insure randomization. -- The instrument used to measure attitudes was the Attitudes Towards Disabled Persons Scale, forms A and B. A pre-test measurement was completed at the beginning of the term and a post-test measurement at the end  of the term. -- The analysis included a two way ANOVA using the regression approach and a two way ANOVA using equal-sized groups. These showed that there was a difference among  the groups in attitude but that no one group showed a significant difference between the pre-test and post-test. An aposteri procedure, the Newman-Keuls used to compare group mean scores, confirmed that there was no significant difference at the .05 level between pre and post-test means for any one group. The difference was between the 1974 and 1981 groups. An ANOVA using the regression approach was performed on each of eight demographic variables (occupation, grade level taught, age, sex, previous education course, having a disabled relative, frequency of contact and work experience), comparing the 1974 and 1981 data. The results supported the fact that the difference was  between the two time periods. The only demographic variable to have a significant influence on actitude change was having a relative or friend who is disabled. -- The conclusion was that although the treatments had some effect,  none were significant. The 1981 group had significantly more  favorable attitudes than the 1974 groups, possibly because of increased public awareness and opportunity for contact and integration with the physically disabled. The results indicated that a course which provided information and an opportunity for close personal contact on a social level might be most effective in changing attitudes.


identifier: Williams, Debbie M. <https://research.library.mun.ca/view/creator_az/Williams=3ADebbie_M=2E=3A=3A.html>   (1991) An exploratory and descriptive study of the overseas and reentry experiences of returned Canadian volunteers and its influence on their present lifestyle.  Masters thesis, Memorial University of Newfoundland.

abstract: This is an exploratory and descriptive study of the overseas  and reentry experiences of Canadian returned volunteers and its influence on their present lifestyles. -- Ninety-one CUSO and 24 Canadian Crossroads International (CCI) returned  volunteers responded to a mailed questionnaire. Over half of  the respondents returned to Canada less than 10 years ago; 45% have been home for 10 years or more. -- Returned volunteers answered questions regarding many aspects of their overseas assignment. They were also asked to respond to questions regarding re-orientation, advice to returning volunteers and the impact of the experience on their lives. Respondents were encouraged to give their opinions and to discuss their responses. -- Frequency distributions, percentages, cross-tabulations and a t-test were used to analyze data. Results showed that volunteers were generally young, single, and well-educated. At the time of their assignment, although most volunteers experienced some degree  of cultural shock, respondents generally felt positive about  the experience overall. -- Reentry shock or reverse culture shock seemed a common phenomena. A number of factors that appear to be associated with reentry shock include age, gender, desire to return home, feelings upon initial reentry, and the commitment to change aspects of one's lifestyle upon return home. -- Those respondents who recall having the most difficulty upon return were younger, single and most were female. Compared to those reporting no reentry  stress, the group experiencing difficulty appeared less ready to return home and less positive upon reentry. They were also more inclined to make a decision to change their lifestyle. -- Nearly all respondents (86%) felt that their present lifestyle was highly and moderately affected by the experience and report positive and growthful influences. Yet, a small number of respondents made comments suggesting that they still have unresolved issues connected to the overseas and reentry experiences. Respondents also expressed  significantly less satisfaction with Canadian society (and how it works) upon return to Canada compared to their degree  of satisfaction with Canadian society before leaving for the  assignment. -- Recommendations are made to sponsoring agencies regarding reorientation. Recommendations were also made for further research.


identifier: Furey, Douglas John <https://research.library.mun.ca/view/creator_az/Furey=3ADouglas_John=3A=3A.html>   (1997) A learning resources teacher's guide to the production of internet multimedia curriculum units.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this report is to present the results of an internship study and associated development project. The objective of my internship was personal professional development through observation and assumption of the dual roles of secondary school learning resources teacher and curriculum software designer. Based upon my experiences in these roles, a guide for teacher design of Internet multimedia curriculum lessons was produced. Peer critique of  this guide during my internship facilitated its development.  -- Chapter One explains the rationale for the choice of internship setting, outlines the internship experiences, describes the evaluation and supervision procedures and provides background information for the research component. Chapter Two is a review of the literature on Internet homepage and multimedia design with respect to important aspects of educational pedagogy, and in particular the relationships between computer-based multimedia and the theory of multiple intelligences. Chapter Three describes the Internet Multimedia Curriculum Design Guide (see enclosed compact disc) - the product of literature reviews, teacher interviews, peer collaboration and classroom observations. It is this guide that sets forth the design principles for teaching via Internet and multimedia incorporation in classroom environments. This chapter includes two examples designed based on the philosophy set forth in the IMCD guide - a plate tectonics lesson relating to faulting and folding, and an Earth Day lesson / scavenger  hunt. Teacher reaction to the IMCD guide and student reaction to the two example lessons is provided. Chapter Four discusses the internship experience and the role of the  learning resources computer specialist in an information technology environment.


identifier: Morrissey, William James <https://research.library.mun.ca/view/creator_az/Morrissey=3AWilliam_James=3A=3A.html>   (1996) A phenomenological study of the awareness, comprehension and application of instruction design in management development among large companies in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this phenomenological study was to determine the awareness understanding and application of instructional  design in corporate management development among the largest  employers in Newfoundland and Labrador. The study attempted to determine the processes used by corporate trainers, given  the absence of formal instructional design methodology. -- The study was a continuation of studies conducted by Tobin (1989), Gallant (1989), Thomey (1991), Graham (1991), and more recently Gorman (1993) and Healy (1994) in the province  of Newfoundland and Labrador over the previous five years. These studies looked at instructional design usage in a variety of settings including primary, elementary, secondary  and high school teachers, teacher librarians, and nurse educators. Results of these studies clearly demonstrated that formal instructional design methodology was not being applied. In its absence, the subjects relied upon related experiences to put together their training programs. -- The data for this study was collected in the fall of 1995 through a combination of questionnaires, and semi-structured  interviews with ten corporate trainers. The subjects were selected by stratified random sample from among the largest 25 employers in the province. All but one interview was audiotaped with the permission of the respondents. The results were then transcribed and analyzed by common themes.  -- The results of the study indicated that corporate trainers interviewed did not have a background in instructional design, and therefore were low in knowledge about its application. Most trainers used some form of instructional design, though the process was rudimentary and  incomplete.


identifier: Corbett, Paula <https://research.library.mun.ca/view/creator_az/Corbett=3APaula=3A=3A.html>   (1991) A pilot study to evaluate the writing skills of French immersion students at the grade nine level in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The writer has evaluated the level of student writing in French immersion at the grade nine level in Newfoundland and  Labrador. -- Three research questions provided the basis for  the study. They were as follows: -- 1. How proficient are students when using the written skill? -- 2. Do discrepancies exist between different geographical areas, ie., rural, urban and francophone? -- 3. Are there differences between the performance of females and males? -- The data consisted of a delimited pilot population of 64 student writing samples where the students were asked to write a letter to their principal suggesting one way in which the school could be improved. The 64 profiles were then assessed in six different writing categories and a mark  rendered for the writing level attained in each category. -- Statistical analyses were conducted on the data and the results were discussed. -- It was found that students performed best in the categories of effectiveness (getting the message across) and vocabulary use. Grammar and spelling/accent/punctuation/capitalization were the categories in which the students performed only moderately well and sociolinguistic performance and organization of information least well. -- Regional differences in performance did exist. Urban students tended to perform better than either the rural or francophone regions and females outperformed males; males only approached the female  rating in the category of sociolinguistic performance, although males actually outperformed females in the urban area in the categories of grammar and organization of information. -- The thesis concludes with a series of recommendations for French immersion education and further research.


identifier: Goulding, Wallace Franklin <https://research.library.mun.ca/view/creator_az/Goulding=3AWallace_Franklin=3A=3A.html>   (1972) A preliminary evaluation of the process-oriented Elementary Science Curriculum Project (ESCP) in Newfoundland schools.  Masters thesis, Memorial University of Newfoundland.

abstract: A comparison was made between two treatment groups in both grades five and six to determine the effectiveness of a process-oriented elementary science curriculum at teaching the processes of science. Experimental groups in both grades  were taught the process-oriented science course and the control groups were given a content-oriented course. Control  groups were given the alternate course to reduce the Hawethorne effect. -- The hypothesis investigated in this experiment related to: 1. The effect of taking a process-oriented science course on the ability of students to learn and apply in new situations scientific processes. This was measured using appropriate science process tests. -- Other aspects of the study was concerned with student and teacher attitudes towards the course. Student attitudes were elicited by means of a Q-sort instrument and teacher attitudes were evoked by means of a questionnaire. -- The experimental data was analyzed using multiple linear regression. Scores on the postest in both grades were examined in the presence of grouping, socio-economic ranking, sex, pretest results, a measure of science knowledge and aptitude (the STEP Science Test), and intelligence (the Lorge-Thorndike Intelligence Tests). -- Student and teacher attitudes were analyzed by obtaining a percentage summary of responses and by analyzing these responses on various variables of each instrument in relation to different independent variables using either the  t-test or one-way analysis of variance. -- It was found that  there was a significant difference in treatment groups in grade five in favour of the experimental group. It was concluded that students exposed to a process-oriented science course do learn the scientific processes better than  students who have not taken such a course. No significant difference was found between treatment groups in grade six, but because the testing situation appeared to have changed from pretest to postest and because of differences between the experimental and the control groups which the regression  analysis did not control, it was concluded that little significance could be attributed to the results, even though  the experimental group showed a greater pretest-postest gain  over the control group. -- An analysis of student responses revealed that student attitudes were mainly positive towards  the course. The majority of students enjoyed doing the various activities in the course and felt that the course taught them how scientists think. Some negative attitudes were also expressed by a minority of students. -- The sex of  the teacher and class size affected student responses, with students having female teachers displaying more positive attitudes and students from very small and very large classes showing more negative attitudes than students from middle-size classes of about thirty students. -- Teacher responses were mainly favourable, even though they did encounter some difficulties with the Teachers Guide and with  classroom organization. No differences in responses were found between teachers with science education courses and science courses and those without them. Similarly, teaching experience and teaching certification did not affect teacher's responses on some variables. -- Some of the implications of the results are the following. This process-oriented science curriculum is more effective at teaching students the processes of science than are more content-oriented courses. Also, student attitudes towards the course  are mainly positive. Even though teachers experienced some problems while teaching the course, none seemed insurmountable. This would suggest that, if the process approach to science teaching is a desired objective in elementary schools, the course can be adopted by interested schools. Teachers experienced some problems with the Teachers Guide. It should be more structured for elementary school teachers with a limited science background. Also, more inservice training, which would explain the aims and purposes of the course and the teaching methodology required  to teach the course properly, is needed. -- This study illustrates the need for well-developed process instruments which can be used in different grades. Instruments are especially needed which test the more complex scientific processes. -- Finally, the study implies that evaluation of process science curricula is feasible and possible. Much more evaluative work on these process-oriented science curricula is needed.


identifier: Ackerman, Sally Donna <https://research.library.mun.ca/view/creator_az/Ackerman=3ASally_Donna=3A=3A.html>   (1996) A professional development needs assessment of private post-secondary business career instructors.  Masters thesis, Memorial University of Newfoundland.

abstract: In this study, the Delphi technique was used to identify and prioritize the professional development needs of instructors responsible for the delivery of user-pay business career programs in the province's private post-secondary school industry.  The study sought to describe (a) the ways in which the professional development needs of these instructors may be met, (b) the types of professional development activities in which private post-secondary business career instructors participate, (c) the professional development activities judged by instructors as being most beneficial and meaningful, and (d) the role of the administration of private post-secondary schools in helping instructors achieve professional growth. -- The Delphi process utilized in this qualitative research involved two rounds of data collection.  The first round questionnaire was exploratory in nature, consisting of open-ended questions.  Round Two items, which were fed back to the Delphi panel for assessment and reaction, were derived from the information obtained from the first round questionnaire.  Round One resulted in a response rate of 68.75%; a response rate of 62.5% was obtained for Round Two. -- Results of the study indicated that private post-secondary business career instructors required professional development activities that satisfy general role-related, role-specific, interpersonal, and personal growth needs. -- The general role-related needs identified were the acquisition of additional teaching methods and strategies, academic credentials, and current resource materials.  Keeping abreast of changes in industry and computer training were the principal role-specific needs that were identified.  Interpersonal development needs included motivational and student management skills.  In the area of personal professional development, teaching skills compatible with the requirements of other provinces were identified.


identifier: Noonan, Marguerite <https://research.library.mun.ca/view/creator_az/Noonan=3AMarguerite=3A=3A.html>   (1990) A profile of the speech of French immersion students of grades I, II and III in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to describe the speech of primary level French immersion (FI) students in the province  of Newfoundland and Labrador with a view to developing language descriptions which could be used as a basis for evaluation. The description of FI speech which was the objective of this study, constitutes a framework through which to more realistically examine the oral second language  (L₂) of FI primary level students than the frequently used native-speaker criterion against which these students often measure somewhat poorly. -- The sample consisted of fifteen students, five from each of grades I, II and III. They were interviewed and the speech was scripted and then organized into speech profiles based on grade levels. -- In addition to this data nine teachers, three from each of grades I, II and III, were interviewed. Charts based on the teacher descriptions were then produced. The charts were organized based on grade levels. This data was applied as a basis on which to verify that the profiles established from the student data were reflective of the speech of the students in the primary FI grades in this province. -- The student profiles indicate that, while there is error in that speech,  in most areas of the L₂ there is evidence of real development and that that development can be indicated by the application of descriptors loosely representative of a given level of primary grade FI speech.


identifier: Avery, Betty <https://research.library.mun.ca/view/creator_az/Avery=3ABetty=3A=3A.html>   (1996) A qualitative study of non-salient factors in re-entry women's self-exploration of early life career development.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this qualitative study was to identify non-salient factors in re-entry women's self-exploration of early life career development of a select group of Newfoundland re-entry women. The study included ten women with ages ranging from twenty to fifty registered at Human Resource Development Canada. The data were collected using semi-structured interviews. -- A naturalistic method of data  analysis was used following the general outline of Marshall and Rossman, cited in Dyke, 1992. The interviews were audiotaped and transcribed for data analysis. The audiotapes  were listened to several times before being transcribed. The  data were read and reread to identify emerging themes against the original tapes according to the factors in the literature. The narrative excerpts of the individual women's  transcripts were related to the factors salient in the career development of women according to the theoretical constructs. During the entire process it was necessary to read the transcripts many times to capture the actual responses of the women without error in interpretation. -- The career development theories proposed by Super (1953, cited in Herr & Cramer, 1992), Farmer (1985), Astin (1984), Gottfredson (1981) and Hackett and Betz (1981), formed the basis for the conceptual development framework. -- It was evident from the findings that the career development of the  women were influenced by a number of different factors. Career development was described to be a process that continues over the life span. -- Recommendations for practice focused in the area of more and improved career awareness programs for women and their families in rural areas. Recommendations for research included studies on re-entry men compared to re-entry women, self-concept, discrepancy in the perceptions of women's abilities and actual support for re-entry women on the career development of women.


identifier: Collins, Roche L. <https://research.library.mun.ca/view/creator_az/Collins=3ARoche_L=2E=3A=3A.html>   (1994) A report of a counselling internship at an alternative school setting with a self-evaluative study of counsellor skills, intentions, and responses to negative client reactions.  Masters thesis, Memorial University of Newfoundland.

abstract: This Report describes an internship conducted at Skills for Youth, 63 Patrick Street, St. John's, Nfld. during the period from April 25, 1994 to June 24, 1994. The intern is a  candidate for the M.Ed. degree in School Counselling at Memorial University of Newfoundland. -- Chapter 1 describes why an internship project was chosen by the candidate and the University's regulations which govern such a project. Chapter 2 describes the internship setting and the reasons for its selection. Chapter 3 details the goals which were set for the internship, and the major professional activities undertaken to accomplish these goals. Chapter 4 presents a description of a self-evaluative study of the intern's counselling skills which was undertaken during the period of the internship. The intern studied his use, in counselling, of various verbal response modes, his intentions, and the effectiveness of his responses to client  negative reactions. Chapter 5 concludes the Report with recommendations for future internship projects.


identifier: Mandville, Ruth M. <https://research.library.mun.ca/view/creator_az/Mandville=3ARuth_M=2E=3A=3A.html>   (1992) A report of a counselling internship at the Adolescent Health Counselling Service, including an evaluation of the parenting program Nobody's Perfect for use with adolescent parents.  Masters thesis, Memorial University of Newfoundland.

abstract: This report describes an internship completed at the Adolescent Health Counselling Service, May 6 through August 2, 1991. It includes a comprehensive report of the goals and the professional activities of the intern during the internship period. In addition, it presents a detailed discussion of an evaluation study conducted during the internship. -- The description of the internship includes the rationale, a description of the setting, the goals of the internship, its duration and a description of the supervision of the intern during the internship. A comprehensive report of the intern's professional activities  according to the goals of the internship is presented. The research project, its rationale, description and limitations  are described. The project consisted of an assessment of the  effectiveness of the parenting program Nobody's Perfect (Atlantic Regional Health Promotional Committee, 1989) for use with adolescent parents. Through individual analysis a determination of the program's effect on participants' knowledge, attitudes, and behaviour in relation to their child's health, safety and behaviour was made. The study showed mixed results for participants, but demonstrated promise for more widespread use of the Nobody's Perfect program among adolescents. The report concludes with a summary and a set of recommendations for further study.


identifier: Woodman, Ronald K. <https://research.library.mun.ca/view/creator_az/Woodman=3ARonald_K=2E=3A=3A.html>   (1991) A report of a counselling internship at the West Essex Secondary Tutorial Unit, Harlow, England with a report on an investigation into the relationship between assertive behavior and job satisfaction for student teacher interns.  Masters thesis, Memorial University of Newfoundland.

abstract: The internship was carried out at the West Essex Secondary Tutorial Unit, Harlow, England, from April 1985 to July 1985. Memorial University of Newfoundland operates a campus in Harlow for students who wish to complete an internship program as partial fulfillment of a degree program. The Harlow campus consists of a library, lecture facilities, dormitory, kitchen, and dinning hall. -- The main purpose of  the internship program was to enhance the skills of the intern and to apply theory to real life situations. -- During the course of the internship program the intern experienced and improved his skills in the areas of: individual counselling; group counselling; case conferencing; parent meetings; and, report writing. The intern also further developed his skills in communication with community agencies; worked with students at all levels of the educational continuum; and attended information sessions on multiculturalism, Gypsy education, the Spastic Society, and the British education system. -- The intern studied a special topics course entitled Counselling Parents  of Exceptional Children, 6852 and completed several presentations to undergraduate student teacher interns on this topic. -- The research component of the internship was conducted to determine if a relationship exists between assertiveness and job satisfaction for student teacher interns. The results show a significant negative correlation  for the subjects (r = -.41, p,>.05, N = 19) and suggest the need for further research in this area. -- The report concludes with a summary of the internship program.


identifier: Basha, James A. <https://research.library.mun.ca/view/creator_az/Basha=3AJames_A=2E=3A=3A.html>   (1987) A report of a counselling internship undertaken at the Child and Adolescent Guidance Service, with a report of a research study assessing the effectiveness of a group treatment programme for adolescents from abusive homes.  Masters thesis, Memorial University of Newfoundland.

abstract: This report provides a complete and full description of a three month, full-time counselling internship completed at the Child and Adolescent Guidance Service, Western Memorial Regional Hospital, Corner Brook, Newfoundland, April - July,  1987. Included is a description of the internship setting, a  report of a research study undertaken during the period, goals that were met during the three month period, and the activities that were undertaken to fulfill the internship objectives. A rationale for choosing the internship and the details of intern supervision are also described. -- The internship setting, the Child and Adolescent Guidance Service, was deemed appropriate by the intern and his supervisors because a) Supervision could be on-going and comprehensive, and b) the multi-disciplinary guidance team could provide an opportunity for involvement in a wide variety of professional counselling services. -- Specific internship goals and activities to meet these goals were established with the approval of the intern's supervisors. The details of the accomplished professional activities are provided. -- The research study conducted during the internship investigated the effectiveness of a ten week group treatment programme, "The Supper Club" for adolescents  from abusive homes. The treatment group members were asked to complete the Offer Self-Image Questionnaire before and after the ten week programme. The Family Relations scale of this questionnaire was analyzed to determine participants level of change following the treatment period. While the overall group did not show significantly increased positive perceptions of family relations, individuals within the group showed significant growth through items of the scale studied. -- The report makes recommendations for the appropriateness of the internship as a training option for the counsellor training period.


identifier: Brien, Catherine Noreen <https://research.library.mun.ca/view/creator_az/Brien=3ACatherine_Noreen=3A=3A.html>   (1989) A report of a counselling internship with a report of the implementation and evaluation of a peer helper program.  Masters thesis, Memorial University of Newfoundland.

abstract: This report describes a twelve-week internship program carried out at Holy Spirit School, Manuels, Conception Bay. The purpose of the program was to attain familiarity with the school system, while incorporating knowledge of counselling skills and concepts with the prescribed educational programming. -- The research component of this internship was the implementation and evaluation of a high school peer counselling program. Ten high school students participated in a twelve-week peer counselling training program. Assessments included a pre/post audiovisual taping of role-played helping situations, structured interviews of parents, teachers, friends, and peer helpers; as well as trainees’ assessments of their helping abilities. Ratings of the audiovisual tapes by school counsellors showed that, after a four month period, students obtained statistically significant improvement at the .05 level in counselling skills.  -- Self-perception of helping competencies was completed on an instrument designed by the trainer. Parents, teachers, and friends reported improvements in most interactions, and the trainees expressed many positive comments regarding the benefits they had experienced from the training program.


identifier: Jacobs, Paula Candy <https://research.library.mun.ca/view/creator_az/Jacobs=3APaula_Candy=3A=3A.html>   (1996) A report of a school psychology internship at the Western Avalon Roman Catholic School Board, including a report of a research study titled, Special education teachers' beliefs about stimulant medication in the treatment of attention-deficit/hyperact.  Masters thesis, Memorial University of Newfoundland.

abstract: This report describes a nine-week internship programme at the Western Avalon Roman Catholic School Board in Avondale. The general goals, objectives and the activities carried out to accomplish these goals, as well as the effectiveness and limitations of the internship are described in the first two chapters of this report. Details of the research project titled, "Special Education Teachers' Beliefs About Stimulant Medication In The Treatment Of Attention-Deficit/Hyperactivity Disorder (ADHD)," are described in the third chapter.


identifier: O'Connell, John R. <https://research.library.mun.ca/view/creator_az/O=27Connell=3AJohn_R=2E=3A=3A.html>   (1992) A report of an educational psychology internship at the Psychology Department, Waterford Hospital, including a review of case study research on the effectiveness of treatment matching for depressed patients.  Masters thesis, Memorial University of Newfoundland.

abstract: This report provides an account of a full time thirteen week internship served with the Psychology Department at the Waterford Hospital in St. John’s, Newfoundland.  The internship period was from May 6, 1991 to August 2, 1991. -- Chapter 1 discusses the rationale for the placement, describes the setting and the department to which the intern was attached, and sets out the internship objectives. -- Chapter 2 describes the intern's activities during the internship in detail, reviews the accomplishment of objectives, and makes recommendations for future internships at the site. -- Chapter 3 outlines the background and rationale for the intern's research project conducted during the internship.  Literature is presented to support the choice of research design and treatment methodology. -- Chapter 4 details the intern's research project.  The intern conducted a series of case studies with depressed patients, in an attempt to show that treatment matched to individual patient's problem areas is effective in alleviating depression.  Results indicated that matched treatment effectively reduces depression.


identifier: Simms, Colin Gerard <https://research.library.mun.ca/view/creator_az/Simms=3AColin_Gerard=3A=3A.html>   (1986) A report on the development of a multimedia instructional unit entitled Microcomputers: how they work.  Masters thesis, Memorial University of Newfoundland.

abstract: While the use of microcomputers continues to escalate in all sectors of society, their application for teaching and learning purposes in provincial and national schools remains with the committed few.  Present and past literature suggests educator unfamiliarity with microcomputer technology is still largely responsible for this condition, though other factors such as poor courseware, few authoring languages, and costs are prohibitors as well. -- To assist with the task of familiarizing a large local population of educators with the microcomputer and its capabilities, a multimedia instructional package, entitled Microcomputers:  How They Work, was designed and developed by the writer. -- During the course of development the learning materials were edited, revised, and examined in preparation for a formal, thorough evaluation of their effectiveness.  A statistical analysis suggests the package was responsible for 30 elementary school teachers demonstrating learning of both concepts and skills as well as affective improvements with respect to microcomputers. -- Microcomputers:  How They Work, is now available for use by government, school boards, and other agencies responsible for teacher education and professional development who wish to instruct local educators in the broad areas of microcomputer form, function, and instructional utility.


identifier: Drover (Dingle), Zoe Lisa <https://research.library.mun.ca/view/creator_az/Drover_=28Dingle=29=3AZoe_Lisa=3A=3A.html>   (1988) A model and partial pilot study for the evaluation of the late French immersion program in the Province of Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: Chapter one of this study provides an introduction to the problem including an historical background to the teaching of French in Newfoundland, as well as a discussion of the late immersion program in Newfoundland and Labrador. -- Chapter two includes a section on the review of the literature, while Chapter three discusses a plan of the study including evaluation questions implemented, instrumentation, procedure for collection and analysis of data and limitations of the study. -- Chapter four examines the results of the study at the grade VII to IX levels and summarizes the views of grade IX late immersion students as expressed in questionnaires given to these groups. -- Finally, conclusions and recommendations are provided in Chapter five.


identifier: Abrahams, Mark Anthony <https://research.library.mun.ca/view/creator_az/Abrahams=3AMark_Anthony=3A=3A.html>   (1991) A participatory process toward a critical discourse: English second language teachers in South Africa.  Masters thesis, Memorial University of Newfoundland.

abstract: This study involves six English Second Language Teachers working in two different Education Departments responsible for the education of Blacks in South Africa. The teachers participated in a Participatory Research process towards developing a critical discourse in materials development for classroom use. -- This thesis is divided into two parts. The first describes an exploratory process in which the participants responded to specific research questions through a procedure of general reflection on teacher work and environment and a more specific investigation of language in education and teachers in society. At the end of this process, the participants were asked to focus on particular models of materials development. -- The research is located within the National Education Coordinating Committee in South Africa which was established to investigate and develop a People's Education which would respond to the educational needs of all the people in the country. -- The second section of the thesis evaluates and reflects on the extent to which the participants were able to develop a critical discourse. It comments more generally on the use of Participatory Research as a research methodology and considers short-term and long-term implications for further research. This thesis contributes to notions of participatory research and to the analytical capacity of the participants.


identifier: Ellsworth, Maureen L. <https://research.library.mun.ca/view/creator_az/Ellsworth=3AMaureen_L=2E=3A=3A.html>   (1992) Attitudes of Canadian educators toward the changing work patterns of women.  Masters thesis, Memorial University of Newfoundland.

abstract: Investigation of educators’ sex-role attitudes is of particular importance in determining the influence they may have on female students' career choices. The purpose of this study was to assess the attitudes of educators toward career-related aspects of women's changing role in society. Comparisons of subgroups were made on the basis of four independent variables: sex, age, marital status, and location. -- A questionnaire was developed to measure educators’ attitudes toward the changing work patterns of women. It consisted of four subscales: Sexual Equality, Dual Role, Nontraditional and Information/Knowledge. The sample consisted of 287 educators from the Avalon Consolidated Integrated and Terra Nova-Cape Freels Integrated school boards in the province of Newfoundland and Labrador. -- A significant difference on the basis of sex was found in all of the subscales as well as the total questionnaire. Females had more egalitarian attitudes than males and were more aware of the financial inequities that many women face in our society. There was a significant difference on the basis of age in the Dual Role and Nontraditional subscales as well as the total scale. Younger respondents (20-29 years) and those aged 30-39 were more egalitarian than older respondents (40 and over). A significant difference based on location was found in the Sexual Equality and Information/Knowledge subscales. Respondents in the urban area were more egalitarian than those in the rural areas and were more aware of the financial inequities that many women face in our society. There was a significant interaction effect between sex and location in the Dual Role and Nontraditional subscales. Urban females were more egalitarian than rural females. There were no significant differences based on marital status. -- Recommendations were made in the areas of future research and intervention strategies.


identifier: Symonds, Maxwell Joseph <https://research.library.mun.ca/view/creator_az/Symonds=3AMaxwell_Joseph=3A=3A.html>   (1993) Attitudes of core French teachers in Newfoundland and Labrador to the teacher evaluation process: implications for change.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis deals with the attitudes of core French teachers in Newfoundland and Labrador to the teacher evaluation process. It was partially initiated in response to an apparent problem that many core French teachers were having with the current teacher evaluation process in the province. -- The instrument at the centre of this thesis is a questionnaire that was distributed to core French teachers in the province. The questionnaire covered eight major components of the teacher evaluation process: purposes, criteria, sources, pre-conference, post-conference, evaluators, characteristics of the evaluators, and organizational context. This questionnaire was designed as a means to elicit not only current practices for these components from the perspective of core French teachers, but also preferred practices. -- The analysis of the results of the questionnaire included the frequency of responses and the mean response for each item. In addition, the data for the entire population was cross-tabulated with the following independent variables: gender, years of teaching, type of  school, and community population. -- The findings revealed differences between present and preferred practices. Core French teachers wanted, for example, more process criteria, such as presentation behaviours and school-related behaviours, to be used in judging their teaching effectiveness. The findings also revealed some anomalies in the evaluation practices for core French teachers in the province. One such anomaly was that elementary school teachers indicated that the daily plan book/lesson plans was a source of data presently practised, in addition to the sources identified in common with the general population. -- From a comparison of these findings with the current literature on teacher evaluation, some differences, similarities, and patterns were drawn. For instance, the summative purposes were not as predominant in present practices as indicated in the literature and the respondents expressed a desire for more sources of data, such as self- evaluation, which was consistent with the literature. -- Based on the foregoing comparison, recommendations and suggestions for improvement were made. One recommendation involved the need for in-service to further educate both core French teachers and evaluators about the merits of peer evaluation and parent input as sources of data.


identifier: Dohey MacKenzie, Marie Mary <https://research.library.mun.ca/view/creator_az/Dohey_MacKenzie=3AMarie_Mary=3A=3A.html>   (1997) Attitudes of French teachers, principals and school board professional staff in Newfoundland and Labrador to French remediation.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis deals with the attitudes of French teachers, principals, and school board professional staff in Newfoundland and Labrador to remediation in French second language programs. It was partially initiated in response to an apparent problem that many French teachers were having with the current lack of attention to this problem in the province. -- The instrument at the centre of this thesis was a questionnaire that was distributed to principals, school board professional staff, and French teachers in the province. This questionnaire was designed as a means to elicit a response concerning whether students are receiving remediation in the French classroom and the current practices used so that all children can achieve the outcomes of the program and experience success. This study investigated whether teachers, principals and school board professional staff across the province believe they have adequate knowledge and resources to make these adjustments. The questionnaire also addressed the question of the need for a policy specifically addressing the provision of remediation in the French programs. -- The analysis of the results of the questionnaire included the frequency of responses, valid percentages, and the mean responses for Likert scale items. -- The findings revealed that there is a definite desire among respondents and principals to keep the students in the French programs and provide remediation to them. However, they feel lack of resources, time and knowledge prevent them from doing so. They also cite the lack of a specific policy document for French as one of the major reasons behind the lack of provision of remedial support for French. -- Recommendations and suggestions for improvement are made. The major recommendations involve the need for inservice to further educate French teachers, principals and school board professional staff on the available resources and strategies for French remediation, and the creation of a document specifically supporting the serious need for and merits of providing remediation for French programs.


identifier: Garland, Albert <https://research.library.mun.ca/view/creator_az/Garland=3AAlbert=3A=3A.html>   (1996) Biology activities for the Newfoundland context.  Masters thesis, Memorial University of Newfoundland.

abstract: This project provides a theoretical framework to support the use of the local context and the experiences of students in the teaching and learning of biology. Eleven activities have been designed to incorporate the local context and the experiences of students in a small isolated fishing community. The stress is on linking the daily activities of these fishing people to the concepts and issues in the currently Biology 3201 course. However, these activities are adaptable to a general science course and may be molded to fit specific contexts using student input. The final activity and the questionnaire in Appendix A provide the opportunities to continue the process and to design additional activities that fit the local context.