identifier: Watts, Karen M. <https://research.library.mun.ca/view/creator_az/Watts=3AKaren_M=2E=3A=3A.html>   (1988) The development, implementation, and evaluation of a music intervention programme for autistic children.  Masters thesis, Memorial University of Newfoundland.

abstract: First and foremost, the writer developed a music intervention programme with an aim to facilitate the acquisition and improvement of communication and prosocial  behaviour in autistic children.  Secondly, the music programme was piloted on 3 autistic children over a 10-week period.  Next, this highly descriptive study investigated the programme's potential impact on the communication (both verbal and non-verbal) and socialization skills of each child within the study. -- The sample consisted of 3 boys ages 7-, 9-, and 11-years, who were residents of St. John's, Newfoundland, Canada, and who had previously received a diagnosis of autism.  For the purposes of the study, the children were selected to represent three diverse developmental levels; i.e., low-functioning, mid-range functioning, and high-functioning.  Two of the boys had parents engaged in professional occupations, while one boy’s parent was a clerical worker. -- A mixed design was employed in this investigation; both quantitative and qualitative data were gathered.  A quasi- single-subject design employing base-line, in-programme, and post-programme evaluation was used to obtain quantitative data.  Anecdotal data, based on teachers' weekly observations and subjective judgements of children's progress were combined with the quantitative data to describe the programme's impact. -- The creative therapeutic components-e.g., Orff-based music therapy, elements of dance and play therapy, were integrated in this music programme in order to form one holistic approach to the child.  The therapies were interwoven to effectively meet the socialization needs of each child.  Since the autistic child was viewed within the context of the complete familial system, family and media therapy were potential therapeutic adjuncts within the music intervention programme. -- The results indicated that the programme was an effective treatment tool, particularly in the areas of language, body and object use, and social interaction.  Both the high-functioning and mid-range functioning autistic children made behavioural and social gains throughout the intervention.  However, the low-functioning autistic child indicated the greatest, consistent gains.  He maintained his behavioural and social progress, and subsequently built upon acquired gains in each ensuing session.  Additionally, the low-functioning autistic boy showed a deep pleasure in making music, not only alone, but also with others.


identifier: Gough, Walter Harvey Clifford <https://research.library.mun.ca/view/creator_az/Gough=3AWalter_Harvey_Clifford=3A=3A.html>   (1986) The evolution of the Bay St. George Community College: one among many.  Masters thesis, Memorial University of Newfoundland.

type: Thesis NonPeerReviewed

format: application/pdf application/pdf

abstract: This thesis attempts to establish the roots and trace the development of the Bay St. George Community College.  The development of vocational education, adult education and crafts training in Newfoundland is examined in light of relevant developments in post-secondary, non-university education in the rest of Canada. -- The evolution of the college is found to be similar to the process which took place in other provinces.  Issues which this college, as well as others, must resolve if it is to continue to respond effectively and efficiently to the needs of the community have been identified and commented upon.


identifier: Arnold, Jeffrey Kent <https://research.library.mun.ca/view/creator_az/Arnold=3AJeffrey_Kent=3A=3A.html>   (1975) The feasibility of rewritten subject material at a lower reading level in geography for less capable readers.  Masters thesis, Memorial University of Newfoundland.

abstract: Many students at St. Patrick's Hall Central High School in St. John's were experiencing reading difficulties with the new geography textbook, Introducing Earth Part II by L. F. Hobley.  This internship was concerned with overcoming this reading difficulty by rewriting the textbook material at a lower reading level. -- A formal reading test was given to the students to further assess the nature and the extent of the reading problem.  It was found that most of the students were reading at least three years or more below their grade placement level.  Due to their severe reading problem students were unable to read and comprehend the content of the geography textbook. -- Objectives selected for this internship were the application of a readability formula to the grade eight textbook to determine its level of readability, the use of a rewritten textbook unit as a learning resource and the evaluation of its effectiveness for less capable grade eight students, and the formation of a set of guidelines for rewriting geography materials at a lower reading level. -- One unit of the eighth-grade geography textbook was analyzed using the Dale-Chall Readability Formula and rewritten at a fourth grade or lower level of readability.  Three classes, one control group and two experimental groups, for a total of forty-nine students were the subjects in the study.  One experimental class and the control class were taught by the intern and the remaining experimental class was taught by a cohort teacher.  The control class read the original textbook material while the two experimental classes were tested on teacher-made tests.  Observation by the teachers of the students’ attitudes and behavior were also recorded and used to evaluate the effectiveness of the internship. -- Students using the rewritten textbook materials showed an improvement in attitudes and behavior and in the achievement scores on teacher-made tests.  Greater self-confidence appeared to be enhanced through the use of the rewritten material. -- The guidelines outlined in the study show the steps to follow in rewriting materials.  Recommendations were made for authors, publishers, the Newfoundland Department of Education, and the local school boards across the province.


identifier: MacNeil, Joseph Alexander <https://research.library.mun.ca/view/creator_az/MacNeil=3AJoseph_Alexander=3A=3A.html>   (1978) The foundation for a K-11 social studies curriculum guide for Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of the study was to provide a foundation for the production of a curriculum guide for social studies for Newfoundland and Labrador.  The two main tasks were the analysis of the curriculum programs and the provision of recommendations for a provincial social studies program. -- Social studies curriculum guides from eight Canadian provinces and nine American states, and selected material from Britain were reviewed and analyzed.  The procedure involved identifying the rationales of the programs, outlining the objectives of each program describing the content development approach used, identifying the methods of instruction, outlining the learning processes of the program, and evaluatively appraising the programs.  This appraisal was intended to identify key trends and themes evident in the analysis results. -- The recommendations that were developed were intended to provide a program with its rationale based upon the ways man interacts with his physical and cultural environments, objectives stressing knowledge acquisition and the development of mental and data processing skills, content based on concepts and generalizations drawn from, the social sciences and developed within an expanding environment format, and a descriptive inquiry process approach for student learning.


identifier: Hajek, Ewald <https://research.library.mun.ca/view/creator_az/Hajek=3AEwald=3A=3A.html>   (1973) The identification and analysis of factors related to participation in extra-curricular instrumental music programs.  Masters thesis, Memorial University of Newfoundland.

abstract: Educators have become aware of the influence of various outside factors on instrumental programs in public schools.  In this study four factors:  Socio-economic level of parents, family background in music, interest of close friends in instrumental school music, and general music program in early grades were selected and their relationships to student participation in extra-curricular instrumental programs examined.  The general purpose of this research was to identify and measure distinguishing characteristics of three groups of students:  Non-participants, short-term, and long-term participants in existing instrumental programs. -- Eleven schools under the Roman Catholic School Board for St. John's, Newfoundland were chosen for this study.  The sample used consisted of 162 boys and girls randomly selected from a group of 624 students. -- Six series of structured questions were used for gathering data from students and parents.  Students were interviewed in school, while information was secured from parents by means or telephone interviews. -- The testing of the first hypothesis revealed a distinct positive relationship between socio-economic level of parents and student participation in extra-curricular instrumental programs. -- In testing the second hypothesis, it was found that (1) instrumental training of mothers, (2) instrumental training of fathers, (3) mothers' continued usage of instrumental skills, (4) fathers' continued usage of instrumental skills, (5) evidence of active instrumental musicianship over two generations, and (6) listening preference of family were positively  associated with student participation in instrumental school programs. -- The testing of the third hypothesis revealed a cumulative effect of the factors socio-economic level of parents, family background in music, interest of close friends in instrumental school music, and general music program in early grades on participation in extra-curricular instrumental programs. -- In order to identify distinguishing characteristics of each participating group, profiles were constructed by listing high score percentages obtained on seven variables, following the inclusion of two additional variables:  Encouragement received by students to join such programs, and exposure to musical training through private lessons.  This resulted in the identification of several characteristics of each of the three groups. -- Multiple regression analyses were carried out to determine the relative effect of each independent variable on student participation in extra-curricular instrumental programs.  It was found that the variable “General Music Program in Early Grades" was relatively unimportant, as a determinant of student participation.  The findings indicated that the most important variables were “Interest of Close Friends in Instrumental School Music," and Encouragement Received by Students. -- The evidence gathered in this study strongly suggests that the home environment and the peer group are factors which greatly influence student behavior with regard to extra-curricular instrumental programs.  Educators should therefore give the due amount of attention to the social environment to which prospective or active instrumental students are exposed.  Several recommendations were made by the author.


identifier: Frost, Paula <https://research.library.mun.ca/view/creator_az/Frost=3APaula=3A=3A.html>   (1973) The implementation of a programme for attainment of personal-social outcomes in classes for the educable mentally retarded.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis reports investigation into the effectiveness of a classroom programme designed to assist emotional and social development in educable mentally retarded students. -- This study used three special education classes located in three schools under the jurisdiction of the Avalon Consolidated School Board in St. John's.  The classes used were at the elementary level with children ranging in age from seven to eleven.  There were a total of twenty-eight children involved.  One class was randomly assigned to be the experimental group A.  A second class was control group B while the remaining class became control group C. -- An analysis of social-emotional needs was conducted in each group.  From this analysis, goals were set for each child.  In the experimental group and control group B, the teacher was involved in both the needs analysis and goal setting.  The teacher was not involved in control group C. -- Under the guidance of the investigator, the teacher of the experimental group initiated a five week programme to achieve the goals which were set for each child.  The teachers of the other groups did not receive any assistance.  At the end of the period, goal attainment was assessed for each child. -- Social and emotional changes were found to have occurred in each class.  The class receiving the experimental treatment showed the highest level of goal attainment, while the control classes showed progress but to a lesser extent.  Interesting differences were noted between the control classes which may be accounted for by differences in the treatment, differences in teachers, and circumstances under which the study was conducted. -- The findings of this investigation indicate that educable mentally retarded students can be aided in their emotional and social development by programmes conducted in the classroom by the teacher, particularly if the teacher is assisted by a knowledgeable person in establishing and implementing the programmes.  It is felt that such an effort would be a worthwhile investment of time and energy.


identifier: Caravan, David <https://research.library.mun.ca/view/creator_az/Caravan=3ADavid=3A=3A.html>   (1979) The influence of high- and low-level questions on critical thinking ability and the retention of gains in critical thinking ability effected by question types.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to determine the effects of low- and high-level questions on critical thinking ability and the retention of gains in critical thinking ability effected by question types. -- In cooperation with the principal and staff of Ascension Collegiate, Bay Roberts, Newfoundland, and by permission of the Avalon North Integrated School Board, five grade ten classes in social studies, comprising 155 students, were made available for the experimental group. -- Following random assignment of students to treatments, each class used the same material but differed with respect to teaching procedure.  Treatment material consisted of two sets of questions as determined by the criteria for high-level and low-level types identified in Bloom's Taxonomy of Educational Objectives:  Cognitive Domains.  Treatment 1 used a teaching procedure which stressed low-level questions emphasizing responses indicative of learning outcomes representative of the lowest level of understanding.  Treatment 2 employed a teaching procedure which stressed high-level questions and emphasized learning outcomes as defined for analysis, synthesis, and evaluation.  Treatment 3 consisted of a control group which received no supporting learning experiences based on questioning strategy. -- The Watson-Glaser Critical Thinking Appraisal, Form Ym, was used on two occasions:  as a post-test immediately following the experimental procedure of 21 days, and as a delayed post-test one month after the post-test.  A one-way ANOVA with two measures of effect was used to analyze the data.  Anticipated use of the Scheffe Method of Multiple Comparisons intended for further interpretation of data, was not conducted since no significant differences between treatments were found. -- Analysis of the data revealed that low- and high-level questions had no influence on critical thinking ability of students in social studies at the grade ten level.


identifier: Banfield, Helen Gwenllian <https://research.library.mun.ca/view/creator_az/Banfield=3AHelen_Gwenllian=3A=3A.html>   (1979) The influence of teacher control and pupil characteristics on process achievement in elementary science classes.  Masters thesis, Memorial University of Newfoundland.

abstract: Based on three processes of science, controlling variables, interpreting data and quantifying, two 20 item science process achievement tests were constructed.  After establishing the reliability and validity of these tests they were used to investigate the influence of variations in teacher control and treatment sequence upon the process achievement of grade six students engaged in process oriented science activities involving the three processes above. -- Two experimental treatments referred to as high and low control, distinguished by differences in the level of teacher control, were defined in terms of a series of teacher behaviors.  A repeated measures design was employed with ten grade six classes being exposed to nine weeks of each treatment.  Four teachers, replacing the regular teachers, were trained to distinguish treatments and were randomly assigned to classes.  Monitoring of the treatments was carried out by videotaping each class on three occasions, coding pupil and teacher behavior each time. -- An achievement post test was administered after each nine week round and analysed by round and also by treatment sequence using a generalised multiple regression procedure.  After ability was accounted for a number of independent variables such as dependency, submissive dominance, sex, SES, extraversion, neuroticism, self concept and responsibility for success were investigated for possible interactions with the variations in teacher control. -- No significant treatment effects were found in either analysis although a significant treatment-attitude interaction was found in the analysis by round while a significant treatment-teacher interaction was found in the analysis by treatment sequence.  No other significant interactions were found.


identifier: McDonald, Rosemary Christine <https://research.library.mun.ca/view/creator_az/McDonald=3ARosemary_Christine=3A=3A.html>   (1980) The establishment of a provincial information and referral service for physically disabled people.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this project was to describe the initiation of an information and referral service (I&RS) for physically disabled people in Newfoundland and Labrador.  The service focused on providing links between the client in need of information or a service with resources to meet that need.  The necessity for such an I&RS was documented by theses, national studies, and a provincial survey. -- The service was initiated in two phases as follows:  Phase I, covering eleven steps from the decision to establish the I&RS through assessment of service requirements, decisions on storage, retrieval, funding, personnel and forms, to the collection, processing and updating of the information; Phase II, covering three steps from this establishment of client contacts, announcement of the I&RS and finally, the design of a public relations program. -- The review of the literature presented: an historical perspective of I&RS's; a Canadian perspective of I&RS's; a Newfoundland and Labrador perspective of I&RS’s; and a comparison of the advantages and disadvantages of four distinct types of I&RS's.  The appendices contained:  support documentation; lists of services, foundations, resource contacts, media contacts; a comparison of the advantages and disadvantages of ten classification systems; instruction manuals for McBee system; grant application forms and letters; job descriptions; a floor plan; copies of all forms, letters, questionnaires, press releases; and a sample card. -- Three general recommendations were made:  (1) that the I&RS advocate the provision of services to fill identified gaps; (2) that permanent funding be obtained for the I&RS; and (3) that two additional information services be established. -- A number of more specific recommendations were also detailed.


identifier: Harris, Carol E. (Carol Elizabeth) <https://research.library.mun.ca/view/creator_az/Harris=3ACarol_E=2E_=28Carol_Elizabeth=29=3A=3A.html>   (1984) The evaluation of choral performance in Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: Effective choral performance develops in students both aesthetic awareness and learning behaviours, which can be evaluated qualitatively and quantitatively.  It is important that music educators and administrators have a clear understanding of the topics included in each evaluative category, and that they develop detailed methods for the assessment of student learning and program effectiveness. -- In light of the objectives for choral performance outlined in the Department of Education Course Description (1983), this report discusses the historical role of choral performance in Newfoundland high schools, and evaluative techniques used by teachers in June 1983.  It points but the discrepancies between teacher practices in evaluation and course requirements. -- New evaluative guidelines presented in this report are designed to narrow the gap between prescription and practice, and an examination format is proposed for both schools and the Department of Education.  The guidelines, based on each objective listed in the Course Description, are for the assessment of student performance, aural training, and knowledge and understanding of historical eras, music terms, and choral styles.


identifier: Myers, Basil Joseph <https://research.library.mun.ca/view/creator_az/Myers=3ABasil_Joseph=3A=3A.html>   (1978) The origin and development of the Newfoundland Teacher (Collective Bargaining) Act, 1973.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study is to describe the decision making process which led to the development of The Newfoundland Teacher (Collective Bargaining) Act, 1973. -- To accomplish this purpose the writer interviewed executive members of the Denominational Education Committees of the Newfoundland Teachers' Association, and of the Federation of School Board Associations of Newfoundland.  Personnel from the Departments of Education, Finance, and Manpower and Industrial Relations were also interviewed.  In addition, a thorough analysis was made of correspondence, documents and other pertinent information. -- The model used in this study suggests that inputs in the form of demands and supports were converted by the political system into outputs or decisions. -- The conversion process is conceived to be Ian E. Housego's formulation of the politics of interest groups.  He stated that the pattern of policy development in education at the provincial level is typically that of the politics of interest groups; that is, that policy emerges from the interactions among the executives of the teachers’ association, the trustees’ association and the senior administrators of the department of education. -- The research revealed that dominant roles in the formulation of the legislation were played by the Newfoundland Teachers’ Association, the Federation of School Board Associations of Newfoundland and the Government of Newfoundland. -- Three factors were found which affected the ultimate shape of the legislation. -- First, the reorganization of the Newfoundland Teachers' Association allowed its president to apply his resources to Association business. -- Secondly, the Federation of School Board Associations of Newfoundland was in its infancy and was experiencing internal organizational and administrative problems. -- Thirdly the unstable political situation in Newfoundland during this period helped the teachers to obtain their goal. -- Collective bargaining legislation was passed unanimously by the members of the House of Assembly on May 1st, 1973.  The teachers thus obtained a process through which they negotiate a collective agreement with their employers, an agreement which covers wages, working conditions and grievance procedures.


identifier: Sutton, George Herbert <https://research.library.mun.ca/view/creator_az/Sutton=3AGeorge_Herbert=3A=3A.html>   (1986) The perceptions of Newfoundland and Labrador junior high science teachers concerning the grade seven 'Searching for Structure' program.  Masters thesis, Memorial University of Newfoundland.

abstract: The innovative grade seven junior high science program Searching For Structure had been taught for six consecutive years.  Within this period of time the program had matured and could be expected to be defended on its own merits.  The researcher considered that no one was more aware of the problems of this existing program in Newfoundland and Labrador schools than the teachers who were in daily contact with the students. -- Typically, teachers’ views on the educational process have been neglected.  The teacher point of view is indeed important, and this study was an attempt to give teachers an opportunity to express their views or perceptions. -- The need for the study lay in two major considerations:  (1) the value of understanding the way teachers perceived the science curriculum as compared to the prescribed or formal curriculum, and (2) knowledge of the process of curriculum development as it actually occurred. -- The researcher sent a self administered Likert style questionnaire to every grade seven science teacher in Newfoundland and Labrador.  The statements and items on the questionnaire were designed to elicit information regarding the following six basic questions: -- 1.  Is the professional preparation perceived by junior high school teachers in agreement with the requirements of the Newfoundland Department of Education? -- 2.  Are the goals and objectives perceived by the junior high school science teachers in agreement with those stated in the science curriculum? -- 3.  Do teachers perceive the techniques recommended in the science curriculum as appropriate for the achievement of the prescribed goals and objectives? -- 4.  Do teachers perceive the facilities available for teaching science in the junior high school as adequate? -- 5.  Do teachers perceive the equipment and supplies available for teaching science in the junior high schools as adequate for the development of the activities prescribed in the curriculum? -- 6.  Do teachers perceive a need for a revision of the junior high school science curriculum? -- A Pearson Product Moment Correlation was run on the VAX computer system.  Appropriate correlation statements were selected by the researcher to be correlated with all possible statements and items on the questionnaire.  The correlations can probably be best summed up with reference to how the teachers responded to the question regarding course revision.  Generally, those teachers who taught the "prescribed curriculum" disagreed, whereas those who were unable to teach the "prescribed curriculum” agreed that a search should begin for a more appropriate course.


identifier: Rice, Maxwell <https://research.library.mun.ca/view/creator_az/Rice=3AMaxwell=3A=3A.html>   (1981) The political socialization of St. John's school children in grades four to eight.  Masters thesis, Memorial University of Newfoundland.

abstract: The main purpose of this study was to investigate the political socialization of St. John's school children in grades four to eight.  The study was concerned with how variables such as grade level, socioeconomic status, sex, and school type (religion) affected students knowledge of politics, evaluation of government, partisanship and perceived importance of election outcomes, and participation attitudes and behavior. -- An extensive review of related literature was undertaken in order to gain a greater insight into the nature of child political socialization.  Very little research has been done on child political socialization in Newfoundland.  Most of the studies to date have been conducted in the United States.  There are, however, a number of important Canadian studies on child political socialization.  The American and Canadian studies that have been conducted proved to be a useful source of information, both theoretical and methodological, on child political socialization in St. John’s, Newfoundland. -- A questionnaire that included only multiple choice items was administered by the investigator to 600 students from five schools in different geographical regions of St. John’s.  Three schools were selected from the St. John’s Roman Catholic School System and two from the Avalon Consolidated School System. -- Because of the nature of the study (a survey questionnaire), descriptive statistics were used to analyze the findings.  A series of percentage tables were constructed giving student responses to various items on the questionnaire. -- The findings were analyzed under four main headings: findings related to student knowledge of political leaders and institutions, findings related to student evaluation of the job done by political leaders and institutions, findings related to partisanship and perceived importance of election outcomes, and finally, findings related to participation attitudes and behavior. -- When analyzing the findings concerning students’ knowledge of politics, evaluation of the job done by political leaders and institutions, partisanship and perceived importance of election outcomes, and participation attitudes and behavior, it was noted that many differences were not consistently large for all independent variables.  For instance, students knowledge of politics was not consistently related to grade level, socioeconomic status, sex differences, and religion (type of school).  Students at all grade levels tended to be equally aware of the mayor, however, students in the higher grades (seven and eight) tended to be more aware of the premier and prime minister.


identifier: Somerton, Edward James <https://research.library.mun.ca/view/creator_az/Somerton=3AEdward_James=3A=3A.html>   (1977) The predictive ability of certain criteria of success in grade ten honours mathematics.  Masters thesis, Memorial University of Newfoundland.

abstract: Purpose -- There were two purposes, for the thesis.  The major purpose was to  determine the predictive efficiency of the Science Research Associates High School Placement Test Educability score, Reading score, Modern Mathematics score, Science Methodology score, and Composite score, as well as the predictive efficiency of the grade nine mathematics mark received by each student in predicting success in the grade ten Honours course. -- The secondary purpose of the investigation was to determine if the school which a student attended prior to coming to Brother Rice High School had any effect on his performance in the grade ten Honours course. -- Sample -- The subjects used were 191 boys enrolled in the grade ten Honours course at Brother Rice High School in St. John’s, Newfoundland, during the school years 1974-1975, 1975-1976, 1976-1977.  There was no selection procedure used; rather all students for whom data was available were included in the study. -- Procedure -- To answer the major purpose, a stepwise multiple regression was used which was developed by Draper and Smith (1966) and programmed for the IBM 360/370 computer by Carlson and Hazlett (1969) of the University of Alberta's Educational Research Services.  The computations were performed at the Computer Services Department of Memorial University of Newfoundland. -- To answer the secondary purpose an analysis of variance was performed using an F-test to determine significant differences.  This was also done at the Computer Services division of Memorial University using a program written by Hunka and Bay (1969) of the University of Alberta’s Educational Research Services. -- Results and Conclusion -- The grade nine mathematics mark was the single best predictor in seven of the eight groupings considered.  Two of the multiple regression equations contained three variables, five contained two variables, and one equation contained only one variable.  In all eight equations the grade nine mathematics mark was the factor that carried the largest b weight.  The SRA Educability score appeared in five of the equations and the SRA Modern Mathematics score appeared in three equations.  Multiple correlation coefficients were found ranging from 0.502 to 0.756 with a mean value of 0.657. -- The difference in performance in the grade ten Honours course that could be attributed to the school that was attended prior to coming to Brother Rice High School was not significant at the .05 level.


identifier: Moulton, Roy Bruce <https://research.library.mun.ca/view/creator_az/Moulton=3ARoy_Bruce=3A=3A.html>   (1982) The preparation of a report on learning materials for moderately retarded students involved in workstudy.  Masters thesis, Memorial University of Newfoundland.

abstract: Interest in the education and training of mentally handicapped children has been recent. This project seeks to partially meet the needs of educators who have trained and dedicated themselves to this area. It is hoped that the research and materials contained herein will be used as a supplement in programming for moderately handicapped adolescents on a workstudy program. -- During the past ten years, classes for moderately retarded children have been organized in school systems throughout Newfoundland and Labrador. This has led to a crisis situation for moderately retarded students who have reached school leaving age. A lack of adequate instructional materials for training in independent or semi-independent living has created this situation. This project has been designed to assist in preparing moderately retarded students identified as being capable of work. -- Items included in this project were selected after analysis of selection principles based on literature research, the author’s experience, a criteria of evaluation and an evaluation guide. -- The materials recommended include 16 mm films, filmstrips, transparencies, cassettes and print material. These materials were obtained through various methods, such as mail ordering from suppliers in the United States and Canada, correspondence with provincial Departments of Education, and local sources which include the Instructional Materials Centre and the National Film Board, both at St. John’s, the Centre for Audio-Visual Education and the Curriculum Materials Centre at Memorial University. Various local schools and institutions were visited to scrutinize the materials. Evaluation of these materials was based on the criteria of evaluation contained herein and an evaluation sheet included in this project as an appendix. -- A number of recommendations are presented which are a result of the conclusions reached during the development of this project.


identifier: Regular, Melvin McKinley <https://research.library.mun.ca/view/creator_az/Regular=3AMelvin_McKinley=3A=3A.html>   (1973) The pupil control ideology of school teachers in Harlow, England : an analysis of the relationships between teachers' pupil control ideology and certain personal and situational factors.  Masters thesis, Memorial University of Newfoundland.

abstract: The basic purpose of this study was to measure the attitudes of teachers toward pupil control (pupil control ideology) and to show the relationships between their attitudes and selected personal and situational factors.  The underlying assumptions were:  (a) a teacher's pupil control ideology can be measured, and (b) a teacher's pupil control ideology has considerable influence upon behavior, (performance). -- Pupil control ideology was, conceptualized as a continuum, ranging from extreme “custodialism" to extreme "humanism."  A custodial ideology stressed the maintenance of order and traditional authoritarianism; a humanistic ideology emphasized the psychological and sociological bases of learning and behavior. -- The relationships between the dependent variable, Pupil .Control Ideology and nine other selected independent variables --- age, total teaching experience, sex, age level of students taught, hierarchical position in the school, length of training, marital status, years of administrative experience and subject taught --- were examined. -- The population chosen for the study consisted of all the full-time and part-time personnel (excluding non-professional staff) in the Comprehensive Schools in Harlow, England.  Teachers were asked to complete a four-page questionnaire (Personal Data Sheet and PCI Form) which solicited their personal opinions on twenty statements about schools, teachers and pupils by choosing one of five possible answers: A --- strongly agree, B --- agree, C --- undecided, D --- disagree and E ---strongly disagree. -- In quantifying the answers 5 points were given to A, 4 to B, 3 to C, 2 to D and 1 to E.  Statements five and thirteen were scored in the opposite direction.  On this basis an extremely "custodialistic" respondent could receive a maximum score of 100 while an extremely humanistic respondent could receive a minimum score of 20.  The "average" score theoretically would be 60. -- Of the 503 teachers in the Population, 326 completed a questionnaire. The range in individual PCI scores was from a low of 25 to a high of 87.  The mean for all teachers responding was 57.9. -- The personal and situational variables were related to teachers’ pupil control ideology by means of Analysis of Variance, t-tests, the Scheffe Multiple Comparison of Means Test and the Pearson Product-Moment Correlation Coefficient.  The effects of intervening variables were controlled for by Covariance and Partial Correlation.  Finally, comparisons of the study’s findings were made with those reported in other research. -- Subject taught was the variable most strongly related to teachers’ pupil control ideology; teachers of “academic” subjects were significantly more humanistic in their pupil control attitudes than teachers of “practical” subjects.  In the case of the variables hierarchical position in the school and length of training, though not significant, the results were in the expected direction.  The existence of relationships between variables was accepted at the .05 level of confidence. -- The results suggest that: (1) other factors, not considered in this study, may account for the range in teachers’ pupil control attitudes, (2) type of training may be more closely related to pupil control ideology than length of training, and (3) the degree of responsibility to superiors and parents for the safety of pupils and equipment is directly related to custodial attitudes on the part of teachers.


identifier: Reynolds, Elizabeth Lawford <https://research.library.mun.ca/view/creator_az/Reynolds=3AElizabeth_Lawford=3A=3A.html>   (1979) The need and development of a textbook for adult learners entitled Communicating with confidence.  Masters thesis, Memorial University of Newfoundland.

abstract: This study established the need for a short, simple, easy-to-read textbook in communications for adult learners.  These students attend night classes after working in the daytime and are frequently short of time in which to read longer books.  Then too many of the present texts are written in theoretical style making them difficult to understand.  Students indicate they want a text which is down to earth and relates to the realities of their everyday lives.  Many have been out of school for some time and many have never before attended college courses.  Most present texts are written for younger, daytime college students and are somewhat remote for adults.  Student feedback forms consistently indicate that texts are too long, too difficult to read, too theoretical, and too expensive. -- Communicating with Confidence--a textbook for adult learner's--was written in response to this need and was the major part of this study.  It provides an introduction to communication, basic theory and experience in interpersonal communications, public speaking, and writing; and two types of bibliography (one the usual thesis bibliography, one a three-part list of other helpful books).  Extensive exercises and assignments are embodied within the 12 units of the book and in lists at the end of each of the three sections.


identifier: Earle, Marilyn Joyce <https://research.library.mun.ca/view/creator_az/Earle=3AMarilyn_Joyce=3A=3A.html>   (1979) The relationship between perceptual-motor development and intellectual ability in children in grades one through four.  Masters thesis, Memorial University of Newfoundland.

abstract: The present study investigated the relationship between perceptual motor development and intellectual ability in a selected group of children in St. John’s, Newfoundland.  Relationships were also studied when the sample was divided according to Grade Levels One through four, high and low intellectual achievement levels, and sex. -- The sample consisted of 100 students.  The Purdue Perceptual-Motor Survey was administered to test perceptual-motor development and the Ravens Coloured Progressive Matrices to test intellectual ability. -- The major findings of the study were as follows: -- 1.  A Pearson product moment correlation coefficient established a significant relationship between perceptual-motor development and intellectual ability for the total sample. -- 2.  Significant relationships were also found for Grade Levels One, Two, and Three, when the sample was divided according to grade level.  There was no significant correlation between perceptual-motor development and intellectual ability, however, for Grade Four subjects. -- 3.  Partial correlations, with the effects of grade level controlled, revealed a significant relationship between perceptual-motor development and intellectual ability for both high and low intellectual achievers. -- 4.  A significant relationship was also found between the two variables for both boys and girls through a partial correlation controlling the effects of grade level. -- The findings of the study did not, however, show a perfect correlation between the two variables.  This seems to indicate that teachers can, therefore, expect to find some low intellectual achievers who have little or no difficulty in performing perceptual-motor activities, and likewise they can expect to find some high intellectual achievers who do not  perform well on perceptual-motor activities.  The support for the hypotheses of the study and the theory from which they were derived served to confirm the basic theory underlying the Kephart-Roach research.


identifier: Jarvis, Theresa <https://research.library.mun.ca/view/creator_az/Jarvis=3ATheresa=3A=3A.html>   (1987) The role of the district reading program coordinator in Newfoundland and Labrador as perceived by primary and elementary teachers and by reading program coordinators.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to analyze the role of the reading program coordinator in an attempt to determine whether the reading program coordinator's perception of his/her role differed significantly from the primary elementary classroom teacher's perception of the reading coordinator’s role.  The overall aim of this study was to help clarify the role of the reading program coordinator in Newfoundland and Labrador.  More specifically, the study attempted to determine the following: (a) the role of the reading coordinator as discussed in the literature; (b) primary/elementary teachers’ and Reading coordinators’ perceptions of the role of the reading coordinator in Newfoundland and Labrador; (c) primary/elementary teachers' and reading coordinators' perceptions regarding the importance of the role of the district reading coordinator;  and (d) primary/elementary teachers' and reading coordinators' perceptions regarding the distribution of the reading coordinator's time. -- Two methods of gathering data were employed.  First, literature related to the role of the reading coordinator was analyzed to help define the role of the reading coordinator.  Second, data was obtained from responses to two questionnaires which were administered to reading coordinators and classroom teachers.  The questionnaire consisted of thirty-eight tasks and three categories of task areas: (a) Knowledge Area; (b) Interpersonal Skills and Attitudes; and (c) Administrative and Organizational Activities.  The data from   the questionnaire was analyzed for each of the three categories of tasks.  The questionnaire also required repsondents to indicate their perceptions of the importance of the role of the district reading coordinator and their perceptions regarding distribution of the reading coordinator's time. -- The findings from this study have shown that the reading coordinator's own role conception differs from the classroom teacher's perception of the reading coordinator's role.  Reading coordinators were very positive in their perceptions of their performance, whereas, classroom teachers were less positive in their perceptions of the reading coordinator's performance. -- Findings from this study have implications for reading coordinators, the Department of Education and school boards in Newfoundland and Labrador.  Since the reading coordinator's role is influenced by the perceptions and expectations of others, he/she should be aware of the perceptions of significant others for his/her role.  A Job description should be written for the reading coordinator's role.  This would help clarify the role for reading coordinators and other school personnel related to his/her position.


identifier: Coffin, William George <https://research.library.mun.ca/view/creator_az/Coffin=3AWilliam_George=3A=3A.html>   (1979) The role of the Newfoundland Teachers' Association in curriculum development during the period 1965 to 1977.  Masters thesis, Memorial University of Newfoundland.

abstract: This report attempts to describe the role of the Newfoundland Teachers' Association in curriculum development during the period 1965 to 1977. -- To accomplish this objective a number of curriculum development strategies employed by the NTA were examined.  These included curriculum committees, summer short courses, regional seminars and subject area councils. -- The Taba model for curriculum development was used to provide an orderly framework for considering these curriculum development strategies. -- A questionnaire was developed measuring the degree to which the NTA's curriculum development process adhered to the seven steps in the Taba model.  It was sent to 157 district school supervisors in the province of Newfoundland and Labrador. -- The results of data collected from the questionnaires revealed that on the whole supervisors saw the NTA curriculum development strategies as not devoting sufficient attention to each of the seven steps in Taba's curriculum development model. -- The report concludes that provincially the NTA, during the period under investigation, has been an influential body.  However, from the standpoint of the Taba model for curriculum development curriculum strategies employed by the NTA have been found inadequate. -- A major recommendation of the report is that the NTA give much thought and consideration to curriculum theory with a view to providing order to any curriculum development strategies it may employ.  Naturally this recommendation must be considered within the limitations of the report.


identifier: Vatcher, Lynne <https://research.library.mun.ca/view/creator_az/Vatcher=3ALynne=3A=3A.html>   (1984) The role of the physical education coordinator: a synthesis of literature and of perceptions in one Newfoundland social district.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to define the role of the physical education coordinator.  More specifically, the study attempted to answer the following questions: (1) What ought the role of the physical education coordinator to be as discussed in the literature? and (2) What do various personnel (physical education coordinator, principals, classroom teachers teaching physical education, and physical education teachers) with a school district in Newfoundland perceive the role of a physical education coordinator to be? -- Two methods of gathering data were employed.  Firstly, literature related to coordinators was analyzed to help define the role of the physical education coordinator.  Secondly, data were obtained from responses to two questionnaires which were administered to principals, classroom teachers teaching physical education and physical education teachers with the Terra Nova Integrated School District in Newfoundland.  An interview was conducted with the physical education coordinator with the same district.     The questionnaires and interview consisted of eleven categories of task areas: (1) Developing Curriculum, (2) Organizing for instruction, (3) Providing Staff, (4) Providing Materials, (5) Providing Facilities, (6) Arranging for In-service Education, (7) Orienting New Staff Members, (8) Relating Special Pupil Services, (9) Developing Public Relations, (10) Evaluating, and (11) Budgeting.  The data from the questionnaires and interview were analysed for each of the eleven categories of tasks.  These data, along with data from related literature constituted the basis for analysis and resulted in the findings reported. -- The findings from the study indicated that the principal purpose for the role of the physical education coordinator should be the coordination of effort to improve instruction.  To meet this goal, the coordinator must provide leadership, create a productive instructional environment by providing staff, materials, and facilities, develop curriculum, and arrange for in-service education.  The responsibilities for the physical education coordinator should vary from district to district depending on local needs but commonalities should exist throughout the province. -- Findings of this study have implications for the Department of Education and school boards  in Newfoundland and Labrador.  Job descriptions should be written to provide the physical education coordinator and personnel related to his/her position with the duties and responsibilities for the role of the physical education coordinator.


identifier: Ryan, Hazel Ann <https://research.library.mun.ca/view/creator_az/Ryan=3AHazel_Ann=3A=3A.html>   (1981) The relationship between teachers facilitating conditions and changes in teachers perceptions of classroom behaviours of grade two students.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the nature of motivation in the classroom and specifically the relationship to be found between student behaviours, teacher reinforcing behaviours, student achievement and changes in teacher expectancy. -- Nine grade two classroom teachers were observed.  Four students with learning problems and four students with average achievement were observed in each classroom using the Classroom Motivation Observation Scale.  The Child Behaviour Trait Checklist was administered to teachers at the beginning and end of the academic year to identify those students for whom teacher expectancy gains were low, and students for whom teachers expectancy gains were high. -- Comparison of behaviours observed based on achievement and teacher expectancy gain, using ANOVA showed significant behaviour differences for each of the variables observed in the study.  Four distinct groups emerged as a result of the combination of achievement and teacher expectancy gain.  These were: Average Achievers - High Expectancy Gain, students who had high on-task student-teacher interactions, high off-task interactions with peers and to whom the teacher responded with high non-acceptance, interest provision and low levels of praise.  Average Achievers - Low Expectancy Gain, students who engaged in fewer student-teacher interactions, most of which were off-task and had high on-task peer interactions.  They received high acceptance and praise but low interest providing motivation.  Learning Problem - High Expectancy Gain, students for whom behaviour patterns were similar to the Average Achievers - High Expectancy Gain students except They received less esteem enchancement.  Learning Problem - Low Expectancy Gain, students who were characterized by having high off-task and disruptive behaviours and to whom the teacher response was generally positive and similar to the Average Achievers - Low Expectancy group.  They received less esteem enchancement than the Average Achievers - Low Expectancy group and no interest provision. -- The results of this study indicate that a change in teacher expectancy observed over the course of a school year might be due in large measure to the students' actual behaviour and performance during that time.  The change in teacher expectancy can be associated with student desires to satisfy growth  and deficiency needs, the students' perceptions that the teacher is a reliable source of needs satisfaction and the ability of students to find suitable behaviours to alter teacher expectations, producing the desired teacher behaviours.


identifier: Warren, Gerald S. <https://research.library.mun.ca/view/creator_az/Warren=3AGerald_S=2E=3A=3A.html>   (1987) The relationship between the level of divorce adjustment of custodial mothers and the self-concept of their children.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to ascertain the degree of relationship between the level of divorce or separation adjustment of custodial mothers and the level of self-concept of randomly selected children in their custody. -- Twenty-nine pairs of subjects participated in this study.  Each pair consisted of a divorced or separated mother and one of the children in her custody, randomly chosen if she had more than one child living with her.  Each mother was administered the Fisher Divorce Adjustment Scale (FDAS) and each child was administered the Piers-Harris Children's Self-Concept Scale (CSCS). -- The results of the FDAS and CSCS were analyzed to answer each research question.  The Spearman rank-order correlation coefficient was calculated to determine if a significant correlation existed; (i) between the level of divorce or separation adjustment of mothers and the level of self-concept of a randomly chosen child in her custody; (ii) between the level of divorce or separation adjustment of mothers and the level of self-concept of a randomly chosen male child in her custody; (iii) between the level of divorce or separation adjustment of mothers and the level of self-concept of a randomly chosen female child in her custody. -- The results obtained indicated that there was no significant correlation between level of divorce or separation adjustment of the mothers in the study and the level of self-concept of selected children.


identifier: Keough, Lorraine Elizabeth <https://research.library.mun.ca/view/creator_az/Keough=3ALorraine_Elizabeth=3A=3A.html>   (1980) The relationship of achievement and sociometric status to classroom behavior of grade two students.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to investigate the relationship of academic achievement and sociometric status to classroom behaviors of grade two pupils. -- Nine classrooms from schools in rural St. John's participated in the study, with four learning problem and four average achievers serving as target students in each classroom.  Determination of achievement group resulted from teacher rankings on reading achievements.  Sociometric status was assessed on two dimensions using the Ohio Social Acceptance Scale:  social attraction - mean score given to all other classmates by a student; and social acceptance - mean score recieved from all other classmates by one pupil. -- All target students were observed for thirty second intervals on a rotating basis using the Classroom Motivation Observation Scale. -- Comparison of behaviors observed by achievement and sociometric status, using 2 and 3-way ANOVAS showed significant behavior differences for each of the variables observed in the study.  Eight distinct student types emerged as a result of the combination of achievement, social acceptance, and social attraction group.  These were:  High attraction - low acceptance - average achievers, good quiet students who drew little teacher attention;- learning problem, who were typical trouble makers disrupting peers and teacher.  High attraction - high acceptance - average achievers, popular students who worked with peers but used the teacher to maintain peer approval;- high attraction, high acceptance learning problem, quiet slow students, who although spending a  lot of time non-attending, were non-disruptive.  Low attraction - low acceptance - average achievers, good students who worked well alone and with the teacher, but did not interact with peers.  Low attraction, low acceptance, learning problem, active attention seekers who get the attention of the teacher by disruptive behaviors.  Low attraction - high acceptance, average achievers, ideal students with high on-task teacher contacts and lower than average disruptive behaviors.  Low attraction, high, acceptance, learning problem, who disrupted peers in an effort to gain teacher attention. -- The results of this study have several implications for classroom teaching.  Different patterns of interactions were found for different teachers suggesting different amounts of tolerance for types of classroom behaviors exhibited by students.  Finding supported recent research indicating average achieving students exhibited higher amounts of on-task behavior.  Differences in peer directed behavior exhibited by the eight types of students in this  study could serve as a means for teachers to understand peer relations  in the classroom and help control disruptive behavior.


identifier: Thorburn, Barbara A. <https://research.library.mun.ca/view/creator_az/Thorburn=3ABarbara_A=2E=3A=3A.html>   (1984) The relationship of personality characteristics to job satisfaction in a nursing population.  Masters thesis, Memorial University of Newfoundland.

abstract: This study described the personality characteristics and work environment of two groups of nurses--those working in the Intensive Care Units, and nurses working in the Psychiatric setting--to determine if job satisfaction was related to the congruence of nurse personality and nursing environment.  The sample consisted of 152 nurses (74 ICU and 78 Psychiatric) employed in eight hospitals in the Province of Newfoundland and Labrador.  Data was gathered using a survey type questionnaire.  The principal analysis was performed using the Environmental Assessment Technique, and chi square analyses, rejecting the null hypotheses at the .05 level of significance. -- The theoretical constructs of the research were based on John Holland's (1973) theory of career choice.  The Self-Directed search was used to determine the personality characteristics of nurses and their work environment.  The Job Descriptive Index was used to examine the nurses’ degree of job satisfaction. -- Both nursing environments were found to be primarily social in nature, with the Psychiatric environment having a higher degree of differentiation and consistency than the Intensive Care milieu.  The degree of job satisfaction was found to be dependent upon the combination of type of nurse and the   level of congruence.  Job satisfaction differed in nursing types and was found to relate to the level of congruence. -- Recommendations dealt with the identification of a bias toward the social type personality in the nursing profession as well as career counseling strategies; further research into the Holland environmental codes of other nursing specialty areas, and an alternate approach to defining congruence.


identifier: Stevens, Robert Franklin <https://research.library.mun.ca/view/creator_az/Stevens=3ARobert_Franklin=3A=3A.html>   (1981) The relationship of self-concept and purpose in life to involvement in student activities.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to determine the relationship of self-concept and purpose in life to involvement in student activities and of self-concept to purpose in life. -- The data consisted of 139 student responses, to the Piers-Harris Children's Self Concept Scale (CSCS), divided into four groups on the basis of the degree to which the students were involved in student activities; 158 student responses, to the Purpose in Life Test (PIL), again divided into four activity groups; and 148 student responses to both the CSCS  and PIL. -- In order to assess the relationship of self-concept and purpose in life to student activity involvement, F-tests were conducted.  The results of the analysis of variance indicated that no significant differences existed between the four activity groups for either self-concept or purpose in life. -- Correlation coefficients were calculated for each sex and grade as well as for the total sample to determine the relationship of self-concept to purpose in life.  These coefficients were tested for significance using the student's t-test and all were found to be significant beyond the .01 level. -- The conclusion was that self-concept and purpose in life were not related to student activity involvement but that self-concept and purpose in life were positively correlated with each other.


identifier: Hartery, Joan M. <https://research.library.mun.ca/view/creator_az/Hartery=3AJoan_M=2E=3A=3A.html>   (1983) The relationship of teacher interpersonal behavior to the academic achievement, self-concept, school behaviour and social acceptance of grade five students.  Masters thesis, Memorial University of Newfoundland.

abstract: The major purpose of this study was to determine whether or not a relationship existed between teacher interpersonal behavior and each of the following variables:  student self-concept, school behavior, achievement and social acceptance.  The physical fitness level of a subsample of the students was examined to determine its relationship to any of the above factors. -- The study involved 39 grade five teachers and their classes.  Information was obtained from both students and teachers.  Academic achievement was determined by using student scores from the Gates-McGinitie Reading Tests and an arithmetic achievement test.  Self-concept was determined by the use of the McDaniel-Piers Young Children's Self-Concept Scale.  The Ohio Social Acceptance Scale was used to determine the level of social acceptance and the Child Behavior Traits was used to give a school behavior measure.  The physical fitness level of a subsample of the students was measured by the Canada Fitness Awards Test. -- Results of the study were obtained by regression analysis.  A significant relationship was found to exist between teacher interpersonal behavior and student achievement in reading comprehension and between teacher interpersonal behavior and student school behavior.  A positive relationship existed between the dependent variables self-concept and social attraction.  No positive relationships were found to exist between:  teacher interpersonal behavior and achievement in mathematics and vocabulary; teacher interpersonal behavior and student self-concept; and teacher interpersonal behavior and social acceptance. -- Results of the fitness study showed no significant relationships existed between level of fitness and the dependent variables.


identifier: LeMoine, Beverley Anne <https://research.library.mun.ca/view/creator_az/LeMoine=3ABeverley_Anne=3A=3A.html>   (1984) The role of interest groups in educational decision making : a case study.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the role of interest groups in educational decision making.  The case study approach was used by the researcher and focused a specific school board's decision to close a neighborhood school. -- Data were collected by means of a semi-structured interview.  Questions used during the interview were adapted from an instrument used by Presthus in studying elites in the policy-making process.  In this case study the population comprised three groups-legislative group, senior officials, and the group impacted upon by the closure decision. -- The research found that the interest groups had little influence on the school board's decision to close the school.  It did determine that 87.5% of respondents recognized the involvement of interest groups as a necessary and useful one in the decisional process. -- As a result of these findings, it is recommended that administrators facilitate interest group participation in decision making.  It is also recommended that specific policy, regulations and procedures be developed to deal with school closure. -- To complement the literature on interest groups further research is recommended on informal versus formal groups, their communication patterns and channels of access.  As well, a study of leadership in educational interest groups should provide valuable information.


identifier: Ryall, Margaret <https://research.library.mun.ca/view/creator_az/Ryall=3AMargaret=3A=3A.html>   (1985) The use of a whole language approach to develop sight vocabulary in high risk primary children.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to discover whether a basal reader-phonics approach of a whole language approach would produce larger sight vocabularies in high risk children who had experienced difficulties with their kindergarten program.  The whole language approach has a theoretical foundation in the psycholinguistic theory of reading and encourages the use of children's strengths in language--their syntactic and semantic knowledge--as a basis for developing reading.  Children instructed in a whole language environment are introduced to print in meaningful situations through language experience, predictable books, repetitive poetry and personal writing using invented spelling. -- The sample in this study was composed of eleven children from two grade one classes in two different years.  Group one, consisting of five children who were in grade one during 1979-80, was taught through a basal reader-phonics approach.  Group two, composed of six children who attended grade one in 1982-83, was taught through a whole language approach.  The Slosson Oral Reading Test (SORT) was administered to both groups in May of their grade one and grade two years.  The WISC-R intelligence test was administered early in their grade one year to obtain verbal and performance ability scores. -- Pearson product moment correlations revealed a high correlation between the whole language treatment and achievement at the end of grade two but not at the end of grade one.  One-way analyses of variance indicated that the effects of treatment on Achievement were not significant at the end of grade one but were significant at the .001 level at the end of grade two.  It was concluded that the whole language approach enabled children to acquire a larger sight vocabulary than did the basal reader-phonics approach. -- Four case studies were included to illustrate other positive aspects of the treatment.  There was evidence that children who were introduced to reading through whole language were more interested in books and reading, were exposed to more situations which encouraged the development of background knowledge, and were aware early in their instructional program that print was meaningful.


identifier: Troke, John Sidney <https://research.library.mun.ca/view/creator_az/Troke=3AJohn_Sidney=3A=3A.html>   (1980) Two instructional strategies and the hand-held calculator as variables in teaching the solution of verbal problems in algebra.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to investigate the relative effectiveness of three procedures, Initial Variable (IV), Guess and Test (GT), and Guess and Test with Hand-Held Calculator (GTC), for translating word problems into equations and then solving the problems. -- The investigator chose 78 grade-seven students from a rural high school.  They were first divided equally into high- and low-ability groups on the basis of their IQ scores.  Then, within each ability level, equal numbers of students were randomly assigned to one of the treatment groups.  In the IV procedure, the student initially introduced a variable for the unknown.  Then, he wrote an appropriate equation which he solved.  In the GT procedure, the student first guessed the solution to the problem and then checked it.  If the solution was incorrect, the procedure was repeated at least twice so that the student hopefully saw a pattern that suggested an appropriate equation for the problem.  In the GTC procedure, the student followed the same steps as in the GT procedure but used the hand-held calculator to aid in the computation. -- Ten 40-minute class periods were used for instruction in each procedure and two 40-minute class periods for administration of a posttest and retention test to each group.  Each GTC student had a calculator for the two tests.  On both tests students were to find an equation for each verbal problem and then solve it.  This produced two different, scores, an equation score and a solution score for each test.  A five-point Likert-type attitude test was also administered at the beginning of the last instruction period.  Instruction in all three treatment groups was by the investigator. -- The data was analysed by use of a 3 x 2 ANOVA.  This analysis was performed separately for each of the posttest equation criterion, posttest solution criterion, retention test equation criterion, retention test solution criterion, and attitude test. -- The investigator concluded that none of the three treatment procedures was superior to another in terms of initial learning and retention.  However, students’ ability, as measured by IQ, was a significant factor in determining students' problem-solving ability.  None of the three treatment procedures significantly improved students’ attitude toward mathematics.  No significant interactions occurred with respect to achievement or attitude between the treatment groups and ability levels.


identifier: Raymond, Robert W. <https://research.library.mun.ca/view/creator_az/Raymond=3ARobert_W=2E=3A=3A.html>   (1985) Uses of folklore as a strategy for teaching research skills and enhancing the English curriculum.  Masters thesis, Memorial University of Newfoundland.

abstract: The intent of this study has been to test the viability of establishing folklore archives for the collection of student-generated folklore in a manner that would lend itself to subsequent use as a research tool in the junior high school English programme. -- An examination of the literature indicates the acquisition of folklore material both within and outside the classroom setting by Newfoundland students has seen a dramatic increase.  This is probably due, in part, to the inclusion of a world folklore course in the high school and the introduction of Newfoundland materials at the junior high level. -- Although folklore has finally been accepted as a subject worthy of independent study, there still remains no formalized system for the cataloguing, storing, and retrieving of student-generated folklore material in Newfoundland schools. -- If we are to instill in our students the belief that their traditions, customs, and mores are legitimate areas for study to be looked upon with respect, then we must teach the students how, at least, to record and preserve the cultural material they collect. -- This investigation contends that archives of student folklore material will foster in the student an interest and pride, as well as a concern, for the preservation of his heritage.  Perhaps, in some significant way, this activity will begin to eradicate the misconception of the majority of students who believe that things Newfoundland are inferior and have no place in their education.  A second premise is that the archives will also afford the teacher an effective research tool for instruction.  Archives will serve as the basis for subsequent student research.  Finally, the process of collecting and studying of folklore, it is hoped, will allow the student to distinguish between what is known as fakelore and what is true folklore.


identifier: Dalton, Margaret R. <https://research.library.mun.ca/view/creator_az/Dalton=3AMargaret_R=2E=3A=3A.html>   (1985) Using children's literature to foster language development and to improve the writing ability of a grade one class.  Masters thesis, Memorial University of Newfoundland.

abstract: The study is concerned with using literature and certain related follow-up activities to familiarize a grade one class, consisting of eighteen children, with alternate forms of writing, and with the effects of such an exposure upon the form and quality of their written language.  The study was carried out over a twelve week period during which time the children were read selections from the genres of fairy tales, fantasy and poetry on a regular daily basis.  Fairy tales were presented to the children during weeks one to four.  Fantasy was presented during weeks five to eight.  Poetry was shared with the children on a daily basis during the entire study but it received its intensive focus during weeks nine to twelve.  Certain features of each genre were highlighted both before and after the reading.  Following the reading, a particular related activity was also included.  During their daily forty minute writing sessions, the children were specifically asked to write fairy tales, fantasy or poetry depending upon the particular genre being emphasized at that time. -- Results of the study clearly indicated that the children had matured sufficiently through their literary experiences to allow them to move beyond their egocentric worlds to produce alternate forms of writing with distinguishable features which could be classified as fairy tale, fantasy and poetry.  It was also indicated that exposure to literature resulted in a noticeable improvement in children's language development in terms of their vocabulary and sentence structure, as well as an improvement in their spelling ability.  The results further revealed that as a result of exposure to literature, children's writings contained various literary conventions including characterization, dialogue, plot, time and setting, as well as an extensive increase in figurative language. -- The study highly recommends the constant use of children's literature as a means to foster young children's language development and to improve their writing ability.


identifier: Rangar, G.K. (Gurcharan Kaur) <https://research.library.mun.ca/view/creator_az/Rangar=3AG=2EK=2E_=28Gurcharan_Kaur=29=3A=3A.html>   (1980) Using folk fairy tales with children in primary grades.  Masters thesis, Memorial University of Newfoundland.

abstract: Folk fairy tales are as old as man himself.  Their origin is a mystery and a source of great concern to the folklorists.  Nonetheless, whatever the source and time of their origin, the appeal of fairy tales has indeed been great for children.  They are as popular with modern youngsters as they were with past generations of children. -- The magical world of fairy tales seems to be far removed from today's reality.  However, the world of fairy tales may not be so different from our own world, for these tales deal with universal human problems which are as relevant to today's humanity as they were in the past.  In fact, many teachers and educators reject fairy tales on the grounds that they are unreal and untrue and as such misleading and harmful to the child's psychological development.  However, fantasy need not be considered harmful, but rather helpful in the growth and development of young children as it develops creativity and imagination. -- Fairy tales were not especially created for children but they turn to fairy tales instinctively, because of their closeness to a child's psyche.  Similar characteristics between children and fairy tales appear to exist in the areas of morality, egocentricity, animism and magic.  These common characteristics bring the child and the tale together and produce, apparently, what Favat calls the "phenomenon of interest".  Formal investigations of children's reading interests show that children enjoy fairy tales especially between the ages of five to ten. -- In view of children's interests in fairy tales and also the many values that can accrue to children through fairy tales, the author feels that fairy tales should occupy a central place in any literature program for primary grades.  The teacher should introduce fairy tales to provide listening pleasure as well as to develop an appreciation of literature. -- This thesis makes suggestions for an effective presentation of fairy tales either through reading aloud or telling.  Although exposure alone to stories has its values, children probably achieve greater pleasure and appreciation of literature through active participation in stories.  Various creative activities are offered in this thesis, with the intent to help teachers to involve children actively in stories.  A selection of appropriate tales for each particular activity has also been provided.


identifier: Leonard, Gerard Arthur <https://research.library.mun.ca/view/creator_az/Leonard=3AGerard_Arthur=3A=3A.html>   (1979) Using the language experience approach to teach reading to a group of senior special education students.  Masters thesis, Memorial University of Newfoundland.

abstract: The primary purpose of this internship was to implement a Language Experience Approach with a group of senior special education students who were apathetic about school in general and about reading in particular.  A related aim was to examine the efficacy of the Language Experience Approach in the special education classroom. -- The subjects of the study were a group of senior special education students enrolled in a central high school 40 kilometers from St. John’s.  Of the ten subjects, eight had experienced repeated failure in school and were diagnosed as educable mentally retarded. -- The internship was implemented over a period of five months.  Procedures were designed to increase the students' abilities in the areas of oral language, sight vocabulary, structural analysis, comprehension, oral reading, and writing skills. -- Positive changes in the subjects’ reading achievement, attitude and productivity indicated the effectiveness of the internship.  Average gains of 1.5 years were seen in reading comprehension and 1.0 years in vocabulary.  These gains in reading achievement were significantly greater than those which would normally have been expected during the period.  At the end of the internship period the students expressed a more positive attitude toward reading and in general a more favourable attitude toward school. -- It was concluded that the internship was effective in meeting its objectives.  The Language Experience Approach, in allowing each senior special education student to begin at his own level, had respected readiness differences while simultaneously permitting the individual to gain missing experiences without loss of dignity.


identifier: Hewlett, Marina Elizabeth <https://research.library.mun.ca/view/creator_az/Hewlett=3AMarina_Elizabeth=3A=3A.html>   (1983) Using the Scottish experience to study the effects of offshore oil development on the school system in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this thesis was to examine the potential impact of the development of offshore oil and gas on the structure and process of the public education system in Newfoundland and Labrador.  To accomplish this, it was decided to study the effects of the North Sea oil development on the educational system in the Grampian, Shetland and Orkney regions of Scotland.  This information was intended to be used as background data when examining the Newfoundland situation. -- The data were collected through a case study method.  The author travelled to Scotland and interviewed a number of key personnel at different levels of the Scottish education system.  The results of the investigation were divided into four areas:  Administrative Planning; Learning Climate; Teacher Supply; and Vocational Development. -- The effects of the North Sea development on education in Scotland were very localized and differences were found within the three geographical regions impacted by development.  Administrative planning in both the Grampian and Shetland areas was disrupted by the significant influx of new students associated with population movements.  Large scale school construction was necessary.  In the area of learning climate, changes had taken place in the classroom environment to accommodate a multicultural population.  Changes had also taken place among the local Shetland students.  Teacher supply shortages in particular subject areas were found to be more a function of career choice and had little to do with offshore oil development.  Population increases in the affected areas helped to stabilize school enrolments.  The oil development did not affect the school retention rate, but it did open up new occupational choices for Scottish youth. -- The Newfoundland and Labrador Education system is different from that of Scotland since there is in existence a denominational education system.  The distribution of finances and the allocating of resources to several separate school boards within the same district adds a complexity which did not have to be dealt with in Scotland.  A remedial approach evolved in Scottish schools to accommodate incoming students; there is some question as to whether this approach could be implemented in Newfoundland due to a much higher pupil teacher ratio.  Changes may be necessary on the part of some teachers to meet the needs of a heterogeneous population.  This will depend to a large degree on the rate and size of any offshore related development. -- From the information compiled on teacher supply, it can be concluded that Newfoundland does not have the specialist teaching force or the teacher mobility to react to a large influx of students as did Scotland.  Secondly, few jobs are available for teachers in the oil industry unless they are highly specialized or willing to retrain.  While the oil development did not affect the school retention rate in Scotland, it cannot be predicted that there will be no effect in Newfoundland since many high school youth feel school is unsuited for them when they perceive legitimate employment opportunity.  Newfoundland high school youth will need to be sensitized to the world of work and will need to be educated and qualified to fully benefit from offshore oil development.


identifier: Fowlow, Sandra Mary <https://research.library.mun.ca/view/creator_az/Fowlow=3ASandra_Mary=3A=3A.html>   (1984) The use of the rebus as an instructional device in beginning reading instruction.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examines the feasibility of the rebus interspersed in context as an instructional tool to teach sight vocabulary to the beginning reader.  The rebus is presented in four categories:  1) noun, 2) verb, 3) adjective, 4) adverb.  A pre-test - treatment - post-test design was implemented and the results are reported in terms  of Gain Scores.  This examiner found that the order of difficulty from easy-to-hard was as follows:  1) nouns, 2) verbs, 3) adjectives, 4) adverbs.  In addition, it was found that all students benefited from this method including those classified as slow learners.


identifier: Duncan, Ronald Edward <https://research.library.mun.ca/view/creator_az/Duncan=3ARonald_Edward=3A=3A.html>   (1973) A critical analysis of potential dropouts in the Bay d'Espoir-Hermitage-Fortune Bay integrated school board in the province of Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: This study of potential dropouts was carried out at the request of and with the cooperation of the Bay d'Espoir-Hermitage-Fortune Bay Integrated School Board in the Province of Newfoundland. The general objective was to initiate contact with students and teachers, and through their cooperation and assistance, obtain appropriate data relevant to the dropout situation within the schools under this Board which would then provide a factual basis for the Board to begin developing action plans to combat the problem. Out of this, 19 specific objectives for the study were developed. -- A review of the literature indicated wide  areas of disagreement among researchers in the field. Differences in research design, sampling procedures and terminology made comparisons of some studies invalid. While writers did generally agree that low achievement was characteristic of the dropout, the reasons for this phenomenon were the source of many apparently contradictory research findings. Widespread agreement was found in the literature, however, when discussing socioeconomic factors and their affects on student motivation. The literature leads one to conclude that the most prevalent characteristics of the dropout are low levels of academic achievement and coming from families of lower socioeconomic status. -- Two assumptions were made in the conduct of this study. The first was that dropping out is a process, and as a result, the study of potential dropouts was a valid procedure for the purposes of this study. The second was that simply asking students if they were expecting to leave school before the end of Grade XI was an adequate way to identify potential dropouts. -- Two samples were used in the  conduct of this study. In all cases, students considered potential dropouts were compared with a control group of potential persisters to ensure that the final conclusions would be based on factors which clearly identified one from the other. -- Data were obtained from questionnaires concerning attitudes toward school, family structure, socioeconomic bases of the families, self-ratings, teacher ratings and educational background. Marks and attendance were obtained from school records and standardized tests were used to measure intelligence, reading skills and social  maturity. -- It was found that many of the basic trends reported in the literature were applicable to this school district. As a group, potential dropouts were found to be more heterogeneous than potential persisters. It was hypothesized that dropping out may be the result of one of two sets of predisposing forces. The first saw premature withdrawal as an ego protecting device. While potential dropouts considered educational goals to be important, they clearly recognized their own lack of success in reaching them within the public school. The second saw dropping out as the result of identification with significant others leading to the development of values and life styles inconsistent with the pursuit of studies. -- Usually, the potential dropout expressed the intention of getting out of the school system, finding a job and taking adult up-grading  courses from the Vocational Schools when he reached the necessary age. The family background also played an important role with potential dropouts tending to come from families on Social Assistance more so than potential persisters. A family chain reaction effect was identified, with likelihood of dropping out increasing if the parents and one or more siblings had also been dropouts. The potential dropout emerged as a misfit within the classroom, although the reasons for this were multifarious. The major findings of a Newfoundland dropout study conducted by Sister  Mary Perpetua Kennedy in 1966 were found to be operant up to  the time of this study. -- Recommendations centred around the development of consistent methods of record keeping, greater contact and cooperation between the home and school,  approaches to instruction and evaluation taking greater account of individual differences, the development of stronger student identification with the schools and the provision of adequate guidance services. In addition, recommendations for further research were made, and a checklist, based on the findings of this study, was constructed to help identify potential dropouts.


identifier: Bishop, Albert Walter <https://research.library.mun.ca/view/creator_az/Bishop=3AAlbert_Walter=3A=3A.html>   (1974) An investigation of the utilization of the counselor's time in the schools of Newfoundland and Labrador and its relationship to selected professional criteria.  Masters thesis, Memorial University of Newfoundland.

abstract: The objectives of this study were to examine the actual and ideal roles of the school counselors of Newfoundland and Labrador and to discover any significant relationships between these roles and, the counselor’s professional experience, his educational background in guidance, and counseling, and factors existing within the counselor’s educational setting which might limit performance of an appropriate counselor role. -- From a theoretical background developed from related literature, fourteen hypotheses were presented in null form indicating that no significant differences existed between the counselor’s actual and ideal roles and the counselor’s professional experience, his educational background in guidance and counseling, and factors in his educational setting.  Each hypothesis was divided into two sections for the actual and ideal roles respectively. -- The population of the study involved all of the fifty-six counselors of Newfoundland and Labrador and their fifty-three principals.  The counselors indicated their professional experience, educational background in guidance and counseling, and rated their actual ideal percentages of time for eight major guidance roles and functions.  The principals, in a separate questionnaire, indicated how they believed their counselors should spend their guidance time on the same eight guidance roles and functions.  The key findings were: significant differences existed between the counselors’ actual and ideal guidance roles; counselors with different types of professional experience differed significantly in the allocation of their guidance time; counselors with different levels of professional counselor education spent their time differently; the principals and their counselors held similar views on how the counselor should spend his guidance time; and of the five factors considered influential on counselor role within the school setting, three were found to be significant--professional duties, working at one or more than two school levels, and student ratio.  Only two of the fourteen hypotheses were fully supported. -- Emerging from the study was the observation that provincial school counselors are not satisfied with some aspects of their roles and a number of counselors are confused over what constitutes an adequate counselor role.  It is suggested that the provincial school counselors and their association (School Counselors’ Association of Newfoundland) should work toward defining the role of the school counselor in the province and providing the necessary school atmosphere for an adequate guidance program.  In addition, it may be advantageous if all provincial school counselors could be trained at the Master's Degree level in order to achieve a professional level of counselor status and effectiveness in provincial schools.


identifier: Cluett, Matilda <https://research.library.mun.ca/view/creator_az/Cluett=3AMatilda=3A=3A.html>   (1984) The transition from elementary to junior high school : student expectations and experiences.  Masters thesis, Memorial University of Newfoundland.

abstract: This research reports on an elementary-junior high school transition study of ninety students from a suburban K-6 elementary school to a grade 7-12 central high school in the same geographical area. -- By means of a questionnaire and student interviews the expectations of grade six students for junior high school were assessed.  In a follow-up study a year later, these same students were asked to tell about their experiences in junior high school.  Salient themes of student expectations and experiences were drawn from these two sets of data and several significant trends were identified.  The identification of these trends, which sensitize us to the student perspective in schooling, can be summarized as follows: -- Firstly, before entering junior high school, elementary students experienced a high level of excitement regarding the transition.  At the end of the following year, this level of excitement had diminished somewhat, but still remained relatively high.  This high degree of excitement is basically seen as being related to the feeling of being mature and grown up.  Early adolescents seem to see this transition as one of the first steps into adulthood. -- Secondly, grade six students generally expected the grade seven program to be more difficult and demanding, and at the end of the grade seven year, this idea was almost a general consensus.  Most children thought that the academic program demanded more of them and many were not doing as well as they had expected to do. -- Thirdly, very few of the grade six children in the study expected, or were looking forward to, changing friendship patterns during their grade seven year.  But, in effect, a surprisingly large number of these students did report being part of new friendship groups.  Drastic changes did occur in friendship patterns. -- Fourthly, while still in elementary school, students generally expressed some worry and concern about moving to the new environment.  Some reported that their parents were also feeling this way.  However, from the grade seven survey, it was found that both students' and parents’ concerns as seen by students, had increased significantly.  The two main areas of this concern were academics and the influence of older students. -- These trends, analysed from a symbolic interaction perspective, thereby sensitizing us to the manner in which students experience the transition period, are then discussed in relationship to implications for teachers as well as for future research into the student perspective.  Such insight into students' perspectives is seen as a necessary component of the understanding, teaching and guidance of early adolescents during this transition period.


identifier: Gillard, Louis Aimee <https://research.library.mun.ca/view/creator_az/Gillard=3ALouis_Aimee=3A=3A.html>   (1976) A project aimed at improving reading and study skills at Gonzaga High School, St. John's, Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The intern was interested in improving reading and study skills among the students of two grade ten classes at Gonzaga High School, St. John's.  Since reading and study are processes fundamental to the learning process, it was thought that any improvement brought about by the building up of new skills in these areas would positively affect the student's achievement levels by making his tasks more challenging and giving him a more positive attitude toward his school work. -- A number of questions presented themselves related to the kinds of reading and study skills needed by the students and best suited to their level of ability and rate of learning. -- The intern felt that it was important to ascertain in a concrete and realistic way, what reading and study skills his students lacked and what he could do to enable each of them, beginning at his own level, to pursue a program that would enhance his reading ability and, at the same time, foster techniques that would assist him in dealing effectively with his school work. -- Accordingly, the intern designed a project to improve the reading and study skills of two grade ten classes at his school.  To measure real gains made by students immediately involved in the study, the intern set up a controlled situation involving two additional grade ten classes. -- The project entailed four major tasks:  (1) a survey of study habits and attitudes, (2) the administration of a reading test to determine the reading levels of the students involved in the study, (3) a special training period for two of the classes involved in the study, and (4) the administration at the end of the program of the alternate form of the reading test given at the inception of the project. -- One of the basic assumptions of the project was that reading was basic and fundamental to success in a changing world situation.  Consequently, by emphasizing the skill's that promote both reading and study, the teacher can help students acquire the necessary tools to meet the challenges of the school and of the world at large. -- The survey of study habits and attitudes showed that the students involved in the study possessed negative attitudes towards their teachers and their school work.  They also tended to procrastinate. -- The pretest findings on the reading test showed that the students had generally low vocabulary levels.  There were also wide ranges apparent in the comprehension and reading rate scores on the test. -- The post-test findings showed that the students who had been involved in the reading and study skills program had, indeed, made real gains in vocabulary, comprehension, and reading rate. -- Correlations between pretest and post-test scores on the reading test and between other variables measured in this study showed positive and near-significant relationships in most cases. -- The project showed that given an organized but largely self-directed approach, students of various levels of educational ability, motivation, and interest could be brought together to work toward the improvement of their reading and study skills.