identifier: Robinson, Michael George <https://research.library.mun.ca/view/creator_az/Robinson=3AMichael_George=3A=3A.html>   (1988) A content analysis of the fourth, fifth, and sixth grade basal readers of the 1975 and 1983 editions of the Nelson Language developmental reading program.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to analyse and compare the content of the fourth, fifth and sixth grade basals of the 1975 and 1983 editions of the Nelson Language developmental Reading program. The specific areas investigated were the depictions of (a) males and females, (b) ethnic groups, (c) the elderly, (d) the disabled, and (e) reading. The analysis also sought to determine the extent of Canadian content in the two editions. -- The contents of the basal readers were scrutinized by means of an analysis kit based on A Consumer’s Guide to Sex, Race and Career Bias in Public School Textbooks, and analysis package developed by Britton and Lumpkin (1977b). After the two editions of the Nelson Language Developmental Reading program had been analyzed according to the criteria of the analysis kit, the analysis was subjected to a rater-rater test of reliability. -- The results of the analysis suggested that some attention had been given to the portrayals of males and females in the 1983  edition, as girls and boys were found to be equally represented. Women, however, were discovered to be poorly depicted in comparison to men in both editions. Although a comparison of the multiethnic content of the two editions revealed that some positive changes had occurred, the use of illustrations to define ethnicity in the 1983 edition indicated that the changes were quantitative rather than qualitative. While the content of bother editions was found to be predominantly Canadian, some improvements in the quality of the Canadian content in the 1983 edition were noted. -- The analysis revealed that the elderly and the disabled were inadequately portrayed in both the 1975 and 1983 editions. The investigator believed that the lack of progress was not surprising as concerns about the portrayal of the elderly and the disabled in basal readers may have been voiced too late to have had any effect on the 1983 edition. The act of reading was found to be poorly depicted in both editions. This finding was perplexing given that basal reading series are designed as tools for teaching reading.


identifier: Butt, M. Belle Sparkes <https://research.library.mun.ca/view/creator_az/Butt=3AM=2E_Belle_Sparkes=3A=3A.html>   (1995) Enhancing reading achievement of grade two students: a program for parents.  Masters thesis, Memorial University of Newfoundland.

type: Thesis NonPeerReviewed

format: application/pdf application/pdf

abstract: The purpose of this study was to describe and evaluate the effectiveness of an interactive reading program on children's reading achievement. This program involved parents of grade two children. Its intent was to train parents how to help more effectively their children with reading. The program was based on the findings of past research on parental involvement in literacy development of children, including revealed parent-child interactions and techniques of parental involvement. Its effectiveness was determined by comparing gains made in reading comprehension, receptive vocabulary and sight vocabulary by an experimental and a control group. -- A pretest-midtest-posttest-follow-up test control group design with matching was used for this research. From a population of 80 grade two students, seven pairs were matched on the basis of reading ability, socio-economic status, gender and age. One member of each pair was then randomly assigned to the experimental group; the other was placed in the control group. A series of one way ANOVAS conducted on group scores and each of the three dependent variables at pretest time confirmed the soundness of this design. -- Both groups of students continued to receive regular classroom instruction. Only children in the experimental group were exposed to the assistance program, or treatment. By midtest time, the impact of the program on reading comprehension, receptive vocabulary and sight vocabulary was found to be in the hypothesized direction; by posttest time it was statistically significant at the 0.1 level. Three months after the program terminated, the follow-up test results indicated that its impact was still significant at the 0.1 level on sight vocabulary; however, its impact on reading comprehension and receptive vocabulary had become significant at the 0.01 level. -- Provisions were also made to discover effects the program had on children's attitude towards reading, and to determine parents’ reactions to the program. It was found that the program apparently was significant in increasing children's desire to read. Parents also reported a very positive response to it. -- The program, in summary, proved to be successful in helping parents develop the "know how" to enhance the reading levels of their children and to develop in them an increasing desire to read. As a result, the findings of the study should have important implications for educators and parents who are concerned about children's reading achievement and solving our serious illiteracy problem.


identifier: Kavanagh, Margaret Rebecca <https://research.library.mun.ca/view/creator_az/Kavanagh=3AMargaret_Rebecca=3A=3A.html>   (1987) High school students' perceptions of mathematics.  Masters thesis, Memorial University of Newfoundland.

abstract: This is a study of students’ perceptions of mathematics, and an examination of factors which may influence these perceptions. -- Three high schools participated in the study: 1) an all-girls’ school; 2) and all-boys’ school; and 3) a co-educational school. The subjects comprised the following four groups: -- Group 1: males in a male school -- Group 2: females in a female school -- Group 3: males in a co-educational school -- Group 4: females in a co-educational school. -- Students were required to answer a three-part questionnaire which provided both quantitative and qualitative data. The questions in the first and third parts of the questionnaire were designed by the author. The questions in the second part of the questionnaire were taken from the Fennema-Sherman Mathematics Attitudes Scales. -- The author found no significant differences among the four groups in: 1) attitudes toward success in mathematics; 2) mathematics anxiety; 3) student’s perceptions of mathematics as a male domain; 4) students’ perceptions of the usefulness of mathematics; 5) encouragement given by the mother to the student in his or her study of mathematics; and 6) encouragement given by the teacher to the student in his or her study of mathematics. -- It was found that males are significantly more confident than females in the learning of mathematics. More males than females stated they would select a career involving mathematics. Males in a male school received significantly more encouragement from their fathers in their study of mathematics than did males in a co-educational school. -- A much higher percentage of females in a female school than females in a co-educational school stated they would select a career involving mathematics. Females in a co-educational school received significantly more encouragement from their fathers in their study of mathematics than did females in a female school.


identifier: Ryan, Robert Francis Patrick <https://research.library.mun.ca/view/creator_az/Ryan=3ARobert_Francis_Patrick=3A=3A.html>   (1988) Memory and metamemory differences between potentially learning disabled and normal-achieving grade four students.  Masters thesis, Memorial University of Newfoundland.

abstract: The subjects for this investigation were fourth grade students identified as either Potentially Learning Disabled (PLD) or Normal-Achieving (NA). Study 1 utilized two research strategies to examine recall and strategy use (using an individually administered, picture-cued memory task) and metamemorial knowledge (using an adaptation of Kreutzer, Leonard, Flavell, 1975 instrument). The first research strategy was to examine possible differences between NA and PLD students in recall performance, strategy use and metamemorial knowledge. The second research strategy was to examine, within each group, the intercorrelations among recall performance, strategy use, study time and metamemorial knowledge. Study 2 (substudy) tested for differences between PLD and NA students on a group administered, picture-cued memory task exploring differences in recall under intentional and unintentional memory conditions. -- The results of Study 1 indicated that the PLD group were significantly less efficient in their utilization of memory strategies, verbalized significantly less knowledge about memory, and studied for significantly less time. PLD boys were especially quick in their approach. While the NA group recalled slightly more pictures, this difference was not statistically significant. The NA and PLD groups displayed two common correlation patterns (ie. Recall with strategy use; strategy use with metamory). The findings of Study 2 indicated the NA group recalled significantly more in both unintentional and intentional memory conditions, contrary to evidence from some earlier studies on automatic processing. -- These findings are discussed with particular emphasis on their implications for strategy training in particular and instructions in general.


identifier: Powell, Janet Martin <https://research.library.mun.ca/view/creator_az/Powell=3AJanet_Martin=3A=3A.html>   (1994) Counselling internship report including an examination of the Boder test of reading-spelling patterns.  Masters thesis, Memorial University of Newfoundland.

abstract: This report describes a thirteen-week internship programme completed at the Diagnostic and Remedial Unit, Memorial University of Newfoundland to fulfil the requirements for the completion of a Master's Degree in Educational Psychology. The purpose of the internship was to gain experiential knowledge in the area of assessment and counselling of children with learning difficulties. -- General internship goals, the activities carried out to achieve the goals, and conclusions regarding the effectiveness and limitations of the internship are presented in the first section of the report. The second section contains the report of the research aspect of the internship. -- The research component involved an examination of a test commonly used to assess reading disability, The Boder Test of Reading - Spelling Patterns. A concurrent validity study of this test was conducted and a preliminary examination of its construct validity. Thirty-one children referred to the Diagnostic and Remedial Unit during the internship were given the Boder, WRAT-R, and WISC-R. Relationships between these tests were examined. -- A correlation coefficient of 0.89 was obtained between the reading grade levels of The Boder Test of Reading Spelling Patterns and the reading subtest of the Wide Range Achievement Test - Revised, thus providing support for the Boder's content validity. However, support for construct validity was limited. -- The research findings are discussed with reference to the use of the test in the local school systems. It was concluded that the test is time- consuming to administer and the information it provides to the user may be obtained in less time by using other tests with better psychometric properties.


identifier: Wadden, Mary M. <https://research.library.mun.ca/view/creator_az/Wadden=3AMary_M=2E=3A=3A.html>   (1995) Development and implementation of a program monitoring model for Cabot College of Applied Arts, Technology and Continuing Education using Stufflebeam's context evaluation.  Masters thesis, Memorial University of Newfoundland.

abstract: The purposes of this study were (I) to develop an annual program monitoring model for Cabot College of Applied Arts, Technology and Continuing Education, (2) to determine the suitability of Stufflebeam's Context Evaluation Model as the basis of the annual program monitoring model, (3) develop a set of indicators to be used in the annual program monitoring process and (4) test the model and indicators though the trial monitoring of two programs at Cabot College. -- The indicators chosen reflected the views of individuals identified as decision makers at the College. Data were collected through questionnaires, interviews and analysis of documents to define a set of indicators for program monitoring. -- The results indicate that Stufflebeam's Context Evaluation serves as an excellent guide for the development of an annual program monitoring process Indicators chosen have been found to be difficult to measure, but valuable information is made available when the information obtained in the monitoring process is analysed. -- Recommendations are made for alternative data collection and analysis strategies in the monitoring process.


identifier: Quick, David Chesley <https://research.library.mun.ca/view/creator_az/Quick=3ADavid_Chesley=3A=3A.html>   (1987) An investigation into the van Hiele levels of thinking in the geometry component of academic and advanced mathematics.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the van Hiele level of thinking of students enrolled in academic and advanced mathematics courses, to determine their readiness for deductive reasoning and to make comparisons between these groups and a group tested in the United States. -- A sample of 17 schools was randomly selected from both urban and rural setting in the province of Newfoundland and Labrador. A sample of 561 students was chosen and administered a modified version of the van Hiele Level Test in October 1985 and again in October 1986. -- An analysis of the results indicated that at the beginning of level II the majority of students, 47.1 percent using the 3 of 5 criteria and 77.8 percent using the stricter 4 of 5 criteria, were not at a sufficient van Hiele level to begin the study of deductive geometry. Analysis of the posttest given in level III indicated an increase in the van Hiele level over level II. However, a large percentage of students, 38.5 percent using the 3 of 5 criteria and 64.1 percent sing the 4 of 5 criteria, were still below the necessary van Hiele level. -- Comparisons of the advanced and academic groups favored the advanced groups in both level II and III. They were at higher van Hiele levels than their academic counterparts. A comparison of van Hiele levels with a group tested by Usiskin in the United States favored the Newfoundland student for both the academic and advanced programs.


identifier: Preston, Kirk Royce <https://research.library.mun.ca/view/creator_az/Preston=3AKirk_Royce=3A=3A.html>   (1988) An investigation of grade 12 students' misconceptions relating to fundamental characteristics of molecules and atoms.  Masters thesis, Memorial University of Newfoundland.

abstract: The need to be aware of children’s existing ideas is expressed by Ausubel (1968, p. iv) in his well known adage: “The most important single factor influencing learning is what the learner already knows; ascertain this and teach him accordingly”. Many of the views and conceptions held by learners differ from those commonly accepted by scientists. These views are often designated as misconceptions of alternative conceptions. While in recent years there has been a growing interest in identifying misconceptions, the bulk of the studies reported are related to physics, leaving many topics in chemistry largely ignored. IN the present study, two such concepts from the area of chemistry, namely molecules and atoms, were investigated. -- Three groups of ten students from grade 12 (16-17 year olds) constituted the total sample of 30 students. Subjects were grouped as Academic-Science, Academic-Non-Science, and Non-Academic Non-Science according to their participation in science and their overall average. A semi-structured interview guide was developed and used to elicit subjects’ conceptions relation to the fundamental characteristics of molecules and atoms. Questions were asked relating to the structure, composition, size, shape, weight, bonding, and energy of molecules using a waters molecule as the example. A second group of questions focused on the structure, shape, size, weight, and animism of atoms. In each case, subjects’ misconceptions were identified and then examined to see how the misconceptions differed among the three groups. -- All interviews were tape-recorded and transcribed. The interview data served as the starting point for the establishment of conceptual inventories for individuals, the construction of tables summarizing the common misconceptions, and descriptive summaries of the findings for each content area. -- The data suggest that students hold a wide range of misconceptions relating to the fundamental characteristics of molecules and atoms, and that many of the misconceptions identified parallel historical ideas of science. Other outcomes of the study include the observation that many of the misconceptions are common to all three groups, that the students from the Academic Science group exhibited the broadest range of misconceptions, but on average exhibited a lesser number of misconceptions. Overall, the Academic Science students had a better understanding of the concepts involved than did the Academic Non-Science and Non-Academic  Non-Science students. -- Misconceptions were identified for each of the sub-types relating to molecules and atoms. Specific misconceptions relating to molecules included: Water molecules contain components other than oxygen and hydrogen; water molecules are large enough to be seen with the naked eye; water molecules have different sizes and shapes; water molecules are large enough to be physically weighed; and that temperature is the factor which affects molecular shape. Specific misconceptions relating to atoms included the belief that atoms are solid spheres with all of their components inside, that all atoms weigh the same, and that they are alive.


identifier: Sheppard, Nelson <https://research.library.mun.ca/view/creator_az/Sheppard=3ANelson=3A=3A.html>   (1989) An investigation of the roles and responsibilities of the educational therapist as perceived by allied professionals in the province of Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was designed to identify perceptions held by principals, regular classroom teachers, special education teachers, school counsellors, and coordinators of special services regarding the role of the educational therapist. -- In this study the educational therapist was seen from an organizational perspective as a boundary role professional. Such a practitioner, in order to perform the responsibilities of the position, must frequently cross the professional boundaries of allied professionals. Incumbents of similar positions in the education system, such as the school counsellor and school psychologist, perform their role in much the same way. Role conflict and role ambiguity have been identified as potential problem areas that may be experienced by these boundary role professionals. -- The instrument used was a survey questionnaire developed for this study. The sample consisted of five teachers, including the principal and school counsellor, selected from each of seventy-four schools in the province employing an educational therapist, eighteen education psychologists, and seventeen coordinators of special services. -- The allied professionals were consistent in their perceptions of issues relating to the educational therapists’ role such as educational background, teaching experience, labelling, orientation, and need for additional educational therapists. The findings also indicated an awareness on the part of allied professionals concerning the goals of educational therapy, hiring criteria, and regulations governing the acquisition of an educational therapy unit. -- However, other areas of the therapists’ role, such as duties, functions and role of allied professionals in developing the position of an educational therapist within a school revealed little consensus among allied professionals. -- As a result of these findings, recommendations are made for further research and action to be taken to help provide a more complete and more consistent understanding of the role of the educational therapist in the Province of Newfoundland and Labrador.


identifier: Walsh, Pamela A.(Pamela Ann) <https://research.library.mun.ca/view/creator_az/Walsh=3APamela_A=2E=28Pamela_Ann=29=3A=3A.html>   (1988) Causes and consequences of leaving school early in the Roman Catholic School Board for St. John's.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examined the leaving early phenomenon, in the Roman Catholic School Board for St. John’s, from the perspective of both the contributing factors and the consequences. A set of 19 independent variables was identified as possible factors associated with the decision to leave school early. These included variables related to the individual, the school, the peer group, and the family. Five independent variables were used to identify consequences of leaving early. These were satisfaction with present life, job classification, occupational aspirations, number of  current close friends who did not finish school, and proportion of siblings who subsequently left early. -- The interview schedules designed for this study were used with a random stratified sample of  50 early leavers who left high school between June, 1983 and June, 1984 and 50 graduates of June, 1984. Multiple regression analyses (stepwise) were used to examine factors associated with the decision to leave early, while t-tests were used to determine the consequences of that decision. -- The results of the multiple regression analyses led to the conclusion that early leavers experienced more academic failure in the year prior to leaving, had more close friends who were early leavers, had a greater absenteeism rate during their last two years of school, and had mothers with lower levels of education. In addition, early leavers placed less importance on education, had experienced a greater grade repetition rate, and had parents who held lower levels of aspiration than graduates. -- The results of the t-test analyses led to the conclusion that early leavers have a lower level of satisfaction with their lives than graduates, have lower occupational aspirations, have more current friends who did not finish school, and have a greater proportion of siblings who had subsequently left earlier. -- The most frequently cited reasons for leaving early were desire to work, failing or doing poorly and dislike of school. The most frequently cited suggestions for improvement were smaller classes to ensure more individual help and more courses of a practical or interesting nature. Most early leavers had not completed graduation requirements or enrolled in a post-secondary or job-training program.


identifier: Joy, Rhonda <https://research.library.mun.ca/view/creator_az/Joy=3ARhonda=3A=3A.html>   (1989) Children's theories about reading difficulties: a developmental study.  Masters thesis, Memorial University of Newfoundland.

abstract: Research findings indicate that children construct integrated metacognitive theories about cognitive processes. These theories have been hypothesized to play a major role in learning and development. In the present study, the development of children’s metacognitive theories about the causes, manifestation, and remediation of reading difficulties was investigated. Twenty-one subjects from each of grade 1, 3, 5, and 7 participated in two experimental sessions. Each subject was presented with four short stories (i.e., two stories per session). Each story depicted a child of the same sex and age as the subject who is a poor reader. The intellectual ability (high versus low) of the depicted children was varied systematically across the four stories. Following Each story presentation subjects’ memory for the story propositions was assessed. Next, subjects were asked to determine (1) the cause of the depicted child’s reading difficulty; (2) the manifestation (i.e., specific aspect(s) of the reading process affected) of the reading difficulty; and (3) remediation strategies. The major findings were that, regardless of age, or the ability and effort levels depicted in the stories, subjects (1) primarily attributed the cause of reading difficulties to either insufficient effort or specific cognitive problems (e.g. inadequate attentional processing); (2) considered that reading difficulties may be manifested in either word identification or comprehension problems; and (3) recommended an increase in effort as the primary remediation strategy. The implications of these findings, for both learning to read and for the social consequences of reading difficulties in school, are discussed.


identifier: Barrett, Gladys S. <https://research.library.mun.ca/view/creator_az/Barrett=3AGladys_S=2E=3A=3A.html>   (1985) Investigating the effect on reading comprehension of using a classification scheme in conjunction with the cloze procedure to teach the process of context clue utilization.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examined the effect on reading comprehension of using a classification scheme of context clues - in conjunction with the cloze procedure to teach the process of context clue utilization to a group of fourth grade students.  -- The classification scheme was used as a framework for making selective deletions of nouns, adjectives, verbs and adverbs in the construction of cloze reading passages which were used for instructional purposes. Subjects were required to use the context clues provided in the passages to, determine semantically acceptable replacement words for those which had been deleted. -- The Pretest-Posttest Control Group Design with Matching was employed in this study. -- The comprehension subsection of the Gates-MacGinitie Reading Test (Canadian Edition), Level D, form 1, was administered as a pretest. Raw scores obtained were used to match students who were then randomly assigned to the experimental or control groups. The mean score was computed and used to classify subjects as “skilled” or “less skilled” readers. Form 2 of the same test was used as the posttest. -- The data collected was analyzed using a two-way analysis of covariance.


identifier: Pond, James Wayne <https://research.library.mun.ca/view/creator_az/Pond=3AJames_Wayne=3A=3A.html>   (1985) How principals and superintendents view the principal's role in recruitment and selection of staff.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examined the elementary principal’s role in the recruitment and selection dimensions of staff personnel services.  More specifically, it addressed questions regarding: -- 1.  What is the principal’s perception of his actual and desired role in recruitment and selection? -- 2.  What differences, if any, exist between the principal’s actual and desired role in recruitment and selection? - 3.  What is the superintendent's perception of the actual and desired role of his principals in recruitment and selection? - 4.  What differences, if any, exist between the superintendent's perception of the actual and desired role of the principal in recruitment and selection? -- 5.  What differences, if any, exist between perceptions held by principals and superintendents for the desired role of the principal in recruitment and selection? -- Data were collected by means of a questionnaire administered to principals and superintendents.  Items of the questionnaires for both principals and superintendents were derived from Harris's et al. (1979) task areas.  The questionnaire was revised based upon recommendations made by full-time graduate students and professors of the Department of Educational Administration in the Faculty of Education at Memorial University. -- Several major findings and conclusions emanated from this study.  Elementary principals perceptions of their existing responsibilities in recruitment and selection of instructional staff range from no responsibility to very little responsibility for all areas.  Principals indicated a desire for considerable to full or equal responsibility in the majority of these areas.  Marked disparities existed between perceptions of superintendents concerning the actual and desired role of principals in recruitment and selection of instructional staff.  Superintendents generally agreed that principals should have more input.  However, the desire expressed by superintendents for principals’ involvement in recruitment and selection was dramatically less than that expressed by principals. -- The study advanced the following recommendations: -- 1.  Efforts should be directed toward providing experiences whereby perceptions of superintendents and principals could be more congruent. -- 2.  Teacher selection could be changed from a centralized to a multi-level process. -- 3.  Teachers could be selected by a team of school district personnel drawn from Central Office and respective schools. - 4.  The present study should be replicated to include superintendents and high school principals to determine if findings would be similar to those found in this study. -- 5.  University professors, familiar in theory and practice with teacher recruitment and selection might be included to help explain the different perceptions between elementary principals and superintendents regarding the principal’s role in recruitment and selection.


identifier: Sinclair, Helen R. <https://research.library.mun.ca/view/creator_az/Sinclair=3AHelen_R=2E=3A=3A.html>   (1987) Oral miscue analysis of grade 3 French immersion children learning to read in English.  Masters thesis, Memorial University of Newfoundland.

abstract: The English reading strategies of Grade 3 French immersion children were studied to discover any changes between those used before reading instruction in English began and after six months of reading instruction. - Nine children reading at grade level were selected and tested in October, 1986 and again in March, 1987 using the Reading Miscue Inventory devised by Goodman and Burke (1972).  The first text used was at the Grade 3 level and the second at the Grade 4 level to minimize the effects of text difficulty. -- At the first testing the children relied heavily on graphic and sound cues, using semantic and syntactic cues infrequently.  The low scores in the categories of comprehension and the use of grammatical relationships suggested that they were not reading efficiently.  At the second testing, while the children still used graphic and phonic cues to a great extent, the use of semantic and syntactic cues increased.  These findings, in conjunction with improved scores in comprehension and the use of grammatical relationships, demonstrated an improvement in the quality of the children's reading. -- No instances of French semantics or syntax interfering with the English reading of the children were found, but there were cases of French pronunciation of parts or all of English words.  French interference miscues dropped from thirty-four at the first testing to five at the second testing, again indicating an improvement in the reading quality. -- Some possible explanations were given for the changing reading strategies of the children.  The emphasis of the reading instruction in French was on phonics, and in English on context.  Studies have shown that the type of reading instruction children receive affects the miscues they make and this is one factor to be considered.  Another factor which may have affected the changes was the children's progress through the stages of reading development.  The stages which Cohen (1974-5) proposed uphold the findings of the present study.  The children's developmental stage may also have affected the reading strategies they used. -- The results of the study were compared to bottom-up, top-down, interactive, and interactive-compensatory models of reading.  The best fit was found to be the interactive-compensatory model.


identifier: Melendy, Roger <https://research.library.mun.ca/view/creator_az/Melendy=3ARoger=3A=3A.html>   (1985) Physical education curriculum: a study of the current delivery system of physical education in Newfoundland and Labrador schools.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of the study was to determine if specific school setting factors were affecting the delivery of the Physical Education curriculum in Newfoundland and Labrador schools.  This was determined by establishing relationships between the school setting factors and conformity to the Physical Education curriculum. - A stratified random selection of 150 schools from 33 school boards constituted the sample group.  From these schools it was established that there were 419 teachers responsible for teaching Physical Education to some portion of the schools’ pupil enrollment.  Each of these teachers received a questionnaire, via the school's principal, related to the school setting factors and the Physical Education curriculum. -- The data analysis, based on the responses of 300 teachers from 120 schools, was conducted at two levels, i) whole curriculum level, i.e. the conformity level of the teacher taking into account the combination of all the school levels in which he is teaching Physical Education and ii) individual school levels, i.e. the conformity level of the teacher at each school level in which he is teaching Physical Education.  Using cross tabulations and chi square the following school setting factors were isolated as affecting the delivery of the Physical Education curriculum (conformity):  i) whole curriculum level, (school characteristics) enrollment, school catchment area population, amount of equipment available, and quality of the equipment; (teacher characteristics) sex, degree held, university training in Physical Education, Physical Education inservice/workshop participation, and use of suggested guide books; ii) school levels, primary -,(school characteristics) availibility of a classroom/playroom facility; (teacher characteristics) degree held, university training in Physical Education, and use of suggested guide books; elementary - (school characteristics) availability of a gymnasium, availability of a playground, and amount of equipment available (teacher characteristics) university training in Physical Education, access to the guide publication, and use of suggested guide books; junior high - (teacher characteristic) access to the guide publication; senior high - low response rate restricted conclusive relationships.  There were indications of other factors affecting the delivery of the Physical Education curriculum at both the whole curriculum level and the school levels. -- The conclusions drawn from the study were; 1. Physical Education is receiving very little emphasis within the educational system of Newfoundland and Labrador, 2. small schools are neglecting Physical Education due to limited settings, 3. senior high Physical Education curriculum is suffering due to problems of implementation and financing, 4. many teachers feel incompetent with teaching Physical Education, 5. there is a need for Physical Education specialists to be available to all schools, and 6. the availability and quality of equipment and facilities varies from school to school.


identifier: Power, Edward Patrick <https://research.library.mun.ca/view/creator_az/Power=3AEdward_Patrick=3A=3A.html>   (1982) A report on the development of an instructional unit entitled Placentia : the French regime, 1662-1713.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this report is to describe the steps followed in the development of an instructional unit on the history of the French settlement at Placentia from 1662-1713, to supplement the Grade Five history program.  An instructional design model was followed and a slide-tape format was chosen as the medium of presentation for the material.  The project was evaluated by specialists at the various levels of development and revisions were made.  The instructional unit was subjected to an evaluation involving a pretest and a posttest.  The results of the tests were analysed using several forms of data analysis.  A resource materials form was also used to evaluate the content and the technical qualities, as well as the suitability of the instructional unit.  Teachers involved in the evaluation recommended the slide-tape presentation, Placentia - The French Regime, 1662-1713 , for use in the Grade Five history program.


identifier: Moore, Mahalla <https://research.library.mun.ca/view/creator_az/Moore=3AMahalla=3A=3A.html>   (1985) Planning, implementing, and evaluating an experimental listening program in the fifth grade.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the effect of a planned instructional listening skills program upon the listening achievement of a group of grade five students.  It examined (1) the effect of direct listening instruction upon the listening achievement of grade five students, (2) the relationship between listening and reading skills of grade five students, (3) the relationship between listening and intelligence of grade five students, and (4) the specific problems experienced with the listening program, as well as the children's attitude towards the program. -- A review of the literature related to this study indicated that the listening ability of children can be improved through instruction.  Studies have also shown that children who participated in a planned program of listening instruction not only improved their listening ability, but they also improved their reading ability. -- The listening skills program used in this study was built through the use of material from the Science Research Associates Listening Skills Program, IIb.  The writer developed specific behavioural objectives for each lesson, and used the responses to these behavioural objectives as formative evaluation throughout the program.  The program was taught in 22 half-hour lessons which concentrated on the following specific skills:  (1) auditory discrimination, (2) following directions, (3) following sequence, (4) selecting main ideas and details, (5) note-taking, (6) summarizing, (7) recognizing cause and effect, (8) creative listening, (9) distinguishing between fact and opinion, and (10) making inferences. -- The instructional listening skills program was implemented during a 9-week instructional period.  The study sample was selected from the grade five population of three elementary schools in the Avalon North Integrated School System.  The study sample contained 68 students.  These students were divided into an experimental group and a control group.  Each group had 34 students.  The intelligence quotients of the experimental group ranged from a low of 71 to a high of 115, and the intelligence quotients of the control group ranged from a low of 82 to a high of 116. -- Summative evaluation revealed that the experimental group made significant gains in the six listening and reading components-listening vocabulary, listening comprehension, total listening, reading vocabulary, reading comprehension, total reading.  The control group showed significant gains in four of the six listening and reading components-listening vocabulary, listening comprehension, total listening, reading comprehension.  However, in all components of the study, except listening vocabulary, the experimental group made gains that were superior to the gains made by the control group.  For both the experimental group and the control group, the study showed a significant relationship between listening vocabulary and reading vocabulary, and between total listening and total reading.  The relationship between listening comprehension and reading comprehension was positive but not significant. -- The findings of this study also indicated a strong relationship between listening and intelligence.  Children with higher intelligence quotients listened better both before and after instruction in listening than did children of lower intelligence quotients.  However, children who had lower intelligence made greater gains in listening during the instructional listening skills program than did the children of higher intelligence. -- The success ratio for each specific skill taught in the listening skills program was assessed to determine the areas of difficulty the children experienced during the program.  It was discovered that their greatest areas of difficulty were;  (1) selecting main ideas from details, (2) selecting key facts to make a summary, (3) arranging sentences in their proper sequence of cause and effect, (4) creative listening, and (5) making inferences. -- The program was also assessed on the basis of the children's attitude towards the program.  This was done according to the children's responses to the specific questions:  Did you enjoy the listening program? and Do you think you should have another listening program soon?”  Out of the 34 students who participated in the program, 32 claimed to have enjoyed the lessons and were in favour of having more lessons of a similar nature soon. -- It was recommended by the writer that a program of listening instruction should be introduced early in the school year to give plenty of opportunity for remedial and follow-up work in any listening skills which the children might find difficult.  It was also recommended that listening instruction should provide specific purposes for listening, utilize appropriate listening materials, and provide challenging activities for the children.


identifier: Hiscock, Audrey M. <https://research.library.mun.ca/view/creator_az/Hiscock=3AAudrey_M=2E=3A=3A.html>   (1982) Poetry in the education of kindergarten to grade three children.  Masters thesis, Memorial University of Newfoundland.

abstract: Many young children in the kindergarten to grade three years are being deprived of the heritage of great poetry which is theirs, and of its potential contribution to their education.  This unrealized potential is, in part, the result of a reluctance on the part of teachers to make optimal use of poetry in the school life of the child.  Foremost among the reasons for this reluctance is the inadequacy both of 'their exposure to good poetry for children and of their professional preparation.  Furthermore, the content of the prescribed texts constitutes inadequate exposure to good poetry. -- This study was undertaken to survey the literature germane to the subject of poetry in the education of the young child in order to establish a rationale for the according of a prominent place to poetry in the first four years of the child's school life, to examine criteria for judging the quality of that poetry and to apply those criteria in the compilation of an annotated bibliography of poems, and to suggest ways in which teachers may bring children and poetry together in a pleasurable and rewarding relationship. -- Books and periodicals examined were identified through the use of the appropriate standard bibliographic tools.  References cited reflect a representative sampling of opinions published in North America and Great Britain during the period 1931-1981.  The annotated bibliography is limited to print materials in the English language which are procurable in Canada and the United States.  The list is not, nor was it intended to be, exhaustive.  While every effort was made to include all those poets who have made a significant contribution to the existing body of poetry for young children, no attempt was made to list all the work of any given poet.  The suggestions to teachers are designed to help those who may feel ill- at-ease in using poetry, but they are not intended to be followed slavishly. -- Based on the findings of the study, a recommendation is put forward to suggest how schools may be supplied with an adequate, up-to-date collection of materials to ensure the success of the proposed program.  Other recommendations focus on the pre-service and in-service preparation of teachers, and on the evaluation of the resulting program.


identifier: Thomas, Susan Kimberly <https://research.library.mun.ca/view/creator_az/Thomas=3ASusan_Kimberly=3A=3A.html>   (1995) Oral proficiency of grade three and grade six early French immersion students from selected schools in the St. John's area.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to determine the level of oral proficiency of grade six and grade three early French immersion (EFI) students.  Entire classes from elementary EFI schools in the St. John's area participated.  The sample consisted of sixty-two students:  thirty grade three students and thirty-two grade six students. -- The interviewer conducted fifteen minute taped interviews with each student and gave him/her a global rating based on the following five components of oral proficiency:  comprehension, fluency, grammar, pronounciation, and vocabulary.  The interview is based on the oral interview procedure used in Newfoundland's French 3200 course.  Upon completion of each interview, the interviewer assigned a score.  After completing all interviews, eleven French 3200 teachers, who were trained to conduct the interview also evaluated a sample of the taped interviews.  While grade six students tended to perform better on the interview than grade three students, it is not possible to establish definitively the degree of difference due to the low inter-rater reliability.  Furthermore, inter-rater reliability was higher with grade six students than with grade three students. - A majority of ratings from the French 3200 teachers demonstrated considerable variability when compared to scores assigned by the interviewer. -- Further research is needed to develop instruments that will yield valid and reliable oral proficiency scores for young EFI learners.


identifier: Penney, Cecil J. <https://research.library.mun.ca/view/creator_az/Penney=3ACecil_J=2E=3A=3A.html>   (1988) Principals' knowledge of their legal rights and responsibilities in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The major purpose of this study was to assess the current knowledge of school principals in Newfoundland and Labrador (hereafter referred to as Newfoundland) concerning their legal rights and responsibilities. Secondly, it attempted to determine if principals’ knowledge of school law varied according to certain personal, professional and situational characteristics such as age, gender, and training. As a basis for the study, a review of the legal rights and responsibilities of principals in Newfoundland was undertaken. -- Information for review was obtained from a number of sources: (1) Federal and Provincial statutes, (2) Department of Education and school board regulations, (3) The Newfoundland Teachers’ Association collective Agreement, and (4) principles established in case law relating to education. -- Data were collected from these principals through a self-developed school law questionnaire. Included in the development process was validation by a panel of experts in school law. The questionnaire was also piloted with a number of principals for further refinements. The final draft consisted of two sections with 45 questions: Section A with 30 true-false, and Section B with 15 multiple-choice. A checklist requesting information concerning respondents’ personal, professional and situational characteristics was also included. -- The questionnaire was mailed to a random sample of 300 principals, representing more than one-half of all principals in the Province. Included were a covering letter, general instructions for completion, and a self-addressed, stamped envelope. Follow-up procedures were taken to ensure a maximum number of questionnaires (73 percent) were returned. -- Data were analyzed chiefly be relating the independent variables to the dependent variables by means of person product-moment correlation coefficients, and comparing them through stepwise multiple correlation. -- The findings from the study indicated that principals know only bits and pieces about school law and perhaps not as much as they should know, given the litigiousness of our changing society. The overall mean score for the entire sample was 67.5 percent. -- Results of the testing of the Hypotheses indicated that principals’ knowledge of school law is positively correlated with age, teaching experience, school size (defined by enrolment), teaching certificate level, Master’s degree in Educational Administration, course(s) in school law, in-service training in school law, and principalship experience. However, the most significant contributors to their knowledge of school law were Master’s degree and level of teaching certificate. -- It is hoped that the results of this study will help clarify the legal rights and responsibilities of principals.  Furthermore, by conducting a study such as this, principals may become more aware of their level of knowledge in this area and be prompted to take steps to educate themselves in the areas that are lacking. -- The findings of this study have implications for pre-service and in-service programs offered by educational institutions and by teacher/administrator associations.


identifier: Downton, Alanna Marie Badcock <https://research.library.mun.ca/view/creator_az/Downton=3AAlanna_Marie_Badcock=3A=3A.html>   (1980) Teachers' praise and disapproval responses as a function of audio-cueing.  Masters thesis, Memorial University of Newfoundland.

abstract: This investigation examined three aspects of the verbal behavior of teachers in a classroom setting:  (a) the relationship between teachers’ natural rates of praise and disapproval, (b) the efficacy of audio-cueing as a method of training teachers to increase their praise rates, and (c) the effect of experimentally manipulated rates of praise on teachers’ natural rates of disapproval. - Twenty-two elementary school teachers were randomly assigned to one of two experimental groups.  Both groups participated simultaneously during both an initial baseline period and a treatment period in which teachers were asked to praise someone upon hearing a randomly-scheduled auditory cue.  Between the initial baseline and the treatment period, one group participated in a second baseline period during which the treatment apparatus, a randomly-scheduled tone, was presented without any explanation to the teachers.  For convenience this group was called “double-baseline to distinguish it from the single-baseline group which participated during only the initial baseline period.  The second baseline period was included to measure the effect of the treatment apparatus used in isolation.  Throughout the study, measures of the teachers’ praise and disapproval responses were recorded by observers.  The teachers did not know that their disapproval responses were being recorded, and only during the treatment did they know their praise responses were being recorded. -- The results of the investigation were as follows:  First, both groups emitted equivalent numbers of praise and disapproval responses during both the initial baseline and treatment periods.  This result supports the efficacy of the randomization procedure.  Second, during the initial baseline, teachers emitted significantly higher numbers of disapproval responses than praise responses.  This result was in accord with the results of previous research on this topic.  Third, for double-baseline teachers, there was no significant difference in the number of praise responses emitted during the first and second baseline periods.  This result suggests that the unexplained occurrences of the tone did not alter the teachers’ praise rates.  Fourth, during the second baseline, double-baseline teachers emitted significantly fewer disapproval responses than they did during the initial baseline.  This unexpected result suggests that either the unexplained occurrences of the tone had a significant effect upon teachers’ expressions of disapproval, or other significant but unidentified sources of variance are operating during the second baseline period.  Fifth, during treatment, the number of teachers' praise responses was significantly higher than that for either the initial or second baseline periods.  This result supports previous research on the efficacy of audio-cueing as a technique for training teachers to increase their praise rates.  Sixth, during treatment, teachers emitted significantly lower numbers of disapproval responses than during both the initial and second baseline periods.  This result indicates that as teachers' praise rates increase in response to auditory cues, their natural rates of disapproval decrease. -- In general, the results suggest that an inverse relationship exists between manipulated rates of teacher praise and subsequent rates of disapproval; however, this suggestion is qualified by an unexplained source of variance which precipitated a significant decline in teachers' disapproval from the initial to the second baseline.  Additional research is necessary to identify the nature of the relationship between praise and disapproval.  If, as the present investigation suggests, the relationship is an inverse one, it implies that an uncontrolled confounding variable may have been operating in previous studies and programs concerned with the manipulation of teacher praise and its effect upon student behavior.


identifier: Templeman, Harry R. <https://research.library.mun.ca/view/creator_az/Templeman=3AHarry_R=2E=3A=3A.html>   (1988) The attitudes of teachers and students toward student rights in selected integrated high schools in eastern Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The major purpose of this study was to examine teacher and student attitudes toward student rights in selected integrated high schools in Eastern Newfoundland.  These attitudes were analyzed for both teachers and students by computing and comparing the means for each item, area, and for the total questionnaire.  T-tests were used to make these comparisons.  The study's secondary purpose was to analyze teacher attitudes in relation to various demographic variables such as sex, age, teaching certificate, school size, and the completion or non-completion of a university course in school law.  The attitudes of students enrolled in Levels I, II, and III were also analyzed in relation to demographic variables such as sex, age, career aspirations, school size, and the completion or non-completion of Canadian Law 2104.  Data for this secondary purpose were analyzed by multiple regression, using the SPSS package. -- Information was collected through a self-designed questionnaire administered to two hundred and twenty teachers and nine hundred Levels I, II, and III students in regional and central high schools during October, 1987.  The questionnaire was designed specifically for teachers and students and focused on specific aspects of student rights.  Of particular concern in this study were teacher and student attitudes toward academic freedom, free speech and expression, personal appearance and behaviour, privacy, and reasonable punishment. -- The analysis of these data revealed that in the area of academic freedom there was a difference between the attitudes of teacher and student respondents.  A large majority of the students claimed they should be entitled to these rights, but only a small percentage of the teachers felt that way.  Actually, teachers showed least support for this particular area.  Only slightly more than half of the students and an even smaller number of teachers indicated that students should have the rights of free speech and expression.  The students themselves were least supportive of these rights.  Students, more so than teachers, asserted that they should have the rights to personal appearance and behavior.  It was apparent in the study that a large percentage of both teachers and students believed that students should, indeed, have the rights to privacy.  It is interesting to note that both groups were most supportive of this area.  Similarly, the majority of each group supported the view that students should be entitled to due process.  In the area of reasonable punishment, there was little difference between the attitudes of teachers and students with both groups endorsing these rights.  It should be pointed out that this was the closest area of agreement between the two groups.  An analysis of the total attitude score revealed that the majority of both teacher and student respondents agreed or strongly agreed with granting students their rights. -- When the data tor teachers were also analyzed by multiple regression, the only factor to statistically register as significant, with respect to privacy, reasonable punishment, and the total attitude score, was sex.  Age was the strongest factor in explaining differences in teacher attitudes for the area of personal appearance and behavior.  There was a correlation between the age of the teacher respondents and their attitudes toward personal appearance and behaviour.  As age increased, teachers tended to be less supportive of giving students rights in this particular area.  The study also showed that females were more in favour of student rights than males. -- For students, sex was the only statistically significant contributor to student attitudes for the areas of academic freedom and due process.  School size was the major contributor to the variance for the area of free speech and expression, and for the total attitude score.  When considering the area of personal appearance and behaviour, the strongest factor in explaining differences was sex.  It should be noted that school size also entered the regression equation for this particular area. - Male students were slightly more supportive of student rights than female students for the areas of academic freedom, free speech and expression, personal appearance and behaviour, and due process, as well as for the total attitude score.  For the other two areas, privacy and reasonable punishment, the difference between the means was not statistically significant.  For students, there was an inverse relationship between school size and the areas of free speech and expression, personal appearance and behaviour, and privacy, as well as for the total attitude score.  Students in larger schools tended to more strongly agree that they should be entitled to greater freedom in these particular areas.


identifier: Whelan, Rosemary <https://research.library.mun.ca/view/creator_az/Whelan=3ARosemary=3A=3A.html>   (1981) Teaching critical reading in the elementary school.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was concerned with identifying problems that elementary teachers in the Ferryland School Board District experience in teaching critical reading and with preparing a booklet presenting suggestions to help teachers deal with those problems. -- The Study covered a period of 30 months during which the problems that teachers often encounter in teaching critical reading were identified through two forms of a questionnaire.  One form was sent to the supervisory personnel in the district and the other to the elementary teachers.  The supervisory personnel form was designed to elicit from the language arts consultant and the elementary principals those aspects of teaching critical reading in which teachers request help and those in which the supervisory personnel from their observations felt that teachers need help whether or not they request it.  The elementary teachers' form was designed to determine whether teachers themselves experience problems in teaching specific aspects of critical reading. -- A comprehensive study of the professional literature, together with a review of basal reader guidebooks and workbooks, was then undertaken in the identified problem areas.  A synthesis of the information gleaned from all these sources was utilized in preparing a first draft of the booklet. -- The first draft of the booklet was circulated to five reading specialists for formative evaluation.  Each of these individuals was given time to read and examine the booklet for the purpose of determining its strengths and weaknesses.  All criticisms were considered and suggestions for improvement were incorporated in a second draft. -- The second draft of the booklet was distributed to one teacher in each of the five elementary grades in the Ferryland School Board District for summative evaluation.  Each teacher was asked to examine the booklet and give her opinion on its practicality and usefulness.  The teachers in their responses indicated strong positive feelings toward the booklet.  They stated that it was worthwhile in helping them to develop a deeper understanding of the critical reading process, and in presenting suggestions for teaching various critical reading skills.  The second draft was then accepted as the final draft.


identifier: Lacasse, Elizabeth <https://research.library.mun.ca/view/creator_az/Lacasse=3AElizabeth=3A=3A.html>   (1981) The construction of a listening skills program and its effects on the listening and reading skills of grade one children.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis has no abstract.


identifier: Cole, Edward Warren <https://research.library.mun.ca/view/creator_az/Cole=3AEdward_Warren=3A=3A.html>   (1979) The content for a non-university-preparatory mathematics program for grades 9, 10, and 11 as perceived by mathematics teachers in the high schools and trade schools of Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was designed primarily to compare the perceptions of the high school teachers of mathematics and the trades school teachers of mathematics in Newfoundland concerning content items for a non-university-preparatory mathematics program for grades 9, 10, and 11.  Ninety items were used in the study.  They were placed in categories A - Performing operations on given number systems, B - Recognizing properties of these number systems, C - Arithmetic Computation, D - Number Theory, E - Algebra, F - Geometry, G - Trigonometry, H - Measurement, I - Statistics, J - Business and Consumer Mathematics, and K - Logic.  These items were randomly placed on two questionnaires which were of identical format.  Each contained 45 items. -- High school mathematics teachers greatly outnumber trades school mathematics teachers so each of the latter was asked to complete both questionnaires while each of the former was asked to complete one.  Each teacher was asked to rank three given aims for the proposed program in order of perceived importance.  Based on these rankings, they were asked to rate each content item on a scale of 1 to 5.  These numbers suggested a range of views from recommending that an item definitely should be included in this program to its definite exclusion from the program.  The aims of the program, in brief, were to provide a program which would (1) prepare students for everyday living, (2) prepare students to enter the workforce and one-year courses of studies at trades schools, and (3) provide remedial work for students having difficulties with mathematics.  In addition, each teacher was given the opportunity to suggest any other aims for the program and to state his views on the need for such a program. -- Based on the given rankings of the proposed aims, the teachers were subgrouped and the perceptions of these subgroups were studied and compared.  An index for each content item was tabulated for each group and each subgroup of teachers.  In addition, a recommendation relative to the inclusion of each item in the program was determined from these indices. -- It was concluded that, in general, teachers felt that the major aim for such a mathematics program is to prepare students to enter the workforce and trades school immediately after leaving grade 11.  High school teachers indicated a concern with teaching non-university-bound students topics from business and consumer related mathematics.  Trades school teachers were chiefly concerned with topics from arithmetic computation, but were more concerned than high school teachers with the need to include algebra in the program. -- Neither the high School teachers nor the trades school teachers placed much importance on logic, the recognition of mathematical properties, or statistics.  They considered statistics as least in importance.  However, both groups wanted the inclusion of performance of operations, arithmetic computation, geometry, measurement, and business and consumer mathematics.  The trades school teachers seemed inclined to include more algebra in the program with the aims as given than did the high school teachers. -- Comparisons of the opinions of subgroups of the high school and the trades school teachers were made.  These subgroups were identified by the ways these teachers ranked the aims of the program according to their perceived orders of importance.  There were three such groups.  The analysis showed many similarities in the views of these groups as compared with the whole groups of high school and trades school teachers.  Many teachers, in the statements of their personal opinions, indicated that there was at definite need in Newfoundland high schools for a program which was designed along the ideas presented by the aims of the program in this study.


identifier: Rose, Melvin Frederick <https://research.library.mun.ca/view/creator_az/Rose=3AMelvin_Frederick=3A=3A.html>   (1984) Teaching reading and study skills in the secondary schools.  Masters thesis, Memorial University of Newfoundland.

abstract: Traditionally, teaching can be legitimately described as assumptive teaching, where the teacher simply assumes that students have the requisite skills and abilities to handle their reading and study assignments.  Research and experience clearly illustrate that this assumption is quite likely false and that many students are having difficulty reading their assignments independently.  Coupled with the fact that students receive most of their information through print and that this trend is not likely to disappear, the technological revolution notwithstanding, the need for a new philosophy of teaching subject matter would seem obvious. -- One mode of content-area teaching that has proved successful is what has been labelled Reading in the Content Areas.  The basis of this approach is that teachers must concern themselves with the process of learning as well as with the products of learning.  This does not imply that content area teachers are expected to sacrifice content in favour of teaching reading but rather that the content area teacher, utilizing the curriculum material pertinent to his field, incorporates in his teaching style a number of validated learning strategies.  These strategies will allow teachers to intervene during the learning process and thus facilitate learning rather than simply being concerned with assessing how well (or how poorly) learning has taken place. -- Some might argue that the foregoing describes teaching as it is rather than suggesting a new trend or philosophy.  However, a review of the literature concerning high school reading shows that such is not the case.  Historically, reading at the high school level has been mainly remedial in nature and not very successful at that.  In addition; various observational studies have concluded that at present in all levels of schooling there is mainly a concern for management instruction, transition and comprehension assessment as opposed to comprehension teaching. -- The literature also shows that the philosophy of content area reading has progressed well beyond the stage of mere rhetoric to a number of carefully delineated, practical teaching strategies.  In keeping with a number of recognized authorities in the field this thesis proposes a particular scheme of strategies that will ensure content area teachers become concerned with process rather than product.


identifier: Graham, Mary Louise <https://research.library.mun.ca/view/creator_az/Graham=3AMary_Louise=3A=3A.html>   (1985) Teaching strategies and tactics at St. Clare's Mercy Hospital School of Nursing: guidelines for improvement of instruction.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to develop guidelines for specific instructional strategies and tactics to be used by instructors at St. Clare's Mercy Hospital School of Nursing to aid in the improvement of classroom instruction. -- The literature on change in nursing and in nursing education indicated that nursing students have an ever-increasing body of knowledge to acquire and that nursing education must change to meet the demands of society.  More effective means of providing nursing students with the knowledge and skills they require are constantly being sought. -- An evaluation of the instructional setting and existing instructional practices at the school of Nursing was conducted as an initial step.  It was anticipated that this evaluation would provide useful information on which to base decisions regarding the possible need for improvement in instructional procedures. -- Naturalistic methods of inquiry were employed with multiple sources used to obtain information.  Data gathered through classroom observations, structured and unstructured interviews, preview of media, and record and document analysis indicated that the number and variety of instructional techniques employed were limited and that there were implications for the use of additional strategies.  This suggested that a review of related literature should be conducted. -- The literature on large-group instructional techniques such as the lecture, discussion, lecture-discussion, and demonstration and on the use of computer-assisted instruction in nursing education confirmed a need for specific guidelines for instruction.  Charts were prepared on the rationale behind the use of specific strategies and on the procedures to be followed.  Guidelines were developed for tactics to be employed. - Recommendations have been made for the implementation of the guidelines, and for the provision of training in instructional techniques.  It is also recommended that possible improvements in the instructional setting and the implementation of computer-assisted instruction be investigated.


identifier: Lee, Wan-Fung <https://research.library.mun.ca/view/creator_az/Lee=3AWan-Fung=3A=3A.html>   (1979) Model estimation using ridge regression with the variance normalization criterion.  Masters thesis, Memorial University of Newfoundland.

abstract: Structural equation model building has been extensively used in the social sciences.  The ordinary least squares (OLS) regression technique has been the standard technique used in the single equation method of estimation.  OLS regression estimates are erroneous, however, due to the presence of multicollinearity which is attributable to an absence of control over the survey data and to an intrinsic property of structural equation models.  The inadequacy of the OLS regression technique when applied to ill-conditioned data was discussed in chapter II. -- Ridge regression, developed by Hoerl and Kennard (1970), is the most promising technique for coping with the multicollinearity problem.  However, the technique is inadmissible due to the stochasticity of the estimation criterion.  An exposition of ridge regression theory was given in chapter III.  In chapter IV, the dilemma of ridge regression was analyzed and a new criterion, called the variance normalization criterion was developed.  With this criterion all the difficulties encountered by Hoerl and Kennard’s version of ridge regression are avoided. -- In chapter V, simple ridge regression with the variance normalization criterion was applied to a 5-stage human capital problem which used the Malmo data.  Through this example and through the theoretical arguments discussed in chapter II, III, and IV, the following goals of the study were achieved:  (1) the superiority of simple ridge regression over ordinary least square regression was demonstrated, (2) Hoerl and Kennard’s version of ridge regression was modified in order to achieve more satisfactory results; and (3) it was demonstrated that simple ridge regression with the variance normalization criterion is superior both to ridge regression estimation procedures using the mean square error criterion and the OLS procedure.


identifier: Beehan, Karen <https://research.library.mun.ca/view/creator_az/Beehan=3AKaren=3A=3A.html>   (1981) Au bout du monde: an instructional module for imparting cultural information, with specific reference to Cape St. George, Newfoundland.  Masters thesis, Memorial University of Newfoundland.

format: application/pdf application/pdf application/pdf application/pdf

abstract: This thesis has no abstract.


identifier: Bromley, Ronald M. <https://research.library.mun.ca/view/creator_az/Bromley=3ARonald_M=2E=3A=3A.html>   (1972) Developing and executing a plan for a school-community communications program.  Masters thesis, Memorial University of Newfoundland.

abstract: This project was an endeavour to motivate the school and the community toward two-way communication.  The writer envisaged this aim being achieved through an evolved communications program.  The program evolved through a process of active dialogue between the school and the community. -- The writer's method was influenced by recent theses and literature on the subject as well as by taking into account the circumstances of the particular people, and the school.  An Attitudes Survey was conducted by personal interview which identified the areas of education needing immediate attention. -- The teachers were motivated through meetings with the writer in the form of seminars which dealt with theory and practice of communications.  Roles were identified and the existing program discussed and evaluated.  The community was motivated through general meetings and parent-teacher meetings. -- The institution of a School-Community Communications Committee formed the basic foundation for the program.  This Committee was representative of the school and the community and was established to meet the wishes of the people.  After several monthly meetings of the Committee the evolved system was delineated. -- The program of communications activities was outlined and based on the results of the Attitudes Survey and knowledge of the existing problems gleaned from the motivating efforts. -- During the entire time span of this program the process of school-community communications was in progress and was made more evident through the activities of the school-community communications committee. -- The implications of the project are very clear.  The motivation of the school personnel and the members of the community does generate interest and bring action.  Through this project the community reached a high level of awareness of its role as participator in the entire educational process leading eventually to better schools.  It could be of interest to school boards to stimulate interest in a structured communications program.


identifier: Hawco, Augustine <https://research.library.mun.ca/view/creator_az/Hawco=3AAugustine=3A=3A.html>   (1976) Hierarchical approach versus traditional approach to instruction in eighth grade mathematics.  Masters thesis, Memorial University of Newfoundland.

abstract: Purpose of the Study -- The main purpose of this study was to compare the achievement and retention of Grade VIII students taught a unit on solving equations using Gagne's Hierarchical Approach with a group using the Traditional Textbook Sequence. -- Procedures -- The investigation was carried out in three Grade VIII classes in one school in Avondale, Newfoundland.  The sample consisted of 76 students.  These students were randomly assigned to two groups of the same size.  One group was randomly assigned the Textbook Approach and the other group the Hierarchical Approach. -- The Textbook Group learned how to solve first degree, one variable equations by studying a programmed booklet developed by following the exact sequence of the textbook that was used at this grade level.  The Hierarchical Group studied a programed booklet prepared by following the ideas of Robert Gagne.  This approach consisted of performing a task analysis on the terminal objective, setting up a learning hierarchy for these skills, and sequencing these tasks in the programed booklet according to the learning hierarchy.  A prerequisite test would be given the Hierarchical Group and students would begin the instruction at the point where the prerequisite skills were missing. -- The students received two - forty minute periods of instruction per day.  It took ten days for the students to complete the programed booklets.  During the study, students remained in their own classrooms and worked entirely on their own with a minimal of teacher guidance.  Students were not aware that they had been divided into groups and were taking part in a study.  From the exterior, both instruction booklets appeared to be the same. -- Students were given a posttest one day after the completion of the instruction and a retention test was given two weeks later.  These tests were alternate forms of each other.  The statistical technique of the analysis of covariance was used to determine if the difference in achievement and retention between the two groups were significant.  The level of significance was set at .05. -- Conclusions - 1.  The Hierarchical Approach to instruction produced significantly better achievement results than the Textbook Approach. - 2.  The Hierarchical Approach to instruction produced significantly better retention results than the Textbook Approach. -- 3.  The Hierarchical Approach to instruction would be one method of reducing underachievement in our mathematics classrooms.


identifier: Anderson, Stephen William <https://research.library.mun.ca/view/creator_az/Anderson=3AStephen_William=3A=3A.html>   (1979) Testing and teaching grammatical connectives in a special grade six class.  Masters thesis, Memorial University of Newfoundland.

abstract: The main purpose of the internship was to test students in a special grade six class for their understanding of connectives in print and to teach those students who indicated a need on the basis of test scores, how connectives signify certain mental operations essential to the act of comprehension. -- All of the students in the class were given a reading connectives test adapted from Watts (1944).  Understanding of fourteen connectives was tested by having the students complete sentence fragments ending in a connective.  Students had to choose the one logical and grammatical completion from the four presented.  Those students who failed to score at least three out of four correct in a particular connective received instruction in that connective. -- Each of the instructional periods was thirty minutes in length and emphasized how connectives signify relationships of a specific kind.  The instructional period was followed up the next day with a thirty-minute period of reinforcement that called upon the students to practice the relationship signified by the connective.  This practice involved the skills of listening, writing, speaking, and reading. -- The outcome of the internship suggested that comprehension of connectives in print depends upon more than knowing the mental operation signified by the connective.  One of the more notable factors seemed to be an understanding of the syntactic and semantic nature of the clauses joined by the connective.


identifier: Hennebury, John Francis Anthony <https://research.library.mun.ca/view/creator_az/Hennebury=3AJohn_Francis_Anthony=3A=3A.html>   (1980) Implementation and evaluation of a career education program for grade XI credit in a rural Newfoundland regional high school.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to implement and evaluate a career education program, Creating a Career, at the grade eleven level in a rural Newfoundland Regional High School in which students who successfully completed the program received credit towards the Newfoundland Department of Education high school graduation certificate. -- The program was carried out with a group of academic grade eleven students.  The objectives of the program were to increase the students' knowledge of themselves, the world of work, decision-making and job search skills. -- Four different instruments were used in the evaluation of program processes and three different instruments were utilized in the evaluation of learner outcomes.  A control group from the same community was used for comparative purposes.  Both the control and experimental groups received pretest and posttest administrations of a career knowledge instrument and a self-rating questionnaire that were devised from the instructional objectives of the career education course.  An F-test was carried out on the data related to the questions of the study. -- The results showed that the experimental group had quite high and significant increases in the mean scores from pretest to the posttest administrations of both the career knowledge instrument and the self-rating questionnaire whereas the control group increases in mean scores were marginal. -- Based on the results obtained from the different evaluation instruments, it was concluded that the experimental program, the career education course, achieved the overall goal of increasing the career knowledge of students. -- Finally, recommendations were made for future consideration.  Some of them were that career education courses be made available to all high school students and that emphasis be placed on individual counselling as well as on practical, down to earth, hands on kinds of career education activities.  Recommendations for further research were also made.


identifier: Bromley, Margaret E. <https://research.library.mun.ca/view/creator_az/Bromley=3AMargaret_E=2E=3A=3A.html>   (1985) Television as a consumer health education medium : a project report.  Masters thesis, Memorial University of Newfoundland.

abstract: The production described in this report was produced through the facilities of the Educational Television Department, St. Clare's Mercy Hospital, St. John's.  It is a twenty-minute videotape entitled Physical Disability and You showing the disabled as a special group with special needs, and outlining the support services available to them after their dismissal from a health care institution. -- The program was designed specifically for two groups:  (l) those presently hospitalized, or their family members and loved ones; (2) the general public, who might have need of such services now or in the future. -- Evaluation of the program was conducted at St. Clare's Mercy Hospital with disabled patients; and at the District Vocational School, Clarenville, with sixty-seven students representing the general public directly and patients' families indirectly. -- The results of testing showed that the general response to the program's technical quality was positive.  Subjects responded on a positive/negative scale with a Yes or No answer. -- The questionnaire on program content required the audience to respond with written comments, as well as give an overall rating on a scale ranging from poor to very good.  Using this scale with an assigned numerical value (poor/1; fair/2; good/3; very good/4), the tape received a mean of 3.7 for program content. -- This program can be disseminated to a wide audience through cable television, the hospitals, and local groups who have a specific interest in the welfare of the disabled population.


identifier: Keating, Robert M. <https://research.library.mun.ca/view/creator_az/Keating=3ARobert_M=2E=3A=3A.html>   (1984) Speech act theory and the teaching of literature.  Masters thesis, Memorial University of Newfoundland.

abstract: Speech act theory is a relatively recent subject of study in the philosophy of language and in the philosophy of the mind.  The movement appears to have commenced in 1962 with J.L. Austin's How to do Things with Words.  The impetus, however, came with the writings of John Searle, beginning with Speech Acts in 1969. -- To philosophers who study this phenomenon, the notion of intentionality is seen as a major component of any work of language used for human communication.  Common background experiences and knowledge of speech acts of the common culture are other items of importance in the interpretation of an utterance. -- Because a literary work is a work in language, and since the purpose of language is communication, the literary work is viewed as discourse, and thereby subject to interpretation using speech act theory.  The literary text becomes the mediary between writer and reader.  The reader completes the speech act with his interpretation of the writer's utterance made manifest by the text. -- The major purpose of this paper has been to argue that a theory of speech acts is tenable as an approach to the interpretation and analysis of literary works at the classroom level.  To that end, an overview of speech act theory is attempted, as well as a positing of literature as discourse.  The conclusion proposed is that prior to any analysis of a literary work, along the lines of the New Criticism for instance, there must be an understanding of the utterance, and this is best accomplished from the point of view of speech act theory.


identifier: Furey, Edith Margaret <https://research.library.mun.ca/view/creator_az/Furey=3AEdith_Margaret=3A=3A.html>   (1980) Spelling procedures, practices and methods: a review of related literature.  Masters thesis, Memorial University of Newfoundland.

abstract: This study attempts to provide fellow-teachers with a comprehensive report of research findings in the area of spelling.  There would appear to be more than enough evidence to buttress the conclusion that the spelling abilities of our pupils are not being developed as well as they might be.  Given this, it is felt that simply to make available pertinent research findings (compiled necessarily from various sources) would be an essential first step toward remediation. -- The spelling process involves both sensory-motor and cognitive learning processes.  From the beginning, thinking is required as the pupil determines which written letters represent speech sounds.  Through repetitive experiences in organizing, coding, and storing information, certain sound pattern-spelling pattern relationships are expected to become automatic.  Eventually, spelling becomes virtually a reflexive sensory-motor act. -- In this study, spelling is viewed as a complex language art.  This is not to suggest that spelling develops independently as a final stage in language development but instead is an interdependent skill which reinforces the other language arts.  Teachers must recognize the multi-faceted nature of the language arts and must plan integrated spelling-writing experiences. -- The crucial question is not whether a particular approach is useful but how the various instructional means can be utilized most effectively in the classroom.  Spelling is an individual matter, and it is only through exposure to the various spelling methods that each child can acquire effective word study methods.


identifier: Connolly, Patricia Marie <https://research.library.mun.ca/view/creator_az/Connolly=3APatricia_Marie=3A=3A.html>   (1975) St. John's project: a report of the problems associated with the direction of a Canada Studies Foundation Team.  Masters thesis, Memorial University of Newfoundland.

abstract: In May 1974 the writer was given the responsibility for the formation and direction of the fourth attempt to establish a functioning Canada Studies Foundation project in the St. John's area.  The writer soon learned that, in addition to the application of specific curriculum theories, a multitude of extraneous factors - administrative, psychological, political, and financial, to name but a few -- intensely affect the curriculum development process; therefore, the opportunity to guide a curriculum development project became a source of valuable experience for the writer. -- Of special interest were problems associated with the re-establishment and maintenance of the project.  The task of the writer was two-fold - to direct the curriculum development process (external task), and to maintain an efficient and cohesive working group (internal task).  Curriculum development inexperience constituted the major external task problem, whereas physical and psychological pressures constituted the major internal problem. -- Based on the experience obtained as a result of the St. John’s Project, the writer has offered twenty-eight recommendations grouped into four main categories - administrative, social-psychological, project task, and political.  Among the more important recommendations are those pertaining to team size, the-specialized division of work load among team members, the maintenance of team morale, the psychological and intellectual compatibility of team members, the utilization of relevant curriculum theories, an adequate project lifespan, access to resource personnel, the role of public relations, and the need for adequate released time from regular teaching duties for the purposes of curriculum development.


identifier: Ryan, Lawrence J. <https://research.library.mun.ca/view/creator_az/Ryan=3ALawrence_J=2E=3A=3A.html>   (1980) Report of a counselling internship undertaken in Harlow England including a research component analyzing the internal consistency of the Memorial University of Newfoundland Scale of Happiness.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of the internship was to provide the intern with an opportunity to expand his knowledge and to improve his counselling skills under supervised conditions.  The rationale basic to the internship was that these experiences would help the intern develop, introduce and conduct more effective counselling programs.  The internship, extending over the English spring school term, beginning in April and ending in July 1980, was undertaken at Princess Alexandra Psychiatric Hospital and the West Essex Secondary Tutorial Unit in Harlow, England. -- During this period, opportunities were provided for the intern to: develop an insight into the role of the counsellor in Harlow, England; gain further knowledge and experience in counselling theories and techniques; develop competency in individual and group counselling; become familiar with the consultation process; develop an awareness of the terminology, remediation and contemporary ideas in the field of special education; gain experience in the administration and interpretation of individual assessment procedures unfamiliar to the intern; and, to visit community support services and alternative counselling programs in Harlow, Epping and Loughton, England. -- The purpose of the research component was to conduct an internal consistency study on the Memorial University of Newfoundland Scale of Happiness (MUNSH), developed by Kozma and Stones (1980).  Since the scale was developed with a Newfoundland population of elderly subjects, there remained some question as to the internal consistency of the instrument with an urban sample from a different culture.  The MUNSH maintained a reliable internal consistency when used as a measure of mental well-being for elderly citizens in England.


identifier: Piercey, Minnie Ann <https://research.library.mun.ca/view/creator_az/Piercey=3AMinnie_Ann=3A=3A.html>   (1985) Role of the northern nurse and other professionals in combating wife abuse: implications for administrative policy and education.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the role of the Northern nurse in combating wife abuse in the Keewatin region of the Northwest Territories.  More specifically, existing administrative policy and current nursing education in this area of wife abuse were reviewed in the light of responses received from nurses and other professionals.  The conceptual framework for the study was based on a nursing model of self-care developed by Orem (1980). -- Data were obtained for this descriptive study by means of a questionnaire sent to nurses, social workers, police, clergy, school principals, and Inuit leaders in the Keewatin region.  Information was gathered dealing with the incidence, type and severity of abuse, the relationship of alcohol consumption and economic status of the families with wife abuse, the support systems presently available to abused Inuit women, the nature of health care policies pertaining to wife abuse, and nurses' perceptions of their role in preventing this abuse.  Through frequency distributions, patterns of the data were examined and displayed. -- The overall findings indicated evidence of both physical and psychological abuse towards Inuit women by husbands including common-law husbands.  It was further revealed that abuse was judged by respondents to be more prevalent than the actual cases reported.  With respect to the nurse's role, a majority of nurses perceived nurses playing a significant role towards the prevention of wife abuse.  However, social workers were viewed as the most significant group currently providing services to abused Inuit women. -- Several recommendations were made to strengthen the administrative policies, practice and training of nurses and of professionals associated with them in dealing with and preventing wife abuse, including clergy and school administrators.  Recommendations for further research were also made. -- What emerged from this study was the need for a new social dimension to the role of the nurse in providing health care, including counselling, for abused women.


identifier: Squires, Elsie M. (Trimm) <https://research.library.mun.ca/view/creator_az/Squires=3AElsie_M=2E_=28Trimm=29=3A=3A.html>   (1982) Saint Pierre: an instructional module for imparting cultural information on the island of Saint Pierre.  Masters thesis, Memorial University of Newfoundland.

abstract: In the light of the lack of teaching materials based on the Island of Saint Pierre available to French students in the classrooms of Newfoundland and Labrador, the purpose of this project was to develop a teaching module to be used by high school French classes.  The aims of the module were to present certain cultural facts about Saint Pierre, to assist the students in developing an empathy for the people of Saint Pierre and to interest and motivate the students in the learning of the French language. -- For students going on a field trip to Saint Pierre, the information in the module could make the trip more beneficial and enjoyable.  For those not receiving the opportunity to go, it is hoped that the module could provide a substitute to give them a better understanding of the culture and way of life of the people of Saint Pierre. - To test the module, five groups were chosen, three Grade Nine classes and two Grade Ten classes.  A pretest was given to each student; the module was presented and a posttest was given.  The data collected were analyzed and t--tests for differences between means were applied.  A chi-square test was done on each individual test item in order to check for significant differences. -- The major findings indicated that there was a significant difference between the means of the pretests and posttests for each group of students.  In doing an item analysis, it was found that there were significant differences for a high majority of items in the posttest as compared with the pretest.  Affective outcomes were determined by a student questionnaire which was completed by each student participating in the study.  Results of analysis of the data indicated that student attitudes towards Saint Pierre, its people and their way of life were very positive.  According to the students' own perceptions, their knowledge of Saint Pierre and its people had increased.  Teachers who used the module in a classroom situation gave their appraisal.  Their comments were positive and very encouraging. -- This type of module proved a reliable means of imparting information and improving the student awareness of the French culture as well as contributing to the development in the students of positive attitudes towards French.