identifier: Hancott, Bobby Dennis <https://research.library.mun.ca/view/creator_az/Hancott=3ABobby_Dennis=3A=3A.html>   (1996) Perceptions of educators and dropouts toward leaving school early in band-operated Ontario native schools.  Masters thesis, Memorial University of Newfoundland.

abstract: This study had a dual purpose.  The first was to compare the perceptions of educators with those of dropouts with respect to the following variables; school work and attendance, parental support, school life, career plans and guidance, belonging to school, school rules and regulations, relevance of school curriculum, and other possible reasons for dropping out.  The second was to ascertain from educators and dropouts initiatives that could help students stay in school and/or return to school and complete their high school diploma.  From this research several recommendations are made to the various Local Education Authorities and School Boards that could potentially help increase the success rate of Native students in school. -- A review of the literature indicated that many of the problems associated with dropping out dealt with the student's family backgrounds, personal characteristics and attitudes, and academic characteristics.  However, Native youth face other barriers (irrelevant school curriculum, lack of parental support, insufficient career counselling and homesickness, etc) that influence them to drop out of school.  Data were gathered by means of two questionnaires based on a review of the literature: one for educators; and one for dropouts. -- On the basis of this study, it was concluded that differences in perceptions of educators and dropouts toward early school leavers were overall statistically significant at the .05 level.  It revealed that educators perceived school work and attendance as important factors in contributing to Native youth dropping out of school.  With the exception of skipping school and classes, dropouts believed that school work and attendance did not affect their leaving decisions. -- Educators strongly agreed that insufficient career plans and guidance contributed to students decisions to drop out of school whereas dropouts did not consider this area contributed to the problem but long term planning was seen as somewhat of a factor. -- Educators felt that having a curriculum developed and taught by non-Natives was a factor in students deciding to terminate schooling.  Dropouts felt that lack of involvement in extra-curricular activities and the fact that the development and teaching of the curriculum by non-Natives was somewhat of a factor in their decision to drop out of school. -- Dropouts were more neutral in their opinion about the lack of sufficient communication with parents and the community whereas educators felt that parents and teachers did not communicate enough and this contributed to dropping out. -- Both groups of respondents felt that student/staff relations was not an issue in contributing to student decisions to terminate schooling.  Educators believed that a lack of parental interest and encouragement contributed to dropping out whereas dropouts did not consider this area contributed in their leaving decision. -- With respect to the relevance of the school curriculum, dropouts considered that this, somewhat, contributed to their leaving decisions whereas educators were more in agreement that it did. -- Overall, dropouts did not consider the listed reasons for other possible reasons for dropping out contributed in their leaving decisions, with, perhaps, the exception of having many friends who had dropped out of school.  Educators agreed that little educational material in the home, having many friends who had dropped out, and living away from home while attending school influenced students to drop out. -- Educators indicated that parental support and encouragement was needed to help increase the success rate of Native students in school.  They also stressed the need for better guidance services and more Native teachers.  Approximately the same number of educators as dropouts suggested having a high school on the Reserve and more involvement in extra-curricular activities would help increase graduation rates. -- The findings of this study may have implications for all stakeholders involved in the education of Native children.  Recommendations were made with respect to helping students develop career plans; establish effective communication between school personnel/parents and students; assisting students in residential situations; improving guidance applications within schools; addressing the use of culturally relevant material; increasing extra-curricular participation; and establishing a monitoring system for "at risk" students.


identifier: Cantwell, Deborah A. <https://research.library.mun.ca/view/creator_az/Cantwell=3ADeborah_A=2E=3A=3A.html>   (1995) Perceptions of educators towards the arts in school curriculum.  Masters thesis, Memorial University of Newfoundland.

type: Thesis NonPeerReviewed

format: application/pdf application/pdf

abstract: The Government of Newfoundland and Labrador has recently outlined and begun to implement its comprehensive plan for revision and restructuring of the educational system in this province.  The Royal Commission of Inquiry into the Delivery of Programs and Services in Primary, Elementary, Secondary Education (1992), has placed the school curriculum at the very focus of this process.  One of the needs identified by the Commission was a balanced and relevant curriculum.  In setting direction for revisions to the present system, however, this comprehensive and important document, makes only cursory reference to the arts subjects.  Of the two hundred and eleven recommendations made by the Commission, none make mention of the arts.  This study examined the perceptions of educators towards the arts in school curriculum.  The intention of this research was to set the stage, at this crucial time of change in our educational system, for a more comprehensive understanding of the role and place of arts subjects in the total education of students. -- The initial stage of the research involved a critical examination of the most pertinent educational documents and review of relevant literature.  The researcher then interviewed a cross-section of educators from all levels of the system in this province.  The nine participants discussed a list of eight open-ended questions which were designed to provide information about the perceptions of these educators towards the role of arts in school curriculum. -- One of the most significant findings in the study was the broad agreement that the arts subjects have an essential role to play in the overall education of students.  Furthermore, the participants perceived the arts to be an essential component in providing quality education for students at all levels of the system.  It would appear that the arts are perceived by educators as nurturing the very characteristics that have been identified by the recent Royal Commission, as well as by other educational reports, as essential to the future success of students.


identifier: Reynolds, B. John (Bernard John) <https://research.library.mun.ca/view/creator_az/Reynolds=3AB=2E_John_=28Bernard_John=29=3A=3A.html>   (1990) Perceptions of students, faculty, and administrators at the Cabot Institute of Applied Arts and Technology toward competency based vocational education.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose for undertaking this study was to identify the benefits and problem areas of competency based vocational education (CBVE) as perceived by students, faculty, and administrators at the Cabot Institute of Applied Arts and Technology in the Province of Newfoundland.  It was anticipated that this report would identify areas of agreement and disagreement among, between, and within the three groups. -- The study also compared perceptions toward CBVE of faculty who taught academic courses with those who taught courses which were technical or trade specific.  The perceptions of students enrolled in business education programs were also compared with those of students enrolled in other pre-employment trade or technical programs at the Institute. -- A review of the literature indicated that many of the problems and benefits associated with CBVE either dealt with its implementation or one of five operational aspects concerning learning activity packages, evaluation and testing, performance objectives, managerial aspects, and attitudes toward CBVE.  Therefore, data were gathered by means of three questionnaires, which were developed specifically for this study based on the review of the literature: one for students; one for faculty; and one for administrators.  In order to ensure that a valid investigation could be conducted, statements concerning these five operational aspects were developed and five content experts in the area of CBVE asked to judge the validity of each statement, and also to indicate in which of the five categories it should be placed.  Only items on which four of the five content experts agreed were used in the questionnaires. -- On the basis of the study it was concluded that differences in the perceptions of academic faculty and technical faculty toward implementation and operational aspects of CBVE were statistically significant at the .1 level.  Academic faculty indicated a more negative reaction toward CBVE than did any other group or sub-group.  All other groups and subgroups reacted positively to the majority of statements concerning CBVE.  Students had a very positive perception of the programs in which they were enrolled and the manner in which they were being taught.  They indicated quite strongly that they felt their course material was relevant, that evaluation was meaningful, and that they had a good working relationship with their instructors. -- The findings of this study may have implications for the development of CBVE at the Cabot Institute.  Although CBVE appeared to be operating quite well at Cabot there were obvious problems, not so much with students' interpretations, but with those of academic faculty members.  Therefore, it was recommended that studies be conducted to determine what faculty and administrators feel are the major problems hindering the successful implementation and operation of CBVE at the Cabot Institute, with particular emphasis on academic courses.  There is also a need for longitudinal evaluation to ensure that in the future CBVE is implemented and operated in the best possible manner at the Cabot Institute.


identifier: Pratt, Marion E. <https://research.library.mun.ca/view/creator_az/Pratt=3AMarion_E=2E=3A=3A.html>   (1993) Patients' knowledge of and satisfaction with the Femoral Popliteal Bypass Patient Education Program.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to plan, develop, implement and evaluate a Femoral Popliteal Bypass Patient Education Program.  The Program, as well as pre-test, post-test and satisfaction questionnaires were developed.  Validation and reliability were established by circulating the Program and measuring instruments to a group of experts for their review and critique.  In addition, an initial pilot of the program was conducted involving two patients who were not included in the study.  Revisions were made based on comments and problems encountered when piloting the program and measuring instruments. -- The setting for this study, St. Clare's Mercy Hospital, and the fact that the independent variable, the Femoral Popliteal Bypass Surgery Patient Education Program, is only applicable to patients having this particular procedure performed, dictated the sample population.  The convenience sample was composed of fifteen (15) mentally competent, patients entering St. Clare's Mercy Hospital for elective femoral popliteal bypass surgery.  Patients were randomly assigned to an experimental and control group. -- Data were obtained by administering a pre- and post-test questionnaire to the experimental and control groups.  Both groups were administered the pre-test on admission to the hospital.  The experimental group then participated in the Femoral Popliteal Bypass Patient Education Program, whereas the control group did not.  The post-test was administered to both groups prior to discharge from hospital.  The satisfaction questionnaire was given to the experimental group only upon discharge.  Frequency tables were used to describe differences within the sample population with reference to gender, education, previous hospitalization, smoking habits and exercise patterns.  A one-way analysis of variance was the statistical method chosen to determine the differences between the experimental and control group responses on the pre- and post-test questionnaires.  The same method was utilized to determine the impact of the variables of age, education, smoking, level of exercise, gender and previous hospitalization had on pre- and post-test results of the sample population.  Descriptive statistics were used to describe findings of the satisfaction questionnaire.  Analysis of the data as well as the knowledge gained from the literature review and input from the assigned nurse instructor for the program formed the basis for the conclusions.  The subsequent recommendations were aimed at enhancing patient education services at St. Clare's Mercy Hospital. -- Data analysis indicated two significant areas of patient knowledge gain within the experimental group, namely, preparation for discharge and within the educational grouping of no schooling to grade seven.  Data analysis did identify slight knowledge gain for the control group but not at a significant level.  The satisfaction questionnaire responses indicated the experimental group was very pleased with the program and that they perceived it as being very beneficial to them.  However, they would like to see more detailed information on nutrition, diet, lifestyle, hereditary factors, and discharge instructions. -- This study identified definite benefits in having a well planned and organized patient education program.  Further research would be required to determine if participants actually changed their behavior and lifestyle over the longer term. -- Recommendations were made based on the findings of the study, literature review and input from the instructor for the program and staff of St. Clare's Mercy Hospital involved with this program.  Recommendations include:  having nursing staff dedicated to the patient teaching function; having sufficient resources available to implement patient education programs based on patient need; expanding the program to include additional relevant information, and conducting further research into the longer term evaluation of the program's effectiveness.


identifier: Fudge, Irene (Gladys Irene) <https://research.library.mun.ca/view/creator_az/Fudge=3AIrene_=28Gladys_Irene=29=3A=3A.html>   (1998) Peer tutoring programs.  Masters thesis, Memorial University of Newfoundland.

title: Peer tutoring programs

abstract: The purpose of the peer tutoring portfolio was twofold.  First, it provides the opportunity to research and provide information on the peer tutoring process.  Secondly, it indicates the current practices of several peer tutoring programs that are implemented within the province of Newfoundland's school system.  The first paper focuses on the development, effectiveness, concerns, and theoretical basis of peer tutoring.  The second paper highlights and elaborates on steps necessary for a successful peer tutoring program.  The third paper presents and compares the answers to a questionnaire completed by five professionals.  Each questionnaire indicates the approach taken to deliver a peer tutoring program in a school system.  The topic of peer tutoring was chosen because it is my belief that such a program can become an important and integral part of any school program.  Peer tutoring can be one of several instructional opportunities that can be used to help meet the needs of some students.  It has become apparent that any school environment needs to offer a variety of strategies to help meet the unique and different needs of each child.  One must not forget that strapped economic times have led to reduced spending and fewer professionals to help meet the needs of students.  The implementation of a successful peer tutoring program can increase the learning opportunities offered to students when these opportunities would otherwise be reduced because of budget restraints.


identifier: Fitzpatrick, Karen H. <https://research.library.mun.ca/view/creator_az/Fitzpatrick=3AKaren_H=2E=3A=3A.html>   (1987) Perceptions of department chairpersons, principals and teachers concerning the supervisory functions of department chairpersons in secondary schools in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to determine whether principals, department chairpersons, and teachers felt the supervisory functions generally associated with the department chairperson’s role, should be considered more important than what they were considered to be at the time of the investigation. -- The study was a cross-sectional description of the perceptions held by a random sample of secondary school teachers and the entire population of secondary school department chairpersons and their principals.  Two hundred and twenty-two teachers, two hundred and twenty-two department chairpersons, and sixty-five principals were sent a questionnaire.  The instrument, developed for this study, measured each reference group’s perception of the amount of importance presently placed on the 15 supervisory functions, and their perception as to the amount of importance which each group felt should be placed on the 15 functions.  The statistical procedure used to test the hypotheses was the t-test. -- The major finding of this study was that principals, department chairpersons and teachers all felt that more importance should be placed on each of the supervisory functions examined.  Functions which each of the three reference groups felt should be considered important functions of the department chairperson’s role included: improving student evaluation procedures, evaluating and changing the department's instructional program, developing the department’s goals and objectives, orienting new teachers, coordinating the work of department teachers, assessing the need for teacher inservice, and keeping department members informed. -- The supervisory functions of coordinating the use of resource people, reporting department activities, orienting substitutes, conducting demonstration teaching, and coordinating the department's program with other school departments, were considered, by all three reference groups, to be somewhat important functions of the department chairperson's role.  Informally observing teachers was a function which all three reference groups felt should be considered more important, but principals, department chairpersons and teachers were reluctant to suggest that this function should even be considered a somewhat important function of the department chairperson’s role. -- The major finding suggests the need for school boards and school administrators to examine the functions presently performed by department chairpersons, and to then define or redefine the minimum parameters of the department chairperson position.  School boards and school administrators should also structure the department chairperson position in such a way that department chairpersons are given the authority and time needed to perform these functions.  The development of an on-going evaluation procedure for the department chairperson position would better ensure effective use of this position.


identifier: Ryan, Margaret Mary <https://research.library.mun.ca/view/creator_az/Ryan=3AMargaret_Mary=3A=3A.html>   (1996) The provision of the elementary core French program in small rural schools in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis has investigated the provision of the Elementary Core French Program in small rural schools in Newfoundland and Labrador.  The implementation of the communicatively based program Aventures in our province in the 1980s required a shift in teaching methodology and a teacher who was comfortable in the language and who fully understood the philosophy of communicative language teaching.  I was interested in examining how effective this implementation has been in the small rural schools in the province.  Frequently, teaching in a multi-graded setting, the teacher in a small school is responsible for all subjects, including French, at different grade levels.  My study sought to develop a profile of the Elementary Core French Program in these small schools. -- The review of the literature was done in two domains: (1) second-language teaching and learning, and (2) rural education.  A survey questionnaire was developed from the themes and concerns prevalent throughout the literature and administered to the total accessible population (schools with student populations of 100 or less which offered elementary core French) in May of the 1994-95 school year.  Data gathered via the completed questionnaires was analyzed using both descriptive and inferential statistics.  The descriptive statistics used mainly frequency distributions and means, served to establish an overall picture of the Elementary Core French Program in small rural schools with respect to qualifications of teachers, resources available, support for the program, and use of communicative strategies.  The inferential statistics consisting of chi-squares provided several significant relationships between teacher preparation in French and variables such as use of communicative strategies and proficiency levels. -- The results suggest that teachers in small rural schools are not adequately prepared to provide an effective Elementary Core French Program.  Thus, the program objectives cannot be achieved.  In addition, the findings of this research provide the basis for several recommendations which address the problems with elementary core French in small rural schools.


identifier: Newhook, Ross W. <https://research.library.mun.ca/view/creator_az/Newhook=3ARoss_W=2E=3A=3A.html>   (1993) The psychometric versus the basic skills model of literacy and numeracy : competing or complementary approaches?  Masters thesis, Memorial University of Newfoundland.

abstract: This study examines the relative and confounding effects of the psychometric and the basic skills models of achievement on literacy and numeracy.  Specifically, it addresses six questions.  First, how responsive are the psychometric and basic skills factors to changes in family environment?  Secondly, does family environment affect basic skills achievement over and above the effects of the psychometric model?  Thirdly, when controlling for the impact of the psychometric and basic skills measurement models on reading, does family background have any effect? Fourthly, does family background have effects on mathematics achievement over and above the effects of the psychometric and basic skills models?  Fifthly, does the psychometric model have independent effects on literacy and numeracy over and above the effects of family background and basic skills?  Finally, does the basic skills model have independent effects on literacy and numeracy over and above the effects of the family background and psychometric models? -- All data for this study were obtained from The Structure of Elementary School Achievement (SESA) Project.  Only relevant information was used.  These data have been collected from eight schools located in urban and rural areas of the province.  Students completed standardized academic aptitude and achievement tests over a three year period.  The parents also completed a questionnaire. -- Principal component analysis was conducted as an aid to describing the psychometric properties of the instrument.  Path analysis was conducted using the results from a multiple regression analysis wherein the effects of each variable was examined in light of and individually from the other predictor variables.  The alpha reliabilities and construct validities of the measures fell well within acceptable ranges. -- On the basis of the data analysis it was found that by themselves neither academic aptitude nor basic skills accounts for a comprehensive theory of literacy and numeracy.  It was also found that while the direct effects of socioeconomic status on achievement was negligible, the indirect effect via academic aptitude and basic skills, was quite powerful.  In other words, children from advantaged homes tend to achieve at a higher level than individuals from less privileged backgrounds.  Results further show that a family's socioeconomic status does affect basic skills achievement beyond the effects of academic aptitude and socioeconomic status governs academic aptitude and basic skills which, in turn, affects both literacy and numeracy.  Also, the direct effect of the psychometric model on math, when controlling for socioeconomic status and basic skills, is powerful.  Similar results have been found for reading.  A final result of the data analysis shows that the direct effect of basic skills on math and reading, when controlling for socioeconomic status and academic aptitude, is powerful. -- It would appear that while the basic skills an individual acquires as a result of schooling are quite powerful, they are in fact governed to a great extent by one's academic potential.  Also, there appears to be a great deal that schools can do to compensate for a deprived socioeconomic background.  There is little doubt that the psychometric and basic skills models are certainly complementary.  To develop an accurate profile of an individual's learning style, it is necessary to take all three of socioeconomic status, academic potential and basic skills factors into account.


identifier: Ryan, Agatha A. <https://research.library.mun.ca/view/creator_az/Ryan=3AAgatha_A=2E=3A=3A.html>   (1987) The relationship of self-esteem and French achievement in early French immersion.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to explain achievement in early French immersion classrooms by examining the reciprocal relationship of self-esteem and achievement with the interpolation of teacher expectations and peer status.  In this study French achievement was defined as teacher rankings of students' oral and reading ability in French, and the scores on the Test Diagnostique de Lecture, Niveau 1, 2 and 3. -- All grade one, two and three French immersion classrooms in Newfoundland (excluding those situated in Labrador City), whose teachers volunteered to participate in the study, comprised the sample.  This yielded a total of twenty-three classrooms from a variety of socioeconomic backgrounds, and included 259 grade one students, 143 grade two students, and 122 grade three students. -- Five instrument's were utilized in this study.  The McDaniel-Piers Young Children's Self-Concept Scale was used to identify the level of self esteem for each student.  Sociometric status was assessed on the two dimensions of social attraction and social acceptance using the Ohio Social Acceptance Scale.  Teacher expectancy was measured by the Child Behavior Traits Checklist.  The  Tests Diagnostique de Lecture, Niveau 1, 2 and 3 was used to measure the achievement of the student in French reading.  In addition, teachers were asked to rate achievement in French reading and oral proficiency.  These rankings were then standardized in order that comparisons could be made across classrooms.  The major statistical procedures used in this study were correlational and multiple regression analysis. -- The set of independent variables in this study accounted for a much larger proportion of variance for the teacher ratings of French achievement than for the standardized tests of French achievement in reading.  The results suggested that the issue of French achievement in the early immersion classroom is based on the way each specific teacher constructs School related behavior and achievement.  Feedback did not appear to be language oriented.  Rather it was hypothesized to be contingent upon the way students act in the classroom.  As teachers are the ones who control the behavioral contexts within the classroom milieu, their independent evaluation of language achievement may be critical.  This determines what will be reinforced in the classroom and 'the interactions that occur there.  This, in turn, will affect both the self-esteem and achievement of each student in the class.


identifier: Anstey, Glenda L. H. <https://research.library.mun.ca/view/creator_az/Anstey=3AGlenda_L=2E_H=2E=3A=3A.html>   (1990) The relationship of student self-esteem and classroom communicative potential in early French immersion.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the self-esteem of early French immersion students to discover how it is related to the communicative potential of processes observed in the classroom.  Communicative potential was a construct developed for this study out of a review of the literature on the communicative approach to second language learning.  It refers to the theoretical level of communicativeness of a classroom based on processes selected by the teacher for use in the classroom. -- The sample consisted of all grade one, two, and three French immersion classrooms in Newfoundland (excluding those in Labrador City), whose teachers volunteered to participate in the study.  This yielded a total of twenty-three classrooms from a variety of sociometric backgrounds, and included 259 grade one students, 143 grade two students and 122 grade three students. -- Two instruments were used in the study.  The McDaniel - Piers Young Children’s Self-Concept Scale (YCSCS) was used to identify the level of self-esteem of each student.  The French Immersion Classroom Processes Structured Observation Form was used to record classroom interaction between the teacher and students.  The major statistical procedure used in the study was correlational analysis. -- The results of this study suggest that the mean self-esteem of students is dependent on the communicative potential of classroom processes selected by the teacher.  Processes which allow for increased interaction and negotiation of meaning with the teacher and the peer group provide more opportunity for feedback from these significant others thus enhancing student self-esteem.


identifier: Rodgers, Edward P. <https://research.library.mun.ca/view/creator_az/Rodgers=3AEdward_P=2E=3A=3A.html>   (1989) The principles of Roman Catholic education as stated in the encyclical letter of Paul VI, The declaration on Christian education (Gravissimum educationis) and the application of these principles in Catholic denominational education in the province of.  Masters thesis, Memorial University of Newfoundland.

abstract: In the light of the current controversy concerning our denominational system of education it is becoming commonplace for critics to derogate the whole system because of its financial and administrative difficulties, as well as to attribute the so-called "hanging-on" stance of the churches to a grasping for power that they are unwilling to relinquish.  It appears that the churches are engaged in the retention of a corporation-style monopoly, for from time to time we hear charges of discrimination, disregard for the freedom of conscience and religious rights [with particular reference to non-adherents of representative faiths] enshrined in our Charter of Rights and Freedoms, and the dismissal of teachers for behaviour inconsistent with church teaching.  In the face of such charges we are reminded that the right of the churches to retain such power in our educational system stems from the entrenchment of such rights in the Constitution of our country under the Terms of Union of 1949.  Perhaps we are led to believe that if such entrenchment were not the case the denominational system and its accoutrements would be relegated to the history books.  The question then is quite straightforward: Why are the churches retaining such a large share of responsibility in education?  Surely the answer must be more profound than the simple manipulation of power. -- The purpose of this study is to research and thus to clarify the particular position of the Roman Catholic Church on education.  Although it is inevitable that some evaluation will enter into the treatment of the topic, this is by no means an attempt to justify or abrogate the Roman Catholic position, but to offer some elucidation which would serve as a foundation for rational discussion of an educational system which is, and apparently will continue to be, a controversial issue. -- Our study is an analysis of the principles of Catholic education as found in The Declaration on Christian Education of Pope Paul VI (1965); The Catholic School (1977) and Lay Catholics in Schools: Witnesses to Faith (1982), both published by the Sacred Congregation for Catholic Education, Rome; and Catechesi Tradendae, (an Apostolic Exhortation of John Paul II, 1979).  These documents were chosen primarily for the impact they have on Catholic Education.  Paul VI’s Declaration on Christian Education may be considered the most recent definitive statement of the principles of Catholic education.  The two post-Vatican II documents formulated by the Sacred Congregation for Christian Education, The Catholic School (1977) and Lay Catholics in Schools: Witnesses to Faith (1982) were included because they offer specific interpretation of the Declaration's presentation of the role of the Catholic School and of the lay teacher in the educational field.  The Apostolic Exhortation, Catechesi Tradendae, of John Paul II underlines the importance of education in the faith and therefore affirms one of the most fundamental principles of Catholic education, that is, the unity of faith and knowledge.  Specifically our study endeavours to ascertain whether the ideals presented in Catholic teaching are faithfully reflected in local Catholic denominational policy statements and documents.  Following the introductory chapter we will consider the principles of autonomy, freedom, and conscience as they are presented in the Declaration in chapter II.  In chapter III the relationship between faith and education is explored, for this aspect of educational thought is crucial to any understanding of the Catholic position on schooling.  The fourth chapter concerns the Catholic church's teaching on parental rights and education.  Chapter V will be an attempt to navigate the difficult waters of the Catholic teacher's role, while the final chapter will consider some of the issues arising out of our local denominational system. -- It is our hope that the elucidation of the principles in this thesis demonstrates that Catholic education does not bear within itself any essential incompatibility with the objectives of those who are seeking a more efficient educational system in Newfoundland and Labrador.  Undoubtedly our denominational system is beset by difficulties but to subscribe to the thinking that these difficulties are the direct result of the present system, and will disappear with its dismantling, is an oversimplification.  Local Catholic education authorities, in particular, the Catholic Education Council, have demonstrated a willingness both in policy statements and in the practical implementation of these policies to find solutions to the problems that beset education provincially.


identifier: Howse, Derek Maxwell <https://research.library.mun.ca/view/creator_az/Howse=3ADerek_Maxwell=3A=3A.html>   (1998) A discussion of the production and delivery of a graduate course in mathematics education delivered using e-mail, listserv and World Wide Web facilities.  Masters thesis, Memorial University of Newfoundland.

abstract: Developers of distance education course materials recognize the possibilities that exist within the framework of emerging computer and communications technologies and how they might be applied to future distance education courses.  This project monitored the development of an existing graduate level education course into a distance education course integrating the technologies of the World Wide Web and asynchronous computer conferencing through the use of a listserv.  An analysis of the course was conducted and based on four separate evaluation tools: a set of three online questionnaires, a reflective journal kept by the author, an interview with the instructor of the course, and an analysis of both the students' and instructor's postings to the listserv. -- The results of this project indicated that the students found the course to be satisfactory and that the technologies used were adequate for the transmission of course content and viewpoints in spite of some initial technical difficulties.  Problems occurred with student visualization of some of the posed problems and subsequent solutions since descriptions were solely text based.  Students also had difficulty in sending attachments with e-mails.  It was noted that, despite the students’ feeling that access to the instructor was adequate and that the response time to all messages was prompt, there still existed a feeling of isolation.  Students missed the face-to-face interactions and sense of collegiality that occurs in the traditional classroom setting.


identifier: Wells, John <https://research.library.mun.ca/view/creator_az/Wells=3AJohn=3A=3A.html>   (1998) Paper one: A literature review of school improvement. Paper two: A case study - School improvement at one school site. Paper three: School improvement models.  Masters thesis, Memorial University of Newfoundland.

abstract: Paper one of this folio presents a literature review of school improvement. The literature was accumulated under five components: factors related to school improvement; conditions supportive of change; phases of curriculum reform; role of participants in the school improvement process; and steps for initiating the school improvement process. -- Paper two presents a synopsis of teacher attitudes toward school improvement as well as an evaluation  of the progress of the school improvement process at one particular school site in St. John's, Nf. The primary sources of information include observation and informal discussion with various staff, analysis of documents such as  minutes of meetings, and an audio-taped focus group session.  -- Paper three consists of a review of two school improvement models and a third model, to be applicable to the particular school site studied in paper two.


identifier: Burry, Gail M. <https://research.library.mun.ca/view/creator_az/Burry=3AGail_M=2E=3A=3A.html>   (1999) A perspective on parenting skills and parent training programs for school counsellors.  Masters thesis, Memorial University of Newfoundland.

abstract: The primary role of the school counsellor is to help students. It is no longer adequate to offer direct counselling to students or to act as consultants to their teachers. Counsellors have come to realize that many problems children face are family related. Counsellors need to reach out to parents in order to help students. One of the many ways they are trying to accomplish this goal is through parent skills training. -- These papers address the nature of parenting and offer a perspective on parenting skills training, particularly as it is offered to parents from late preschool to high school by school counsellors. They will provide school counsellors with background knowledge on parenting skills training and a foundation on which to critique parent training programs. These papers will allow counsellors to more effectively choose a program that will meet the needs of the parents taking part. Finally  they will give some insight to school counsellors on the concerns of the initial setup, delivery, and termination of parent training programs, which may help avoid difficulties.


identifier: Flynn, Kevin Francis <https://research.library.mun.ca/view/creator_az/Flynn=3AKevin_Francis=3A=3A.html>   (1991) A pilot study of the effects of background characteristics of interviewers on the inter-rater reliability of the oral testing procedure for the senior high school French program in the province of Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: Although numerous studies have shown a high degree of validity and reliability in oral proficiency testing, not all areas have been investigated.  This paper is, essentially, the report of a pilot study investigating one such area:  the relationship between background characteristics of teacher interviewers and the reliability of the rating of an oral proficiency test.  It was hypothesized that, despite the formal training sessions offered to the interviewers, differences in the ratings of the oral proficiency of interviewers would occur, and that these differences could be related to the diverse characteristics of the teacher interviewer.  The questions asked were: -- (1) Are there significant differences in the way interviewers -- (a) rank the five factors of speaking proficiency? -- (b) rate the acceptability of errors? -- (c) rate proficiency levels? -- (2) If significant variations do occur, could these differences be associated with the language proficiency or the background characteristics of the interviewers? -- A questionnaire was distributed to one-half of the trained interview population on the island portion of the province.  A response rate of 84 percent was achieved.  The background characteristics investigated were: -- (1) demographic information, -- (2) number of years of teaching experience, -- (3) number of university French courses taken, -- (4) time spent in a French milieu, -- (5) extent of speaking French in the milieu with friends and acquaintances and at home, -- (6) a self-rating of aural and oral proficiency levels.  The dependent variables employed were: -- (1) a ranking of the importance of five factors (vocabulary, grammar, pronunciation, fluency and comprehension) of oral proficiency; -- (2) a rating of the acceptability of examples of various types of errors, and -- (3) a rating of described proficiency levels as employed in the oral testing manual for the French 3200 Senior High School program. -- The data were tabulated and a profile of the average respondent constructed; different variables were analyzed to determine significant differences, then crosstabulated with the independent variable and a chi test performed. -- The results indicated that: -- (1) there were differences in the rankings of the five factors of oral proficiency, -- (2) there were significant differences in the rating of the acceptability of errors and the levels of oral proficiency, -- (3) these differences were primarily in the areas of the rating of vocabulary and grammar examples, -- (4) these differences were associated primarily with the language proficiency of the interviewers. -- Further study of this area is recommended in order to determine to what extent differences would affect student evaluation when using global rather than discrete item evaluation techniques.


identifier: Stuckless, Kimberley L. <https://research.library.mun.ca/view/creator_az/Stuckless=3AKimberley_L=2E=3A=3A.html>   (1997) A report of a school psychology internship and study of preparent expectations for future children.  Masters thesis, Memorial University of Newfoundland.

abstract: This internship report is divided into two sections, a placement component and a research component.  The first, a placement component, describes an internship completed at two sites on the Avalon Peninsula.  The placement component addresses the settings, the goals and objectives of the internship, a description of how these were realized as well as the intern's personal reflections.  Section two discusses a study identifying the expectations "preparents" hold for their future children.  To gather such information, the study used survey data from thirty-four subjects.  The study also attempted to determine if differences exist between the expectations of "pre-mothers" and “pre-fathers".  Results identified thirty-three categories of desired traits and 27 groups of attributes considered undesirable.  While no significant differences existed in the expectations held by males and females for their children, findings suggest that some gender differences might exist in the adolescent population.  The results are believed to have implications for future parenting studies as well as educational programs and curriculum.


identifier: Coish, Pamela Lindsay <https://research.library.mun.ca/view/creator_az/Coish=3APamela_Lindsay=3A=3A.html>   (1998) A career exploration project for the elementary school age child.  Masters thesis, Memorial University of Newfoundland.

abstract: This project describes a resource package that is divided into three sections: Curriculum Outcomes, Activities, and a Resource List.  Section 1 identifies the general and specific outcomes and student competencies for the proposed Grades Four, Five and Six Career Exploration Program.  Section 2 focuses on specific activities which students and teachers can do to fulfill these outcomes.  Section 3 is a comprehensive list of resources on Career Exploration and the subtopics contained in the program.  Teachers and students are encouraged to use resources found in their own schools, communities, and districts whenever possible. -- The activities in this package can be integrated into the classroom curriculum in the subject areas of Mathematics, Language Arts, Social Studies, Health and Art.  All activities can be completed within the classroom setting or with the use of the school's resource room.


identifier: Kerr, Brian D. <https://research.library.mun.ca/view/creator_az/Kerr=3ABrian_D=2E=3A=3A.html>   (1997) A responsive evaluation of a graduate distance education course offering : Education 6104, foundations of program evaluation.  Masters thesis, Memorial University of Newfoundland.

abstract: The purposes of this study were (1) to perform an evaluation of the distance education version of Education 6104 - a graduate level course offering from Memorial University of Newfoundland, and (2) to validate the evaluation approach as refined and utilized for three prior responsive evaluations.  The review of related literature provides the background and discuss various approaches to educational evaluation with specific references to distance education and training. -- This study utilized a modified evaluation approach, which was a replication of the methodology from three previous research studies using Robert E. Stake's Responsive Evaluation Model.  This particular evaluation model was chosen based on its past use in both distance education and graduate education settings, and because its emergent design offered flexibility and the use of naturalistic, qualitative methods.  In addition, emphasis was placed on soliciting concerns and issues from all stakeholding audiences, and there was an ability to measure related performance outcomes based on evaluation standards.  It was hoped that such an approach would provide a more significant and realistic evaluation. -- Data were gathered from Student Profile Sheets, Pre-Tests and Post-Tests, questionnaires, telephone interviews, observations, documents analysis (including e-mail correspondence), student exams and assignments, as well as through a comparison of past course experiences and outcomes.  All data were analyzed qualitatively, and reported in relation to the evaluation standards, along with judgements and suggestions for course improvement. -- The study concludes with recommendations concerning the Responsive Evaluation approach and the Education 6104 course, as well as future graduate distance education courses.


identifier: Humphries, Sandra M. (Sandra Marie) <https://research.library.mun.ca/view/creator_az/Humphries=3ASandra_M=2E_=28Sandra_Marie=29=3A=3A.html>   (1996) A chance for childhood : a handbook about child abuse for teachers of Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: Child abuse has become identified as a major concern of all communities in today's society.  While resolving the problem is considered to require a multidisciplinary approach, teachers are often faced with abuse when they are alone within their classrooms.  A community social concern suddenly becomes an individual's professional concern. -- The purpose of this project is to develop a handbook about child abuse for teachers of Newfoundland and Labrador.  While the laws and policies of this province state teachers' legal obligations to report known or suspected abuse to the appropriate authorities, many of the dilemmas teachers face when confronted with child abuse have generally been overlooked.  The ultimate goal of this project is to develop a handbook which will increase teachers' knowledge, confidence and competence with respect to child abuse reporting, while aiming to reduce child abuse in Newfoundland and Labrador. -- This project report contains four separate chapters: Chapter I includes a discussion of the problem; Chapter II contains a review of the background research, and a rationale for the project; Chapter III provides a description of the methodology used; and Chapter IV contains the results of the project, which is a self-contained handbook.  The first three chapters provide the basis for the fourth chapter.  Together, all four chapters were written to fulfil the requirements for the degree of Master of Education.  It is anticipated that Chapter IV will be published separately, therefore different Tables of Contents and References have been included.


identifier: Bennett, Ronald W. <https://research.library.mun.ca/view/creator_az/Bennett=3ARonald_W=2E=3A=3A.html>   (1997) A comparison of combined and separate text-picture combinations on recall and application of information.  Masters thesis, Memorial University of Newfoundland.

abstract: The study investigated the effects of presenting learners with combined textual and pictorial information, using two different presentation techniques.  The study also investigated the possible influence of certain background variables on each of these techniques.  In particular, Gender, as well as Vocabulary Ability, Reading Ability, Visual Materials Ability and Language Usage as measured on a grade four Canadian Test of Basic Skills were used. -- The two instructional treatments developed included a series of short descriptive text passages, each accompanied by a representative picture or illustration.  Each treatment was then produced in two different formats, combined and separate referred to as Module 1C, Module 1S, Module 2C and Module 2S.  The combined module in each treatment required that each text passage and associated picture be presented on the same page.  The separate module required that the text passage and associated picture be presented on separate pages alternately. -- Two grade nine classes were chosen for this study each containing twenty-eight students.  The selection was done on the basis of students having no previous exposure to the specific topics described in the study, and a random grouping of abilities in each class.  Students were not placed in one group or the other based on any differences in their abilities.  Both groups experienced Treatment 1 and Treatment 2, but not the same format for each.  Group (A) received Module 1C (combined) and Module 2S (separate), while group B received Module 1S (separate) and Module 2C (combined). -- Student achievement on tests of recall and application of knowledge was determined by investigator constructed instruments.  Student ability in the areas of Vocabulary, Reading Ability, Visual Materials and Language Usage were determined from grade four CTBS scores.  The achievement test scores were separated into simple recall and application of knowledge.  The relationships among achievement variables were analysed using multiple linear regression.  The dependent variables were recall scores on tests 1 and 2 and application scores on tests 1 and 2.  The independent variables were Treatment 1, and Treatment 2.  The background variables investigated to determine possible influences on the independent variables were Vocabulary, Reading Ability, Visual Materials Ability, Language Usage and Gender. -- The results indicated that Treatments 1 and 2 produced no significant effect on measures of either recall or application when analysed independently of other variables.  Treatment 1 showed no significant effect on measures of application when analysed in combination with the background variables.  Treatment 2 did however show a significant effect on measures of application when analysed in combination with certain background variables.  This effect indicated that text and pictures viewed separately produced significantly greater achievement on a test of application than text and pictures viewed together, when the subjects were males who had scored higher on Reading Ability, Visual Materials, and Language Usage.  Another very important finding was that the background variables generally had a greater influence on achievement of both recall and application measures than either Treatment 1 or Treatment 2.  This is significant in light of the fact that these variables were collected from a CTBS instrument administered five years earlier when the students were in grade four.


identifier: Gardner, Lesley Ann <https://research.library.mun.ca/view/creator_az/Gardner=3ALesley_Ann=3A=3A.html>   (1998) A counselling internship in a junior high school in St. John's, NF.  Masters thesis, Memorial University of Newfoundland.

abstract: This is a report of an Educational Psychology internship undertaken at MacDonald Drive Junior High School between April 14 to June 20, 1997.  It is made up of three main sections: an overview, a research component, and a reflective journal. -- Chapter one gives an overview and a report of the internship goals and objectives and the activities undertaken by the intern to meet these goals and objectives. -- Chapter two, the research component, reports on a study investigating the prevalence, quantity and frequency of alcohol use by male and female junior high students.  The results of this study show that males and females reported significant differences in alcohol consumption within the last four weeks and twelve months. -- Chapter three is a discussion of the research results with implications and recommendations. -- Chapter four, the reflective journal, gives a brief personal account of the internship activities and experiences.


identifier: Hunt, Jamie <https://research.library.mun.ca/view/creator_az/Hunt=3AJamie=3A=3A.html>   (2000) A descriptive analysis of teaching principals in small schools in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: This study focussed on full-time teaching principals in small rural schools in Newfoundland and Labrador. For the purpose of this study, a small rural school was considered to be one with an enrolment of less than 100 students and was situated in communities with less than 5000 persons. Specifically, a questionnaire type survey was sent to all principals whose school population included 100 pupils or less. Excluded from this number were 5 principals who were engaged in a qualitative study dealing with a similar topic.  -- The purpose of this study was to develop a descriptive profile of teaching principals. Included in this profile were: age, gender, academic qualifications, professional experience in teaching and administration, professional responsibilities and professional aspirations. In addition, participants were asked about their perceptions regarding the advantages and disadvantages of their dual roles and responsibilities. Enclosed in the appendix is a copy of the instrument further detailing the kinds of data the quantitative study was seeking. -- While much of the research on teaching principals has been conducted in the United States and Western Canada, a considerable percentage of the participants in this study both substantiated and refuted the findings in the literature. These include the close school/community relationships, professional camaraderie, and being able to mold (even in a small way) the school's destiny. Participants in this study offered that the prominent reason for accepting the job was because their respective schools required someone who could perform the duties of both teacher and principal, thus teaching skills were maintained and a level of classroom awareness was ensured. Professional advancement and familiarity with the community were two other noteworthy reasons for taking on the dual role.. -- Other salient points that arose from the research include unpreparedness for the position in respect to inexperience and a failure of university programs  to address multi-grading as well as the responsibilities of teaching principals in their undergraduate and graduate programs. High levels of frustration were also apparent due to the many demands on the individual and insufficient time to perform them. -- This descriptive profile provides a mere  glimpse into the responsibilities encountered by participants; their sources of frustration, their sources of  satisfaction, their daily duties as well as their challenges. Little research has been conducted on teaching principals in the Newfoundland and Labrador context; it therefore remains an area worthy of further study. It is hoped that this research will encourage others to continue studying this vast and relatively unexplored territory.


identifier: Roach, Lorne <https://research.library.mun.ca/view/creator_az/Roach=3ALorne=3A=3A.html>   (2000) Aspects affecting small rural schools.  Masters thesis, Memorial University of Newfoundland.

title: Aspects affecting small rural schools

abstract: Over the years a variety of definitions have been developed in order to understand what constitutes a small rural school. -- However, the art of determining a definition of a small school is not easy.  The lack of direction on the part of researchers in narrowing down an approach or definition intrigues me.  It makes me wonder if government's present approach to designating schools as necessarily existent last year was also hit or miss.  The following questions are of interest for me: -- What criteria was used to designate a school necessarily existent?  Who decided on its designation?  What part did schools play in its designation?  What input did the school board have on its designation?  What direction was given to schools and school boards from the Department of Education?  What implications are there for the uniqueness of the school in the community it serves?  What significance does the school serve in the community? -- For the past twelve years I have worked in small schools.  Three of these schools are designated as necessarily existent.  Twelve years ago I worked in a small school on the coast of Labrador for five months in a replacement position.  I worked on an island in a necessarily existent small school for ten years.  Presently, I am working in a larger, necessarily existent school in Central Newfoundland.  Through this experience I have gained firsthand knowledge about the operation and running of a small school.  Over the years I have seen many parent, school and community groups fight to keep their school. -- However, this recent designation of necessarily existent small schools makes me somewhat sceptical about the process involved and the criteria used for this designation.  I need to understand how the process works because in the role of principal in such a school, it may be very important in obtaining adequate resources to offer the prescribed program. -- Two other key aspects of the small rural school also interest me: the dual role of being both a principal and teacher in these schools and the unique place that these schools serve in their communities. -- This paper folio will examine three key aspects of the small rural school: the designation of being small necessarily existent schools; the dual role of being both teacher and principal; and uniqueness of these schools in their community.


identifier: Mercer, Robert M. <https://research.library.mun.ca/view/creator_az/Mercer=3ARobert_M=2E=3A=3A.html>   (1996) Attitudes and perceptions of instructors operating marine simulator courses.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to gather information regarding methodologies used in marine simulator training.  The focus of this study was on instructors who operated courses on ship manoeuvring simulators and on radar and navigation simulators.  Since the study included subjects with varying professional and educational backgrounds, it was anticipated that areas of agreement and disagreement about training could be identified.  The information gathered in this study helped to identify attitudes about training and program delivery methods commonly used by instructors of marine simulator courses.  The study also provided information on the current status of simulator hardware as well as the qualifications of such instructors. -- A review of the literature revealed that there were a number of issues to be investigated related to the use of simulation.  The review identified five areas of simulator operation in which the attitudes and perceptions of the instructor could have an effect on training outcomes.  These areas were: general simulator operation, exercise development, exercise briefing, exercise running and exercise de-briefing. -- Data for the study were gathered by means of a single questionnaire specifically designed for this study.  The content validity of the study was ensured by having three experts assess each item. -- On the basis of the study it was concluded that, while there were statistically significant differences on a number of the individual statements, overall the attitudes and perceptions of instructors toward simulator training were very similar.  In general, all groups reacted positively to the majority of statements in all five areas.  Many responses from the various sub-groups investigated produced means close to the neutral value of 2.5 which indicated some degree of uncertainty.  Such areas of uncertainty require clarification and could be addressed in a programme of study designed specifically to prepare marine simulator instructors. -- Generally, it was found that the attitudes and perceptions of marine simulator instructors were remarkably similar based on most of the variables investigated.  The findings of this study can be used to improve simulator training effectiveness at the Marine Institute and other simulator facilities through implementation of the recommendations contained within.  It was recommended that further studies be conducted to identify effective teaching methodologies, attitudes and perceptions of trainees and ship owners toward simulator training and learning theories which could be applied to improve simulator training effectiveness.  There is also a need for a longitudinal study into the transfer of skills achieved through simulation to real world ship operation.


identifier: Healey, Della E. <https://research.library.mun.ca/view/creator_az/Healey=3ADella_E=2E=3A=3A.html>   (1998) A study examining divisions in the value of educational technology between students in isolated communities of Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: This qualitative study was undertaken because it was perceived that the Newfoundland and Labrador Education System is failing to meet the needs of all students in isolated communities of the province. The primary aim of the study was to determine if there are divisions in the value of educational technology between students in isolated communities of Newfoundland and Labrador. -- The study included twenty-two participants from two sample groups. Two of the participants were administrators in the schools being studied. They identified students according to their access to current educational technology. The other twenty participants consisted of Level II and Level III students from the two schools being studied. Participants, other than the administrators were randomly selected. Data was collected via questionnaires and interviews. Most questions were open-ended and broadly stated. -- The data analysis procedure, as described by Marshall and Rossman (1995), was used to analyse the data in this study. Questionnaires were studied and interviews were transcribed. Redundancies in the data were removed. Responses of the sample groups were examined for similarities and differences. These were identified and grouped together. The information was perused for matches and mismatches between the two sample groups. The survey data was then related to theoretical constructs that pertained to educational inequalities. -- Educational theory proposed by Bastian, Fruchter, Gittell, Greer and Haskins (1986) and Rodriquez (1990) formed the basis for the conceptual development framework. The findings of the survey data were subsequently examined in light of these theories, thereby relating theory to practice. -- Findings indicated that students in some isolated communities of Newfoundland and Labrador place different values on current educational technology. There appeared to be sociological divisions between students who had greater access to current educational technologies and students who had lesser access to current educational technologies. -- Recommendations for practice focused on the need for equality of accessibility of current educational technologies for all students. Parents, teachers, local school administrators and students have to become more involved in decision-making regarding their particular schools. Funding has to be appropriately allocated to each particular school in the province.


identifier: Flynn, Barry <https://research.library.mun.ca/view/creator_az/Flynn=3ABarry=3A=3A.html>   (1996) A study examining the need for an improved educational administrative structure for Inuit communities.  Masters thesis, Memorial University of Newfoundland.

abstract: This qualitative study was done because it was perceived that the Newfoundland and Labrador Education System is failing to meet the needs of the Labrador Inuit.  The primary aim of the study was to determine if the way in which the Labrador East Integrated School Board was structured and administered was a contributing factor to this problem. -- The study included thirty-two participants from five sample groups.  The groups included: Inuit parents, administrators from the Labrador East Integrated School Board, employees of the Labrador Inuit Association, Inuit teachers and non-Inuit teachers.  Participants, except for the administrators, were randomly selected.  Data was collected using a questionnaire.  The questions were open-ended and broadly stated. -- Analysis of data was a form of analytical induction described by Wilcox (1982).  Responses were translated, when necessary, and entered in a computer program to automate the clerical aspects of the analytical process.  Using the Ethnograph program, data was organized and read carefully to identify emerging themes.  Redundancies in the data were removed.  Similarities and differences among the responses of the sample groups were identified and grouped together.  The data was examined for evidence of matches and mismatches between various sample groups.  The survey data was then related to theoretical constructs considered important to educational administration. -- Administration theory proposed by Hargreaves (1994), Greenfield (1996) and Sergiovanni and Corbally (1984) formed the basis for the conceptual development framework.  The findings of the survey data were examined in relation to theoretical constructs, thereby relating theory to practice. -- The finding indicated that the way in which the Labrador East Integrated School Board is structured and administered is a contributing factor to education problems of the Labrador Inuit.  The findings also show that the Inuit do not perceive the education system the way administrators do.  The Inuit perceive the system as much less effective and valuable. -- Recommendations for practice focussed on the need for more meaningful participation of the Inuit in the formal education system.  The Inuit have to become more involved in the decision-making process.  Findings also show that the present system must be made more accommodating to Inuit culture and values.


identifier: Durdle, Diana E. <https://research.library.mun.ca/view/creator_az/Durdle=3ADiana_E=2E=3A=3A.html>   (1998) A study of leadership theory and practice based on Bush's Six models of leadership.  Masters thesis, Memorial University of Newfoundland.

abstract: The first purpose of this survey research study is to administer the Brown and Sheppard survey to establish its reliability and whether it is useful in explaining leadership practices in schools.  Bush (1995) categorizes each of the six models: formal, collegial, cultural, subjective, political or ambiguity, as either descriptive or normative in nature.  Therefore, a second purpose of the study is to determine the validity of these categorizations.  A third and final purpose of the research study is to determine which models exist in the schools studied and how consistent the existing models are with the emerging concept of the learning organization.  All teachers and administrators currently working in the four schools in this province were asked to complete a sixty-item questionnaire.  Sixty-one individuals were surveyed and the response rate was sixty-seven percent.  The survey was, indeed, reliable with the removal of five items to increase the reliability of formal and subjective models.  The study confirmed that the leadership constructs described by Bush were useful for discussing leadership in schools.  The prevailing models of leadership in the schools were as follows: School One, cultural, School Two, formal, School Three, cultural and collegial and School Four, has no descriptive model of leadership practice.  The prevailing model of leadership in three schools was categorized as descriptive in this specific study. All models of leadership in School Four were normative; therefore, a descriptive, observable model of leadership did not exist.  The disciplines associated with the development of learning organizations: personal mastery, mental models, systems thinking, team learning, and shared vision were investigated in an attempt to discover whether elements of management associated with organizational learning were present in any of the four schools in the study.  The existence of these specific elements of management may provide the necessary framework to achieve the development and maintenance of a learning organization.  Leadership for effective, positive change will require leaders with the ability to motivate others to actively participate in culture building and maintenance.  The elements of management associated with organizational learning are present in two of the schools in this study.


identifier: Joyal, Joyce M. <https://research.library.mun.ca/view/creator_az/Joyal=3AJoyce_M=2E=3A=3A.html>   (1998) A study of perceptions and attitudes towards the development of teaching by faculty at Memorial University of Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to gain insight into the nature of faculty development in relations to teaching at Memorial University of Newfoundland (MUN). The study, through an ethnographic case study approach, focused on the perceptions and attitudes that a select number of faculty members and administrators at MUN have about the role of faculty development in relation to teaching at the university. Attention was paid in the study to how the university administration works with faculty to promote and support faculty development activities in the area of teaching; to how the academic culture at MUN encourages faculty development in teaching; and finally, to the professional development activities devoted to teaching enrichment that are currently carried out. Recommendations are made as to those professional development activities which might be put in place at MUN. The results of the study may be helpful in planning for the professional developmental needs of faculty teaching at MUN.


identifier: Payne, Abraham <https://research.library.mun.ca/view/creator_az/Payne=3AAbraham=3A=3A.html>   (1989) Whole language implementation : the impact on grade one teachers and students.  Masters thesis, Memorial University of Newfoundland.

abstract: The present study investigated the implementation of the Nelson Networks language arts program, a whole language approach to the teaching of language arts.  Specifically, the investigation was two-fold: to investigate the relationship between teacher experience with whole language instruction and student achievement in reading comprehension, vocabulary, and writing, and to investigate how each teacher responded to the implementation of the program. -- Three classes comprised of 69 grade one students were selected from three schools in the Deer Lake Integrated School Board.  The classes were identified by the Primary Language Arts Coordinator on the basis of teacher experience with whole language instruction.  Each of the three teachers in the study had a different background in the whole language approach to teaching language arts. -- The student component of the study involved pretesting in November 1988 and posttesting in April 1989.  The teacher component involved a case study of each teacher in an attempt to determine the satisfaction/dissatisfaction level with the Networks program.


identifier: Mercer, Maxine (Margaret Maxine) <https://research.library.mun.ca/view/creator_az/Mercer=3AMaxine_=28Margaret_Maxine=29=3A=3A.html>   (1989) A whole language versus skills based approach to pre-school education.  Masters thesis, Memorial University of Newfoundland.

abstract: Two approaches to the teaching of emerging literacy were investigated.  Forty children, all four years of age, enrolled in a St, John's pre-school were randomly assigned to one of two programs.  The subjects in the experimental, whole language approach to literacy, and the subjects in the control or traditional approach program received 12 weeks of instruction.  Prior to, and at the completion of, the twelve week period of instruction all subjects were tested using the Test of Early Reading Ability (TERA), the Peabody Picture Vocabulary Test - Revised (PPVT-R), and an investigator designed test of writing ability.  The writing ability scale was comprised of three sub-scales which measured language level, message quality, and principles of writing direction. -- The results showed that the whole language group scored significantly higher on the tests of writing ability than did the control group.  Within the sub-scales of the writing sample analysis, the experimental group scored significantly higher on measures of language level and message quality, but showed no significant difference from the control group in terms of measures of principles of writing direction.  There were no significant differences between the two groups on the PPVT-R and TERA tests.


identifier: Baker, Chesley Scott <https://research.library.mun.ca/view/creator_az/Baker=3AChesley_Scott=3A=3A.html>   (2001) Education in a remote community : a critical analysis.  Masters thesis, Memorial University of Newfoundland.

abstract: A small, remote, and isolated community presents educational challenges different from those experienced in larger, more accessible places.  The purpose of this study is to examine critically the educational context of one such remote community, present any challenges that surface, study coping mechanisms used, and make recommendations about improving the educational environment studied.  At the remote school six teachers interviewed outlined the difference between their expectations and the realities of the community, shared both their perceptions of the challenges and the coping mechanisms used, and examined role of technology.  The researcher saw significant difference between teacher expectations and community realities, identified several challenges, examined coping skills, and considered the limitations of implementing and using technology.  The study highlights a distinct need to address the named concerns so that remote schools may strive for an effective educational environment.


identifier: Shea, Tracey M. <https://research.library.mun.ca/view/creator_az/Shea=3ATracey_M=2E=3A=3A.html>   (2000) Career education in the elementary school.  Masters thesis, Memorial University of Newfoundland.

abstract: The philosophy of elementary schools and the goals of career education go hand-in-hand.  Self-knowledge, awareness of future educational and occupational alternatives, and development of decision-making skills have been considered important in both elementary school philosophy and practice as they are in career education (Herr and Cramer, 1996).  Thus, career education programming at the elementary level must focus on broadening students’ views of themselves and their perceptions of careers as well as, enhancing their self-esteem. -- The focus of this research is the concept of Career Education at the elementary school level.  A series of three papers comprise this piece of work.  Paper 1 serves as a theoretical framework of career education at the elementary level.  Literature in the following areas is reviewed: rationale for career counselling at the elementary level, characteristics of the elementary student, career competencies for the elementary student, advantages of a career program in elementary schools, implications of earlier career education for the high school student, and finally parents' role in a child's career development. -- Building on the theory presented in the first paper, Paper 2 briefly reviews the literature on three specific career competencies for the elementary grades.  As an extension of this information, several career activities related to these goals are described.  The three competencies addressed are self-awareness, interpersonal and communication skills and awareness of gender typing and changing male and female roles. -- The third and final paper discusses in greater depth the importance of self-awareness in career development.  Such topics as the developmental nature of self-concept and its role in creating an occupational identity will be provided. -- It is hoped the information presented in this folio will be useful to parents, teachers, counsellors, and students in their understanding, development, implementation, and evaluation of career education programs.


identifier: Hiscock, Clarissa <https://research.library.mun.ca/view/creator_az/Hiscock=3AClarissa=3A=3A.html>   (1975) Challenging the bright children in the classroom.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of the internship was to design and implement a challenging program for bright children in a classroom.  Such a program should be an integral part of the total   school curriculum as one way of providing maximum learning opportunities for all children. -- The review of literature indicates that unless the bright child is challenged he will be handicapped in his development.  A number of successful programs providing such a challenge have been operating for over forty years.  An evaluation of these programs shows that bright students do benefit from the activities provided. -- The internship was carried out in a grade three classroom from April to June, 1975.  The subjects were two girls and four boys whose I. Q. scores ranged from 116 to 130. -- The program was implemented through a variety of techniques.  The classroom library was expanded to include books on areas of special interest to the students as well as a selection of books of general interest.  A resource centre was provided for related literature, art, and science activities. -- The intern met with the subjects for approximately one and one-half hours each day.  This meeting usually took place outside the regular classroom.  Some aspects of the program were individualized reading, drama and puppetry, science projects, creative writing, and mathematics. -- The effectiveness of the internship and the extent to which its purposes were achieved were reflected in the students' classroom work, their willingness to share their experiences with other members of the class, and their interest in continuing the projects at home.  The opinions of the teachers and parents indicated that the program had been enjoyable, effective, and worthwhile in challenging the students' capacity for learning. -- It is recommended that bright children should be identified early and that a challenging program should be implemented for them.  To assist the classroom teacher in providing this program, it is recommended that inservice training be given and a university course provided.


identifier: Brooks, Steven K. (Steven Keith) <https://research.library.mun.ca/view/creator_az/Brooks=3ASteven_K=2E_=28Steven_Keith=29=3A=3A.html>   (1998) Canadian history 1201 : a case study in senior high social studies curriculum development in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: In September 1993, the Newfoundland Department of Education released A Curriculum Framework for Social Studies: Navigating the Future.  This document was developed as a framework for further social studies curriculum development.  It outlines the essential characteristics of a social studies curriculum, along with the different social studies strands which are categorized as understandings, competencies and dispositions.  History, geography and economics are identified as the foundational concept-matrix for social studies.  In its outline of the social studies curriculum, A Curriculum Framework for Social Studies: Navigating the Future lists a level one Canadian Geography and History course.  At the time these courses did not exist and actions were taken to have them completed. -- In September 1993, the Division of Program Development in the Department of Education created the Canadian Studies Working Group.  This committee consisted of teachers, district coordinators and representatives from the Department of Education.  Among this group's curriculum development responsibilities was the task of creating a new Canadian History course for level one high school students.  In anticipation of this new program Canadian History had been eliminated as a grade nine subject.  The committee was instructed to develop, without reference to the grade nine course, a new history curriculum and supporting guide for high school students and teachers.  The course would be entitled Canadian History 1201.  The committee began its work in 1994 and completed its task in 1997.  Canadian History 1201 will be implemented in the schools in the fall of 1998. -- This thesis describes and critically comment on the process of development that was followed in the creation of Canadian History 1201.  The Department of Education prescribes and claims to follow an essentially deductive model for curriculum development.  In chapter two of this thesis the literature on deductive curriculum models is reviewed to ascertain the theoretical framework for the deductive model.  Chapter three of this thesis provides a detailed description of the actual development process followed for Canadian History 1201.  It takes the reader inside the curriculum development process and provides a unique opportunity to see how an actual curriculum development committee operates.  Chapter four of the thesis provides a critical reflection and commentary on this process.  Three specific questions direct this critical reflection.  They are: -- 1. To what extent was the deductive model of curriculum development adhered to in the creation of Canadian History 1201? -- 2. To what extent was the process collaborative as recommended by the Royal Commission? -- 3. How did the composition of the committee and the role relationship of the various committee members influence both the process and the product? -- The thesis concludes with a set of recommendations for improving the curriculum development process in Newfoundland and Labrador and for further study.


identifier: Whalen, Calvin W. <https://research.library.mun.ca/view/creator_az/Whalen=3ACalvin_W=2E=3A=3A.html>   (2000) Career aspirations, future expectations, and immediate career plans of level III students from selected rural and urban schools in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the career aspirations, immediate career plans, and future career expectations of Level III students from selected rural and urban areas of Newfoundland and Labrador.  This study also examined student perceptions of factors that were considered to be problematic in deciding career plans as well as factors that influenced their career plans. -- Individual questionnaires were administered to 104 Level III students attending five different Senior High schools located in rural communities within the Green Bay area, and 67 Level III students attending a Senior High school located in the province's largest urban center and capital, St. John's.  Data analysis was completed using the statistical program, SPSS.  Descriptive statistics that included frequencies, percentages, and crosstabs were used along with chi-squared analysis to summarize findings and compare differences. -- The career aspirations of students were consistent with findings reported in earlier studies.  Although most students, particularly males, made gender stereotypical choices in occupations, their choices overall were in growth areas that hold promise for future employment.  Approximately three-quarters of the students planned to pursue post-secondary education immediately following high school graduation.  Most students expected to be employed full-time outside the province in five to ten years after high school graduation. -- The factors most commonly perceived by students to be problematic in deciding career plans were: not knowing what program to do, lack of academic qualifications, and the high cost of post-secondary education.  Community attachment was considered by most rural students not to be a problem in pursuing post-secondary education or employment. -- Most students perceived that their parents played the most significant role in influencing their career plans followed by friends and academic ability.  Females perceived their mothers were more influential on their career plans while males perceived their fathers as being more influential. -- It is recommended that government, post-secondary institutions, schools, and community agencies partner together in more deliberate and direct ways to educate students about the labour market, its trends, and future occupations, and to guide them more effectively in their career planning process.  It is also recommended that parents be empowered through such partnerships to provide informed and adequate career guidance to their children.


identifier: Broderick, Gordon B. <https://research.library.mun.ca/view/creator_az/Broderick=3AGordon_B=2E=3A=3A.html>   (1997) A study of the attitudes and perceptions of educational personnel towards evaluation.  Masters thesis, Memorial University of Newfoundland.

abstract: The Government of Newfoundland and Labrador is in the process of implementing massive reforms to the education system of this province.  This drive for reform has been in light of our current social and economic conditions.  Presently, our system of education is viewed as a major contributing factor to our inadequate performance in the global market.  The government of this province believes that the only way to bridge the gap that currently exists on performance indicators provincially, nationally and internationally is to overcome the barriers that exist in educational development, and ensure that the best system of education is provided.  It is the aim of the Newfoundland and Labrador Government to put an accountability system in place to take corrective action if performance is inadequate.  It has been suggested within the educational community that the solution may lie in a continuous appraisal system for all educational personnel. -- The aim of the study was to investigate the attitudes and perceptions of educational personnel towards evaluation policies and procedures.  The study was conducted in a rural area of Newfoundland and Labrador that resembles most urban centres in terms of student and teacher population.  The qualitative paradigm was employed as the research methodology.  Semi-structured interviews and focus groups were used to gather data from the educational personnel. -- All teachers, regardless of their employment status in the education system in this study, favored the establishment of an ongoing performance appraisal system for all educational personnel.  This was found despite the prevailing belief that educational personnel do not want any form of performance appraisal.  Teachers realize the importance and need to be held accountable for their teaching, and welcome any process that could further enhance their professional development, thus increasing their accountability.  As a result, the teachers in this study see a dire need for an evaluation process beyond the traditional probationary and replacement time frames.  Many problems were cited concerning the way evaluation policies and procedures are currently implemented in this province.  The main issue conveyed involved the lack of stakeholder input into the formulation and implementation of existing policies.  Consequently, this problem was viewed as the main barrier in the formulation of an evaluation policy. -- Respondents communicated that evaluation should be a continuous process that emphasizes the formative, rather than the summative aspects of evaluation.  Respondents continuously reiterated the fact that our society is constantly evolving and changing.  As a result, there is an increased need for the continuous evaluation of programs, teaching styles and teachers, to ensure that the students of this province are receiving the best education possible, so as to be competitive in the ever expanding and changing global market.


identifier: Manning, Gerard J. <https://research.library.mun.ca/view/creator_az/Manning=3AGerard_J=2E=3A=3A.html>   (1999) A Web-based orientation package for Co-operative Education students at College of the North Atlantic.  Masters thesis, Memorial University of Newfoundland.

abstract: The dissemination of information to students in today's post-secondary education system is important, yet is becoming an increasing challenge for institutions.  Due to various factors, such as increases in student intake in various Co-operative Education programs at the College of the North Atlantic and reduction in staff as a result of budget cuts, the opportunities for the Co-operative Education office staff and the College's faculty to meet regularly with these large numbers of students to discuss various employment related issues have somewhat diminished.  In particular, they were unable to address areas, such as employability skills, academic regulations, and resume writing and interviewing skills, in which students have traditionally experienced problems.  This shortfall was the genesis for an interactive web-based orientation package that is the focus of this project report. -- The design and development of this package utilized two methodologies, namely the systems development life cycle and the design and development of interactive hypermedia systems.  The systems development life cycle has three phases, namely systems analysis, detailed analysis and design, and implementation.  The design and development of interactive hypermedia includes the determination of the structure, presentation, and content of a web page. -- During the first phase of the systems development life cycle, the systems analysis phase, the selection of the type of information that was to be included in the package occurred.  During this activity, the Supervising Coordinator in the Co-operative Education office was the main resource utilized.  After the initial required information was collected in the first phase, the detailed analysis and design phase was completed.  Within this phase, the prototyping methodology was utilized, during which the web site was incrementally developed.  This methodology allows a developer to start with a skeletal model of the web page that can be modified through various iterations.  After each iteration, the clients were shown the most recent version of the web site, and were asked if they were satisfied with it or if they required improvements.  This process continued until the clients were satisfied with the range, accuracy, and appropriateness of the content.  The implementation phase, which is the last one in the systems development life cycle, took the package in its final form and made it accessible from the College's Cooperative Education web page.  The final form of the orientation package contained sections on student information, prospective student information, employer information, academic regulations, frequently asked questions, and employability skills. -- From an interactive hypermedia systems perspective, there are three different elements that must be considered when designing a hypermedia product: structure, presentation and content.  Structure refers to how the information is structured for optimal navigation and access.  Presentation refers to how the information will appear to the user.  This might include the use of graphics, audio/video, and interactive forms.  The content is the most important part of any web page because it disseminates the required and relevant information.  All of these elements were determined with the assistance of the Cooperative Education Coordinators. -- However, it should be noted that this package was primarily intended for student use.  Therefore, it was incumbent on the designer to perform a field test which allowed randomly selected students to navigate around the web site and peruse the information it contained.  Also, a questionnaire and interview process was conducted in which the students were asked to rate the web site on factors such as the overall appearance of the product, the usefulness of the product information, and the understanding of the product information.  Based on the overwhelmingly positive results from these processes, no changes were considered necessary to the package. -- With the success of this endeavour, it is recommended that the use of the Internet for this type of student service opportunity be further investigated by colleges and universities.  Such projects as this must be relevant and accessible, as well as appealing to the intended audience.  It is also recommended that information on the various web pages be written at a level that the average student can understand.


identifier: Gaultois, Amanda <https://research.library.mun.ca/view/creator_az/Gaultois=3AAmanda=3A=3A.html>   (1993) A group therapy program for adult survivors of child sexual abuse : an outcome study.  Masters thesis, Memorial University of Newfoundland.

abstract: A three phase group treatment program for women who were sexually abused as children was examined for outcome effectiveness. Standardized evaluation questionnaires were utilized to measure change in self-esteem, locus of control,  and level of internalized shame at the end of phases I and II. An informal evaluation discussion was used to determine subject satisfaction and content at the end of phase III. -- Results indicate a significant positive change in self-esteem, locus of control, and level of internalized shame after phase I, and a further significant positive change in self-esteem for six of the eight subjects after phase II. All subjects reported feeling more content, more in control of life experiences, and less shameful at the end of phase III.


identifier: George, Thomas <https://research.library.mun.ca/view/creator_az/George=3AThomas=3A=3A.html>   (1992) Report of a counselling internship at the Shea Heights Community Health Centre and St. John Bosco School, including an evaluation of a community based peer counselling program.  Masters thesis, Memorial University of Newfoundland.

abstract: This report describes an internship completed at St. John Bosco School and The Shea Heights Community Health Centre, St. John's, Newfoundland, during the period April 12, 1992 to July 17, 1992. This report also details an evaluative study which the intern conducted during the internship period. -- Chapter 1 outlines the internship proposal, which  includes the rationale for the internship, a description of the setting, as well as internship goals and objectives. Chapter II provides a description of activities engaged in as part of the internship experience. Chapter III gives a comprehensive report of the evaluative study entitled The Evaluation of a Peer Counselling Program. This study demonstrated that the peer counselling program used by the intern was successful in positively affecting the self-esteem of participants aged 16-17, who took part in the study, as measured by the Coopersmith Self-Esteem Inventory.  Chapter IV concludes the report with general observations and recommendations. -- Key words: peer counselling; self-esteem; counselling internship.