identifier: Connolly, Edward Anthony <https://research.library.mun.ca/view/creator_az/Connolly=3AEdward_Anthony=3A=3A.html>   (1992) Censorship, canon reformation and text selection : curriculum concerns for English studies in Canadian secondary school systems.  Masters thesis, Memorial University of Newfoundland.

abstract: From the earliest beginnings of education, the question of what schools should teach and the means by which such principles should be taught have elicited responses from many people. Not everyone agrees with the decisions made with respect to answering each of these questions. -- The issue of censorship was raised in the province of Newfoundland and Labrador in 1989 when sections of Themes for All Times, a required text, were said to have been censored before it was implemented in the school curriculum. Many people raised opposing views with regard to the decision to delete sections of this text. -- This researcher examined this issue and explored how it has emerged in other Canadian provinces during the past twenty years. Censorship campaigns, stemming from a variety of reasons, have been quite publicly waged in other provinces of Canada. Texts have been censored on the basis of their containing perceived immoral, profane, seditious, heretical, violent, racist, and sexist aspects, as well as for the way in which they treat labour-related and nationally sensitive issues. Reports about the number of censorship cases that have occurred in Canada are hard to quantify for many cases are never reported in the media. The issue of silent censorship is of concern and, accompanying this, there is the notion of writers sacrificing their work in the form of self-censorship for the sake of finding a place in the marketplace. There are those who are involved with education who actually unknowingly censor materials. -- This issue must be seen in light of its parent issue, that of forming a literary canon for English courses. This researcher examined the canon of literature listed for study in grades nine, ten, and eleven and level I, II, and III in the province of Newfoundland and Labrador from 1950/51 to 1990/91. The canon of literature used in the schools of Newfoundland and Labrador has changed drastically during this forty year period. Many new areas of concern have been added while others have been dropped. What must be kept in mind is that such decisions are not going to please everybody. When there are few means of expressing concerns about the choice of material to be used in the English courses of high school systems, the debate over the choice of material is often dealt with in an improper way. -- This researcher recommends that those involved with selecting materials to be used in the curriculum –  Department of Education personnel, School Board officials, program coordinators, principals, department heads, learning resource personnel, teachers, and the public, become more aware of the concerns that are often raised. Selection policies should be devised which state the rationale for each item listed for study. Such rationales should state how the choice of material relates to the philosophy of education and how it helps achieve the goals and aims of education. The need for such a policy, protecting the rights of all concerned in this process, should be made self-evident.


identifier: Hicks, Cynthia J. <https://research.library.mun.ca/view/creator_az/Hicks=3ACynthia_J=2E=3A=3A.html>   (1995) Child sexual abuse: an exploratory study of professionals' beliefs and attitudes.  Masters thesis, Memorial University of Newfoundland.

type: Thesis NonPeerReviewed

format: application/pdf application/pdf

abstract: Child sexual abuse has become recognized as a serious problem in today's society. Increased awareness of abuse has led to a rise in the number of reported cases, which has put pressure on already overburdened child-serving agencies/professionals to not only respond effectively to current cases but also to find a way to prevent others from being subjected to such abuse. In an attempt to improve services to victims of abuse and to better utilize current services many communities have begun to locus efforts on developing a more coordinated agency response to the problem. Developing such a response is a very complicated process involving many factors. -- This study is aimed at exploring one factor that may influence how well this coordinated interdisciplinary effort works: the presence or absence of shared or compatible philosophical beliefs about causes of sexual abuse and other attitudes and beliefs about the issue of child sexual abuse among the various individuals or agencies involved in responding to the problem. Exploratory interviews were conducted with fifteen individuals representing eight such agencies/professions: school, church, child welfare, police, courts., shelters, mental health, and medical health. Information from these interviews was utilized in conjunction with the current literature and research to construct a survey questionnaire that was distributed to 88 social workers, 100 police officers, and 235 school personnel. The interviews were also subjected to content analysts to provide information relevant to the research questions of the study. -- The findings suggest that there is a diversity of beliefs about the causes of child sexual abuse among professionals and that many have formed eclectic views, drawing on several of the major theoretical perspectives described in the literature. Police officers, social workers and school personnel, as well as males and females, appear to hold significantly different beliefs in many areas related to victims, perpetrators, treatment, and prevention that may cause conflict and misunderstanding in effecting a coordinated response to child sexual abuse. Differences in beliefs and attitudes may be reflected in the low level of satisfaction expressed regarding the response of particular agencies as well. A perceived lack of commitment among policy makers and those who control funding to initiating an effective interdisciplinary response to this problem is the attitude that seems to be creating the greatest amount of frustration and dissatisfaction among the professionals interviewed and surveyed. -- Other results point to uncertainty or lack of knowledge concerning several causal and attitudinal components of child sexual abuse. There also appears to be some unfamiliarity with the roles and responsibilities and with the attitudes and beliefs of particular agencies, suggesting limited interaction among them. -- These findings suggest that exploration and sharing of beliefs and attitudes among all parts of the system and at all levels of the hierarchy is a necessary process in the development of a truly effective interdisciplinary response to child sexual abuse.


identifier: Tuck, Karen <https://research.library.mun.ca/view/creator_az/Tuck=3AKaren=3A=3A.html>   (1996) Child witnesses of wife assault: what are the outcomes?  Masters thesis, Memorial University of Newfoundland.

abstract: Children who witness wife assault may be helped by appropriate intervention. This study sought to discover from teenagers, who witnessed abuse as children, whether a specific program of intervention in which they participated some years earlier had longstanding positive benefit. As well, in describing the efficacy of such a program, a better understanding about the recovery needs of children was gained. Seven adolescents (ages 14-16) from Eastern Newfoundland, Canada, participated in two ninety-minute interview sessions. A combination of open and close-ended questions focused on how being witness to wife assault shaped their attitudes and on their opinions of the program. Child witnesses presented a picture of homelife in which abusive episodes were woven into the fabric of daily living. The witnessing of the violence, along with the emotional climate, was depicted as an integrated experience and one which had lasted from their earliest remembrances until they escaped with their mothers. Fear, anger and helplessness characterized their immediate responses to the violence. The sense of loss with respect to place of origin, family, friends and childhood milestones was described as a more long-term response. Maintaining a close relationship with the mother was a significant way in which participants tried to cope with their feelings. In attempts to stop the violence participants would actively urge their mothers to leave, try to keep the peace with the abuser or, failing those, would fantasize about a peaceful life. The participants were divided in their perceptions about the positive benefit of the group intervention. Four teens had actively worked at promoting change in their behaviors and attitudes, attributing their positive outlook to two factors. First, they were no longer living with abuse and, secondly, they had the opportunity to be involved in the group experience and to talk about their lives. Breaking the isolation was vitally important in allowing them to make sense of their lives. Three participants questioned the usefulness of the program. They did not feel that, even though they had left the abusive situations, their lives were much improved; nor did they view the world with a sense of optimism. They felt that they had to look after themselves, by themselves, trusting nobody else to help. Their willingness to participate in this research, however, suggests that they may be open to further intervention in an attempt to understand and accept their past. The intervention program had positive outcomes and could be used with confidence by helping professionals. More importantly, the themes identified should be useful information for individuals working with child witnesses of wife assault in the home.


identifier: McLean, Dale <https://research.library.mun.ca/view/creator_az/McLean=3ADale=3A=3A.html>   (1995) Comparative analysis of assessment practices of educational psychologists in St. John's, Newfoundland, Canada, and West Essex, England: a school psychology internship report.  Masters thesis, Memorial University of Newfoundland.

abstract: The internship placement component of the Masters of Education (School Psychology) was completed in Harlow, Essex. England. The report has two components: (1) a placement component and (2) a research component. An overview of educational psychology in Britain (specifically West Essex), the intern's goals and objectives, and the internship experience (activities and learning) are outlined in the placement component of the internship report. -- The research component consists of a comparative analysis of assessment practices of educational psychologists in St. John's. Newfoundland and West Essex, England. Eight (8) educational psychologists (four from each setting) were interviewed. Results indicate that educational psychologists in both settings reported similarities in assessment practices such as common reasons for referrals. However, educational psychologists in both settings indicated that the referral process, assessment practices, and time spent in assessment activities differed. Limitations of the research are also discussed.


identifier: Adams, Janice Lynn Oberg <https://research.library.mun.ca/view/creator_az/Adams=3AJanice_Lynn_Oberg=3A=3A.html>   (1993) Collaborative pedagogy : social hermeneutics in the classroom.  Masters thesis, Memorial University of Newfoundland.

abstract: The term collaboration is in frequent use both in the business and education sectors. The idea often implied by this term is that two or more people are working together on a single product. In this thesis I explore a more comprehensive view of collaboration, one that flows from a learning praxis known as collaborative pedagogy. -- This thesis is the documentation of collaborative pedagogy in a local site. In my discussion, I argue that collaborative pedagogy is based on a philosophy which views language as a socially contextual phenomenon and knowledge generation as social hermeneutics. -- I provide a historical and cultural context for collaborative pedagogy by comparing a philosophy which opposes collaborative assumption to a philosophy which grounds collaborative pedagogy. I then discuss the learning environments which emanate from these differing philosophies. -- Next, I describe a university course which incorporated collaborative pedagogy. I follow this description with a discussion of issues pertinent to classroom practice. -- Finally, I discuss the challenges and rewards involved in the shift to collaborative pedagogy for educational practice.


identifier: Brown, Lois <https://research.library.mun.ca/view/creator_az/Brown=3ALois=3A=3A.html>   (1989) Collective creation in high school: the Mystery Stringpicker at the Death Café.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis is an examination of the value of using collective creation in an educational setting. A review of the literature shows how the theatre of collective creation has much in common with the goals and approaches of drama educators. The journal provides a description of its use in a particular instance, as well as the teacher's experience of this process and of the students involved. -- The Mystery Stringpicker at the Death Cafe was performed at a high school Drama Festival on April 7, 1987. It is the culmination of the efforts of eight teenagers and one teacher to collectively create a high school play. The collective creation process that this group used was similar to that pioneered in Canada by Theatre Passe Muraille and in Newfoundland by the Mummers Troupe. Collective creation provided these students with the opportunity to participate in theatre that was student-centered, spontaneous, and open-ended and to evaluate the process through the performance. -- The teacher's journal and the transcripts of two tape-recorded discussions held by this collective group reveals an individual approach to a process that is characterized by cooperation, empowerment, and a sense of community. These qualities demonstrated the group not only to be learning about a particular approach to theatre, but also to be creating the opportunities for themselves to develop in accordance with the Aims of Public Education for Newfoundland and Labrador. The journal is also a description of a lived experience and so allowed the teacher to experience again her thoughts and actions and reflect upon and enrich her understanding of teaching.


identifier: Bruce-Hayter, Catherine L. M. <https://research.library.mun.ca/view/creator_az/Bruce-Hayter=3ACatherine_L=2E_M=2E=3A=3A.html>   (1996) Computer mediated communication in graduate distance education: a qualitative case study.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this case study was to explore and portray the computer mediated communication (CMC) experience of distance graduate students, faculty and staff in the pilot offering of the course entitled Education 6104 - Foundations of Program Evaluation (H6KJ4) at Memorial University of Newfoundland during the Fall semester of 1995. E6104 was a new graduate education course at Memorial University and for the first time in graduate distance education at Memorial University, CMC was integrated into the course through the use of electronic mail (E-mail). Participants were required to engage in on-line small group and class discussions regarding assigned readings throughout a six week period. Additionally, students were encouraged to communicate with fellow participants, faculty and staff via E-mail. Data were gathered through semi-structured interviews of all participants, an attitude survey administered via E-mail and the regular post, and through a content analysis of all course E-mail forwarded voluntarily to the researcher throughout the study by all participants. Participants included the seventeen students, the professor and two on-site coordinators (staff). All respondents but one student indicated that they enjoyed the experience and considered it successful and most worthwhile. Benefits and limitations of the application of E-mail in this environment, from the respondents' perspective, are noted, and recommendations are made concerning E6104 and future applications of E-mail in graduate distance education.


identifier: Brown, Gillian E. <https://research.library.mun.ca/view/creator_az/Brown=3AGillian_E=2E=3A=3A.html>   (1993) Leadership for change in an elementary school.  Masters thesis, Memorial University of Newfoundland.

abstract: This study investigated the interactions between an administrator and the staff in a school characterized by its ability to deal successfully with change. The research questions were: (1) What is the context for leadership in the school? (2) How is the school organized? Specifically: a) What is the organizational structure? b) How are decisions made? (3) What forms of leadership are exercised by different groups and individuals within the school? -- The study focused on: selected components of transformational leadership; power relationships; and conditions that encourage the building of a collaborative culture that is supportive of change. To achieve this, the study investigated change, shared decision making, teacher empowerment, evidence of collegiality, power relationships and administrator support. -- The study used three major sources of data collection: interviews, a questionnaire and a collection of artifacts from the school. The questionnaire was administered to all the staff members in the selected school. The response rate was 63%. -- Interviews were completed with the principal, the assistant principal and four other members of the staff who were regarded as leaders within the school improvement process. -- The questionnaire statements were categorized within the following broad constructs: transformational leadership; transactional leadership; factors affecting implementation of change; strategies used by school leadership; and facilitative power. Appropriate tables showing percentages of agreement were created. -- Pearson r correlation coefficients determined that a strong and positive relationship exists between facilitative power and transactional leadership. Strong and positive relationships were also found to exist between the strategies leaders use to improve their schools (strengthens culture, bureaucratic mechanisms, staff development, use of symbols, shared power, and direct communication) and facilitative power. -- Data analysis showed that the school under study has a collaborative culture with norms of continuous improvement. The school improvement project was found to have had positive effects on the school especially in the area of promoting shared goals. The study indicated that leadership in the school comes from many sources and decisions are usually made in a shared manner. Shared decision making was found to be a positive experience for the school staff.


identifier: Black, Janis H. <https://research.library.mun.ca/view/creator_az/Black=3AJanis_H=2E=3A=3A.html>   (1990) Learning and reception strategies used by L2 learners in completing a modified cloze procedure: six case studies.  Masters thesis, Memorial University of Newfoundland.

abstract: The present study is an investigation of the cognitive learning and reception strategies used by first year university students of French while completing a modified cloze procedure. Three successful and three less successful learners were asked to ‘think aloud’ as they carried out the task, and retrospective reports were sought in order to ensure completeness of information. A list of strategies identified as being used by learners when working on the cloze text was established and, on the basis of these categories, the strategies were analyzed in terms of the effect of (i) frequency, (ii) quality and (iii) clustering of strategy use on performance. The results indicate that, while frequency may provide some indication of a particular strategy's usefulness on this task, it is quality and clustering of strategy use that more clearly differentiate successful from less successful learners. The results of this study are also discussed in terms of recommendations for individualized strategy instruction, since the ‘think aloud’ protocols provide a very detailed diagnosis of each learner’s strengths and weaknesses.


identifier: Madore, Kimberly Ann <https://research.library.mun.ca/view/creator_az/Madore=3AKimberly_Ann=3A=3A.html>   (1998) Learning at a distance: the experiences and attributional style of secondary students in an audiographics teleconference chemistry course.  Masters thesis, Memorial University of Newfoundland.

abstract: This study investigated the experiences of secondary students in an audio-graphics teleconference chemistry program from the students’ perspective. Two theoretical perspectives were used to guide the study. The first was based on the ideas of Moore and Garrison who highlighted the importance of interactions to students’ learning. Garrison argues that these interactions are supported by the interactive capability of teleconference technology. The second was derived from the literature on motivation, in particular Weiner’s attribution theory. From this perspective, students’ motivation to persist and succeed in distance education was studied and the attributional style of both distance and non-distance students was compared. -- Data collection included diary entries, telephone interviews, a questionnaire, an Attributional Style Questionnaire, and a Causal Dimension Scale. The data provide insight into students’ opinions concerning the teleconference technology, their characteristics and motivation, and the distance learning environment (workload, supervision, organization, etc.). The results revealed a character profile of the distance learner. These students reported being organized, responsible, independent, mature individuals. The majority of distance students attributed to their success in distance education chemistry to level of effort. There was a significant difference in the attributional style of the distance and non- distance students. The non-distance students tended to have a ‘pessimistic’ attributional style while the distance students had a more ‘optimistic’ one. The results clearly indicated the importance of the interactions described by Moore. All interactions, except learner-learner between different sites, were supported by the teleconference technology.


identifier: Manuel, Ruby <https://research.library.mun.ca/view/creator_az/Manuel=3ARuby=3A=3A.html>   (1991) Learning centers in the kindergarten.  Masters thesis, Memorial University of Newfoundland.

title: Learning centers in the kindergarten

abstract: This study focused on the use of learning centers in kindergarten. It examined: (a) the policy of the Department of Education with respect to the importance and implementation of learning centers in kindergarten, (b) the extent to which learning centers are currently being implemented in kindergarten classrooms, and (c) teachers1 perceptions of learning centers. A questionnaire was distributed to 2 50 kindergarten teachers, representing 50 percent of the kindergarten teachers of each of the Province's 33 school boards. One hundred and sixty-three, or 71 percent, of the teacher questionnaires were completed and returned. A scheduled interview was conducted with the Early Childhood Consultant for the Provincial Department of Education. The theoretical basis for the use of learning centers is found in education as 'process'. The literature review indicates that the use of learning centers is an efficient and competent means of creating a 'process' oriented classroom. Findings from the study revealed that the use of learning centers is encouraged by the Department of Education and is recommended in the major resources which it provides for the kindergarten program. Results of the study indicate that most kindergarten teachers use learning centers in their classrooms and generally perceive them to be beneficial. But many teachers believe that with respect to the implementation of learning centers, they lack sufficient professional preparation and have insufficient materials and resources to do so. Based on findings from this study, recommendations are made for further assistance and support for teachers and for further research.


identifier: Hare, June <https://research.library.mun.ca/view/creator_az/Hare=3AJune=3A=3A.html>   (1990) Effectiveness of journal writing as a process approach in the written language development of a grade two class.  Masters thesis, Memorial University of Newfoundland.

abstract: This study assessed the effectiveness of using journal writing as a process approach on the written language development of a grade two class. Writing researchers claim that children mature as writers when they write daily, topics are unassigned, the primary emphasis is on content, and the writing is viewed as a process. The present researcher believed that journal writing was an ideal means of fulfilling these requirements. It was also hoped that insights gained from this study would aid other primary teachers in their understanding of the writing process. -- The study continued for fifteen weeks which included five weeks for each of three journal types: experience, literature response, and content. Opportunities were provided for the three stages of the writing process. Precomposing activities included group discussions of experiences, thoughts, and feelings during the experience journal section; books read to the class during the literature response journal section; and subjects of their curriculum during the content journal section. The children were in total control of all aspects of their writing during the composing stage. Postcomposing activities included the teacher's daily written responses, and group sharing, discussion, and publication of selected entries. -- As a result of using a process approach in journal writing, a total improvement in written language abilities was noted during the full period of the study, with specific aspects for each journal type. Most significant during experience journals was the children's improved ability to focus and expand on a topic. During literature response journals, there was an extensive increase in complexity of sentence structures, and a wider use of vocabulary. Throughout the content journals, the children matured in their ability to express a metacognitive awareness of concept formation in written form. An overall increased improvement in the children's organization of their thoughts, and refinement of mechanics and spelling was also noted. The sharing and publication of entries were seen as essential requirements in effecting improvement. -- As a result of this study, it is strongly advocated that journal writing as a process approach be used as an effective means of promoting written language development.


identifier: Stoodley, David G. <https://research.library.mun.ca/view/creator_az/Stoodley=3ADavid_G=2E=3A=3A.html>   (1996) Effects of applying borders, formatting characters and annotating with voice during word processing on the quality of student writing.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this thesis was to determine whether the quality of students' writing was affected by three types of word processor enhancements, namely, formatting characters, applying borders or annotating with voice. A team of evaluators independently scored three sets of writing assignments which were collected from 30 grade 7 students over a period of 39 weeks. An analysis of the data revealed no statistically significant differences between the treatment groups. The quality of writing was not affected by the type of word processor enhancements used during the composing and revising processes. The results of the study with these writers showed that 1) the research subjects did not possess sufficient knowledge of what could be expected from using the enhancements or the requisite skills to use the enhancements to affect the quality of their writing; 2) the constructivist writing model, along with the associated generative strategies which were employed with this group, were likely insufficient to effect a significant improvement in writing quality and, 3) a counterbalanced or repeated measures-by-treatment assessment should not have been used due to contamination of aural memory traces from speech to visual conditions. Limitations and implications of the study for further research are identified.


identifier: MacDonald, Joseph Duncan <https://research.library.mun.ca/view/creator_az/MacDonald=3AJoseph_Duncan=3A=3A.html>   (1998) Denominational attitudes toward the subdivision of the 1874 Protestant grant to education in Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The initial settlement stages of Newfoundland saw a slow expansion of education due to the interdiction of permanent residence by British authorities. After precarious colonization a system of education under the Colonial Secretary was to be implemented in the Colony, but with consistent and continual bickering amongst the Roman Catholics, Anglicans, and Methodists, the task was complex. The Education Acts of 1836, 1843, and 1874, gradually establish the denominational system of education in Newfoundland and are discussed. By using these Educational enactments, historical documents, and a series of primary sources such as newspapers and Superintendents' Annual Reports, the researcher has attempted to trace denominational attitudes toward the subdivision of the 1874 Protestant grant to education in Newfoundland, while including an historical examination of the application of the Act of 1874 under superintendents of education that characterizes an opposition to denominationalism by the Methodist congregation. The dates covered are 1836-1903. Findings are that the proposal for subdivision favoured by the Anglicans, and supported in time by the Catholics, was opposed by the Methodists before its attainment in 1874. The Methodists believed the subdivision would result in even further complexity, and additionally dividing the grant would surrender schools to heights of ineffectiveness in their view. Their attitude expresses a reservation toward a system of denominational education. In light of these findings, religiously oriented educational circumstances leading up to 1874 that constitute relative denominational attitudes and historical examination, will be analyzed. It is further found through examination of the relevant documents that the opposition to denominationalism in education on the part of the Methodists continued unabated subsequent to the coming of full denominationalism in 1874.


identifier: Dawe, Ronald Herbert <https://research.library.mun.ca/view/creator_az/Dawe=3ARonald_Herbert=3A=3A.html>   (1995) Denominational education in Newfoundland and Labrador : an analysis of the effects of sociopsychological factors on attitudes toward church involvement in education and educational change.  Masters thesis, Memorial University of Newfoundland.

abstract: This study seeks to identify the factors that account for public attitudes toward denominational education. The primary focus of the study is to identify the sociopsychological factors that account for the attitudes of  Newfoundlanders and Labradorians toward church involvement in education and educational change (i.e., changing the present denominational system of education to a non-denominational system). A subsidiary focus of the study identifies the factors that account for levels of religiosity and educational attainment. -- The study analyzes data from a public opinion poll commissioned by the  Government of Newfoundland and Labrador in 1993 to assess attitudes toward denominational education. The 1993 poll elicited responses on forty-three items from 1153 respondents. The sample for this study utilizes selected items and 904 cases. -- A theoretical rationale (namely, reasoned action theory) provides for the construction of an operational model which is used to identify the factors that  account for attitudes toward church involvement in education  and educational change. The analyses of the model explore the relationships between 26 variables which are represented  by nine variable categories, namely, gender, age, religion, region of residence, place of residence (exogenous variables), religiosity, educational attainment (mediating variables), and attitudes toward church involvement in education and attitudes toward educational change (dependent  variables). Multiple regression analysis is used to estimate  the magnitude of the relationships between the exogenous, mediating, and dependent variables. Path correlational and beta coefficients are used to suggest causal relationships between specific variables in the model. In addition, path analysis estimates the direct effects, indirect effects and total effects of hypothesized relationships. Factor analysis  is used to construct the composite variable, church involvement. -- The analyses suggest that most of the exogenous variables, to various degrees, are predictors of educational attainment, religiosity, attitudes toward church  involvement in education and educational change. It was found that age, region, and size of community were the most significant predictors of educational attainment. It was also found that gender, age, religion, size of community, and educational attainment were important predictors of levels of religious devotion. The most potent predictors of attitudes toward church involvement in education and educational change were religiosity and educational attainment. In addition, highly educated respondents were generally opposed to church involvement in education and keeping the present denominational system. Conversely, highly religious respondents opposed educational change and favoured church involvement in education. -- The findings are explained in terms of secularization theory. Essentially, secularization theory purports that as Newfoundland society is secularized, the sociopsychological ambience of the population toward denominational education will become less favourable. Some findings of the study support this argument. Other findings, however, are more ambiguous. -- Implications of the findings and recommendations for further research are suggested.


identifier: Mackey, Gerald Joseph <https://research.library.mun.ca/view/creator_az/Mackey=3AGerald_Joseph=3A=3A.html>   (1991) Design, development and implementation of a resource-based unit of instruction : a case study.  Masters thesis, Memorial University of Newfoundland.

abstract: In 1988 the Department of Education for the Province of Newfoundland and Labrador, with the publication of Programs of Studies, announced a major shift in its approach to education in order to prepare its students for the challenges they will meet in the 21st century. It encouraged  its educators to teach their students the skills that would enable them to readily access information when needed. This meant that the educators themselves had to apply a new method of teaching their students. This method, the resource-based method, meant that a new orientation from the  traditional approach to teaching and learning had to be learned and experienced by all concerned. -- Because of the Department of Education's policy statement, the faculty of Mary Queen of Peace School in St. John's undertook to prepare and implement a resource-based teaching/learning experience so everyone involved in the process could profit and grow from it. This study reports on the process involved  in developing and implementing a resource-based unit of study for the grade nine level.


identifier: Wicks, Rhonda Louise <https://research.library.mun.ca/view/creator_az/Wicks=3ARhonda_Louise=3A=3A.html>   (1988) Development and evaluation of Evaluating primary music, a handbook on evaluation of primary music.  Masters thesis, Memorial University of Newfoundland.

abstract: The writer while employed as a coordinator was made conscious of the need to evaluate pupil progress in music and of the difficulties music teachers encounter in attempting to implement evaluation procedures in the classroom. In order to assist teachers in organization and management of evaluation procedures the writer determined that a thorough study of current practices and needs in evaluation was required in order to address the problem meaningfully for teachers. It was intended that such a study  would provide direction for development of a resource that would assist teachers with implementation of effective evaluation procedures. -- A review of literature pertaining to music and educational evaluation is included in Chapter II. The writer presented the literature in three sections to  provide a basis for presentation of the concept of evaluation and its application in music education. -- The first section of this chapter presents an historical overview of educational evaluation outlining the growth of understanding and perception of educational evaluation. -- The second section of Chapter II focuses on the main approaches currently being employed in music education programs. Attention is directed primarily toward the methodologies associated with Carl Orff and Zoltan Kodaly, which are considered by the writer to be the most influential methodologies affecting current primary music education programs. -- The final section of Chapter II highlights literature concerned with evaluation of music. -- Chapter III describes the procedures followed to determine current practices and needs in evaluation of primary music; the direction taken to address the needs identified, and; the evaluation procedures implemented to evaluate the effectiveness of the direction taken. -- Chapter IV provides  an analysis of the data gathered by the study. -- The final chapter summarizes the study by outlining the needs identified, procedures followed, findings, implications of findings, and recommendations. Teachers reinforced the need to develop evaluation procedures which would provide information on pupil progress and assist them in implementing more effective instructional strategies. In order to assist with the organizing and managing of evaluation, a handbook was developed and presented. The writer realized that development of effective evaluation procedures would be an ongoing process that would evolve through continued attention to and study of the area. However, the handbook was perceived to be a beginning step in the evolution of increased understanding of the process and concept of educational evaluation and of more effective procedures in the field.


identifier: Ward Caines, Barbara <https://research.library.mun.ca/view/creator_az/Ward_Caines=3ABarbara=3A=3A.html>   (1991) Maternal directiveness : its relation to developmentally delayed children's competence and interactional behavior.  Masters thesis, Memorial University of Newfoundland.

abstract: The objectives of this study were to first examine the relationship among the four types of directiveness (response  control, topic control, turntaking control, and inhibitive control) that mothers of developmentally delayed children exhibit, and second, to determine how these directive behaviors relate to the child's interactional behavior and developmental characteristics. Interactions between 25 mothers and their developmentally delayed children during 15  minutes of free-play and three minutes of an instructional task were coded independently using a behavior count system and a global rating scale (Multi-Pass Coding System). The correlational analyses indicated that a relationship exists among the four subtypes of directiveness and further suggested that maternal directive behaviors vary as a function of the child's on-line (interactional) behavior and  developmental characteristics. In addition, the intercorrelations among maternal behaviors indicated that directiveness and warmth and sensitivity are not incompatible characteristics of maternal behavior. Finally, the results provided evidence to suggest there are notable individual differences in interaction patterns of mothers and their developmentally delayed children. -- This study concludes with a discussion of the findings and a set of recommendations.


identifier: Trask-Simmonds, Laura <https://research.library.mun.ca/view/creator_az/Trask-Simmonds=3ALaura=3A=3A.html>   (1995) Linking oral and written summaries : using one minute summaries in a cooperative learning environment.  Masters thesis, Memorial University of Newfoundland.

abstract: Intermediate students frequently have difficulties reading and recalling information contained in their Social Studies texts. Research related to the topic confirms that children have more difficulty retaining knowledge contained in expository text than narrative text (Raphael, Kirschner, & Englert, 1988; Hidi & Baird 1986; Meyer & Freedle, 1984). This study, which investigates the combined effect of oral summarization and cooperative learning as a prewriting strategy, addresses the need for new teaching methods to be developed to enable students better access and exposure to knowledge based learning. -- As a learning strategy, summarization is a powerful study tool (Divine, 1991; Brown & Day, 1983; King and Lipsky, 1984). It requires students spend more time on text and thereby helps readers "clarify the meaning and significance of discourse" (Brown, Campione & Day, 1981) p.473). Oral summarization in cooperative groupings maximizes this benefit as it provides repeated opportunity for revisiting the text and rehearsal of the salient points. Varying the student's role from listener to presenter within groups requires that the student learn to process information in both a foreword and backward direction, acquiring knowledge to become a presenter (foreword) and then mentally checking for accuracy as a listener (backward). This double processing is highly beneficial in acquiring and retaining textual information. -- The One Minute Summary learning strategy requires students  become both presenter and listener but allows for extended support from cooperative group members such that those of lower and average capabilities fare as well in presentations  as those able to manage well on their own. This is an essential aspect. -- The strategy is intended as a prewriting strategy and evidence of its success is expected to be found in the student's written summaries. The results of this study indicate the One Minute Summary can be beneficial to students in their attempts to acquire expository text. Most importantly, it indicates that lower achievers are those learners most likely to be benefitted.


identifier: Furlong-Mallard, Judith <https://research.library.mun.ca/view/creator_az/Furlong-Mallard=3AJudith=3A=3A.html>   (1994) Esteem building versus punishment : the effectiveness of self-esteem group counselling on the behavior of junior high school students.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the efficacy of an eight week group counselling self-esteem program in changing the behavior of junior high school students frequently disciplined with detention. Changes in behavior were measures using self-reports from students and behavioral observations of teachers from the Brown and Hammill Student and Teacher Behavior Rating Scales (BRP-2), the Coopersmith Self-Esteem Inventory (School Form), and the Coopersmith Behavioral Academic Self-Esteem Teacher rating scales. Three  groups were measured for changes in behavior: (1) a group of  ten students identified for showing recidivism in detention;  (2) a group of ten students identified by teachers as having  the potential to benefit from self-esteem intervention; and (3) a control group of ten randomly selected students. Data were analyzed using both the paired and independent t-test statistic. Results showed a significant decrease in the incidence of detention following group counselling. Although  the improvements in self-esteem did not reach levels of statistical significance, significant changes in student behavior were reported by the students and their teachers. The results were discussed in relation to their implications  for school discipline practises and the applications of self-esteem intervention programs in schools.


identifier: Collins, Donald <https://research.library.mun.ca/view/creator_az/Collins=3ADonald=3A=3A.html>   (1991) Microcomputers in special education : a study of computer applications and teacher concerns.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was motivated by the perceived need for appropriate staff development programs for special education  teachers in educational computing by one major school board which was currently implementing Computer Assisted Instruction in all of its schools. The school board administration was concerned about the use being made of the  computers placed in its schools and with teachers' perceptions of need, attitudes and current concerns. During the time period from 1986 to 1990, a variety of staff development activities were ongoing. -- Number of computers,  location, presence of educational software, years experience  of the teachers, availability of a software guide, and amount of time being spent using computers were factors investigated. The study examined the concerns of the special  education teachers of one major school board and compared the High Schools, where computers have been in place for at least 5 years, to the Grade Schools (primary, elementary and  junior high), where computers have been placed only over the  past 3 years. The results were analyzed to determine if differences were apparent in 'level of use' and 'stages of concern' with this innovation - microcomputers. -- Subjects for this study were the special education teachers of 38 schools in one major school board. Data were received from 29 schools, i.e., approximately 76% of the sample. -- The data were gathered in January of 1987 and a preliminary analysis carried out over the next two months. A follow-up study was conducted in the spring of the 1989-90 school year. -- Most teachers had their highest level of concern on  the area of 'staff development' with the 'availability of software' ranking second. This indicates that teachers require more information of a specific nature about the available software for Computer Assisted Instruction, what its capabilities are, and desire to know how teachers' roles  will be affected by the introduction of this technology. -- The concerns of teachers in schools where a computer room existed were notably different from the concerns of teachers  in those schools where accessibility to only 1 computer or to a few computers existed. Especially notable was the difference in the amount of time that High School teachers, who had access to a computer room containing at least 10 computers, spent on Computer Assisted Instruction compared to the grade school group of teachers who possessed far fewer than 10 computers. -- Significant differences were found at the 'awareness' and 'consequence' stages of concern  between high schools, where computers have been in existence  for a longer period of time, and the grade schools where only 2 to 3 years of exposure is the case. Teacher concerns in High Schools were found to be more pronounced in the 'consequence' and 'collaboration' stages of concern while teachers in grade schools rarely approached these stages of concern.


identifier: Guy, Myrtis Violet <https://research.library.mun.ca/view/creator_az/Guy=3AMyrtis_Violet=3A=3A.html>   (1988) Factors influencing the career aspirations of female educational administrators in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The status of female educators in Newfoundland and Labrador was established for the school year 1986-87. Proportions of female educators were categorized by denominational system and subgroup in the educational hierarchy. Administration of the "Female Administrator's Questionnaire" to the entire population of the 300 female administrators in the province provided data to examine their career aspirations and the factors influencing these aspirations. Included in the processing and analysis of data were frequency tabulations, percentages and statistical testing, along with some consideration being given to the written comments provided by the 225 respondents. -- Based on the findings of this study, the following conclusions were put forth: -- 1. While  females occupy the greatest proportion of the teaching force  in Newfoundland and Labrador, there exists an imbalance in disfavour of women at all administrative levels in the hierarchy. As the level of administrative responsibility increases, the number of females decreases until they become  nonexistent at the superintendency level. -- 2. A large proportion of female administrators in the province aspire to increased administrative duties at all levels in the hierarchy, including the superintendency. -- 3. Age, marital  status, sex-role ideology, professional credentials, and involvement in certain aspects of The Newfoundland Teachers'  Association are significantly related to career aspirations.  -- 4. Family background, family obligations, and encouragement are not significantly related to career aspirations. -- 5. Lack of professional credentials is perceived by these female administrators as a barrier to their career aspirations, while acquisition of professional credentials is perceived as a facilitator of career aspirations. -- 6. Satisfaction with their career is the prime reason for wanting to remain in current administrative  positions, while the desire for a challenge is the prime reason for wanting greater administrative responsibilities. -- Recommendations of the researcher include actions to be taken by various groups to correct the imbalance of the sexes in educational administration at all levels of the hierarchy. Further research might include career satisfaction of female administrators, career paths of superintendents in relation to the implications for aspiring  female administrators, and the attitudes of spouses toward female administrators' career aspirations.


identifier: Dyke, Isabell <https://research.library.mun.ca/view/creator_az/Dyke=3AIsabell=3A=3A.html>   (1992) Factors related to the career development of women in nontraditional careers : a qualitative study.  Masters thesis, Memorial University of Newfoundland.

abstract: The primary aim of this qualitative study was to identify factors salient in the career development of a select group of Newfoundland and Labrador women who were training or working in nontraditional occupations, from the perspective of the women. The study included thirteen women with ages ranging from nineteen to fifty. They were recruited through the Women's Advisory Council, Women in Science and Engineering (WISE), Women in Trades and Technology (WITT), and through referrals from individuals and agencies. The data were collected using semi-structured interviews. -- A naturalistic method of data analysis was used following the general outline of Marshall and Rossman (1989). The interviews were videotaped and transcribed for data analysis. The factors considered important by the individual  women were identified and grouped according to the factors extracted from the literature. Firstly, the organized data were read and reread to identify emerging themes. Secondly, the data were condensed to remove redundancies. Finally, the  narrative excerpts from the transcripts of the individual women were related to the theoretical constructs considered salient in the career development of women. During the data analysis process, it was necessary to read the transcripts many times in order not to 'pigeon hole' the responses of the women. Consequently, it was necessary to read the responses as the voices of individual women who shared many of the same personal and environmental factors but who were dissimilar in many ways from one another. -- The career development theories proposed by Super (1953, as cited in Herr and Cramer, 1988), Farmer (1985) and Betz & Fitzgerald (1987), formed the basis for the conceptual development framework. The findings of the semi-structured interviews were subsequently examined in light of the theories and the application of same to the real life stories of these women with the theories, thereby relating practice to theory. -- Findings indicated that the career paths of the women were similar in that the women were influenced by a number of different factors. As well, the women in this study appeared  to consider career development as a continuous process that was necessary for personal satisfaction throughout the life span. -- Recommendations for practice focused on the need for improved career education for women and their families in isolated areas of the province. Recommendations for research included studying the development of coping abilities and self-concept of women throughout the life span, the influence of personal attributes on career development, and the influence of significant others such as  family and support groups on the career development of women.


identifier: Paddock-Colbourne, Ruby <https://research.library.mun.ca/view/creator_az/Paddock-Colbourne=3ARuby=3A=3A.html>   (1993) Factors related to the perceived educational experiences of junior high school students.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examined the perceived educational experiences of  Newfoundland junior high school students to determine how gender, age, academic ability, grade level, grade retention,  parental education, parental occupation, and area of residence related to those experiences. -- The research sample was 676 students in grades 7 (34%), 8 (31%), and 9 (35%). Urban and rural areas were represented equally, and 45% were male and 55% female. They represented 41 classes, 14 schools, and nine school board districts. -- The instruments used were a four part student survey questionnaire, and a teacher form on which student academic ability and performance were reported. The internal consistency of the student form was .92. -- The Statistical Social Science Computer Program, SPSSX, was used to analyze data collected. The procedures employed were: (a) one-way analysis of variance followed by the Student Newman-Keuls post hoc multiple comparisons procedure, (b) generation of a  correlation matrix, (c) stepwise multiple regression analysis, and (d) descriptive statistics. -- The factors found to influence students' perceived educational experiences, as identified by research questions posed, were: (a) academic ability, (b) parental education, (c) gender, (d) age, and (e) area of residence. The factors found to have little influence were: (a) grade level, (b) grade retention, and (c) parental occupation. A need for changes to school climate, teaching methods, extracurricular  offerings, and other areas for school improvement were identified by descriptive statistics' procedures. Significant relationships among aspects of students' perceived educational experiences, as represented by categories of the dependent variable, also were identified using multiple regression analysis. -- Findings of the study  resulted in 20 recommendations for practice in junior high schools, three recommendations for policy, and suggested eight areas for further research.


identifier: Darcy, Iris J. <https://research.library.mun.ca/view/creator_az/Darcy=3AIris_J=2E=3A=3A.html>   (1987) Factors related to the traditional or non traditional career choice of females in Newfoundland high schools.  Masters thesis, Memorial University of Newfoundland.

abstract: This study attempted to determine the factors related to the  traditional or nontraditional career choice of females in Newfoundland high schools. The sample consisted of 289 grade  twelve females from twenty-one schools. These students were also included in Tom Wiseman's 1982 study. His study focused  on the factors associated with traditional or nontraditional  aspirations and expectations of Newfoundland high school youth. This present study followed up on many of the grade nine girls who were part of Wiseman's sample. -- In 1985, data from these grade twelve girls were gathered using two procedures. The first was a survey-type questionnaire which drew on questions from the two questionnaires used in Wiseman's study as well as other questions pertinent to the topic. The second procedure comprised personal interviews which were conducted with thirteen girls. The girls were categorized into four groups according to whether or not they changed their traditional or nontraditional career orientations over the three year period. A cross-tabulation analysis of the traditionalism change categories was used to  find factors related to the change or stability of career choice in these girls. -- The instruments used in this study  gathered data on several factors related to the career choices of these girls including: the educational and occupational plans of these girls, early childhood family experiences, the influence of significant others, the amount  of occupational knowledge, perceived parental attitudes, and the aspirations and expectations of employment. Questions also focused on: perceptions of abilities and limitations regarding work, parental education levels, success criteria,  and peer influence. -- Several factors were determined to be  associated with traditional or nontraditional career choice. Some of these included: role models, perceptions of self, involvement in traditional childhood work, and academic experience. -- Recommendations for practice focused on developmental programming, self-concept formation, and earlier career education. Recommendations for research considered studying other related populations, attitudinal formation, and values exploration.


identifier: Hayden, Marian <https://research.library.mun.ca/view/creator_az/Hayden=3AMarian=3A=3A.html>   (1991) Extending literacy through children's literature in a grade four classroom.  Masters thesis, Memorial University of Newfoundland.

abstract: The present study was concerned with developing and implementing a literature programme to promote the reading and writing abilities of the children in a Grade 4 classroom. The study also investigated any change in the attitudes of the children toward reading and writing as a result of the programme. -- The 14 week study consisted of exposing the 29 children, on a daily basis, to fine children's literature in the form of read-aloud sessions and  independent reading periods. Time was also provided daily for individual response to the literature selections in the form of art, drama or creative writing, with an emphasis on publishing. -- Evaluation of the study was based on standardized reading tests administered both before and after the study, evaluation according to specific criteria of the students' creative writing produced throughout the study, attitude questionnaires administered both before and after the study, and observations of the investigator who was also the teacher. -- The results of the Gates MacGinitie  Reading Tests revealed mean gains of 0.7 in vocabulary and 0.9 in comprehension both of which were greater than expected. Evaluation of the children's written expression indicated growth, especially in the areas of language and story structure. The attitude questionnaires administered revealed increases in positive attitude toward both reading and writing. The examination of 2 case studies provided further insights into the effectiveness of the literature programme. -- Based on these results, it was concluded that a literature programme such as the one described in the present study would not only improve children's reading and writing abilities but would also increase their desire to read and write.


identifier: Eddy, Larry <https://research.library.mun.ca/view/creator_az/Eddy=3ALarry=3A=3A.html>   (1996) Factors influencing attitudes towards science in primary and elementary teachers.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this exploratory research was to determine what factors are influencing the attitudes of primary and elementary teachers towards science. The sample consisted of  127 primary and elementary teachers of science in the Province of Newfoundland who responded to a questionnaire that was distributed across the Province. -- Based on a review of the literature concerning the attitudes of primary  and elementary teachers towards science, an instrument, developed by the Science Council of Canada and modified for this study, was sent to teachers who met the criteria for the study. Through the use of closed form (Likert Scale) items, teachers were asked to assess what factors were influencing their attitudes towards teaching primary and elementary science. According to the research, there were four major factors contributing to primary and elementary teachers attitudes towards teaching science. Theses factors were educational background in science, implementation of process skills, teaching practices and inservice in science.  The questionnaire addressed all four of these areas as well as other factors that were perceived by researchers to influence attitudes towards science. This study also tested the hypothesis that there were certain factors such as teacher background, school resources and level of education that lead teachers into an avoidance of science teaching which in turn influences teaching practice and technique. -- After a statistical analysis of the data, a majority of teachers reported the following factors as problematic areas  for science teaching in primary and elementary schools: science background, inservice in science, as well as school facilities and equipment. -- In testing the hypotheses, only  the level of education factor, in particular education in science and training as a science teacher, was found to have  a significant effect upon teachers either doing or avoiding science teaching. Further testing of the hypotheses also found that the attitude of wanting to avoid science had a significant effect upon teaching technique. Also, a discriminant function analysis predicted that a majority of primary and elementary teachers would want to teach science if there were adequate school resources and if their background and education in science was adequate. As well, it should be noted that this is an area of research that needs further study.


identifier: Rowe, Barry William <https://research.library.mun.ca/view/creator_az/Rowe=3ABarry_William=3A=3A.html>   (1994) Factors influencing decisions at the district level regarding French programmes.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of the study was to investigate some characteristics and views of Newfoundland district superintendents in order to determine what factors influence  their decisions regarding French programmes and to what extent they influence these decisions, in general. -- At the  basic level, French programmes are provided to school districts from the Language Programmes Section of the Department of Education. It is, therefore, within a school district's mandate to provide these same programmes to the students they serve. Following this, there are several questions that can be raised: -- 1. Why do different school districts have a variation in instructional time allocated to core French? -- 2. Why is there a wide variety of French programmes existing within our province? -- 3. Why do some school districts not have a French Programme Coordinator? -- 4. Why do some school districts have only a core French programme? -- 5. Why do only some school districts have early/late French immersion programmes? -- 6. Who (and what)  influences decisions regarding French programmes at the district level? -- These are but some of the questions that can be asked concerning French programmes in Newfoundland school districts. The writer feels that the answers to these  questions are influenced by the district superintendent in each school district. -- The data sources were semi-structured interviews with eight district superintendents chosen at random and a survey instrument, designed by the author, sent to all twenty-seven district superintendents. There was a 100 percent response rate to the survey instrument, but only 88 percent used. -- The survey instrument dealt with background/professional information, decision-making information and opinions concerning French programmes. Once the data was collated, cross analyses were done to see if any similarities existed or any patterns emerged. -- The results of this study show that Newfoundland  district superintendents are a very homogeneous group - mostly "born and bred" Newfoundlanders. The average respondent completed a Bachelor of Arts degree as an undergraduate degree at Memorial University of Newfoundland and holds a graduate degree in educational administration from outside the province. -- In general, the district superintendent makes the first decision dealing with the priority given to French. Beyond that, decisions are made by  the French programme coordinator. Of the six subject areas given to district superintendents to rank on a priority basis, French was ranked as number six. -- It appears that their lack of social and educational experiences outside Newfoundland has influenced the Newfoundland district superintendents' priority given to French. Their close ties with Newfoundland do not permit them to see the value that a  knowledge of French has in Canada.


identifier: Walsh, Adele <https://research.library.mun.ca/view/creator_az/Walsh=3AAdele=3A=3A.html>   (1997) Early French immersion : a portrait of a primary program.  Masters thesis, Memorial University of Newfoundland.

abstract: This study focuses on how children make sense of language and learning experiences in an early French immersion setting. The purpose of the study was to explore the question of whether or not instruction of all subjects in French is conducive to promoting in-depth understanding of concepts, considering that children's knowledge of French is  very limited, particularly at the earliest stages of early French immersion. The work of developmental psychologists has contributed a great deal to our understanding of how exploratory talk and guided discussion can enhance a child's  knowledge and grasp of concepts. In an early French immersion environment, it is understood that second-language  proficiency levels usually do not match background knowledge, nor are they compatible with all subject areas which make up the prescribed curriculum content at each level. The thesis questions are examined with this in mind; is it possible to engage in dialogue and discussion with early French immersion students, as a means of promoting concept development, when the language of discussion and instruction is one in which the students have not yet become  proficient? -- In order to examine this question, I offer a portrait of a primary program, drawn from classroom observations, and interviews with students and teachers at one primary school. Background for this portrait is completed by my own personal knowledge and experience gained  from thirteen years as a French immersion teacher. Qualitative research methods have been used to design the study; presentation and analysis of the data follow the guidelines for such research. -- Results of the study confirm that some students and teachers feel that a lack of proficiency in the second language limits comprehension of spoken messages and written texts. This in turn, affects the  selection and manner in which teaching resources may be exploited in the early French immersion classroom. This is particularly evident in those areas where discussion and dialogue are necessary for further development of concept comprehension or extended learning, because of the abstract nature of the concepts, or because of children's lack of background knowledge and/or comprehension of vocabulary and grammatical structures in French. A number of specific examples are provided by students and teachers, and are supported by my own experience of thirteen years teaching in  early French immersion classrooms.


identifier: Elliott, G. Ross <https://research.library.mun.ca/view/creator_az/Elliott=3AG=2E_Ross=3A=3A.html>   (1992) Educational change : principles and guidelines for program implementation in school districts.  Masters thesis, Memorial University of Newfoundland.

abstract: Research over the last several decades has shown that numerous efforts to implement program changes have failed or  have been only partially successful. In addition, most school districts are uncertain as to how to implement changes and this uncertainty has contributed to a history of  failure in program implementation. -- This study develops principles and guidelines for program implementation in school districts, based on a comprehensive review of the literature on educational change. The principles of implementation are general conclusions about implementation developed from the literature; the guidelines for program implementation in school districts are developed from these general principles and are stated in behavioral terms with references to the actions of change facilitators at the district level. In all, 67 principles and corresponding guidelines for implementation are developed in this thesis. -- Three different focuses are explored in the literature that is reviewed. A chapter on the conceptual parameters of the implementation perspective explores what the implementation perspective is and presents the vocabulary and categories, or ways of thinking, which are associated with that perspective. Some of the problems and polarities associated with the concept of implementation are also explored. General principles, and specific guidelines for district action, are developed from this chapter. -- A chapter is devoted to exploring how people, particularly teachers, and organizations, particularly schools and school  districts, respond to change. This chapter examines some of the limitations which these personal and organizational responses to change place upon implementation, and explores some ways in which these responses can be shaped or influenced so as to make implementation more possible. Further general principles, and guidelines for district action, are developed throughout this examination of how individuals and organizations respond to change. -- Chapter four attempts to synthesize and expand upon the emphases of the previous two chapters by examining the interaction that occurs as the requirements of implementation confront the individual and collective responses of people. Further principles and guidelines for implementation are developed by examining what the literature says about this interaction. -- The final chapter combines related elements from previously developed principles and guidelines, and presents a final synthesis and summary of the principles of implementation and the guidelines for effective program implementation in school districts.


identifier: Sullivan, Sheila B. <https://research.library.mun.ca/view/creator_az/Sullivan=3ASheila_B=2E=3A=3A.html>   (1994) Effect of a gender conscious career awareness program on grade five students.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to investigate the effect of a  six-week, Gender Conscious, Career Awareness Program on sex-role stereotypes and career aspirations of low SES grade five students (N = 44). The study used a quasi-experimental,  nonequivalent control group design to determine the effect of the treatment on seven dependent variables: sex-role stereotypes, male occupations for girls, male occupations for boys, male occupations for me, female occupations for girls, female occupations for boys, and female occupations for me. Qualitative data in the form of open-ended questions  concerning hopes, worries and expectations concerning future  jobs was also collected. Multivariate analysis of variance was used to assess the quantitative data and determine the effect of treatment on the seven dependent variables. Qualitative data on the open-ended questionnaire was examined according to number and type (traditional, non-traditional) of jobs chosen as hopes, expectations and worries, and the degree of elaboration provided. Results showed that there was no significant effect of treatment on the dependent variables. However, there were significant differences for gender. As well, the interaction between treatment group and gender approached significance. There were no significant changes on the open-ended questions from pretest to posttest.


identifier: Cheeseman, Gerald L. <https://research.library.mun.ca/view/creator_az/Cheeseman=3AGerald_L=2E=3A=3A.html>   (1986) Factors that influence teacher use of high school libraries.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was designed to investigate the extent to which high school teachers used the school library, and to determine if any of several selected factors had any influence on teacher utilization of the school library. -- The data for the study were collected by means of a survey questionnaire which was mailed to 156 high school teachers on the Burin Peninsula. The questionnaire was divided into six sections. Section A asked for information about the school; Section B asked for information about the respondent; Section C asked teachers to indicate how they felt about school libraries in general; Section D asked teachers about their knowledge of their own school library, and about how they felt about their school library. Section E asked teachers about their perception of the principal's support and of other teachers' support for the school library. Section F asked teachers to indicate how often they  used the library, and their reasons for doing so. -- An analysis of the data showed that while only one factor, teacher attitude toward school libraries in general, had a significant influence on teacher use of the school library, some interesting aspects of teacher utilization of the library were revealed. -- The study found that there was a high rate of library use among high school teachers in the sample, and that their chief reasons for using the library were: (1) to browse through materials, (2) to acquire materials for classroom use, and (3) to accompany a class to the library to work on an assignment. -- Among the factors that were found to have had some influence on teacher utilization of the school library were: attitude toward school libraries in general; knowledge about the school library; attitude toward the teacher's own school library; subjects taught; extent of library training, and teachers' perception of their principals' and peers' support for the school library. -- Factors found to have had no influence on  teachers' use of the library were age, sex, teacher training, teaching experience and grades taught. -- An important recommendation resulting from this study is: That a further study be conducted to determine if there are factors other than those used in this study which influence teacher utilization of the school library.


identifier: McLennon, Donna Marie <https://research.library.mun.ca/view/creator_az/McLennon=3ADonna_Marie=3A=3A.html>   (1993) Family ecology and the efficacy of early intervention.  Masters thesis, Memorial University of Newfoundland.

abstract: Using Social Systems Theory as a theoretical basis for evaluation research, this study sought to examine the role family ecological variables play in the intervention process. 132 families actively involved in the Direct Home Services Early Intervention Program in Newfoundland and Labrador responded to questionnaires and provided information about themselves and their children. Program records were also accessed to obtain information pertaining to the child's handicap and developmental progress. The analysis considered the relationship between child developmental, program, and family ecological variables. Results indicated that family ecological variables significantly effect the intervention process and ultimately  the developmental progress of the child.


identifier: Cook, Sharon Anne <https://research.library.mun.ca/view/creator_az/Cook=3ASharon_Anne=3A=3A.html>   (1993) Dialogue journals in the junior high school.  Masters thesis, Memorial University of Newfoundland.

abstract: This study statistically evaluated dialogue journal writing as a pedagogical method for encouraging written language development. Little statistical documentation exists to support the use of this written dialogue. This investigation  attempted to ascertain if four variables: namely, students' writing proficiency, students' attitudes towards writing, students' perceptions of writing, and reading comprehension ability, were influenced as a result of participating in dialogue journal writing over a ten month period. Due to the  organizational structure of the school, groups were intact according to class placement. The sample consisted of 78 grade eight students during the academic year 1989-1990. An experimental group of twenty-seven students participated in dialogue journal writing with the researcher outside of class time while a control group of fifty-one students followed the regular Language Arts program. Both groups were  tested at the beginning and end of the year. The one way analysis of variance (ANOVA) conducted on the data showed that the experimental groups were not statistically different in any of the variables at the onset of the study but the groups differed significantly in writing competency measures at the end of the year. The analysis of covariance conducted indicated that the dialogue journal experience had  a significant influence on students' writing proficiencies over and above the background variables (gender, age, and parental education) and the students' prior performance in the written language area but no significant effect was found on the other three outcome variables, attitudes toward  writing, perceptions of writing, and reading comprehension ability. Based on the evidence provided by these statistical  tests, it was concluded that the students who had been exposed to the dialogue journal writing activity attained a higher level of writing competency than those students who were not exposed to this activity.


identifier: Mooney, Linda Florence <https://research.library.mun.ca/view/creator_az/Mooney=3ALinda_Florence=3A=3A.html>   (1997) Downsizing in health care facilities: a critical study of the congruence between changing employee needs and changing roles of staff development.  Masters thesis, Memorial University of Newfoundland.

abstract: In the Budget Speech of 1992, it was announced that the Government of Newfoundland and Labrador intended to review the number of Boards operating health care organizations under the Hospital Act. A final report entitled Reduction of  Hospital Boards was submitted to the Minister of Health, the  Honourable Hubert Kitchen, by Lucy C. Dobbin of Carrick Consulting Services, in March of 1993. This report outlined the principals under which the reduction in the number of Boards should be considered, and made ten (10) recommendations to the Provincial Government as to how the process should proceed. Since 1994, health care in this Province has been regionalized, health care facilities have been closed and/or amalgamated, health care beds have been eliminated, and health care employees have experienced change in their job status-downsizing. -- The intention of this study was to identify the changing employee needs and the changing roles of staff development services that have been created by this downsizing process, and to determine the congruence, or the fit, between the two. The intention of this study was also to identify ways in which staff development services could be more effectively utilized to help meet the needs of health care organizations and of health care employees, during this very critical period in the health care history of this Province.


identifier: Cooper, Leon <https://research.library.mun.ca/view/creator_az/Cooper=3ALeon=3A=3A.html>   (1988) A report on the development of a program entitled technology education : with specific applications in industrial technology.  Masters thesis, Memorial University of Newfoundland.

abstract: This project was undertaken to develop a 30 hour introductory course of study in technology education for third year Diploma of Industrial Arts students at Memorial University of Newfoundland. -- A review was conducted of the  development of industrial arts programs in North America, the growing influence of technolgy on society and education,  and the development of technology education programs. A brief review was conducted of world wide trends in technology education and of a number of programs in North America. -- A technology education program was developed and  evaluated using the Thiagaragan A-D instructional development process of Define, Design, Develop, and Disemminate. The program consisted of a three hour introduction to technolgical systems (An Overview of Technology), followed by 27 hours of Technology Learning Activities (TLAs) in selected technologies. There were two computer assisted drafting TLAs, three robotics TLAs, and two desktop publishing TLAs. -- The course was successfully tested and was adopted by the university as a component of the Industrial Education program.


identifier: Northcott, Carol Anne <https://research.library.mun.ca/view/creator_az/Northcott=3ACarol_Anne=3A=3A.html>   (1995) A school principal's leadership : vision to reality.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examines how a school principal brought his leadership vision to reality within his school. Some researchers have viewed educational administration as a science, while others have argued it is a craft. Each of these perspectives is illustrated in the present literature review of administration, leadership, vision, and effective schools. -- This is an ethnographic study employing the techniques of participant observation, unstructured interviews, and unobtrusive measures. The research was based  on the philosophical assumptions of naturalistic inquiry with the accepted ethical and validity considerations. -- The study found the research focus to be a school leader working to build a vision of offering a quality service to the school's students. In this work, the school principal worked with and through teachers, students, parents, and community to bring changes in curriculum and instructional development, professional development, and school culture and climate. The research focus could be considered a transformational leader for his work in enabling and empowering others through the change process. An examination  of the research findings reveals that a school administrator  is more effective in leading change if the person operates from a craft perspective as opposed to the traditional scientific perspective. The research concluded with the investigator offering implications for changes to the way administrators are trained for the work of administering social institutions, such as schools.


identifier: Ryan, Patricia Fern (Fudge) <https://research.library.mun.ca/view/creator_az/Ryan=3APatricia_Fern_=28Fudge=29=3A=3A.html>   (1992) A study into reading gain of intermediate remedial students utilizing certain holistic language teaching techniques.  Masters thesis, Memorial University of Newfoundland.

abstract: The objective of the present study was to provide a literature-based reading program for a group of reading-disabled intermediate students as an alternative to the more  traditional "skills approach" methodology of teaching reading and writing. According to current research, a holistic approach appears to be effective for teaching young  children to read. It was hypothesized by the present researcher that certain strategies used with young children could also be used effectively with older students. The underlying assumption was that, since these older students had not developed efficient reading strategies, they would be, in many ways, similar to younger beginning readers. They  were, in fact, in many respects, beginning readers. The study was based on the premise that there is significant educational value in providing for students of all ages learning activities in which they are able to experience some degree of success. -- Analysis of the quantitative data  collected in this study, corroborated by qualitative information, clearly indicate that the methodologies used, here, can be very effective in teaching older children to read and write. In every case but one, reading skills increased by at least one year, with a mean gain of almost two years during the course of the study. -- When older students, particularly those who have had a history of negative schooling experiences and failure, respond in the manner in which the students in the present study have done,  and with such reading gains and attitude change as have been  achieved, there appears to be little doubt that methodologies utilized have been effective, not only for the  gains made in reading, but also for the intrinsic value to be derived from positive attitudes and enhanced self-concept.


identifier: King, Judy Frederickia <https://research.library.mun.ca/view/creator_az/King=3AJudy_Frederickia=3A=3A.html>   (1989) A study of early child care services in Newfoundland and Labrador : development, current status, and quality.  Masters thesis, Memorial University of Newfoundland.

abstract: The importance of the early years of childhood has been established by research. Parents are recognizing the value of providing their children with appropriate early experiences which will stimulate growth in the social, emotional, physical, and intellectual areas of development. Major world nations have been addressing the issue and developing systems of child care in an attempt to meet the needs of their people. In Canada each province has assumed responsibility for the provision of child care services. The  degree of progress that each has made has been dependent upon the emphasis which each government has afforded child care and in turn the amount of funding they have allotted. -- In Newfoundland and Labrador the child care system has been slow in its development. The pattern of that development has not previously been recorded, nor is there any recent literature available which presents an overview of the current status of child care services in this province. Through data collected from interviews with persons representing agencies involved in the development and provision of child care services and from questionnaires  completed by parents, as well as from observation sessions at a random selection of centers, the researcher has attempted to trace the pattern of development of child care services in the province, to provide information relating to  its current status, and to indicate the degree to which parents are satisfied with these services. -- Findings of the study indicate that the number of available child care spaces is well below what is needed. While parents appear satisfied with the current services, the need for a number of improvements became evident from other areas of the study. Funding for child care centers, improvement of outdoor play spaces and rest areas, training for center personnel, establishment of minimum qualifications for those  working in child care centers, development of programs and the supply of materials and equipment for implementing them,  and the enhancement of staff-parent communication and parent  involvement are aspects of the current system which need attention. -- In light of these findings recommendations are  made to government which suggest the need to increase the number of spaces, to increase funding to parents and centers, to provide different models of care, to develop programs for centers and to hire more persons to help centers implement and carry out their programs, to provide training opportunities for those already in the field, and to encourage the development of nonprofit centers which would allow for more parent participation. It is recommended  that centers provide for more parent involvement and develop  regular lines of communication between themselves and parents. The aim implicit in all of these recommendations is  the provision of the highest possible standard of care for young children.


identifier: Ellsworth, Corinne C. <https://research.library.mun.ca/view/creator_az/Ellsworth=3ACorinne_C=2E=3A=3A.html>   (1997) A study of factors affecting attrition in late French immersion.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was an attempt to develop an understanding of factors influencing attrition in Late French Immersion (LFI). The purpose of the investigation was to identify and describe the reasons students attribute to their withdrawal from LFI. The variables of gender, time of year and grade level of attrition, age, and number of years since students dropped out from the LFI program were also examined in relationship to the student's decision to drop out. -- A written questionnaire incorporating a Likert type scale and open-ended questions was developed and administered to 73 students, and/or former students, of the former Avalon North  Integrated School Board who had dropped out during the years  1986-1996. -- Responses from the survey were analyzed and compared using the Chi Square test of independence at p<.05 to examine levels of significance of variables as they relate to attrition in LFI. Comments provided by students in  response to open-ended questions were discussed. -- Findings  from this study indicate that grade 7 students are at greatest risk for early drop out from the LFI program and, that students tend to leave at year end, rather than mid-semester. Males were identified as having more negative perceptions of the LFI program than females, but were not found to drop out in greater numbers than females. -- The primary reasons given by students in this study for attrition in LFI were concern with academic achievement and a perception that the program was too challenging. A significant relationship was identified between attrition in  LFI and the variables gender, time of year and grade level of attrition, age, and number of years since students dropped out.


identifier: Martin Noonan, Gillian H. <https://research.library.mun.ca/view/creator_az/Martin_Noonan=3AGillian_H=2E=3A=3A.html>   (1993) A study of fifty years of Newfoundland children's literature and the compilation of an annnotated bibliography, 1940-1990.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine critically Newfoundland children's literature from 1940 to 1990 to ascertain the quantity and the quality of these books, and to provide users of the literature with a selection tool in the form of an annotated bibliography. Newfoundland children's literature was defined as being those books written by Newfoundlanders, published in Newfoundland (excluding books whose rights were purchased from the international market), or containing a significant Newfoundland theme. Anthologies and books written solely for  informational purposes have been excluded. Eighty titles were located through searches of the catalogues of the Curriculum Materials Centre in the Faculty of Education at Memorial University of Newfoundland, the Newfoundland Room of the Queen Elizabeth II Library at the Memorial University  of Newfoundland, and the Newfoundland Public Libraries; and examination of available publishers' catalogues, a number of  standard reference and bibliographic aids, and two published  annotated bibliographies of Newfoundland materials. Sixty-eight books were found for personal review and were evaluated following internationally accepted guidelines for excellence. A unified narrative discussion of books for readers under 8 years, readers aged 9 to 12 years, and readers aged 13 to 18 years was prepared. A separate descriptive and critical annotated bibliography with accompanying recommendations was provided for ready reference. Based on the examination and evaluation of the sixty-eight books, a number of conclusions were drawn regarding the quantity of books available; the quality of text, illustration, and technical production; as well as the  state of Newfoundland children's books as a body of literature. A number of recommendations were made in the interest of insuring the continued development of a Newfoundland children's literature of excellence with appeal  both in Newfoundland and in the wider community of readers.


identifier: Brown, Irene <https://research.library.mun.ca/view/creator_az/Brown=3AIrene=3A=3A.html>   (1986) A report on the development of a unit of curriculum and instruction entitled Recreation in St. John's.  Masters thesis, Memorial University of Newfoundland.

abstract: A new social studies program for Newfoundland and Labrador has been developed in recent years.  To partially fulfill an expressed need for supplementary materials in the Grade Three area of the program a unit of curriculum and instruction entitled, Recreation in St. John's was developed.  The unit deals with a number of recreational events and locations available to the citizens of St. John's.  The topic coverage is not exhaustive but serves as an introduction to each of the events and locations presented.  A slide/tape presentation and an accompanying teacher's manual were the media chosen to convey the instruction. -- The instructional development process required that a comprehensive needs analysis, learner analysis, task analysis, and media analysis be conducted prior to the actual production of materials.  After the materials were produced they were subjected to both formative and summative evaluations.  Advice and assistance during the formative evaluation resulted in minor revisions.  The summative evaluation was conducted with two groups of Grade Three students.  One of the groups was comprised of students from within the city of St. John's while the other group consisted of students from a community 20 kilometers outside the city.  The results obtained from both groups indicated that knowledge increased after instruction had taken place; however, the greatest knowledge gain was with the group from outside the St. John's area.


identifier: Murcell, Eileen <https://research.library.mun.ca/view/creator_az/Murcell=3AEileen=3A=3A.html>   (1991) A study of inferring activities in a selected grade five basal reading program.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was an examination of the prescription, extent and nature of the teaching of inferring in a basal reading program widely used in Canada. Using a skills-trace approach, all activities in the Teacher's Resource Book (TRB) and pupil components of the grade five Nelson Language  Development Reading (LDR) Networks program were studied in order to complete this examination. -- An overview of the results are as follows. Of the 281 activities prescribed for  the Ripple Effects anthology and related components, 86 (30.6%) were identified as inferential. Moreover, 96 (33.2%)  of the 289 activities prescribed for the Time Spinners anthology and related components were identified as inferential. Thus, of the 570 activities prescribed for this  program, only 182 (31.9%) were identified as inferential. A variety of methodologies was used to teach inferring, the most common being composing, discussing, questioning, representing schematically, and skimming. However, neither of these was used in any unique way to teach inferring specifically. -- On the basis of these results, the following conclusions are made. It can be claimed that inferring is prescribed for teaching in the Nelson LDR Networks program, however, the extent of this prescription is only minimally higher than reported in earlier studies. It seems that the authors of the program have not paid sufficient attention to current theory on inferring, a most essential process to reading comprehension. -- Conclusions for basal program development and further research are provided.


identifier: Thomey, Muriel Elizabeth <https://research.library.mun.ca/view/creator_az/Thomey=3AMuriel_Elizabeth=3A=3A.html>   (1991) A study of instructional development knowledge and competency among secondary teachers in the Roman Catholic School Board Humber-St. Barbe and the Deer Lake-St. Barbe South Integrated School District.  Masters thesis, Memorial University of Newfoundland.

abstract: The intent of this study was to determine if secondary teachers possess general knowledge of instructional development from a conceptual perspective, and knowledge of the basic instructional development process which forms the foundation of all instructional development activities. Secondary teachers' knowledge and competency were determined  through the use of a written survey which questioned teachers on five specific instructional development competency areas, as summarized and developed from five classroom instructional development models reviewed by Gustafson (1981), and on general definitions and conceptualizations of instructional development. -- Two hundred and thirteen teachers from the secondary levels in the Roman Catholic School Board, Humber-St. Barbe and the Deer Lake-St. Barbe South Integrated School District took part in the study, with 42% returning the survey instrument.  A follow-up semi-structured open response interview was conducted with two subjects who failed to return the survey to determine (a) their reasons for non-completion, (b) their  knowledge of instructional development, and (c) their preferred approach to instructional planning. -- Data were analyzed qualitatively and reported in terms of both frequencies and percentages, and descriptively. -- It was determined that secondary teachers employed by these two school boards had little knowledge of or competency in instructional development, and their planning routines did not incorporate specific components of instructional development.