identifier: Gallant, Genevieve M. <https://research.library.mun.ca/view/creator_az/Gallant=3AGenevieve_M=2E=3A=3A.html>   (1989) A study of instructional development knowledge and competency among teacher-librarians in Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to determine instructional development knowledge and competency among teacher-librarians in the province of Newfoundland. Resource-based approaches to curriculum are being implemented throughout Canada, and, the Newfoundland Department of Education recommends a resource-based approach to teaching and learning, although a formal model has yet to be adopted. Because this approach requires that teacher-librarians and classroom teachers work together as teaching partners in the  curriculum implementation process, using instructional development in a cooperative program planning process, it was desirable to establish the level of instructional development knowledge and competency of teacher-librarians. -- The Association for Educational Communications and Technology (AECT) published a task force report, in 1982, on  instructional development certification which provided a list of core, performance-oriented instructional development  competencies for the instructional/training development professional. These AECT core instructional development competencies were incorporated with competencies outlined in  various Canadian documents and considered necessary to implement cooperative program planning and teaching. A content analysis was performed on three Canadian documents: (1) Partners in Action: The Library Resource Centre in The School Curriculum, by the Ontario Ministry of Education (1982); (2) The 4th R: Resource-based Learning, by the Saskatchewan Teachers' Federation (1987); and (3) Qualifications for School Librarians, by the Canadian School  Library Association Report (1980). This process provided fifteen instructional development competency areas to use in  the examination of instructional development knowledge and competency on the part of teacher-librarians. -- An initial instrument was piloted in the fall of 1988 with a group of sixty teacher-librarians attending an annual conference. This instrument was developed to gauge the level of familiarity with instructional development terminology, and to provide information to assist in the development of the main instrument. -- The main instrument was a highly structured interview guide, permitting participants to respond with open-ended answers. One hundred and twenty-one teacher-librarians, working half-time or more, from twenty-six school districts throughout Newfoundland and Labrador, participated. -- The study results indicate very few teacher-librarians possessed comprehensive instructional development knowledge and competency.


identifier: Healy, Sherida R. <https://research.library.mun.ca/view/creator_az/Healy=3ASherida_R=2E=3A=3A.html>   (1994) A study of instructional development knowledge and use during instructional planning by nurse educators in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

type: Thesis NonPeerReviewed

format: application/pdf application/pdf

abstract: The purpose of this descriptive study is to elicit data from  nurse educators in Newfoundland and Labrador concerning their knowledge and use of instructional development during instructional planning. The study is a continuation of previous studies undertaken in the school system and within nursing education. Gallant (1989), Tobin (1989), Thomey (1991), and Graham (1991) studied primary and elementary teachers, high school teachers, and teacher-librarians and determined that the groups studied did not have a comprehensive knowledge of and competency in instructional development. Gorman (1994) conducted an ethnographic study of five nurse educators and concluded that this group did have a functional knowledge of instructional development and  planned instruction systematically. -- This study was executed during the Fall of 1993 and utilized a survey design with a written questionnaire. Respondents consisted of twenty-nine nurse educators from the five provincial schools of nursing. Results of the study indicate that the nurse educators who participated in the study have a functional knowledge of instructional development.


identifier: Andrews, Gwendolyn <https://research.library.mun.ca/view/creator_az/Andrews=3AGwendolyn=3A=3A.html>   (1988) A study of language development practices in preschool settings in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: Research in the area of language development focuses upon two important facts: -- (1) The years between birth and five are crucial to the acquisition and development of language skills necessary for learning and hence to future success. -- (2) The quality of the language environment has a continuing impact on the quality of language skills acquired by the child. -- Informal interviews, conducted at selected preschools in St. John’s, seemed to reflect a lack of planned activities and structured programs designed to facilitate language development in the early years. The purpose of this study was to determine the current status of language development programs and practices at the preschool level, as well as to develop a language experience package to supplement existing materials and to suggest direction toward a comprehensive approach to language development. -- A questionnaire was developed and mailed to all existing preschool facilities in the province for the purpose of collecting data pertaining to language development practices in preschool settings in this province. -- Chapter I provides a statement of the problem, outlines the purpose of the study and demonstrates a need for a comprehensive language development program in the preschool setting. -- Chapter II reviews the literature relating to theories of language acquisition, the importance of the first five years to the learning process, and environmental influences on the acquisition and development of language. -- Chapter III outlines the methodology of the survey and provides information concerning the instrument used to collect data, description of the sample and sampling procedure.  -- Chapter IV provides an analysis of data and a summary of conclusions reached on the basis of data obtained.  Areas for further research have been suggested.


identifier: Parsons Heath, Nancy <https://research.library.mun.ca/view/creator_az/Parsons_Heath=3ANancy=3A=3A.html>   (1994) A study of Newfoundland high school students views on technology.  Masters thesis, Memorial University of Newfoundland.

abstract: The STS (Science, Technology and Society) movement has become increasingly important in science education in recent  years. Science education must now prepare students to live and work in a society that is likely to be even more technologically oriented than today. This implies that students must understand the concept of technology if they are to participate fully in society. Developing a clear understanding of technology is likely to be enhanced by addressing any misconceptions that students may already hold. This study is an attempt to discover how clear are the  conceptions and misconceptions about technology that are held by a typical group of high school students in this province. -- A representative sample consisting of 36 students who were likely to participate in a pilot version of the new STS course was selected from participating schools. Attrition resulted in a final sample size of 26. An  approximately 30 minute interview was conducted with each student. -- The interview included discussions of examples of science and technology, the activities associated with science and technology, the purposes of science and technology, the relationships between science, technology and society, characteristics of scientists and technologists  and sources of information about science and technology. Each interview was tape-recorded and transcribed verbatim. Conceptual inventories were then constructed from each transcript and the data were analyzed. -- The results indicated that a majority of the students did not have a clear understanding of the concept of technology, and, that in many cases, they had difficulty distinguishing between science and technology. Most students could differentiate between activities associated with science and activities associated with technology, respectively. Many students held  stereotypical images of scientists and technologists. A majority of the students in the sample felt it was important  to be informed about science and technology and that the general population should play a role in the decision-making  process for matters involving science and technology. There was some concern expressed by the students that there was not enough information available to them in school about science and technology, even though school was usually their  primary source of information.


identifier: Belbin, Calvin Wayne <https://research.library.mun.ca/view/creator_az/Belbin=3ACalvin_Wayne=3A=3A.html>   (1987) A report on the development of an instructional booklet entitled : The school library environment in the province of Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: Conversations with teacher-librarians and coordinators of library-media services pointed to an apparent weakness in the teacher-librarianship education program offered by Memorial University of Newfoundland. Upon further invest-igation it was determined that one problem was the lack of information presented to the students regarding the context within which school libraries operated in Newfoundland. Further study showed that while there was a need for such information, there was no single document available which would provide the information. It was therefore proposed that the writer develop a text for an instructional unit on the topic. -- The process used to develop the instructional text was a modified form of the "4-D Model of Instructional Development". The process involved needs assessment, learner  analysis, concept analysis, specification of objectives, test construction, evaluation, and recommendations for diffusion and adoption. The instructional  booklet developed through this process was based on the learner and concept analysis. Evaluation of the booklet was based on the objectives. -- The evaluation phase involved expert appraisals, student appraisals, pilot testing, and validation testing. The results of this process was used to revise the booklet and student test as necessary. Both the expert appraisers and students stated the booklet was well designed, informative, and very valuable as an instructional  text for teacher-librarianship students in Newfoundland. The  test results showed gains in cognitive knowledge after students had studied it. -- It was recommended that the booklet be published and used in the education of teacher-librarians in Newfoundland. As well, it should be made available to all schools and practicing teacher-librarians in the Province.


identifier: Ryan, Joseph Andre <https://research.library.mun.ca/view/creator_az/Ryan=3AJoseph_Andre=3A=3A.html>   (1983) A report on the development of an instructional unit entitled Signals across the waves : Marconi's reception of the first transatlantic wireless signals.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to develop instructional material on Guglielmo Marconi's reception of the first transatlantic wireless signals for use as supplementary material for the Grade Five Newfoundland history text. -- It was the researcher's contention that few materials were readily available on this topic at this grade level.  A review of existing materials both print and non-print, confirmed that this was the case. -- A survey of thirty-five teachers of history in Grade Five was conducted.  The findings indicated that insufficient resource material was available to teachers, and that a supplementary unit on Marconi would be welcomed.  The preferred medium of instruction was the sound filmstrip. -- An instructional package was produced with formative evaluation carried out at various stages by learner specialists, media specialists, a content specialist and Grade Five students.  A summative evaluation involved a three-group design with analysis of results including comparisons of means, examination of percentage of items correct and an item analysis.  The results proved to be quite favourable. -- In conclusion, a slide-tape programme entitled Signals Across the Waves: Marconi's Reception of the First Transatlantic Wireless Signals is now ready for use in the Social Studies Programme for Grade Five.


identifier: Tilley, Herbert Ross <https://research.library.mun.ca/view/creator_az/Tilley=3AHerbert_Ross=3A=3A.html>   (1977) A report on the development of an instructional unit entitled Shipbuilding at the Marystown Shipyard.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to develop a unit of instruction on shipbuilding in Newfoundland.  The instructional material has been developed as a supplementary aid to the existing grade six history textbook, Shipbuilding In the Maritimes.  The unit is a multimedia package consisting of a slide-tape presentation, overhead transparencies, and a teacher’s manual. -- Various developmental stages were involved in the completion of the instructional package.  An exploratory survey was conducted by the developer prior to the development of the package.  This survey determined the attitude of social studies teachers in Newfoundland towards the use of mediated instructional packages within the classroom.  The results of the survey indicated a positive teacher attitude towards the use of mediated packages as teaching aids. -- When the instructional package was completed, a content specialist, leather specialist, media specialist and students were consulted for the purpose of evaluating the contents and technical qualities of the package.  Based upon recommendations from these evaluators, suggested changes were made in the package. - After completion of the formative evaluation, the package was piloted in three grade six classes, in three schools located in different areas of Newfoundland.  A total of ninety-five grade six students were involved in the initial testing of the media package. -- In determining the effectiveness of the package as a teaching unit, the developer used two types of instruments:  a pretest-posttest method for evaluating the achievement level of the students, after exposure to the package; and a teacher attitude and student attitude questionnaire to determine how teachers and students felt towards the technical aspects of the package.  An observer's checklist was also used to determine the effectiveness of the package as an instructional teaching unit.  Results of the questionnaires revealed that the instructional package was a very effective teaching aid and both teachers and students held positive attitudes towards the technical aspects of the instructional materials. -- In summary, the materials in the package have been used and evaluated, not only by grade six history teachers, but also by social studies teachers in grades five to eight.  Both teacher and student response has been positive towards the mediated package, Shipbuilding At The Marystown Shipyard.


identifier: McLean, Stephen <https://research.library.mun.ca/view/creator_az/McLean=3AStephen=3A=3A.html>   (1983) A report on the development of materials to accompany an instructional unit entitled Labrador peoples.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to develop an instructional package about the different peoples of Labrador.  The instructional unit was developed as supplementary resource material for the Grade Six program of social studies.  The package is multi-media in format with a series of four slide-tape presentations and an accompanying student booklet. -- It has been well documented over the last decide that Labrador students face unusual problems in terms of the curriculum offered within the Newfoundland and Labrador social studies program.  A survey of the current curriculum materials by the developer identified the need for more accurate and current materials about Labrador.  This was especially true of the materials which described the Indian and Inuit people of Labrador.  A survey of the literature and reports about schooling in Labrador confirmed the need for more relevant materials about the Labrador portion of the province. - An instructional package was developed which focussed on the Indian, Inuit, and white groups of Labrador.  When the package was completed, two content specialists, two media specialists, and a learner specialist were consulted to evaluate the content and technical quality of the package.  Based upon their recommendations, a number of changes were made in the instructional unit. -- The package was piloted in three Grade Six classes in Indian, Inuit, and white communities of Labrador.  A total of 43 students received the program. -- Two main tools were employed to gauge the success of the Labrador Peoples program as a teaching unit.  A pretest/posttest instrument was used to evaluate the achievement of the students.  Secondly, questionnaires were completed by the participating teachers and students to determine their attitude towards the program. -- Results of the pretest/posttest instrument showed that the students made significant gains on the material presented by the media package.  Not only did the unit promote effective learning, but also both teachers and students held positive attitudes towards the content and technical aspects of the instructional program. - In summary, the instructional unit has been presented and evaluated.  The unit materials have been effective in bringing about student gains.  Both student and teacher response to the Labrador peoples unit of social studies has been positive.


identifier: Hiscock, Pamela Ruth <https://research.library.mun.ca/view/creator_az/Hiscock=3APamela_Ruth=3A=3A.html>   (1981) A report on the development of two instructional units on women of Newfoundland and Labrador entitled Mary Southcott and Georgina Stirling.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to develop instructional material on women from the history of Newfoundland and Labrador.  It was the developer's contention that the curriculum did not reflect accurately the existence and accomplishments of women from the history of Newfoundland and Labrador.  An examination of various disciplines, namely, History, Anthropology, Folklore, and Literature showed the existance of scattered works which might be used.  It was concluded from this investigation that (i) women have made a significant contribution (ii) documentation is scarce (iii) that which does exist is in need of collation (iv) no definitive work with regard to women from the history of Newfoundland and Labrador has been published. -- An examination was then made of the curriculum for Kindergarten to Grade Eleven with regard to the extent to which the topic women from the history of Newfoundland and Labrador has been covered.  It was discovered that a distinct lack of information regarding women was found on all levels. -- A survey of twenty-five teachers of history in Grade Five was conducted.  The findings confirmed that materials on women from Newfoundland and Labrador’s past would be a welcome supplement to the course.  The preferred medium was sound-filmstrip.  Due to times and cost considerations the decision was made to limit production to the lives of two women; Mary Southcott and Georgina Stirling were chosen. -- Two packages were produced with evaluation made at various stages by learner specialists, media specialists and grade five students.  A summative evaluation involved a three-group design with analysis of results including comparisons of means, examination of percentage of items correct and an item analysis.  The results proved to be highly satisfactory. -- In summary, the two sound-slide programmes, Mary Southcott and Georgina Stirling, are ready for use in the Social Studies programme of Grade Five.


identifier: Wrigley, Margaret <https://research.library.mun.ca/view/creator_az/Wrigley=3AMargaret=3A=3A.html>   (1983) Historical fiction as a resource in social studies education.  Masters thesis, Memorial University of Newfoundland.

abstract: The outcome of this study was the production of a handbook designed to foster and facilitate the use of children's historical fiction of high quality as a resource in social studies education. The literature on historical fiction was reviewed and a list of criteria of excellence drawn up to aid the selection of books for the handbook. The literature on social studies indicated a need for the handbook as a result of the current changes in the nature and emphasis of many social studies programs, while the literature on the nature of the relationship between historical fiction and social studies strongly supported the notion of using the former as a resource in teaching the latter. A procedure for creating the handbook was established and followed and the resulting piece of work introduces to teachers twenty-five books of historical fiction. It presents a rationale for the practice of combining literature and social studies and then gives extensive information about each book including readability level, themes, topics, concepts, periods, places and people to which it pertains, a detailed annotation, and an excerpt which the teacher can use to entice students to read the whole book. Literature suggested in the handbook is appropriate for grades four through twelve.


identifier: Hesp, Rodney G. <https://research.library.mun.ca/view/creator_az/Hesp=3ARodney_G=2E=3A=3A.html>   (1994) Identifying the training needs for Canada's marine industry that may be met by a marine ship handling simulator.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was concerned with obtaining the opinions of Canadian mariners as to the appropriate training which may be offered through the use of the new ship handling simulator facility established in St. John's Newfoundland, In 1987 funding was approved through the Canada- Newfoundland Offshore Development agreement for an advanced ship handling simulator facility to train Canadian mariners and to enhance safety at sea. -- A questionnaire was distributed to Canadian mariners seeking their opinions as to the training needs. One hundred and twenty-seven questionnaires were distributed to mariners by the researcher and forty-two questionnaires were delivered to marine colleges, Canadian Coast Guard centres and shipping companies for further unrestricted distribution, two hundred and one questionnaires were returned. The study identified five sectors of the marine industry as distinct and asked respondents to associate with one of these sectors which were Great Lake shipping, Fishing, Oil exploration, Coastal shipping (ferries etc.) and General shipping (including Coast Guard ). The questionnaire was limited to those mariners who had attended a radar simulator course, this was achieved by restricting the distribution to those with a minimum certification level. -- The questionnaire addressed training needs established through informal discussions with Canadian mariners in addition to the review of training being offered, at the time of the survey, at ship handling simulator facilities in other countries. The sections on the questionnaire were ship handling, navigation, emergencies, bridge team work, offshore petroleum, fishing, navigation in ice and specialized tasks. In addition, respondents were offered the opportunity to submit related comments. -- Respondents were asked to complete all sections of the questionnaire making the assumption that the required technology of the ship handling simulator would facilitate such training. From the analysis of the data the high number of undecided responses indicated either a lack of knowledge in the specific sections of the questionnaire such as fishing and ice navigation or a limited concept of ship handling simulation. The majority of questions received support as being appropriate training for Canadian mariners. Those questions which indicated some doubt were further analyzed by the sector represented, role within the industry and familiarity with ship handling simulators. Of the total respondents to the questionnaire over fifty percent had attended a course or visited a ship handling simulator facility. -- The specific content for training programs has been clearly established, in addition Canadian mariners indicated that such training should be made available to all sectors of the industry and that training on a ship handling simulator must be complementary too and not a substitute for ship board experience.


identifier: Donaway, Florence <https://research.library.mun.ca/view/creator_az/Donaway=3AFlorence=3A=3A.html>   (1986) Identity of work experience students.  Masters thesis, Memorial University of Newfoundland.

title: Identity of work experience students

abstract: This research reports on the identity of a particular group of students in the regular school milieu - those who have been classified as special education students and placed in a senior special education class called Work Experience. The concept of identity is approached within a sociological context and the theoretical and methodological framework which informs the study derives from the symbolic interactionist approach. -- The overriding research problem is the issue of identity as revealed in the students’ own accounts as well as the implications of schooling on the social construction of identities. Data on which the research is based were taken from the responses of two groups of work experience students - one group composed of students currently in school in a work experience program and a second composed of former work experience students. Student observations were collected by means of questionnaires and interviews. Data collected were analyzed with the aim of pinpointing patterns with respect to similarities and differences in the experiences and identities of these students and with a commitment to student definitions, meanings and perspectives. -- While there was a diversity of viewpoints and attitudes in the comments of the two groups of work experience students, the underlying connecting theme identified was the positive fashion in which these individuals were able to define themselves. This self-definition is in spite of the negative connotations surrounding the position they occupy in school and the low-level occupational identities assumed outside school. -- The importance of status passages for the development and maintenance of identity was raised by these two groups of students. The in-school students expressed their concern for regularized movement through grades and levels and through special education classes. The former students raised the elements of age and time as important factors influencing their decision to end student careers and make the transition to an identity in a working career. -- The importance of significant others in the lives and identities of these two groups of students was brought out. Parents and friends were seen as influential in sustaining and reinforcing the identities they held. -- Regarding orientation to school the attitudes of the in-school students were more positive than those of former students. Placement in a work experience class was not seen by them as a shattering stigma or classification. The way they accommodated and rationalized negative situated identities enabled them to maintain positive identities for themselves as regular school students. Internalization of self-identities was in some sense not related to their place in the school structure. For former students school had a lack of impact. They were more satisfied in their identities as wage earners even though their work was sporadic with low pay and interspersed with periods of unemployment. -- The major difference between the two groups was seen in their projected future identities. The in-school students expressed their desire to finish school and go on to further education. The former students were satisfied with their current circumstances.


identifier: Gosse, Douglas <https://research.library.mun.ca/view/creator_az/Gosse=3ADouglas=3A=3A.html>   (1997) Historical fiction, drama, and journal infusion in grade nine, early French immersion history: a curriculum guide using Enfants de la rébellion.  Masters thesis, Memorial University of Newfoundland.

abstract: English and EFI programs should be as parallel as possible (Newfoundland & Labrador, Report of the Policy Advisory Committee on French Programs, 1986). However, in EFI, non-language arts subjects such as history are not emphasized enough, with fewer instructional and pedagogical resources to aid FI facilitators and students. The current history text, L’Expérience canadienne, des origines à nos jours (Couturier. 1994), was designed for francophones; no consideration was made for the second language classroom. Linguistically, it is too advanced for FI, and a narrow Canadian perspective is evident that focuses on Lower and Upper Canada. Women, Native, and Newfoundland perspectives are under-represented, to but mention a few. Like the text, the facilitator's guide, Histoire 9e Année, Guide Pédagogique, version préliminaire (Newfoundland and Labrador, 1996) is content oriented and does not allude to the language context of FI. -- This project explores the versatility and advantages of implementing historical fiction, drama, and journals into EFI grade nine history within a communicative framework of cooperative learning. Designed to provide theoretical background and fresh strategies to second language facilitators, this guide also contains daily lesson plans for study of Enfants de la rébellion (Julien, 1991), in which some EFI, grade nine history and French curriculum outcomes can be combined in a context that is meaningful, relevant, enjoyable, and experiential for students. Students' social, analytical, temporal, thematic, metacognitive, and French language skills should increase as they progress through these daily lesson plans, or as facilitators implement some of the ideas and strategies from this guide. -- In addition, this curriculum guide is facilitator friendly while encouraging optimal enjoyment and learning for FI students. Historical fiction, drama, and journal techniques are designed using research from cognitive, metacognitive, and cooperative learning theories, and are discussed specifically in the context of EFI, grade nine history. However, they may be adapted to other grade levels, courses, and programs, such as senior high, LFI, and the English stream.


identifier: Organ, Cyril C. <https://research.library.mun.ca/view/creator_az/Organ=3ACyril_C=2E=3A=3A.html>   (1991) Illiteracy: Is it the only issue?  Masters thesis, Memorial University of Newfoundland.

title: Illiteracy: Is it the only issue?

abstract: The Department of Education in the Province of Newfoundland and Labrador has set a planning target of a 100% increase in the number of literacy trainees over a five-year period. This researcher examined the statistical data used to assess the prevalence of illiteracy in the province and evaluated the effectiveness of one guiding definition as an indicator of illiteracy. Specifically, the indicator “15 years of age and above with less than Grade Nine” was evaluated in the context of results attained on the Vocabulary and Comprehension components of the Canadian Adult Achievement Test by 237 prospective students at Western Community College. -- The results of this analysis suggest that caution must be exercised when employing this indicator as the sole means of assessing the prevalence of adult illiteracy. The data indicates that reading prowess does increase with years of schooling, but the correlations observed between age and years of schooling with reading scores attained on the C.A.A.T. are too weak to permit definitive inferences. -- These findings support an Adult Learning Centre model which is based on the premise that while illiteracy is a significant issue, it is part of a much larger problem of undereducation that must be addressed as well.


identifier: Bradbury, Robert Barry <https://research.library.mun.ca/view/creator_az/Bradbury=3ARobert_Barry=3A=3A.html>   (1988) A study of the effect of a short intensive high school career education program on internal-external locus of control orientation, career maturity, and career exploration.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examined the relationship between a locus of control change orientation and a career education program, run at the high school level. After a review of the factors effecting career planning behavior, locus of control orientation was identified  as being an important mediating variable in the development of career planning skills, and an appropriate on to focus on in the Newfoundland context. With reference to the research on locus of control orientation change, cognitive developmental career counselling, and action-based counselling, a career education program was developed, and run with a group of fifteen high school students. The effects fo the program on career planning attitudes and behavior were compared with a control group, and a group receiving a traditional intervention (The Self-Directed Search). After examining the differences between the three groups with regard to measures of career maturity, career, exploration, locus of control orientation, and observational data, it was concluded that internal-external locus of control orientation and career maturity were not affected significantly by the program, although there is evidence of suggested trends. Career exploration beliefs and behaviors are examples of those variables indicating such trends.


identifier: Barnes, Doreen Grace <https://research.library.mun.ca/view/creator_az/Barnes=3ADoreen_Grace=3A=3A.html>   (1995) A study of the effect of problem/solution text on children's comprehension.  Masters thesis, Memorial University of Newfoundland.

abstract: The aim of this quasi-experimental study was to learn if consistent direct instruction of the problem/solution text structure strategy would improve: 1) total recall of text, 2) total recall of problem/solution text structure idea units, and 3) comprehension. One grade five class (n=24) in an urban school served as the treatment group while a second class (n=26) functioned as the control group. It was found that after three weeks of direct instruction the treatment group recalled more problem/solution text structure idea units and had better comprehension scores. There was no significant difference in total number of idea units recalled between the two groups at both pretest and posttest. It was concluded that direct teaching of the problem/solution text structure strategy was effective in improving recall and comprehension for text having this structure- This occurred when the treatment group began to focus on the important elements of the text, which in turn helped them to organize their schema of text.


identifier: Mouland, Wade D. <https://research.library.mun.ca/view/creator_az/Mouland=3AWade_D=2E=3A=3A.html>   (1994) A study of the influence of instructional objectives on student self-efficacy.  Masters thesis, Memorial University of Newfoundland.

abstract: The main purpose of this study was to determine whether instruction with the aid of instructional objectives had any effect on student self-efficacy. Secondary aims were investigated as well. These included whether the use of instructional objectives had any effect on student achievement, and whether any potential effect of instructional objectives on self-efficacy and achievement was mediated by perceived ability. -- To do this a two part study dealing with a unit of work on coordinate geometry was taught to four classes of heterogeneously grouped grade nine students. Two classes were taught with the aid of instructional objectives and two were taught without such assistance. -- From the analysis of variance mixed results were obtained as to whether the use of instructional objectives had any effect on perceived self-efficacy. However, the results showed that there was a significant difference in achievement levels, but no difference in level of perceived self-efficacy or achievement among students of different ability levels.


identifier: Whiteway, Rosalie A. <https://research.library.mun.ca/view/creator_az/Whiteway=3ARosalie_A=2E=3A=3A.html>   (1995) A study of the interrelationships among fifth-grade students' concepts of parental relationships, peer relationships, reader 'self', gender, reading attitude and comprehension.  Masters thesis, Memorial University of Newfoundland.

abstract: The overall purpose of the study was to investigate the interrelationships among various self-concepts, gender, reading attitude, and reading comprehension in a group of grade five students. The particular self-concepts included students’ reading self-concept, self-concept of peer relations and self-concept of parent relations. -- The testing instruments that were used in this study were the Self-Description Questionnatre-1 (SDQ-1) to measure the various self-concepts, the Elementary Reading Attitude Survey (ERAS) to measure reading attitude, and the Gates-MacGinitie Reading Test, Level D 5/6, Form 3, to measure reading comprehension. -- This study was conducted with 58 grade five students, 25 boys and 33 girls, who were of varying reading ability and attended a three-stream school in St. John's. Regular correlational analyses using the Pearson Product-Moment Method were performed to examine intercorrelations among the three self-concept scores, the three reading attitude scores, and the one reading comprehension score. As well, T tests were performed to determine the influence of gender on the various self-concepts, reading attitude, and reading comprehension. -- For this group of grade five students, statistically significant relationships were found between: -- 1. students' self-concept of parent relations and academic reading attitude,  -- 2. Students’ reading self-concept and recreational reading attitude, -- 3. Students’ reading self-concept and academic reading attitude, -- 4. students' reading self-concept and full-scale reading attitude, -- 5. students' reading self-concept and reading comprehension, -- 6. students' recreational reading attitude and reading comprehension, and -- 7. students' full-scale reading attitude and reading comprehension.  -- There were no differences between: -- 1. grade five males and females in their self-concept of peer relations, -- 2. grade five males and females in their self-concept of parent relations, -- 3. grade five males and females in their reading self-concept, -- 4. grade five males and females in their recreational reading attitude, -- 5. grade five males and females in their academic reading attitude, -- 6. grade five males and females in their full-scale reading attitude, and -- 7. grade five males and females in their reading comprehension. -- Overall, the study results confirmed that there are significant relationships among reading attitudes, self-concepts and reading comprehension.


identifier: Rose, Cynthia Lynn <https://research.library.mun.ca/view/creator_az/Rose=3ACynthia_Lynn=3A=3A.html>   (1995) A study of the knowledge, experiences and attitudes of school counsellors in Newfoundland and Labrador as they relate to AIDS and AIDS education.  Masters thesis, Memorial University of Newfoundland.

abstract: One hundred and twenty three school counsellors employed in the public schools of Newfoundland and Labrador completed a survey questionnaire to determine their knowledge level, attitudes, personal and professional experience related to AIDS and AIDS education. The survey addressed their background as counsellors, AIDS related educational experience, their knowledge of AIDS, counselling and personal experience related to AIDS, and the types of AIDS educational activities being provided to the students in their schools. -- School counsellors are unanimous in their view that AIDS education must be addressed in the public school for students, teachers and themselves. A full one third of those surveyed had not received any formal inservice education which specifically addressed AIDS and AIDS education. Although, as a group, their AIDS related knowledge level was moderate to high, there were some specific knowledge gaps in the area of statistics related to transmission and prevention. A significant number of school counsellors surveyed have been providing their students with professional services related to AIDS including; addressing the anxiety of students who fear becoming infected, sending students for HIV testing, and a small number have counselled students who are HIV positive. However, despite this extensive involvement, 38% of counsellors have not been involved in any of these types of counselling activities. -- Counsellors were aware of their ethical responsibility and the ethical guidelines relating to the "duty to warn" when working with clients who are HIV positive. They also showed a sensitivity to and concern over balancing this obligation with their commitment to ensure confidentiality. Counsellors reported a high level of comfort with respect to personal contact with persons who are HIV positive. They expressed the need for reliable and up-to-date AIDS related information and for education in dealing with loss, uncertainty and confusion in preparation for work with HIV clients.  -- Although counsellors did identify various AIDS education activities which are on-going at the school level as part of educating students about AIDS, their responses and recommendations reflect the view that improvement of AIDS education for school counsellors and students in the public schools of Newfoundland should be given increased priority.


identifier: Evans, Sandra Lorraine <https://research.library.mun.ca/view/creator_az/Evans=3ASandra_Lorraine=3A=3A.html>   (1995) A study of the knowledge, perceptions and benefits of prior learning assessment for awarding college credit at Cabot College of Applied Arts, Technology and Continuing Education.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examined the knowledge, perceptions and benefits of prior learning assessment as perceived by the Faculty and  Management of Cabot College. -- The study focused on: (a) their perceptions regarding learning from past work and life  experiences; (b) what non-college learning activities they felt can result in learning equivalent to that taught in college courses; (c) their past practices of prior learning assessment and methods they felt should be used or would be willing to use; (d) who they felt should determine credit award, how it should appear on the student's transcript, and  the maximum amount of credit that should be awarded; and (e)  their perceived benefits of prior learning assessment for students and Cabot College. -- The target group for the study was the full-time Faculty and Academic Management at Cabot College during the spring of 1994. Cabot College was selected for the study because it was the only public post secondary institution that was actively involved in the development and implementation of prior learning assessment.  Also, the researcher anticipated that the information obtained would be useful in the continued development and implementation of prior learning assessment at Cabot College. -- A questionnaire was used in the collection of data. The response rate was 81% for Management and 52% for Faculty. Frequencies and means were used to determine the correlation between the independent and dependent variables.  Analysis of Variance and Chi-Square were used to analyze the  data, but no significant difference was found. -- The findings of the study indicated that Faculty and Management at Cabot College are receptive to the concept of prior learning assessment. Both groups felt that many non-college learning activities can result in knowledge and/or skills equivalent to that taught in college courses. While there has been minimal use of prior learning assessment in the past, both groups indicated they would like to see more application of it and generally felt that whatever method was used, the pass mark should be the same as the pass mark for the particular course the student was challenging. -- Responses varied on who they felt should make the decision regarding credit award for non-credit learning, the maximum amount of credit that should be awarded, and how it should be transcripted. It was clear, however, that the transcript should indicate that the credit was obtained through prior learning assessment. -- Finally, most respondents agreed that prior learning assessment is beneficial both to students and to Cabot College. The most common benefit cited  by both groups was that it can save the student time. For Cabot College, respondents indicated that prior learning assessment would yield better use of both physical and human  resources within the college.


identifier: McCarthy-Dwyer, Doreen Mary <https://research.library.mun.ca/view/creator_az/McCarthy-Dwyer=3ADoreen_Mary=3A=3A.html>   (1993) A study of the levels of concerns of elementary classroom teachers regarding the implementation of resource-based learning.  Masters thesis, Memorial University of Newfoundland.

abstract: The main aim of this study was to ascertain the concerns of classroom teachers regarding the implementation of resource-based learning in Newfoundland schools. Teachers' thoughts, perceptions and fears regarding this innovation represent their concerns. Several factors such as gender, age, size of  student population, academic qualifications, date of last university study, teaching experience and the services of a full time learning resource teacher were studied to determine if they influenced the intensity of these concerns. The attitude of principals, learning resource teachers and classroom teachers was also examined to determine if differences existed in the levels of these concerns. -- The subjects for this study were 277 elementary  (grades 4-8) classroom teachers who were employed with the Roman Catholic School Board for St. John's during the school  year 1991-92. Data were received from 145 or 52.3 percent of  the sample. -- The data were gathered by using a self-administered questionnaire which consisted of a modified version of the Stages of Concern Questionnaire, as well as questions designed to gather demographic and implementation data about the subjects. Stratification into various sub-groups was based on the responses to these questions. -- The  teachers who responded expressed varying levels of intensity  on the seven Stages of Concern: Awareness, Informational, Personal, Management, Consequence, Collaboration and Refocusing. The majority of teachers (83.5 percent) had their highest level of concern on the self-oriented concerns  - Awareness, Informational, Personal and Management. This indicates that these teachers need more general information about resource-based learning, what it is, how it works, what will be required to implement it and what are its long terms effects. -- The study found that gender was of minimum  significance and did not influence the concerns of classroom  teachers. -- Age resulted in differences between the youngest and oldest classroom teachers on the Informational and Personal Stages. The results indicate that the youngest classroom teachers expressed intense personal concerns. -- The size of the student population did not result in any significant differences in the intensity of concerns. Classroom teachers working with smaller student populations indicated intense managerial concerns. -- Academic qualifications resulted in statistically significant differenes for classroom teachers with doctorate degrees but  only at the awareness level. -- The date of last university study in the area of education was of minimum significance and did not influence the concerns of classroom teachers. -- The study found that the less experienced classroom teachers  expressed high levels of self-oriented concerns. -- The services of a full time learning resource teacher resulted in statistically significant differences for classroom teachers but only at the informational level. -- The attitude of the principal towards learning resource programs  resulted in some differences on the first three stages. The more favourable the principal's attitude was towards learning resource programs, the lower the intensity of the classroom teachers' concerns. -- The attitude of the learning resource teacher towards learning resource programs  resulted in some differences on the self-oriented stages. Classroom teachers working with the learning resource teacher with the most favourable attitude towards learning resource programs had resolved their self-oriented concerns and had now reached the task and impact levels. -- The attitude of classroom teachers towards learning resource programs resulted in differences in the intensity of concerns. Classroom teachers with favourable attitudes towards learning resource programs expressed low levels of self-oriented concerns but high levels of impact concerns.


identifier: Major, Wade <https://research.library.mun.ca/view/creator_az/Major=3AWade=3A=3A.html>   (1986) A study of the organization and administration of classification within the Newfoundland-Labrador High School Athletic Federation.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examines the organization and administration of the system of classification used by the Newfoundland - Labrador High School Athletic Federation to determine competition divisions. The study specifically utilized responses from provincial executive members, zone presidents  and athletic directors in member schools to examine the perceived functions of the classification system; classification criteria; administrative processes for assigning classification; differences in response patterns of the three target groups; perceived main weaknesses and strengths of the present classification system; and respondents' views on how administration of the system might  be improved. -- A questionnaire was mailed to each member of  the three target groups in the populuation, seeking their responses to various statements about the Federation's classification system. An overall response rate of 79.8% was  obtained. Questionnaire data were analyzed using both quantitative and qualitative methods where appropriate. -- Major conclusions of this study suggest that the membership viewed the primary function of classification within the Newfoundland - Labrador High School Athletic Federation to be equalization of competition with school equity a secondary function. Past performance, school population, future performance and geography were all considered important classification criteria with only slight differences in their relative importance. While the membership indicated a desire for change and clarification in some specific administrative processes used to assign classification, they did not wish the overall procedure changed. There were only slight differences in the views of provincial executive members, zone presidents and athletic directors toward the Federation's classification system. The  qualitative analysis of opened-ended questions dealing with weaknesses, strengths and improvement in the administration of the classification system supported findings obtained through the quantitative analysis.


identifier: Pink, Gina M. <https://research.library.mun.ca/view/creator_az/Pink=3AGina_M=2E=3A=3A.html>   (1996) A study of the relationships among reading comprehension, reader self-concept, reading attitude, children's perceptions of parental and peer expectations, gender and grade in high ability elementary level language arts students.  Masters thesis, Memorial University of Newfoundland.

abstract: This study investigated the relationships among reader self-concept, reading attitude, reading comprehension, gender and  grades in high ability elementary level language arts students. The purposes of the study were to provide insights  to teachers about high ability students in their classrooms and to contribute to the field of research about reader self-concept. -- The testing instruments used in this study were the Elementary Reading Attitude Survey, to measure reading attitude, and the Reader Self-Perception Scale, to measure reader self-perception. Students included in this study had previously completed the reading comprehension subtest of the Canadian Test of Basic Skills. -- This study was conducted with 74 high ability language arts students in  grades 4, 5 and 6. Thirty-six boys and 38 girls participated  in the study. The students were involved in enrichment programs in 5 urban Newfoundland schools. Regular correlational analyses using the Pearson Product-Moment Method were performed to examine the relationships among measures of reader self-perception, reading attitude, reading comprehension and children's perceptions of parental  and peer expectations. Analyses of variance were used to determine the influence of gender on reader self-perception,  reading attitude, reading comprehension and children's perceptions of parental and peer expectations. Spearman coefficient correlational tests were used with grade level and reader self-perception, reading attitude, reading comprehension and children's perceptions of parental and peer expectations. -- For this group of elementary level high ability language arts students, statistically significant relationships were found between: -- 1. reading attitude and reader self-perception. -- 2. parental expectations and reader self-perception. -- 3. parental expectations and reading attitude. -- 4. peer expectations and reader self-perception. -- 5. peer expectations and reading attitude. -- For this group of high achieving students, the following relationships were not statistically  significant: -- 1. reading comprehension and reader self-perception. -- 2. reading comprehension and reading attitude. -- 3. parental expectations and reading comprehension. -- 4. peer expectations and reading comprehension. -- 5. gender and reading comprehension. -- 6.  gender and reader self-perception. -- 7. gender and reading attitude. -- 8 gender and parental expectations. -- 9 gender  and peer expectations. -- 10. grade and reading comprehension. -- 11. grade and reader self-perception. -- 12. grade and reading attitude. -- 13 grade and parental expectations. -- 14. grade and peer expectations. -- The finding of a relationship between reader self-perception and  reading attitude indicates that it is important that students be encouraged to feel good about reading and their reading performances with experiences of success and reward.  Perceptions of parental and peer expectations are important to the development of reader self-perception and reading attitude.


identifier: Courtenay-Brown, Leslie E. <https://research.library.mun.ca/view/creator_az/Courtenay-Brown=3ALeslie_E=2E=3A=3A.html>   (1992) A study of the relationships among self-concept, reading attitude and reading comprehension in second grade readers.  Masters thesis, Memorial University of Newfoundland.

abstract: This study investigated the relationships among the affective variables of self-concept and reading attitude, and reading achievement in grade two children. Whether gender had any significant effect on these variables was also considered. Strong relationships among these variables would suggest the need for primary teachers to consider the affective needs of their students in their reading programs in order to promote maximum reading achievement. -- Scores obtained from 30 randomly chosen grade two boys and 30 randomly chosen grade two girls on tests measuring self-concept, reading attitude and reading comprehension were correlated. As well, T- tests were performed to compute the influence of gender on self-concept, reading attitude and reading achievement. -- Significant relationships were found  between parent relations' self-concept, reading self-concept, general school self-concept, total academic self-concept, and total self concept and reading attitudes, but not for peer relations' self-concept and total nonacademic self-concept and reading attitudes. Only the academic self-concepts (reading self-concept and total academic self-concept) were significantly related to reading comprehension. Reading attitude, however, was not significantly related to reading comprehension. Gender was found to have a significant influence only on reading self-concept and reading attitudes, with the boys having less positive ratings in these areas. -- The results of this study confirm the relationship between academic self-concepts and reading attitudes and imply the need for teachers to design their programs so that these affective behaviours are enhanced. Children with positive perceptions of a subject will be more motivated and put more effort into  that subject, possibly leading to improved performance. -- A  relationship between reading self-concept and reading comprehension was shown to exist. Although this study did not determine causality between the two, the implication is there to consider the children's self-concepts in the reading program. If children's self-concepts can be enhanced  while they are being taught to read, perhaps higher achievement would result. Remedial teachers should also consider remediating self-concepts while remediating reading  skills. -- The boys in this study were found to have less positive reading self-concepts and less favourable reading attitudes than the girls. This implies the need for teachers  to pay particular attention to the boys in the classroom when designing activities that promote self-concept and attitude enhancement. Teachers should consider what they can  do so that the boys find reading a more interesting and rewarding experience. -- In sum, this study supports the importance of affective behaviours in scholastic performance. It suggests that considering the affective needs of children in reading instruction may promote and sustain reading achievement.


identifier: Barnes, Eldred J. <https://research.library.mun.ca/view/creator_az/Barnes=3AEldred_J=2E=3A=3A.html>   (1989) A study of the workload of senior high teachers of English (language and literature) in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to investigate the workload conditions of senior high teachers of English (Language and Literature) in the province of Newfoundland and Labrador. The workload concerns voiced by English teachers at annual conferences of the NTA English Special Interest Council and,  particularly, the concerns raised by English teachers in their written submissions to the English Council Committee on Workload (1985) suggested a need to conduct a comprehensive, indepth investigation into the workload of the province's senior high English teachers. -- The focus of  this study was limited to senior high English teachers in Newfoundland and Labrador. Specifically, the purpose of this  study was to: (a) determine the degree to which a problem with workload existed among senior high English teachers; (b) examine factors believed to be contributing to a workload problem; (c) examine the nature of English as a discipline and the nature of the English teacher as factors contributing to workload; and (d) gather information regarding the impact of workload upon the English teacher, upon his/her teaching, and upon the quality of English education provided to senior high students. -- Data for the study were obtained through a survey prepared by the investigator and administered to senior high English teachers in the smallest and the largest school in each of the province's thirty-five school districts. -- Chapter I provides a statement of the problem, the investigator's hypotheses and assumptions, and the significance of the study. -- Chapter II reviews the literature related to English teacher workload, particularly at the provincial level. Chapter II also includes a section on the development  of the provincial English curriculum. The intention of this section was to provide the background to the present philosophy and methods of instructing and evaluating courses  within the reorganized senior high English program. The evidence provided demonstrates an "evolution" of the present  philosophy and methodologies as opposed to an abrupt change with the introduction of the reorganized high school in 1981. -- Chapter III outlines the methodology of the survey including the survey design, description of the sample population and the treatment of data. A total of 119 senior high English teachers completed surveys, at least one being from each school district in the province. -- Chapter IV provides an analysis of the demographic data and of each item in the main section of the survey, a total of 73 items.  Descriptive statistics included calculation of percentages, mean, median, mode and range for various items. Distribution  tables were provided to assist the analysis. The analysis of  the data demonstrated a workload problem among senior high English teachers and showed that several factors in combination contribute to a workload problem. Chapter IV also showed that the present workload situations of senior high English teachers is believed to be adversely affecting the quality of education provided to students. -- Chapter V examines the "unique" nature of English as a discipline and,  likewise, the necessary nature of the English teacher as an "interpretation teacher." The research cited makes clear the  special nature of English and the English teacher, which inevitably impacts upon the workload of English teachers. -- Chapter VI provides a more detailed discussion of the findings documented in Chapters IV and V. Important conclusions are stated regarding workload and its impact upon both senior high English teachers and the senior high English program. -- Chapter VII provides 26 recommendations with appropriate explanations, including the jurisdiction of  responsibility in terms of their implementation. The recommendations are aimed at providing a desirable workload for senior high teachers of English. Seven suggestions for further study are also provided.


identifier: Pollett-Arniel, Judith <https://research.library.mun.ca/view/creator_az/Pollett-Arniel=3AJudith=3A=3A.html>   (1989) A study of touch as a mode of nonverbal communication as used by grade three teachers in selected Newfoundland schools.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to explore the area of touch in relation to the classroom environment, focusing specifically on the teacher's use of touch in their interactions with children. -- Observations were conducted in six grade three classrooms. The data collected during the  observation sessions consisted of the nature of the classroom activity, the type of touch teachers initiated, the body areas involved in the touch interaction, the child's activity at touch initiation and sex of the child. -- From an analysis of the data collected during direct observation in the classroom settings, repertoires of types of touch and child's activity at touch initiation were developed for each of the six teachers. Patterns of touching  behavior were noted among the sample of six teachers on these two dimensions. Meaning categories were developed for the occurrences of touch observed in this sample. -- The study concluded that the sample of six grade three teachers did initiate various types of touch in a variety of circumstances in the classroom setting. Further research on the nature of touch as a form of nonverbal communication between teacher and child is recommended.


identifier: Tremblett, F. Craig (Frederick Craig) <https://research.library.mun.ca/view/creator_az/Tremblett=3AF=2E_Craig_=28Frederick_Craig=29=3A=3A.html>   (1995) A study to examine the implementation of a dance unit into an elementary school physical education program by an inexperienced dance teacher.  Masters thesis, Memorial University of Newfoundland.

abstract: Historically, dance has been taught in few Newfoundland and Labrador Schools. A new draft primary\elementary school physical education curriculum guide has recently been developed. Dance is a required component of the curriculum document. -- However, there are still a large number of people who see dance as a social activity and not as a component of elementary physical education. Many people in rural Newfoundland still see dance as a 'female' activity. Many physical education programs throughout the province are  still focused on the so called 'traditional' sports, For dance to be a component of an elementary physical education,  teachers may be required to modify their thinking and teaching methodologies. Many teachers may be resistant to this change, especially if they feel it is not necessary. -- This case study focused on the implementation of a dance unit in a rural Newfoundland elementary school physical education program. The researcher had to deal with many realities of such an undertaking, including the struggles of  the untrained teacher and students who believed that dance was not an appropriate activity for their physical education  classes. Many of the successes and barriers that faced the researcher throughout the development and implementation process are outlined. Valuable insights were gathered through student interviews, attitudinal surveys, audio-tape recorded lessons, and teacher recorded field notes. While some students were reluctant and embarrassed to participate in many of the activities, others offered suggestions for improvements. -- The study concluded that student attitudes toward dance will improve significantly through exposure to dance activities. The researcher also concluded that dance can be a valuable component of an elementary school physical  education program when many of the barriers to dance are overcome.


identifier: Harvey, Sonia D. <https://research.library.mun.ca/view/creator_az/Harvey=3ASonia_D=2E=3A=3A.html>   (1995) A study of sources of competency, their value, and their influence on self-worth in children in grades 4 and 7.  Masters thesis, Memorial University of Newfoundland.

abstract: This research study investigates the relationship between domain competency, importance and self-worth in pre-adolescent and adolescent children. The sample consisted of 127 grade 4 students and 144 grade 7 students in 4 schools on the Avalon Peninsula of Newfoundland. A questionnaire was  developed to measure perceptions of competency, importance of competency and self-worth. This questionnaire was administered to male and female students of all ability levels. -- Data analysis consisted of several phases. In the  first phase, a series of factor analyses were conducted to establish the consistency and coherency of each of the scales of the questionnaire. In phase two, analysis of variance procedures were used to examine how competency and importance influence self-worth. Finally, cluster analyses of the competency and importance scales were conducted to determine how competency and importance interact to influence self-worth. At each phase only the second order factors (Social and Academics) were considered in order to allow for ease of interpretation of data. -- Results of this  study indicated that there is a decline in perceptions of academic competency as children approach adolescence. Grade 4 students perceived themselves as being more competent academically and placed more importance on academic competency than their grade 7 counterparts. Students at both  grade levels perceived themselves as being equally competent  in the Social domain and placed equal importance on social competency. In grade 4 a relationship was suggested between academic and social competency and global self-worth. Grade 7 results indicated a relationship between social competency  and global self-worth. At both grade levels a relationship was suggested between importance of academic competency and global self-worth. There was no indication of gender differences in perceptions of competency in the Social domain. However, in the Academic domain females at each grade level perceived themselves as being more competent than their male counterparts. There was evidence, particularly in grade 7, that devaluing and/or compensatory strategies were probably being used by some students as a means of sustaining global self-worth. -- Further investigation into the decline in perceptions of academic competency as children approach adolescence is recommended. This investigation should examine the role of the school environment (if any) in this decline. -- This study provides  evidence to support the use of cluster analysis methodology.  This method of analysis uncovered patterns of interaction between competency and importance and their effects on self-worth which was not possible through factor and correlations  analyses. The combination of methodologies resulted in a more effective and thorough study of the sample.


identifier: Melamed, Faye Lorraine <https://research.library.mun.ca/view/creator_az/Melamed=3AFaye_Lorraine=3A=3A.html>   (1993) A study of the administration and benefits of a management orientation program.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to investigate the benefits of  a management orientation program and to examine existing management orientation programs in order to make recommendations for the administration of such a program at St. Clare's Mercy Hospital. The model utilized for this study was the human resource model as delineated by Ubben and Hughes (1987). -- The population for this study included  all managers at St. Clare's Mercy Hospital in St. John's, Newfoundland who were administered a questionnaire. Data were also obtained by conducting structured interviews with managers from four well-recognized organizations and through  on-the-job observations. Additionally, informal discussions held with various managers throughout the internship and an extensive review of the literature provided valuable insights and information utilized in compiling data and drawing conclusions in this study. -- Information obtained from questionnaires and interviews allowed the researcher to  answer the following research questions: -- 1. Are orientation programs beneficial in easing the transition of the new manager into the corporate role? -- 2. What are the benefits of a management orientation program to organizations? -- 3. What is the administrator's role in design and implementation of a management orientation program? -- 4. What are the senior manager's responsibilities within a management orientation program? -- 5. What changes must be made in an existing hospital setting  to effectively operationalize a management orientation program? -- 6. Is there a need for a management orientation program at St. Clare's Mercy Hospital? -- 7. What type of management orientation program exists in the particular organization visited? -- Data were examined and displayed through frequency distributions and percentages. The overall  findings indicated that management orientation programs are beneficial in easing the transition of the new manager into the corporate role. Specific benefits were delineated and the administrator and senior manager's roles were also addressed. -- Among the recommendations made was that consideration should be given to the development of a formalized management orientation program for St. Clare's Mercy Hospital and that an appropriate model to meet the needs and situations of new managers be selected or designed.


identifier: Kettle, Blair W. <https://research.library.mun.ca/view/creator_az/Kettle=3ABlair_W=2E=3A=3A.html>   (1994) A study of the application of a modified transactionist program evaluation model to a non-formal distance education course for community-based adult literacy providers.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to select and apply an appropriate evaluation methodology for the Distance Education for Literacy Providers Course, a federally and provincially funded pilot project designed to help community-based adult literacy tutors acquire skills and knowledge that would help them in their work. The review of related literature provides background information about distance education and educational program evaluation, and serves to support the selection of the transactionist evaluation model which was used for the study. -- Robert E. Stake's Responsive Evaluation approach was used as the guiding methodology for the study. It was chosen because it is the most widely known and tested transactionist methodology, and because it offered flexible, rigorous, and context-sensitive methods for such things as audience identification, concerns and issues identification, and standards development. -- Qualitative data were gathered through on-site observations, interviews, document analysis,  and questionaires containing a blend of forced-choice and open-ended questions. Data collected was compared to the evaluation standards so that evaluation judgements could be made. -- The study concludes with recommendations made about  the Course, and the limitations of the Responsive Evaluation  approach.


identifier: McCarthy, Thomas J. <https://research.library.mun.ca/view/creator_az/McCarthy=3AThomas_J=2E=3A=3A.html>   (1992) A study of the attitudes toward social studies exhibited by grade twelve students in the Placentia-St. Mary's School District.  Masters thesis, Memorial University of Newfoundland.

abstract: Social studies is a core subject for students registered in the senior high school program in Newfoundland and therefore  is important. The purpose of this study was to examine the attitudes toward social studies held by the grade twelve students in the Placentia-St. Mary's R.C. School District to  see how they ranked it and to determine whether there was any relationship between the attitudes toward social studies  and the teaching strategies that are used in the classroom. -- The sample was the entire student population registered in grade twelve for the 1990/91 school year and those teachers who were teaching senior high social studies courses that year. The number of students was 191 and the number of teachers was 18. -- Analysis of data showed a difference in how students and teachers ranked the social studies with teachers being more positive than students in their ranking. The researcher also found that there were no significant differences in how the grade twelve boys and girls ranked the social studies. -- There were differences found between the perceptions of students and the perceptions of teachers based on the frequency that particular strategies were perceived to have been used in the classroom. Students were more likely than teachers to say that certain strategies were never used in the classroom. -- A regression analysis was used by the researcher to determine whether there were differences in attitude toward social studies between students who identified their classroom as traditional-oriented or those who identified their classroom as non traditional oriented. Differences at the p < .05 level of significance were found with students in the non traditional classroom being more positive in their attitudes toward the social studies than the students in the traditional classroom. -- The researcher  also found differences in the perceptions of the teaching strategies between the boys and girls as well as differences  in the attitudes toward social studies. The girls tended to be more positive in their attitudes toward social studies than the boys were.


identifier: Kennedy, Gloria A. <https://research.library.mun.ca/view/creator_az/Kennedy=3AGloria_A=2E=3A=3A.html>   (1991) Individual differences in the interactions of mothers and their mentally handicapped children.  Masters thesis, Memorial University of Newfoundland.

abstract: That mothers of mentally handicapped children are more directive than mothers of non-handicapped children has become a major theme in comparative research, with widespread theoretical and practical implications. This study used a correlational design to explore the nature of maternal directiveness within a sample of 25 mentally handicapped children, aged 2-5 years, and their mothers. A 15-minute semi-structured interaction was coded for each dyad, using a behaviour rating scale. The major findings were: (a) while maternal directiveness was not related to children's readability (signals), it was related to but other maternal behaviours; (b) individual differences were observed in the way maternal directiveness combined with other maternal behaviours; and (c) maternal interactional style was related to both children's on-going behaviours and  developmental competence. These results are discussed in context of existing evidence, drawing implications for future research.


identifier: Joshi, Atula <https://research.library.mun.ca/view/creator_az/Joshi=3AAtula=3A=3A.html>   (1996) Implementing a global education curriculum: case studies of two teachers.  Masters thesis, Memorial University of Newfoundland.

abstract: With increasing societal emphasis on global awareness, new programs, in the form of global education, are being designed and implemented in the curriculum of many public schools. The role of the teacher in this process is pivotal.  This research, utilizing a case studies approach, was designed to illuminate the implementation by two teachers of  a global education curriculum. -- The study posed three questions as the basis for the research: 1) What are the teachers' definitions of global education? 2) How did the teachers reach these personalized definitions? and 3) How do  perceptions of global education affect their curricular and instructional choices and subsequently their classroom actions? -- Methodology for the study was guided by a symbolic interactional perspective; not only was the goal to  observe teachers' actions in specific cases, it was also to understand how these actions evolved in relation to the specific context. Data was collected from two high school teachers of global geography through in-depth interviews, classroom observations, and analysis of related documents. -- Analysis of the data indicated that these two teachers were influenced by a number of factors when implementing the  curriculum for the course. Their perceptions of global education along with other concurrent factors impacted on their curricular and instructional choices. These other influences included: availability of resources, teachers' professional career stages, student characteristics, personal goals for the course, and personal attitudes and beliefs. Although both teachers were presented with the same  curriculum and both shared some common characteristics (such  as career stage and school context) these factors influenced  each teacher in different ways. In the end, the implementation of the curriculum for this global education course differed greatly between these two teachers reinforcing the notion that teachers are curriculum agents, interpreting and reconstructing that curriculum based on their personal and classroom context.


identifier: Gamba, Sandy M. C. <https://research.library.mun.ca/view/creator_az/Gamba=3ASandy_M=2E_C=2E=3A=3A.html>   (1994) A study to identify the factors which mediate in Newfoundland educators' decision to retire and in the quality of their retirement experience.  Masters thesis, Memorial University of Newfoundland.

abstract: This report presents the results of a study of 155 educators  who have retired early from Newfoundland's school system since 1989. A questionnaire was prepared and pretested for the purpose of the study. The survey was designed to elicit as much information as possible about the pre-retirement plans and decisions, as well as the post-retirement experiences of the early retired educators. It was mailed to  all those educators who had taken the "30-and-out" pension option between 1987 and 1992; a pension option which was offered by the Newfoundland Teachers' Association in conjunction with the Department of Finance, Government of Newfoundland and Labrador. The respondents' data were coded and descriptive statistical analyses were conducted. An analysis of variance was performed to identify associations between variables. -- Results demonstrate that, for the majority of respondents, retirement has formed a new period of life, filled by new projects including paid work, volunteer work and a wide variety of hobbies and interests. The majority reported that they were financially secure, in good physical health, and had adjusted both socially and psychologically to retired life. Most had looked forward to retirement and reported that their overall experience of retirement matched or exceeded their prior expectations. These retirees generally thought they had initiated their own retirement and, in that respect, they retired voluntarily. A small portion of retirees', however, reported  that their experiences of retirement were less satisfying than they anticipated and some educators had found it very difficult to adjust. The factors of personal autonomy and choice were found to have a significant positive influence on educators' satisfaction in retirement. -- The implications of these findings for pre-retirement planning programmes are discussed. Recommendations are proposed for further study in the area of educators' retirement from the education system.


identifier: Scanlon, Marion <https://research.library.mun.ca/view/creator_az/Scanlon=3AMarion=3A=3A.html>   (1990) Administrative planning considerations for development of an employee assistance program at St. Clare's Mercy Hospital.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine existing practices of Employee Assistance Programs and make recommendations for  administrative planning considerations regarding the development of an Employee Assistance Program at St. Clare's  Mercy Hospital. The employee assistance model used for this research was designed by Erfurt and Foote (1977, cited in Klarreich, Francek and Moore, 1985). The integrated type of administrative internship was developed. -- The population for this study included all employees and students at St. Clare's Mercy Hospital, including two contract services. Data were obtained by conducting structured interviews with directors of six Employee Assistance Programs, administering  a questionnaire for management, employees and union representatives at St. Clare's Mercy Hospital, and through on-the-job observation as non-participant. Additional information was obtained by reviewing related literature and  the Input '89 Conference on Employee Assistance Programs. This enabled the researcher to draw conclusions and make recommendations for an Employee Assistance Program at St. Clare's Mercy Hospital. -- Information obtained clearly indicates that the Broad Brush type of Employee Assistance Program is beneficial in meeting the needs of employees whose personal/social problems affect work performance. The findings also indicate that overall endorsement by senior administration and union officials be sought, that confidentiality be the cornerstone for an Employee Assistance Program, that a Joint Committee consisting of equal representatives from management and union directly oversee the Employee Assistance Program, and that one person  be designated in charge of this program reporting to the highest level possible in the organization. -- Data results indicate the need for employee assistance at St. Clare's Mercy Hospital. These findings also indicate that an Employee Assistance Program is beneficial in helping the troubled employee return to work more quickly. It was further revealed that administrative, employee and union support exists for the program at St. Clare's Mercy Hospital. Some of the problems encountered with an Employee Assistance Program include fear of breach of confidentiality, inadequate funding and shortage of staff to  operate the program. -- Various recommendations were made based upon the success of Employee Assistance Programs in the United States, Canada and Newfoundland. These recommendations include the consideration and development of  an Employee Assistance Program at St. Clare's Mercy Hospital, utilizing a formalized, in-house Broad Brush approach.


identifier: Power, Clarence J. <https://research.library.mun.ca/view/creator_az/Power=3AClarence_J=2E=3A=3A.html>   (1994) A survey of attitudes toward the course Newfoundland Culture 1200 as demonstrated by level I students in the Western Avalon School District.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was conducted to investigate student attitude toward the Level I social studies course, Newfoundland Culture 1200. The target population consisted of 330 Level I  students within the Western Avalon School District. This is a recently created school district resulting from an amalgamation of the Conception Bay North, Conception Bay Centre, and Placentia-St. Mary's Roman Catholic School Boards. Geographically its boundaries extend from Conception  Bay in the north to Placentia Bay in the south and from St. Mary's Bay in the southeast to Placentia Bay in the southwest. Of the 11 schools surveyed, there were five central high schools, three all-grade schools, one regional high school, one with grades VIII to Level III, and one with  grades IV to Level III. -- Two instruments, a Likert-type Questionnaire and a Semantic Differential Scale, were developed and used to test the sample. The administration was done by the social studies coordinator for the Western Avalon School District so as to avoid any possible teacher bias. The three variables tested were school, school enrolment, and school type. -- A one-way analysis of variance was used to test the three hypotheses. Since the analysis of variance revealed significant F ratios, the Student-Newman-Keuls Procedure was used to determine which group means differed significantly. -- The findings of both the Likert-type Scale and the Semantic Differential Scale revealed statistically significant differences between groups for all three hypotheses. The findings also indicated  that the majority of responses on both scales were positive.


identifier: Hoddinott, Rhonda Sherry <https://research.library.mun.ca/view/creator_az/Hoddinott=3ARhonda_Sherry=3A=3A.html>   (1996) A survey of effective strategies and teaching practices as perceived by regular classroom teachers for the integration of students with mild learning disabilities.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was designed to utilize a questionnaire based on current research that explores successful teaching practices  that educators feel are vital for integrated classrooms where there are students with learning disabilities. It will  also investigate whether these teaching practices are viewed  as being important through the use of a questionnaire, by regular, full time teachers in the Conception Bay South Integrated School Board. Finally, the researcher will identify if there is a difference between background variables and the attitude of teachers toward strategies and  practices used in an integrated classroom. The eight background variables are as follows: gender; present teaching assignment; number of years teaching experience; present teaching level; number of university level, special education courses; inservice training; number of students with mild learning disabilities presently integrated into the teacher's regular classroom; and, class size for regular  teachers with integrated students. -- Teachers generally agreed that effective teaching practices under the category headings: assessment/diagnosis, instructional content, instructional practices, managing student behavior, planning  and managing the teaching and learning environment and monitoring evaluation procedures were all key components of a successful integration program, however, statistically significant differences did exist. All background variables were slightly or moderately related to teacher responses on this questionnaire. Grade level taught and gender were most strongly related to teacher perceptions of specific teaching  practices.


identifier: Case, Raymond Archibald <https://research.library.mun.ca/view/creator_az/Case=3ARaymond_Archibald=3A=3A.html>   (1988) A survey of students' perceived knowledge and attitudes regarding a high school course on family living.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to compare the perceived knowledge levels about, and attitudes toward, issues and topics covered by the Family Living 2200 course of two groups of high school students. One group consisted of students who did Family Living 2200 as part of their program  of studies. The second group consisted of students who did not do this course as part of their program of studies. -- To make this comparison a questionnaire was administered to students to ascertain their perceived knowledge of and attitudes toward the content of the Family Living 2200 course. This questionnaire was administered to all students in their final year of secondary school in the Avalon North Integrated School District in the province of Newfoundland. These included students who had completed Family Living 2200 as part of their high school program and students who had not completed this course as part of their high school program. The questionnaire was administered during the last week of May, 1987. At this time students doing Family Living  2200 in the school year 1986-87 had all issues and topics covered and were therefore considered as students who had completed the course. -- Data collected from four hundred and sixty-eight students in eleven secondary schools provided the data used in the testing of the various hypotheses. Statistical procedures used to test these hypotheses included a chi-square test of independence, and a  comparison of mean scores of the Family Living 2200 and Non-Family Living 2200 groups. -- Analysis of the data revealed that there was a significantly higher number of females than  males doing the course. -- Analysis of the data revealed a practical difference in the level of perceived knowledge about issues and topics covered in the course between students who had completed Family Living 2200 and those who had not completed Family Living 2200. -- Analysis of data revealed that there were no practical differences in attitudes toward issues and topics covered in Family Living 2200 between students who have done this course and students  who had not done this course. Both groups indicated that all students should have a knowledge of parenting, child abuse, venereal disease, birth control, problems with teenage pregnancy, abortion, dating and courtship and problems with teenage marriage. Both groups agreed that many problems among teenagers may exist because of a lack of proper education at the high school level and that schools should assume the responsibility for teaching human sexuality and parenting. -- Analysis of data revealed that there were practical differences in attitudes toward the Family Living 2200 course between those students who have completed this course and those who have not completed this course. -- Analysis of data from Part III of the questionnaire indicated that students who have completed Family Living 2200 agree that this course has given them the necessary knowledge of venereal disease, birth control, dating and courtship, teenage pregnancy, teenage marriage, divorce, and  child abuse. They also agree that no other high school course would have given them this knowledge. -- In conclusion the results of this study indicated that Family Living 2200 appears to contain subject matter that high school students should know. However, since the study is far  from conclusive several recommendations for further study are suggested by the writer. Such recommendations include the following: to carry out similar studios in other school districts of the province; to conduct studies which use pre-tests and post-tests on groups of students who do Family Living 2200 to measure knowledge gain as a result of doing this course; and to conduct studies to ascertain the attitudes of parents, teachers and administrators toward Family Living 2200.


identifier: Barrington, Charlotte <https://research.library.mun.ca/view/creator_az/Barrington=3A_Charlotte=3A=3A.html>   (1998) A thematic literature unit : developing children's understanding of culture, cultural identity, and diverse cultural perspectives.  Masters thesis, Memorial University of Newfoundland.

abstract: In a fast paced technological world, global and multicultural issues are in the forefront of every day life.  Children need to develop a more global understanding, acceptance and knowledge of themselves and others. This project explores the use of children's literature to develop  the concepts of culture, cultural awareness, cultural identity, and diverse cultural perspectives. A thematic literature unit suitable for eleven to fourteen year olds has been designed to enable children to explore these concepts by reading and responding to a variety of children's literature. The literature serves as a springboard for discussion of these concepts and helps children look at themselves and others in new ways. In this project, the writer describes the process of designing a thematic literature unit with the goal of developing children's global understanding, acceptance and knowledge of  themselves and others. This includes the selection of learning outcomes, learning resources, learning experiences and the development of assessment and evaluation tools. Then  a framework has been developed to demonstrate the implementation of this thematic literature unit in an elementary classroom.


identifier: Clarke, A. R. Bruce <https://research.library.mun.ca/view/creator_az/Clarke=3AA=2E_R=2E_Bruce=3A=3A.html>   (1988) An analysis of program co-ordinator, principal and teacher perceptions of an instructional supervisory process reflecting the characteristics of clinical supervision.  Masters thesis, Memorial University of Newfoundland.

abstract: Modern day demands for educational accountability have placed increasing emphasis on the need for instructional improvement and in so doing have posited a renewed responsibility on those individuals charged with effecting such improvement, namely, instructional supervisors. Yet there is ample evidence in the literature to suggest that negative perceptions abound relative to current supervisory efforts. The purpose of this study was to measure the perceptions held by program co-ordinators, principals, and teachers in the Province of Newfoundland and Labrador toward  characteristics of a comprehensive instructional supervisory  process known as clinical supervision, and to determine what  differences, if any, might exist among perceptions held by these groups. -- A questionnaire, developed by the investigator from a comprehensive search of the literature, was distributed to 100 program co-ordinators, 100 principals  and 100 teachers chosen through a simple random sampling process. Respondents were asked to indicate the extent of their agreement with each statement on a six-point scale ranging from strongly agree to strongly disagree. -- The data were analyzed using the Statistical Package for the Social Sciences. Frequency distributions were obtained and mean scores were computed for each group on each item. One-way analysis of variance was used to measure differences in means and the Scheffe procedure utilized to establish more precisely where such differences lay. -- The major finding of the study was that on the average all three groups of respondents--program co-ordinators, principals and teachers --agreed with clinical supervision, with an overall mean rating of "agree moderately". Of the 33 questionnaire items dealing with various aspect of clinical supervision, co-ordinators agreed with 32, principals with 30 and teachers with 31. -- A noteworthy anomaly, however, appeared in the data, in that, contrary to the precepts of clinical supervision, teachers, principals and to a lesser extent co-ordinators agreed that supervision includes teacher evaluation. Respondents agreed with the concept seemingly antithetical to clinical supervision that the primary objective of a supervisory program should be to evaluate a teacher's competencies as they relate to his/her instructional program. Moreover, principals and teachers did  not agree with a statement that supervision is more likely to be effective when performed by educational personnel who are not directly responsible for teacher evaluation. -- Recommendations for action centered around the adoption of clinical supervision by school districts, and the need for extensive inservice training for all potential participants prior to initiation of the clinical supervisory process. Further research was suggested into the relationship between  supervision and teacher evaluation, the acceptability of clinical supervision compared to other types of supervision, the school administrator's role within the clinical process and the effect of clinical supervision on student performance.