identifier: Lush, Eric B. <https://research.library.mun.ca/view/creator_az/Lush=3AEric_B=2E=3A=3A.html>   (1995) The educational experiences of four displaced workers : a qualitative study of the difficulties encountered by displaced workers during retraining.  Masters thesis, Memorial University of Newfoundland.

abstract: This qualitative study examined the experiences of four displaced workers as they prepared for, and progressed through, a retraining program.  The study's purpose was to identify the difficulties and barriers encountered by displaced workers during retraining, and to offer a better understanding of the college experience from the viewpoint of the student. -- Qualitative methods were chosen because of the exploratory and emergent nature of the study.  Oral histories were obtained through extensive interviews with four participants.  These interviews were audio-taped and from each a first-person narrative was produced.  The analysis of these narratives provided an understanding of the retraining experiences from the participant's perspective. -- The findings indicate that the greatest difficulty encountered by the four participants was academic weakness.  It was concluded that, with respect to the four displaced workers who participated in this study, the system failed to give adequate counselling before entrance into college and was not equipped or prepared to address the participant's academic deficiencies after enrolment. -- As a result of this study, the following recommendations are presented as a basis for further investigation. -- Recommendation 1:  Counselling services should be provided by the funding agency to ensure workers make appropriate program selections. -- Recommendation 2:  Training institutes should be more discriminating in their use of a mature student admissions policy. -- Recommendation 3:  Institutions should consider making programs flexible for older students, especially in their first year. -- Recommendation 4:  All institutions involved with retraining displaced workers should offer special counselling services to assist individuals in their first year of studies. -- Recommendation 5:  Training institutions should stress the importance of social integration of students, and promote the involvement of all students in extra-curricular activities and events. -- Recommendation 6:  Institutions should promote the creation of peer groups amongst older students.


identifier: Barry, Maurice A. <https://research.library.mun.ca/view/creator_az/Barry=3AMaurice_A=2E=3A=3A.html>   (1990) High school students' views of the nature of science.  Masters thesis, Memorial University of Newfoundland.

type: Thesis NonPeerReviewed

format: application/pdf application/pdf

abstract: This study examined high school students' views of the nature of science.  A stratified random sample of 32 students chosen from nine schools in eastern and central Newfoundland were interviewed on an individual basis.  The interviews were semi-structured and were administered in general accordance with an interview guide.  The transcripts were reduced to a set of individualized conceptual inventories.  The frequency of occurrence of each representative statement was tallied and tabulated.  A number of general trends were identified.  Most students were found to have difficulty establishing the domain of science although many tended to view the practice of science as cumulative.  Although the majority of the sample asserted that scientific information was tentative and provisional, they tended to regard factual information in science to be absolute and irrefutable.  Scientific theories appeared to be only understood in a naive sense in that most subjects regarded theories as suggested explanations for fairly discrete events as opposed to elaborate interpretive frameworks.  In accordance with previously documented evidence (Aikenhead, 1987) many subjects were found to equate the term "scientific law" with the more common legal usage of the word.  Finally, elements of what Nadeau and Desautels (1984) term as naive realism, blissful empiricism, credulous experimentalism and excessive rationalism were found to be quite prevalent in the transcripts.


identifier: Yetman, Sheila Ann <https://research.library.mun.ca/view/creator_az/Yetman=3ASheila_Ann=3A=3A.html>   (1991) Grade three readers' inference strategies : the identification of and relationship to reading ability.  Masters thesis, Memorial University of Newfoundland.

abstract: Reading comprehension consists of a number of cognitive processes that are used to construct meaning.  The research reported herein investigated the inferring process which is considered to be essential to the comprehension of text.  The purpose of the study was to identify the inference strategies of grade three readers and to determine whether or not there was a relationship between reading ability and strategy use. -- Thirty grade three readers from two heterogeneous classes comprised the sample.  Using a combined methodology of independent verbal reports and questions where necessary, the readers were asked to verbalize what they were thinking as they read a narrative text.  The questions were used to supplement the reports in cases where insufficient or unclear information was given by the readers.  The verbal reports were analyzed to determine how the readers made their interpretations of the story.  Reading ability was determined by the percentiles achieved on the Vocabulary and Comprehension subtests of the Canadian Tests of Basic Skills (King-Shaw, 1989). -- The data were analyzed qualitatively and quantitatively.  Qualitative results showed that the grade three readers used nine inference strategies in their attempts to comprehend the narrative.  Quantitative results showed a significant positive relationship between vocabulary and comprehension, a significant negative relationship between vocabulary, comprehension, and strategy 5 (defaulting and transforming) and a number of significant positive relationships among the strategies themselves. -- Conclusions of the study, implications for comprehension instruction and recommendations for further research are also discussed.


identifier: Pittman, Edgar Maxwell <https://research.library.mun.ca/view/creator_az/Pittman=3AEdgar_Maxwell=3A=3A.html>   (1989) Newfoundland culture in the high school literature curriculum.  Masters thesis, Memorial University of Newfoundland.

abstract: The aim of this work is to show that the definition of literature as an art form has often been overlooked when materials have been selected to be included in the high school literature program.  When young readers are introduced to the experiences of literature, they are often exposed to writings other than those effecting an artistic experience. -- The pressures to have materials included that exhibit other intentions are many and varied.  The selection process becomes complicated when the intentions are so manipulated to appear to be literary when in fact they are outside the domain of literature. -- It must be the task of English educators to remind themselves of the intentions of literature.  This entails also the constant awareness of the age and experiential background of the targeted audience. -- In this work, I contend that the Newfoundland high school program now includes Newfoundland writings chosen with the intent to give exposure to Newfoundland literature, to preserve the traditional Newfoundland culture, and to supply culturally relevant materials for Newfoundland students.  However, what has received most attention has been the preserving of a culture.  But the culture to be preserved may not be the culture of the students, hence one to which they may not be able to relate.  What is culturally relevant may not be relevant for the students being targeted. -- Through an examination of the materials already in the literature program and in consideration of the results of a survey conducted in high school classrooms, I conclude that the culture promoted in these writings is too far removed from the knowledge of the students.  I have also examined the areas of literature, folklore and history and find that many of the materials must have been selected for their fulfilling of the objectives of folklore and history rather than the objectives of literature.  Literary quality and the literature experience have been sacrificed in favour of preserving a culture, while writings of folklore, regional history and nostalgic reminiscences continue to be emphasized.


identifier: Rice, Ford <https://research.library.mun.ca/view/creator_az/Rice=3AFord=3A=3A.html>   (1988) Newfoundland principals' perceptions of French second language programs within the school curriculum.  Masters thesis, Memorial University of Newfoundland.

abstract: The present study was designed to investigate the attitudes of school principals in Newfoundland and Labrador toward French as a second language within the school curriculum.  This investigation focused on second language study and its relationship to the aims of education for Newfoundland and Labrador; reasons for decline in second language study; reasons for teaching a second language in schools; and general issue statements related to second language learning. -- The questionnaire employed in this investigation was adapted from an instrument used in an Australian study by McLean and Van Der Touw (1984).  The adapted questionnaire reflected the nature of the Newfoundland educational scene. -- The questionnaire was sent to 471 school principals.  These principals were representative of all thirty-five school boards in Newfoundland and Labrador.  Principals surveyed/represented both urban and rural areas, schools from diverse geographical regions, different religious denominations, and schools which varied in terms of student population and facilities.  Of these principals, 243, or 52 percent, responded to the questionnaire. -- Responses on the various concerns were analyzed according to religious affiliation, sex, community size, and school type. -- Analysis of responses concerning the relationship between the study of French and the attainment of the general aims of education indicated that principals generally did not feel that French contributed significantly to the attainment of any of the provincial aims of education.  However, principals perceived that helping students to mature mentally, appreciating other disciplines, and developing the work ethic, which deal mainly with the cognitive advantages of learning a second language, were considered to be the aims most nearly satisfied by the study of French. -- The majority of principals (76 percent) ranked the removal of French as a matriculation requirement as the most significant reason for decline in second language study at the high school level.  In addition, lack of pupil interest/motivation, students' perception of irrelevance, and low achievement were ranked as some of the more important reasons for the drop in French enrollment from the elementary to the senior high school level. -- Principals viewed the main reasons for the study of French to be the development of communicative competence in French, empathy with French speaking people, and for personal satisfaction. -- Another outcome of this study was the detection of an egalitarian outlook on the part of principals with regard to the academic ability and the selection of students who should study French.  According to the vast majority of principals (97 percent), all students, regardless of academic potential, should have the opportunity to study French. -- Differences were detected among principals' according to denomination, community size, sex, and school type.  Principals employed with the Integrated and Roman Catholic school boards tended to view French language instruction as a cognitive discipline.  Those employed with the Pentecostal Assemblies Board of Education, however, tended to perceive French as being more important in helping students appreciate their privileges and responsibilities as members of their families and the wider community in which they live.  Principals in rural areas were more concerned with the learning of French for academic or cognitive reasons than with perceived increased job opportunities.  However, the reverse was true of urban principals. -- Male principals perceived French to be associated mainly with the development of the work ethic.  Female principals, however, felt that the development of the four language skills and the possibility of obtaining an interesting job were important reasons for French study. -- The aims of education which stressed cognitive learning were ranked highest by principals at the high school level, whereas principals at either the elementary or all grade school level indicated that an appreciation of other disciplines was the main aim of education satisfied by the study of French.  In addition, only high school principals expressed skepticism concerning the issue that language learning becomes increasingly difficult after 12-14 years of age. -- There were some indication of inconsistencies among the views of principals themselves and also between the views of principals themselves and the views of others involved in French education in the Province.  Principals perceived the major aims of education satisfied by the study of French were those associated mainly with cognitive concerns.  In contrast, oral competency, rather than the development of the four language skills as promoted by the Department of Education, was viewed as the main reason for language study.  The development of communicative competence, however, would not necessarily comprise an important part of a course that was highly cognitive in nature.  In addition, principals felt that virtually all students can attain oral competency in the school system as it now exists.  This is a view that would probably not be accepted by the majority of French teachers in the Province. -- The study presents recommendations to encourage communication between the various agencies responsible for French education in the Province, with a view to assisting principals to develop a consistent and realistic approach to the place of French in the curriculum.


identifier: Connors-Stack, Margo <https://research.library.mun.ca/view/creator_az/Connors-Stack=3AMargo=3A=3A.html>   (1995) Multicultural education : a critical analysis of policy and curriculum.  Masters thesis, Memorial University of Newfoundland.

abstract: This study is a critical analysis of the Government of Newfoundland and Labrador Multicultural Education Policy: Responding to Societal Needs (1992).  It is also a critical examination of the materials prescribed for the current Grade Nine English literature curriculum in the Province of Newfoundland and Labrador in relation to the Multicultural Education Policy and multicultural education in general. -- The Multicultural Education Policy is analyzed to determine whether it presents a clear understanding of multiculturalism; a clear vision of multicultural education; a framework and philosophy for curriculum revision; as well as a recognition of the challenge geographic isolation and ethnic homogeneity present to multicultural education. -- The literature materials are examined to determine the extent of multicultural spirit or representation contained therein.  The potential for the literature materials to foster an understanding of multiculturalism, to be used in a multicultural education curriculum, and to bridge geographic isolation and ethnic homogeneity is presented. -- The Multicultural Education Policy is found to present a superficial understanding of both multiculturalism and multicultural education.  The sampled literature materials are found to be generally inadequate for use in a school curriculum dedicated to multicultural education. -- The analysis of the Multicultural Education Policy and the sample literature materials provide implications for the future implementation and effectiveness of multicultural education in Newfoundland and Labrador.  Recommendations for the implementation of multicultural education in the Province are provided, as well as specific recommendations concerning the Grade Nine literature curriculum materials in relation to multicultural education.  Finally, critical questions are raised as possibilities for future research in the area of multicultural education in Newfoundland and Labrador.


identifier: Tapp, Rose Marie <https://research.library.mun.ca/view/creator_az/Tapp=3ARose_Marie=3A=3A.html>   (1995) Speech profiles of early French immersion students at the junior high level.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to describe the speech of junior high level early French immersion students in the province of Newfoundland and Labrador with the intent of developing language descriptors which could be used as a basis for evaluation. These speech profiles may constitute a  realistic framework through which to examine the oral second  language skills of junior high early French immersion students rather than the commonly used native-speaker criterion against which these students often do not rate well. -- The sample consisted of eighteen students, six from  each of grades seven, eight and nine. Student interviews were recorded on audio-cassette. Following the data collection stage, the speech was transcribed and analyzed, and speech profiles were developed by grade level. -- In addition, ten junior high school early French immersion teachers of varying experience were interviewed regarding the language of their students. Grade level descriptions of teachers' perceptions of student speech were then produced. A high degree of consistency was found between teachers' descriptions of junior high school early French immersion students' speech and the student data. -- The student profiles indicate that, while some small distinctions may exist between grade level descriptors, the speech of junior high school early French immersion students did not differ significantly across this level of schooling. The level of oral performance attained at each grade in junior high was quite similar, with the speech containing many errors.


identifier: McKee, Riva <https://research.library.mun.ca/view/creator_az/McKee=3ARiva=3A=3A.html>   (1996) Students making connections through interactions with fractal geometry activities.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis investigates grade nine students' engagement in interactive sessions in regard to fractal geometry. Students' experiences, perceptions and conceptual understandings of mathematics were studied. In addition, the  thesis examines students making connections between mathematical topics, between mathematics and other disciplines and between mathematics and the real world. Twenty two grade nine students, aged 14 and 15 years, participated in six activity sessions. The manner in which they related their experiences, both verbal and written, was  the main focus of this study. -- This case study is mainly descriptive and the collection of data was by observation, interviews, student journals and audio recording. The activities in fractal geometry were exploratory in nature but guiding questions were provided to assist students in the process of journal writing. The results of student interviews, discussions and observations are presented along  with a compilation of student comments taken from their journals and written responses on activity worksheets. All of these were considered and included in the analysis and discussion. The final discussion includes comments from the teachers who were involved in the study and their impressions of what had occurred during the study. -- Of particular interest in this study were the students' perceptions of mathematics. Using an investigative approach to this study the students were observed making connections between fractal geometry and other areas of mathematics. There was an increase in students' confidence level, students' deepening understanding of mathematical concepts and students' recognition of emerging patterns. Many of the students' perceptions of mathematics were transformed through their participation in hands on, mathematical explorations of fractal geometry. Some students seemed to make connections between mathematical topics through their construction of the meaning of concepts such as self-similarity and processes such as iteration.


identifier: Dean, Susan L. <https://research.library.mun.ca/view/creator_az/Dean=3ASusan_L=2E=3A=3A.html>   (1996) Speech profiles of early French immersion students at the senior high level.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to describe the oral production of senior high level early French immersion students in the province of Newfoundland and Labrador. The intent was to develop language descriptors for each of grades ten, eleven and twelve which could eventually be used  as a basis for evaluation. These profiles may constitute a realistic framework through which to examine the oral second  language skills of senior high level early French immersion students rather than the commonly used native-speaker criterion against which these students generally do not rate  well. -- Interviews were conducted with six students from each of grades ten, eleven and twelve. These interviews were  recorded on audio-cassette. Following the data collection stage, the interviews were transcribed and analyzed, and speech profiles were developed for each grade level. -- The profiles indicate that while some distinctions exist between  the speech of grade ten, eleven and twelve early French immersion students, these variations are generally minor with students' speech at each level containing many errors. A significant increase, however, in the length of students' utterances at the senior high level was noted possibly indicating an increasing ability of students to control their oral production.


identifier: Quinton, S. C.(Stephen Carl) <https://research.library.mun.ca/view/creator_az/Quinton=3AS=2E_C=2E=28Stephen_Carl=29=3A=3A.html>   (1996) Stakeholder satisfaction : a framework for institutional effectiveness at Eastern College.  Masters thesis, Memorial University of Newfoundland.

abstract: This report presents the outcomes of a research project which focused on the experience of public colleges in assessing institutional effectiveness. The apparent need for  a core indicator and a coherent process resulted in the development of a framework based on stakeholder satisfaction. Public education has multiple stakeholders. The dominant interest of the sponsoring stakeholder (government) is efficiency. The dominant interest of the consuming stakeholder (student) is effectiveness. The literature review and the research among Canadian colleges provide support for the concept that stakeholder satisfaction is a core indicator of institutional effectiveness and in public colleges students are the primary (customer) stakeholder. The proposed framework combines philosophy, policy and process where the expectation and satisfaction of the primary stakeholders are  accommodated. The validation of the framework included assessing and bench marking the satisfaction levels of students and faculty in the Business Department of Clarenville Campus, Eastern College.


identifier: Osmond, Todd W. <https://research.library.mun.ca/view/creator_az/Osmond=3ATodd_W=2E=3A=3A.html>   (1994) Stress and time management : the development of an awareness and training program for older children.  Masters thesis, Memorial University of Newfoundland.

abstract: The following document is a report on a project which had as  its primary goal to develop and implement a Stress and Time-Management Training and Awareness Program for older children  between the ages of 10 and 12 in a selected rural Newfoundland school setting. Difficulties with time-management (especially as it relates to school work and intrapersonal concerns) were emphasized. -- Following a thorough review of the research literature, the investigator  developed six modules based on the research findings. MODULE  I (Children and Stress) is designed to enhance children's awareness level of the stress concept and help them develop a variety of effective coping strategies. MODULE II (Learning To Say No! Assertiveness Training) provides activities that can be used to help children develop appropriate assertive responses. MODULE III (Goal Setting) deals with goal setting behaviours. Included are activities designed to help children develop more realistic and attainable goals. MODULE IV (Time Usage) is designed to help  children become more aware of their current use of time with regard to school work and leisure activities. MODULE V (Prioritization) contains activities designed to help children learn how to prioritize tasks and activities according to their level of importance. Finally, MODULE VI (Scheduling) provides children with strategies for scheduling weekly activities and events. -- Eight children (mean age = 11.2) participated in the implementation phase of the program. As an addendum to the project, a brief evaluation of module I was conducted. In general, results of  the evaluation indicated that the participants achieved the objectives of module I with a relatively high degree of success. More specifically, however, the results suggest that the participants achieved an adequate understanding of the general concept of stress.


identifier: Brewster, Ralph Douglas <https://research.library.mun.ca/view/creator_az/Brewster=3ARalph_Douglas=3A=3A.html>   (1985) The effects of sex role bias on the referral and assessment of children for learning and behavioural disorders.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this thesis was to determine whether sex role  bias is a significant factor in teachers' referral of children for learning and behavioural disorders. -- Thirty-four male and thirty-four female teachers representing seven  grade levels from kindergarten to grade six were utilized as  subjects. Half of the subjects of each gender received a questionnaire listing eight hypothetical behavioural topographies, four male and four female. Subjects were instructed to suggest diagnostic labels and placement settings for each topography from options provided. -- This procedure was replicated with the remaining half of the subjects utilizing a similar questionnaire, differing only in the gender of each behavioural topography. -- The hypotheses were tested by split-plot design. Computations were performed using SPSS-X (Procedure MANOVA). -- Achievement proved to significantly affect placement, higher  achievers receiving less restrictive placement settings. Disruptiveness proved to be an equalizer or "leveler" which altered teachers' placement decisions depending on the achievement level of the topography. -- Although no difference was noted in the placement of topographies by male teachers, female teachers suggested significantly more restrictive placement settings for female topographies than male topographies. These results seem to indicate a definite  sex role bias in the opposite direction anticipated and only  on the part of the female teachers. The significance of these results was discussed in terms of in vivo applicability.


identifier: MacDonald, Patricia C. <https://research.library.mun.ca/view/creator_az/MacDonald=3APatricia_C=2E=3A=3A.html>   (1996) The effects of the loss of forty teachers in the Green Bay Integrated School District in the school years: 1994-95 and 1995-96.  Masters thesis, Memorial University of Newfoundland.

abstract: Declining enrolment and teacher redundancy have been crucial  issues for many provinces in Canada and the United States for more than two decades. -- In Newfoundland and Labrador, declining student enrolment surfaced as a serious problem in  the late 1970's. At that time lobbying by the Newfoundland and Labrador Teachers' Association played a major role in Government's decision to enact legislation (The Schools Act (Teachers' Staffing) Regulations) stating that no more than 2% of any school board's teachers could be lost in any one school year. In 1994, the 2% regulation was amended to phase  out, over a two year period, the total number of teaching units accumulated as a result of allocations under the 2% regulation. Amending the 2% regulation meant considerable saving in teacher salaries to the government. -- The Green Bay Integrated School District was one of the most severely hit districts in the province. During the 1970's and early 1980's enrolment was fairly consistent, but by the late 1980's steady declines had begun. A Welcome Back Program created by the district during the late 1980's and early 1990's encouraged adults to take courses in local schools and these students were included in enrolment numbers. When the program was discontinued, the district's student enrolment plummeted. This decline in student enrolment meant  that fewer teachers would be needed. As a consequence of the  2% regulation, the surplus teachers were not all lost at one  time. Each year the district cut its numbers by only four teachers, the maximum that could be lost in any one year. -- In 1994-95, the district had to remove twenty-four teachers,  and another sixteen in 1995-96, as decided by the Department  of Education. It is expected that up to twenty-seven more teachers may be lost in the Green Bay Integrated School District for the 1996-97 school year as the phase out of the  2% regulation ends. One would expect that such drastic measures will affect students, teachers, and administrators in this district. -- This thesis looks at the effects of the  loss of forty teachers from the Green Bay Integrated School District over a two year period. The focus is on the eight schools that offer high school courses, from grades seven to  twelve, four of which are all-grade schools. -- The findings  reveal that most schools have had to combine classes, and cut back on specialty programs and extracurricular activities. In addition, teachers have had to deal with heavier workloads and have felt added stress because of work, job insecurity and suffering morale. -- As a group, the teachers in this district are highly educated and experienced. The aging of staffs is particularly significant  as layoffs done according to seniority result in the younger, more currently trained teachers being terminated. -- Thus far the smaller, all-grade schools have been most negatively affected. Cuts in their schools have made already  heavy teaching loads even heavier. In the larger schools the  loss of teachers has been easier to accommodate. Optional courses and some programs have been cut, but overall the effects on these teachers relate more to morale and job security issues. -- These two matters not only affect the teachers themselves, but may be transferred to students through teachers' attitudes and job performance.


identifier: Pike, Thomas N. <https://research.library.mun.ca/view/creator_az/Pike=3AThomas_N=2E=3A=3A.html>   (1996) The function of advanced placement physics within the Newfoundland and Labrador physics curriculum.  Masters thesis, Memorial University of Newfoundland.

abstract: This study's primary purpose was to determine if exposure to Advanced Placement (AP) physics in Newfoundland & Labrador high schools lead to a more successful first year of physics at Memorial University.  Secondly, to determine if AP physics is equivalent to first year university physics.  Finally, to determine if AP physics academically challenges and stimulates students' critical thinking abilities beyond which is provided by the present high school curriculum. -- A multiple regression was used to determine the relationship between high school science grades, exposure to AP physics, and the final grades of 826 first year university physics students.  Two student groups were studied, AP and non-AP.  Each group had equivalent high school grades in advanced mathematics, physics, and chemistry.  AP students enrolled in a calculus based physics course was found to achieve greater levels of success in their first year university physics than non-AP students.  AP students' final grades in an algebra based physics course were not significantly different from their AP peers.  Advanced mathematics and chemistry were also determined to have a high predictive value in final grades of first year university physics courses. -- A second analysis compared the final grades of 110 students who were enrolled in a second year university physics course.  Two groups were identified; AP students who advanced to this course from high school, and non-AP second year university students.  No significant difference was found between the students studied in each group.  It was concluded that AP physics can be considered as an academic equivalent to an algebra-based, first year university physics course. -- Finally, questionnaire results from 96 physics teachers, and 63 first year university physics students were used to determine the relationship between high school, AP, and first year university physics.  A majority of students perceived that high school physics ill-prepares students academically and conceptually for first year university physics.  Also cited, were insufficient laboratory exposure and resources in high schools.  AP physics was perceived to overcome the deficiencies of a regular high school curriculum, challenging the academically gifted.  A need was identified for AP physics as preparation, not a substitute for, university physics.


identifier: Noseworthy, Randy P. (Randy Pittman) <https://research.library.mun.ca/view/creator_az/Noseworthy=3ARandy_P=2E_=28Randy_Pittman=29=3A=3A.html>   (1990) The effects of an individualized reading program involving 3 grade 4 students experiencing difficulties in reading.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was designed to investigate the effects of an individualized reading program involving 3 Grade 4 boys who were experiencing significant difficulties in reading.  The program, which was developed within a holistic perspective, used trade books selected by the students and included scheduled conferences between each student and the resource teacher (the investigator) to initiate and to conclude activities related to each book.  Incorporated within these conferences were instructional activities which specifically focused on the student’s reading awareness and strategy development through techniques such as discussion, investigator modelling, and reinforcing and correcting verbal feedback.  The program provided ample opportunities for each student to experience and respond to his books, both independently and within various social contexts.  Continuing communication between the investigator and the classroom teacher helped ensure consistency of instructional experiences and enabled the 3 students to maintain active involvement in the whole-class Grade 4 language program during the 15-week period of the individualized reading program.  Additionally, on-going communication with parents played an important role in ensuring their support and in encouraging and enabling the parents to actively participate in their children's activities at home.  The anticipated outcomes of the program were that each student would develop those attitudes and strategies that foster independence in reading and increased proficiency in word identification and comprehension. -- A number of formal and informal assessment procedures were administered before, during, and after the program.  Pretest group mean results on the Gates-MacGinitie Reading Tests revealed that the students were considerably below grade level in comprehension and vocabulary.  Posttest results showed group mean gains in comprehension and vocabulary; one student's score (in vocabulary) exceeded anticipated gains for students making average progress.  The results of informal, process-oriented assessments administered before and after the program revealed distinct gains for all students in comprehension, sight word recognition, reading awareness and the selection and use of reading strategies and showed continued favorable self-perceptions about reading.  Additional informal measures during conference sessions revealed increased proficiency in the selection and use of reading strategies and indicated a favorable student response to the use of feedback following oral reading. -- Based on the results of this study it was concluded that Grade 4 students who are experiencing significant reading difficulties respond with interest and enthusiasm to a holistic approach and that an individualized reading program can be an effective means for providing independent and instructional experiences that benefit their reading development.


identifier: Andrews, Elizabeth Eileen <https://research.library.mun.ca/view/creator_az/Andrews=3AElizabeth_Eileen=3A=3A.html>   (1989) The effects of assigned and unassigned topics on the length and syntactic complexity of grade-three writing with a survey of gender differences in unassigned topic choices and environments of interest.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was designed to engage children in writing to determine the effects of assigned and unassigned topics on the length and syntactic complexity of children's writing. -- Additionally, this study was designed to survey the popular writing topics generated by the children and the gender differences in their self-generated topics and environments of interest for writing. -- Twenty-four grade-three students were randomly assigned to two equivalent groups composed equally of boys and girls.  For the first three weeks of the study, Group A was randomly assigned to writing on unassigned, self-generated topics and Group B was randomly assigned to writing on teacher-assigned topics.  These writing conditions were alternated for the last three weeks of the study.  At the end of the study, each child selected one favourite writing to be edited and given to each classmate. -- A T-unit analysis used in the research of Hunt (1965) was applied to each of the 288 pieces of writing composed by the students.  The number of words written provided a measure of the length of the students' writing.  The average length of T-units provided a measure of the syntactic complexity of the students' writing. -- Data gathered from the T-unit analysis were subjected to the t-test for statistical significance between the means.  Data were also subjected to a one-way analysis of variance.  Results of the statistical testing showed that the children in this study wrote significantly more words on unassigned topics than on assigned topics.  The difference between the means was statistically significant at the .01 level.  There was no statistically significant difference between the means in the average length of T-units written on assigned and unassigned topics.  Also, there was no statistically significant difference between boys' and girls' writing in the number of words written and the average length of T-units written.  This occurred in the assigned-topic and unassigned-topic conditions. -- The survey of unassigned topics revealed that the most popular topics were pets, space and the ocean.  However, pets was the most popular topic choice of girls and the ocean was the most popular topic choice of boys.  Additionally, girls generated more topics from their immediate environment whereas boys generated more topics from the extended-world environment. -- Findings showed that the writing topic is a major factor in encouraging children to write.  Additionally, findings showed that the writing curriculum must be geared to strengthening and broadening the interests and development of each child in the writing process.


identifier: Martin, Kendra K. <https://research.library.mun.ca/view/creator_az/Martin=3AKendra_K=2E=3A=3A.html>   (1997) Portraits of street corner culture.  Masters thesis, Memorial University of Newfoundland.

title: Portraits of street corner culture

abstract: This study will closely examine youth culture primarily from a street corner site in downtown St. John's Newfoundland.  The methods used will follow critical ethnographic traditions utilizing individual interviews, group discussions, informal observation, and participation in the group culture.  These tools will be used to draw out the personal and collective stories of young people who congregate at this street corner site.  The concept of street corner culture is used to place this study outside the context of any institution and within the milieux of youth.  The investigation of youth culture occurs in their space and from their vantage point.  The street corner here is a place away from family, school, work and the authority of adults who may shape the interaction of the group.  Explored in this context are the dimensions of youth experience within the culture of the group.  Extracted from the context are the self-representations of young people which depict their social world. -- The portrait of youth culture developed through the study will identify existing gaps and potential bridges between youth experience, school cultures, and pedagogical practice.  It is my hope that in capturing the voices of these young people they may contribute to knowledge about youth and fuel new directions in the process of educational change.


identifier: Muhajir, Shabana Dastageer <https://research.library.mun.ca/view/creator_az/Muhajir=3AShabana_Dastageer=3A=3A.html>   (1996) Practices and perceptions of principal evaluation: Avalon Consolidated School Board.  Masters thesis, Memorial University of Newfoundland.

abstract: The age of accountability puts new pressures on educators.  There are increasing calls from every quarter for holding the educational institutions accountable.  In such circumstances, it is difficult for the position of the principalship not to catch the public eye.  The advocates for accountability assuming that the principal is the, not a major influence on the quality of education in a school (Murphy & Louis, 1994) have started demanding the sound evaluations of principals' effectiveness.  Yet there is ample evidence in the literature to suggest that the greater attention to the subject has not led to a convergence of wisdom on how to evaluate principals that would bring maximum benefits in terms of personal and organizational growth. -- This study was undertaken in an attempt to overcome part of current limitation in our knowledge concerning the principal evaluation practices.  The first and foremost purpose of this study was to provide information about current principal evaluation practices utilized by the Avalon Consolidated School Board.  The study also attempted to explore the perceptions of selected groups of teachers, vice-principals, principals, and board trustees with respect to these practices in an effort to provide a bridge between what is and what should be. -- The primary method of data collection was semi-structured interviews.  Other sources of data collection were: (a) documentation from the school boards, schools, principals, Department of Environment and Labour, and Department of Education, (b) follow-up calls to the principals and teachers, and (c) researcher's daily notes.  The study was oriented to phenomenology, which provided a conceptual framework for the analysis of the data. -- The major findings of the study led to the following conclusions: (a) the actual evaluation practices are not in conformity with the stipulations of the policy; (b) it is important for assistant superintendents to have clear understanding of the nature of the work and the level at which school principals are working; (c) there appeared to be a communication gap between the school board and its staff with respect to evaluation practices; (d) evaluation, irrespective of the type was not looked at as a beneficial and constructive process; (e) vice-principals and teachers regarded formative evaluation as informal everyday evaluation; (f) principals were willing to make the evaluation process more inclusive by incorporating input from multiple sources, provided that the evaluation package is well put together; (g) broadened work load makes it difficult for principals to perform their teaching duties effectively; this situation heightens the need for properly evaluating the teaching responsibilities of site-administrators and, finally, (h) there is need for adequate administrative and other support services at the school level in view of emerging expectations and needs of the publics served by the schools.


identifier: Janes, Beverley A. <https://research.library.mun.ca/view/creator_az/Janes=3ABeverley_A=2E=3A=3A.html>   (1996) Preparing and supporting preceptors of senior undergraduate nursing students.  Masters thesis, Memorial University of Newfoundland.

abstract: There is little research investigating the preparation and support needs of nurses who assume responsibility for preceptoring nursing students.  The descriptive literature identifies important strategies for preparation and support, but little verification has come from preceptors themselves as to the value of these strategies.  Because preceptorship experiences are commonly employed as a clinical teaching strategy for undergraduate nursing students, it is important to investigate the needs of the nurses who act as preceptors in order to better assist them to feel satisfied with their contributions. -- The purpose of this study was to describe the current methods of preparation and support provided to nurses who preceptor senior undergraduate nursing students in Newfoundland, and to explore, from the preceptors' perspectives, if these methods met their needs.  A naturalistic mode of inquiry was employed using two sources of data; written preceptor preparation documents used by schools of nursing in the province, and interviews with 18 preceptors from a variety of practice settings across the province. -- A major finding of the study is that not all preceptors received the preparation and support desired during their preceptorship experiences.  Many of the preparation and support strategies desired by preceptors were identified in written school of nursing documents.  However, there was incongruence between what was stated that preceptors received as preparation and support, and what preceptors felt they received.  Other findings indicate the need for schools of nursing to closely evaluate the network of communication strategies used to prepare and support preceptors.  Interaction among nurse educator, nurse administrator, and preceptor was identified as critical to the preceptor's feelings of being supported in the role.  Key support elements are identified in a model that also includes the importance of interaction among preceptor, nurse educator, and student as well as among preceptor, nurse educator, nurse administrator, and preceptor co-worker.


identifier: Edgecombe, Wendy Jane <https://research.library.mun.ca/view/creator_az/Edgecombe=3AWendy_Jane=3A=3A.html>   (1994) Preschoolers' metamemory about the influence of effort and anticipated reward value on recall.  Masters thesis, Memorial University of Newfoundland.

abstract: Two experiments were conducted to examine the validity of preschoolers’ beliefs about the influence of effort and anticipated reward value on recall.  In Experiment 1 preschoolers judged the individual and combined effects of high versus low memory effort, and high versus low anticipated reward value, on recall.  The results indicated that preschoolers believe that recall increases with effort and with reward value.  They also believe that the anticipation of a high value reward will elicit higher effort, and result in superior recall than the anticipation of a low value reward.  The validity of these beliefs was investigated in Experiment 2 by examining preschoolers’ actual recall performance and strategic effort (study time and study behaviour) when promised a reward of either high or low value.  Subjects recalled significantly more toys when they anticipated receiving a high relative to a low value reward.  However, the value of the anticipated reward had no observable effects on study effort.  The results are discussed in terms of the importance of preschoolers' beliefs about memory effort.


identifier: Delaney, Jerome G. <https://research.library.mun.ca/view/creator_az/Delaney=3AJerome_G=2E=3A=3A.html>   (1991) Teacher perceptions of the effect of administrative practices on teacher morale in Newfoundland and Labrador schools.  Masters thesis, Memorial University of Newfoundland.

abstract: This study investigated teachers' perceptions of the effect of administrative practices on teacher morale in Newfoundland and Labrador schools.  A questionnaire consisting of 6 sections was developed and mailed out to a random sample of 500 teachers throughout Newfoundland and Labrador. -- Information obtained from this questionnaire allowed the researcher to answer the following research questions: -- 1. Of the various factors identified in the literature as affecting teacher morale, how do teachers rank these factors in order of importance? -- 2. To what extent do teacher perceptions of the personality and the human relations practices of the school administrator affect teacher morale? -- 3. To what extent do teacher perceptions of the policies of the school administrator such as those dealing with communication, student discipline, decision-making, teacher evaluation, teacher supervision and conducting faculty meetings affect teacher morale? -- 4. To what extent do teacher perceptions of the professional competency of the school administrator affect teacher morale? -- 5. To what extent are administrative practices identified in the literature as affecting teacher morale occurring in Newfoundland and Labrador schools? -- 6. How do teachers rate their own individual levels of morale? -- 7. How have teachers' perceptions of whether or not these administrative practices are occurring in their schools affected their morale? -- 8. Do the demographic factors of sex, years of teaching experience and the grade level a teacher is working at (primary, elementary, junior high, senior high) significantly influence teacher morale? -- 9. Are there any administrative practices not cited in the study instrument which are perceived by teachers as having an affect on teacher morale in Newfoundland and Labrador schools? -- Statistical procedures utilized in the study included an internal-consistency method known as the Alpha Reliability Coefficient to determine instrument reliability.  One-way analysis of variance along with the Student-Newman-Keuls Procedure was utilized to study the effect of various teacher perceptions on teacher morale. -- The study revealed that teachers in Newfoundland and Labrador place considerable emphasis on various factors affecting teacher morale most notable of which were security, working conditions and administrative practices.  Their perceptions of the importance of administrative practices and the extent to which they perceived these practices to be occurring in schools throughout Newfoundland and Labrador were found to significantly affect their morale.


identifier: Hardiman, Blaine Grandy <https://research.library.mun.ca/view/creator_az/Hardiman=3ABlaine_Grandy=3A=3A.html>   (1990) Public attitudes toward education in Happy Valley-Goose Bay.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to determine the general public's attitudes toward the current education system in Happy Valley-Goose Bay and the issues that this system may have to deal with in the future. -- This study addressed the following issues: (a) level of importance of a good education; (b) level of importance of certain goals of education; (c) satisfaction with aspects of administration, teaching, and student life; (d) satisfaction with selected courses, programs, services, and facilities; (e) grading of the schools; (f) areas to which schools need pay more attention; (g) financing education; (h) denominational education and inter-denominational sharing of services; and (i) the willingness of the public to become participants in educational support groups or decision making bodies. -- The questionnaire designed for the study was hand-delivered to 388 sample members; 360 completed returns were picked up for a return rate of 92.8%.  The results for the 73 items on the questionnaire were presented for the whole sample, and as well they were broken down by eight independent variables: (a) age; (b) religious affiliation; (c) children in school; (d) school system; (e) level of education; (f) length of residency in the community; (g) posted by their employer into the community; and (g) native ancestry.  Analysis of variance was used to determine if there were any significant differences within the independent variables, and the Scheffé test was used to identify where statistically significant differences existed.  The mean responses of those with and those without children in school differed more often than any other groups within the independent variables. -- This study found that the people of Happy Valley-Goose Bay were generally satisfied with the current education system in place and gave the local schools fairly high marks.  Teaching of the basics was considered to be very important along with providing more educational programs in the following areas: (a) alcohol and drug education, (b) sex education, (c) computer education, (d) life skills, and (e) career connseling.  They felt that more money was needed to provide a high quality education for all students and that changes had to be made to the current denominational system of education.  Of the respondents who wanted changes made to the current system, the largest percentage would like to see one school board serving the needs of all children in Happy Valley-Goose Bay.


identifier: Rose, William <https://research.library.mun.ca/view/creator_az/Rose=3AWilliam=3A=3A.html>   (1992) Quality of school life model for early withdrawal from the core French program.  Masters thesis, Memorial University of Newfoundland.

abstract: The research analyzes student perceptions of their school lives and how this correlates and impacts upon other variables in accounting for early withdrawal from core French.  Six basic questions are researched, which include:  (i) Why do many students decide to withdraw from core French sometime before beginning grade ten?  (ii) To what extent do certain background variables account for this early withdrawal from core French?  (iii) How does ability in French contribute to this early withdrawal?  (iv) To what extent do students' perceptions of school life account for this early withdrawal?  (v) To what extent does attitudes toward core French instruction account for this early withdrawal?  (vi) To what extent does student well-being or satisfaction and dissatisfaction with schooling account for this early withdrawal? -- The sample for this study was taken from within the Exploit's White Bay Roman Catholic School District.  Included in the sample were all grade nine students who were enrolled in core French during the school year 1989-90.  The students were from eight schools ranging from a small school with 2.7 percent of the sample to a school with 21.3 percent of the sample.  The data were gathered by administering student questionaires, a French achievement test and a student intention form.  The instruments measured four domains of each of the quality of school life, attitudes towards French and student well-being (satisfaction and dissatisfaction).  Permission was given by parents and the school board to conduct this research. -- Multiple regression and second-order factor analyses were conducted in determining the significance of the various relationships.  The model included a dichotomous dependent variable which was determined by the actual decision of the students to withdraw or not to withdraw from core French.  The alpha reliabilities were acceptably high for each measure.  The direct, indirect and total effects of independent variables on dependent variables were calculated along with correlations and t-values. -- In terms of total effects, the gender and quality of school life variables were of negligible significance as predictors of early withdrawal from core French.  The impact of French attitude was marginally significant as a predictor of early withdrawal in that the more positive the attitude the less likely students were to withdraw other things equal. -- The re-specified model for early withdrawal from core French indicated that the most important factors in the model were both French achievement at the beginning and end of grade 9, and the overall satisfaction with schooling.  Students who were performing well in French at the end of grade 9 were likely to stay in French.  However, students who were least satisfied with school were more likely to withdraw from core French than students who were experiencing greater satisfaction with school.


identifier: House-Walters, Heather <https://research.library.mun.ca/view/creator_az/House-Walters=3AHeather=3A=3A.html>   (1996) Read aloud and its impact on young children's writing.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was designed to determine whether there is any relationship between the frequency of read aloud, the genres selected for read aloud and their frequencies, and the forms of writing children are asked to produce in selected grade 1 classrooms.  The study was conducted over a twelve-week period in eight grade 1 classrooms in six schools.  The selection of the eight grade 1 teachers was based on teachers' willingness to participate since participation required a considerable degree of committment on their part for the duration of the study.  The teachers were asked to keep a daily log of the selections that they had read to their children.  They were also asked to collect dated writing samples from three children in their class whose performance was representative of the range of abilities within the class. -- The study suggested that teachers in the primary grades are reading to their children on a fairly regular basis although some teachers are reading a lot more than others and individual teaching philosophies seemed to dictate the quality and variety of children's literature read.  The study revealed that the genre most frequently selected for read aloud was narrative.  While it is often thought that teachers have children writing a lot of narrative, the results of this study suggested that children's writing activities frequently required them to complete expository writing in which they were able to tell about information or experiences.  Young children may find it easier to apply their developing knowledge of the conventions of print to expository writing whereas narrative writing demands that children learn an additional body of knowledge which pertains to the elements of narrative or story structure.


identifier: Carroll, Anne Marie <https://research.library.mun.ca/view/creator_az/Carroll=3AAnne_Marie=3A=3A.html>   (1995) Professional development and the teacher-librarian: an internship report.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this report is to describe the results of an internship study of the role of the secondary school teacher-librarian as it pertains to the curricular integration of technology through staff development.  Three basic questions were explored: (a) What do we know about educational change and staff development? (b) How does this knowledge relate to the curricular integration of technology in secondary schools, particularly as it pertains to the role of the teacher-librarian? and; (c) How do schools obtain funding for the curricular integration of technology? -- Chapter One explains the rationale for the choice of internship setting, outlines the internship experiences, describes the evaluation and supervision procedures, and provides background information to the research component.  Chapter Two is comprised of a review of the literature on educational change and staff development as it pertains to the curricular integration of technology.  The results of this review indicate that staff development can be an effective vehicle for educational change when it is conducted at the school site, incorporating elements of the school vision, school culture, and the teachers’ acquired knowledge of their professional practice.  Transformational leadership appears to be an effective leadership style for educational change.  Chapter Three describes the plan for technology implementation at Bishops College, the on-site multimedia research project, and the staff development program.  This chapter concludes with a description of the role of the teacher-librarian as observed at Bishops College and a discussion of the role of the teacher-librarian as a transformational leader within the school.


identifier: Vey, Bruce W. (Bruce Wilfred) <https://research.library.mun.ca/view/creator_az/Vey=3ABruce_W=2E_=28Bruce_Wilfred=29=3A=3A.html>   (1992) Proposed science, technology and society course for secondary schools in Newfoundland and Labrador: teachers' perceptions and concerns.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis explored secondary science teachers’ perceptions of and concerns about the development and implementation of a proposed Science, Technology and Society course in the schools of Newfoundland and Labrador. -- The importance of the STS theme in science education has been recognized in the reports, Science for Every Student (Report 36 of the Science Council of Canada, 1984) and Towards an Achieving Society, (Task Force on Mathematics and Science in Newfoundland and Labrador, 1989).  In an attempt to address this need, the Department of Education in Newfoundland and Labrador has developed a course description for the STS course. -- Secondary science teachers were asked to complete an STS questionnaire, composed of eight parts based on the draft course description - the nature of the course, course content, instructional time and strategies, role of the teacher, instructional resources, evaluation strategies, preservice and inservice requirements, and personal data. -- The results indicated that although the majority of science teachers felt that STS issues should be taught as a separate course, teachers were concerned about the development and implementation of such a course.  These concerns included the nature of the proposed STS course, resource materials, evaluation strategies and teacher inservice.  Most teachers felt that the course should be a two credit course, offered to all students, preferably those students in Level II. -- A large percentage of the teachers surveyed agreed with the proposed STS course content.  However, many teachers felt that other topics - marine technology, global climate, endangered species, nutrition, environmental issues and human population should be included. -- This study provided insight into how science teachers perceive STS topics in the curriculum and gave teachers an opportunity to have input into the development of the STS course and the nature of the inservice required.  It is hoped that the results of this study will influence the selection of topics and that the proposed STS course will include topics that reflect teachers' concerns about the course and their perceptions of what will be required to successfully implement an STS course at the secondary level.


identifier: Yetman, Glenn L. <https://research.library.mun.ca/view/creator_az/Yetman=3AGlenn_L=2E=3A=3A.html>   (1983) Obvious versus subtle timing procedures on the Wechsler Adult Intelligence Scale - Revised.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to determine whether different timing procedures produced significant differences in the scores of two groups of subjects on the Wechlser Adult Intelligence Scale-Revised (WAIS-R).  Previous studies in this area focused on the variable of anxiety and contained a number of other limitations which left no clear answer to the question of whether different timing procedures actually did affect subject performance.  This study focused on the relationship between timing procedures and subjects’ perceptions of the importance of speed as a factor in test performance. -- A sample of 60 students enrolled in Education courses at Memorial University, Newfoundland, were chosen for the study.  The subjects were randomly divided into two groups of 30.  The WAIS-R was administered to all subjects by a school psychometrist.  For one group the timing requirements of the WAIS-R were made patently obvious during its administration.  For the other group the timing requirements were effected in a very subtle manner. -- Analysis of the results of a two-way analysis of variance involving two levels of timing and sex yielded no significant interaction or main effect for the timing variable.  While the magnitude of the timing effect was insufficient to be declared significant, subjects who were aware of being timed scored higher on nine of eleven WAIS-R subtests than did subjects who were not made aware they were being timed.  The sex variable yielded significant main effects on three WAIS-R subtests with males scoring significantly higher than females. -- The results of this investigation suggest that additional study is required to explain fully the effects of different timing practices on Wechsler scale performance.  Given the unusual trend, if the examiner's purpose is to maximize the performance of examinees, as is indicated in Wechsler manuals, then obvious timing appears to be the preferred timing practice.


identifier: Downton, Patricia <https://research.library.mun.ca/view/creator_az/Downton=3APatricia=3A=3A.html>   (1997) Nursing leadership, can it meet the marketplace needs?  Masters thesis, Memorial University of Newfoundland.

abstract: This study consisted of audio-taped interviews with ten nursing administrators from ten work sites in St. John's Newfoundland.  The research design combined critical ethnography and critical theory, which together comprised an intensive research design” outlined by Morrow (1994).  This design allowed a small number of case studies (ten) to be considered in terms of a great number of individual properties in order to examine nursing leadership for its potential, skills and use within the health care systems.  Nursing is undergoing social change and increased pressure from the government, nursing associations and the marketplace making it imperative that nursing meet a mandate for leadership. -- The thesis is divided into six chapters.  Chapter one gives the introduction: Chapter two provides a literature review; Chapter three, the research design and methodology; Chapter four is comprised of the lived experiences of the informants; Chapter five is an interpretative analysis of chapter four and includes document analysis; and, Chapter six provides a more intensive analysis of chapter four.  Bolman and Deal (1991) and O’Toole (1995) provide a critical theory in-depth analysis of nursing leadership in organizations affected by change.  Recommendations are included. -- The research study showed that nurses are providing leadership in multiple settings but nursing leadership is difficult in the present times of change.  There were indications that nurse leaders still face asymmetrical patterns of power and privilege, with dominance exercised by the medical profession.  This dominance was cited as a key factor in nurses ability to determine their future roles in the emerging new structures of health care delivery. -- The study could not fully address nurses' ability to meet the current marketplace needs because the changes to health care are still too recent, with rapid changes still occurring.  Two themes did arise from the study.  Does the health care system want or value nurses as leaders?  Do nurses and the health care system realize the potential of nurses as leaders?


identifier: McGrath, Samuel <https://research.library.mun.ca/view/creator_az/McGrath=3ASamuel=3A=3A.html>   (1989) Relationships between selected variables and teacher-initiated leave during the 1987-88 school year in Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract:
There were two major purposes to this study. The first was to determine how much teacher-initiated leave was taken by regular (full-time) classroom teachers in Newfoundland during the 1987-88 school year. The second was to examine the relationship between the amount of leave taken and a selection of personal traits and situational factors. The dependent variable was leave use. The independent variables included age, sex, marital status, level of education, teaching experience, health, accumulated sick leave, sick leave as an entitlement, experience in present school, school size, place of residence, distance to work, coverage by substitute teachers, internal coverage by other staff, urban/rural community, geographical region, and school board. -- There were two primary sources of data; information from the Department of Education and information from a sample survey of teachers in the province. Study groups included all full-time regular classroom teachers who were employed by the 35 school boards during 1987-88, and a sub-sample of teachers from the Avalon Peninsula region. Statistical procedures of one-way analysis of variance and linear multiple regression were utilized in the analyses of data. Leave use was measured in annual mean days, incidence rates, and leave rates. Specific findings were recorded for both the study sample and the study population. -- Most of the personal and situational variables of the study have been examined in varying degrees in the literature. Findings from the literature tended not to support personal factors as being good predictors of teacher absenteeism. Situational factors were generally examined in fewer studies and while some variables were associated with higher absences, there is insufficient data on which to make firm conclusions. The findings of this study generally reflected the literature in terms of relationships between personal and situational factors and leave use. -- Findings related to the first purpose of the study, namely the extent of leave use throughout the province during 1987-88, indicate that most teacher-initiated leave was sick leave. On average, teachers used 8 days of discretionary leave, 7 of which were for sick leave. Most teachers in the province (87 percent) took sick leave during the year and the proportion of time they were absent in relation to the total amount of work time available ranged from 1.58 percent to 6.78 percent. Substitute teachers were employed most of the time (84.07 percent) by all school boards to replace regular teachers on sick leave. The annual mean for sick leave by district was found to be statistically significant for 6 of the 35 school boards. The annual mean by region was statistically different for the Avalon region. --  Statistics related to relationships between leave use and selected personal and situational factors were computed for sick leave only because this was the most dominant of all the categories of teacher-initiated leave. Findings show that 7 of the 10 personal variables and 2 of the 6 situational variables were statistically significant and therefore related to the amount of sick leave used during the year. Personal traits found to be related to leave use included age, sex, marital status, teaching experience, unused accumulated sick leave, health, and sick leave perceived as being an entitlement. Situational factors included school size and urban/rural community. Specifically, the study found that older teachers took more sick leave than younger teachers, females took more sick leave than males, married teachers took more sick leave than unmarried teachers, those with moderate amounts of unused accumulated sick leave took more sick leave than either those with a small amount or a large amount of accumulated unused days, teachers who perceive themselves as being healthy used less sick leave than those who perceived themselves as unhealthy, and teachers do not perceive sick leave as an entitlement to the same degree as other benefits in the contract. However, survey respondents indicated that teachers take sick leave when they are not actually sick. The study found that teachers in large schools in the province used more sick leave than teachers in small schools, and that urban teachers used more sick leave than rural teachers. -- Collectively, the personal and situational variables of the study account for 14 percent of the variance in sick leave
use. While statistically significant, the small amount which the variables contribute to total variance questions their practical significance. Residual variables (those not examined) appear to have more greatly affected sick leave usage among teachers in Newfoundland during the 1987-88 school year. -- Conclusions drawn from the study were related to descriptive analysis results and relational analysis results. Because the data encompassed leave use for one year only, it is tenuous to conclude that patterns of teacher leave usage were clearly identified. However, it can be concluded that until further data is forthcoming, the study represents a fairly accurate picture of teacher leave usage in the province. Because the various personal and situational variables accounted for only 14 percent of the variance, several conclusions are possible: the model was inadequate for predicting sick leave usage, the reasons teachers take sick leave are idiosyncratic, or the levels of aggregation for measurement purposes should be raised to other than the individual level. In general, the study adds little to what has already been found by previous studies elsewhere into teacher absenteeism.


identifier: Newhook, Brenda L. <https://research.library.mun.ca/view/creator_az/Newhook=3ABrenda_L=2E=3A=3A.html>   (1995) Report of a counselling internship at Cabot College of Applied Arts, Technology and Continuing Education including a research report on the career counselling needs of college students based on gender, age, and level of education.  Masters thesis, Memorial University of Newfoundland.

abstract: This report provides an overview of a counselling internship at Cabot College of Applied Arts, Technology, and Continuing Education. The primary activities described are those of individual counselling, research in the area of adult career development, and inservice training received by the student. The research project concentrated on the career counselling needs of adult students categorized according to gender, age, and level of education. Using a measure of career maturity – the Career Development Inventory (CDI) College and University Form – to help identify career counselling needs, results indicated several significant findings. The female students’ mean score on the Career Planning scale was significantly lower than the male students’ mean score, indicating a potential career counselling need. On the cognitive scales of the Career Development Inventory, mean scores increased as the level of education increased. No significant differences were evident on either of the eight CDI scales based on the variable of age. As discussed in the review of the literature, further research on the topic of adult career development and career maturity is needed.


identifier: Drover, Deana M. <https://research.library.mun.ca/view/creator_az/Drover=3ADeana_M=2E=3A=3A.html>   (1997) Report of a counselling internship at St. John Bosco All Grade School, St. John's, Newfoundland, including a research project: implementation and evaluation of a grade eight drug awareness program entitled, Alcohol in our society.  Masters thesis, Memorial University of Newfoundland.

abstract: During a eight week counselling internship at St. John Bosco All Grade School, St. John's, Newfoundland, the intern engaged in many professional activities which enabled her to enhance and build upon her skills as a counsellor. These activities included: (a) individual counselling with 29 students on a variety of personal, academic and career concerns; (b) group counselling kindergarten to level-Ill students; (c) participating in case conferences and consultation with school, school board personnel, and with other helping professionals; (d) administering a variety of psychoeducational assessments, and; (e) assisting with the delivery and implementation of an alcohol and sexuality workshop. -- The intern also had an opportunity to implement, and to evaluate a drug awareness program delivered to a grade eight class at St. John Bosco School. Specifically, the intern delivered and evaluated a module entitled, Alcohol in our Society, which is one of the three modules in a program called Tuning Into Health (Saranchuk, R. & Koss, D, 1986). -- In this evaluative study the intern addressed the following: factors which facilitated and hindered the implementation and delivery of the program, modifications that were made, the extent to which the specific objectives of this program were accomplished, salient aspects and critical events associated with the instructional process, and how the students evaluated the usefulness of the program and its relevance to real-life situations with which they might be confronted. -- This report notes specific modifications that are necessary to improve the delivery of this program and the factors which facilitated and hindered the implementation of the program. As well, the program delivered by the intern was successful in positively increasing students’ knowledge regarding alcohol In addition, some students stated that the program was useful and prepared them for possible real-life situation with which they might be confronted. However, some students believed that the program would be useful if implemented with lower grades, and that by grade eight they have already had to confront peer pressure situations involving alcohol. -- The last chapter of this Report concludes with an overview and recommendations.


identifier: Younghusband, Lynda J. <https://research.library.mun.ca/view/creator_az/Younghusband=3ALynda_J=2E=3A=3A.html>   (1990) Report of a counselling internship at the Dr. Thomas Anderson Centre, including a concept paper on career counselling of pregnant teenagers and teenage mothers.  Masters thesis, Memorial University of Newfoundland.

abstract: This report provides a comprehensive account of a thirteen week, full time counselling internship completed from April 30, 1990 to July 27, 1990 at the Dr. Thomas Anderson Centre, St. John's, Newfoundland. -- The report encompasses two areas: -- 1. A statement of the internship rationale and objectives, a description of the internship setting and activities that were undertaken to fulfill the objectives. Details of the intern supervision and evaluation procedures used are also described. -- 2. A thorough literature review and report on the career education needs of teenage mothers. A proposed programme to meet those needs in rural areas of Newfoundland is described as well. -- The internship setting at the Dr. Thomas Anderson Centre v/as considered appropriate by the intern and her supervisors because a) supervision could be on-going and extensive and b) the multi-disciplinary staff could provide an opportunity for experience in a variety of child and adolescent counselling services c) the setting would provide experiences related to an area in which the intern eventually hoped to be employed.


identifier: Paddock, Lenora Lorraine <https://research.library.mun.ca/view/creator_az/Paddock=3ALenora_Lorraine=3A=3A.html>   (1991) Report of a counselling internship at the Newfoundland School for the Deaf, including an evaluation study of a pilot distance career counselling intervention programme for teenage mothers and pregnant teens.  Masters thesis, Memorial University of Newfoundland.

abstract: This report provides a comprehensive account of an eleven week, full time counselling internship completed from April 15, 1991 to June 28, 1991 at the Newfoundland School for the Deaf and a two week placement from July 1, 1991 to July 12, 1991 at the Newfoundland Coordinating Council on Deafness (NCCD), St. John's, Newfoundland. -- This report encompasses two areas: -- 1. a statement of the internship rationale and objectives, as well as a description of the internship setting and activities conducted to fulfill the objectives. Details of supervision and evaluation at the Newfoundland School for the Deaf setting are also described. -- 2. an evaluation study of a pilot distance career counselling intervention programme for teenage mothers and pregnant teens. A discussion of the results and a list of recommendations for improvements in the programme are also described. -- The internship setting at the Newfoundland School for the Deaf was considered appropriate by the intern and supervisors for several reasons; (1) supervision could be on-going, (2) an opportunity could be provided for an experience in a variety of student counselling services, and (3) it would provide further overall experiences related to an area that the intern has great interest in and in which she will eventually be employed. -- As a result of the internship the intern gained new and worthwhile insights into the helping relationship. Moreover, a feeling of greater competence in using these insights was also achieved.


identifier: Fowler, John P. <https://research.library.mun.ca/view/creator_az/Fowler=3AJohn_P=2E=3A=3A.html>   (1997) Report of an educational psychology internship at Cabot College of Applied Arts, Technology and Continuing Education, including a research report on the effectiveness of the Canadian Adult Achievement Test in predicting college grade point average for mature students.  Masters thesis, Memorial University of Newfoundland.

abstract: This report provides an overview of an educational psychology internship at Cabot College of Applied Arts and Technology, and Continuing Education. The placement section addresses the setting, the goals and objectives, the implementation and evaluation of the internship, and the intern's personal reflections. The research component addresses the effectiveness of the Canadian Adult Achievement Test (CAAT) in predicting college grade point average for mature students. Results indicate that, for this population, scores obtained on the CAAT were poor predictors of GPA Limitations of the current study and recommendations for future research are also discussed.


identifier: Blackmore, Margaret T. <https://research.library.mun.ca/view/creator_az/Blackmore=3AMargaret_T=2E=3A=3A.html>   (1998) Report of an educational psychology internship at the College of the North Atlantic, including a qualitative analysis on the peer tutoring programme at the College.  Masters thesis, Memorial University of Newfoundland.

abstract: This report provides an overview of an educational psychology internship at the College of the North Atlantic, St. John's Campus. Part One describes the role and activities of the Counselling Services Office, the specific tasks and skills I engaged in, and my general observations about the work site. Part Two is a summary of research that explored participants' impressions and opinions of the peer tutoring programme that is administered in conjunction with the counselling services office of the Division of Student Services. The results indicate that the participants view the programme as a valuable service offered by the college. While the programme contains many of the components recommended for effective tutoring a key recommendation is that training for tutors and a programme evaluation procedure be designed and implemented.


identifier: Cleal, Thomasina M. <https://research.library.mun.ca/view/creator_az/Cleal=3AThomasina_M=2E=3A=3A.html>   (1985) The role of the politician and the civil servant in the policy process : a Department of Education case study.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to analyze and describe the role of the politician and the civil servant in the policy process. The case study approach was utilized by the researcher and focused on the amendment to Section 12a of “The Schools’ Act, 1968.” Particular attention was paid to the decision-making process as it applied to influentials in a governmental Department of Education. -- Data were collected during a semi-structured interview. The questionnaire was an adaptation of an approach used by Stapleton in a 1975 study concerning the politics of educational innovations. Information was also obtained from copies of correspondence and other documentation. -- Findings and conclusions from the study indicate that policy making in the Department of Education adhered to a policy process. However, formal communication in the organization was restricted to Senior and Administrative Officials. Input into the policy from external interest groups was present, but decision-makers were identified as top level civil servants. -- Recommendations for action included formalized communication methods for Professional Staff and external interest groups. The implementation of a structure evaluation process concerning policy was also recommended. With respect for further study, the researcher recommended the study of interest group involvement in governmental policy development, a comparison of the roles of politicians and civil servants in various governmental departments in the policy process, and the development of policy as it adheres to particular models


identifier: Cooper, Judith L. T. <https://research.library.mun.ca/view/creator_az/Cooper=3AJudith_L=2E_T=2E=3A=3A.html>   (1990) The role of the primary school principal in professional development.  Masters thesis, Memorial University of Newfoundland.

abstract: The main purpose of this study was to determine the extent to which primary school principals feel they are knowledgeable with respect to primary school aged children, their needs. and the kinds of school practices which arc appropriate for them. The study examined the principal's role in promoting developmentally appropriate programs at the primary level, and the extent to which primary teachers feel that principals of primary schools have adequate knowledge in these areas. -- Data collected from 59 primary school principals and 226 of their primary school teachers provided the necessary information used in the testing of the various research questions. Statistical procedures used included a one-way analysis of variance and the Student-Newman-Keuls test. -- The principals' questionnaire investigated their perceptions of their role as principal in the primary school and the teachers' questionnaire examined their perceptions of how their principals considered certain issues about primary education and their (the principals') role, Part I of both questionnaires gathered biographical data of principals and teachers, and Part II gathered information relative to practices within the primary school. Respondents were asked to rate most items as "of no importance”, of little importance”, “important”, and “very important to the role of the principal, while others required a “yes” or “no” response. -- Results of the survey indicate that the teaching profession at the primary school level is predominantly female, while positions of leadership are predominantly male. Both groups of respondents (principals and teachers) indicate that a great deal of emphasis is placed on the administrative component of the principalship, and that the principal's role as instructional leader in the primary school is being carried out to some degree. -- Principal and teacher responses were also similar on such issues as the importance of having knowledge of child development, and of promoting appropriate teaching styles and learning opportunities for young children. -- Teachers generally perceive principals as placing less importance on certain issues than principals' responses indicate. Discrepancies occur in the following: the principal's role as coach to primary teachers; training principals and other teachers in coaching techniques; teacher involvement in school policy planning, program planning, and staff meeting planning; and principal's involvement with parents and children. Principals consistently see these issues as being of greater importance than their teachers perceive that they did. In terms of actual practice, principals indicate higher rates of occurrences than did teachers. -- In general, principals seem to believe they give higher priority to curriculum development, staff development, and child-centered teaching matters than in fact teachers perceive them to do. Principals also see themselves as giving lower priority to management matters than teachers claim they do.


identifier: Fitzgerald, Sharon <https://research.library.mun.ca/view/creator_az/Fitzgerald=3ASharon=3A=3A.html>   (1995) Relationship between comprehensive school health education and the smoking knowledge, attitudes, and behaviour of grade nine adolescents.  Masters thesis, Memorial University of Newfoundland.

abstract: The primary purpose of this study was to assess the effectiveness of smoking prevention and cessation efforts in this province which were delivered as part of a piloted comprehensive health program to grade 7 students during the 1992-1993 academic year.  Specifically, the study examined the smoking knowledge, attitudes, and behaviours of a sample of grade 9 adolescents exposed to the comprehensive health program in grade 7, as compared to a sample of grade 9 adolescents who were not exposed to the program in grade 7.  This study also examined whether the relationship between the comprehensive health program and student smoking knowledge, attitudes, and behaviour varied with gender and role modelling influence. -- The experimental group consisted of a convenience sample of 122 grade 9 students in the school which received the comprehensive health program while the control group consisted of a convenience sample of 69 grade 9 students in another school who did not receive the program.  Both schools were in the St. John's area.  All students completed questionnaires which secured data on gender and the smoking behaviour of friends and family, previous and current student smoking behaviour, student smoking knowledge, and student smoking attitudes. -- The results of the study demonstrated that the experimental and control groups were not statistically different overall in their smoking knowledge, attitudes or behaviour.  Descriptive statistics indicated that students were very knowledgeable on smoking issues, yet substantially large numbers of students reported they currently smoked.  Findings also suggested that the relationship between the comprehensive health program and student smoking attitudes and behaviour varied with role modelling influence.  When controlling for other variables, mothers' smoking behaviour was most predictive of student smoking behaviour. -- The findings in the study demonstrated that the effectiveness of comprehensive school health on smoking attitudes and behaviour can be impeded by the antecedents of health behaviour, namely environmental influences such as role models' behaviour, and in particular, mothers.  Such influence must be taken into account in the design and implementation of school health programs.  Further research is warranted to assess the impact of mothers' smoking behaviour on adolescents and to identify interventions that may be effective in counteracting this influence.


identifier: Parsons, Tina R. <https://research.library.mun.ca/view/creator_az/Parsons=3ATina_R=2E=3A=3A.html>   (1998) Report of an internship completed at the Calgary Learning Centre.  Masters thesis, Memorial University of Newfoundland.

abstract: This report describes an internship at the Calgary Learning Centre.  The report details the internship and a research component which was completed at the internship site.  The goals of the internship included: development of psychometric skills and report writing, development of individual counselling skills, increasing the knowledge of current intelligence, interest, achievement and diagnostic instruments and conducting research on the effectiveness of the problem solving strategies used at Camp ADDventure. -- The twelve week internship was completed at the Calgary Learning Centre, located in Calgary, Alberta.  There was extensive opportunity to meet with the professional staff about services offered at the Centre and to gain insight into the varied theoretical perspectives of each psychologist.  Throughout the placement the intern met with and provided psycho educational assessments with four staff psychologists. -- Much of the intern's time was devoted to researching the effectiveness of problem solving strategies used at Camp ADDventure on increasing socially-appropriate and self-corrective behaviours in children diagnosed with AD/HD.


identifier: Doyle, Noreen Mary <https://research.library.mun.ca/view/creator_az/Doyle=3ANoreen_Mary=3A=3A.html>   (1987) Schema theory and the teaching of literature.  Masters thesis, Memorial University of Newfoundland.

abstract: In view of the fact that literature does maintain an important position in the school curriculum, we must be concerned with how people read and interpret literature.  We must accept that the teaching of reading is vital to the process of interpreting literary texts.  Therefore, it is the purpose of this thesis to propose that schema-theoretical view of reading is a viable approach to the teaching of comprehension.  It is the further purpose of this thesis to examine such a process-oriented approach in which the notion of the text and the reader as partners in the reading process is of central concern. - Believers in reader-response criticism posit that when readers encounter texts they use previously acquired background knowledge together with the author’s cues, to create meaning.  Reading is an interactive process in which we must consider both text and reader.  To this end, there will be supplied an examination of how these two interact in reading comprehension - an exploration of specific aspects of reader response. - Overall, a schema-theoretical view of the composing process requires us to modify many of our traditional views of reading comprehension.  Some implications of such modifications are presented and some practical suggestions for improving the teaching of literature are provided.  Thus the major purpose of this work is to facilitate reading comprehension.


identifier: Simms, Robert Lloyd <https://research.library.mun.ca/view/creator_az/Simms=3ARobert_Lloyd=3A=3A.html>   (1986) School size as a factor in the science achievement of grade twelve students.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to determine whether or not students in schools of different sites are achieving equally in high school science.  The study analyzed, in addition to student achievement, human and material high school science resources as they exist in schools of different sizes.  The focus of the study was on the small school. -- Student achievement was measured using the Level 18 science test from the battery of tests entitled “Form T - Test of Achievement and Proficiency.  The test was completed and scored from 120 Grade 12 students in 120 schools throughout the province of Newfoundland and Labrador.  Twelve characteristics associated with each of the schools chosen were collected by means of a teacher questionnaire and compared by school size.  These characteristics included courses taken, courses offered, teacher experience, teacher training, teacher workload, school equipment and facilities, and class size. -- All data were subjected to analysis by use of programs contained within the Revised Edition of the Statistical Package for the Social Sciences (SPSSX). - No significant difference was found in the science achievement of Grade 12 students in relation to the size of school they attend.  A significant difference was found between science achievement and the number of courses taken by students.  A test of interaction between courses completed and school size also indicated that when school size and the number of courses taken interact together the science achievement levels are affected. -- In schools of different sizes a lack of balance was found to exist in the types of science courses offered to students and the types of courses taken.  Significant differences were found as well in the human and material resources associated with the teaching of science in small, medium and large schools. -- The results of the study support the need for a high school program with characteristics designed to address the unique science conditions which exist in small schools.