identifier: Thompson, Jeffrey Roland <https://research.library.mun.ca/view/creator_az/Thompson=3AJeffrey_Roland=3A=3A.html>   (1990) Secondary school students' understanding of science processes: an interview study.  Masters thesis, Memorial University of Newfoundland.

abstract: For many years educators have recognized the need to identify students’ existing beliefs about scientific phenomena because these beliefs often play a major role in the learning of new information, especially when they are at variance with the views commonly accepted by scientists.  Beliefs which are inconsistent with scientific consensus are commonly referred to as misconceptions. -- Many researchers have reported student misconceptions about a variety of concepts in all disciplines of science.  However, no research efforts have explored the range and prevalence of misconceptions about science process skills.  Thus, the need to pursue students’ conceptions about these skills became apparent.  The current study investigated the selected processes of planning experiments, hypothesizing, identifying and controlling variables, inferring, observing, interpreting data and predicting. -- Based on interest and participation in science fairs, four groups of eight students from grades 7 to 10 (13 to 16 year olds) were interviewed to identify their conceptions about science process skills.  These 32 subjects were grouped as science fair winners (group A), science fair non-winners (group B), science fair participants (group C), or science fair non-participants (group D).  The interviews were conducted using a semi-structured interview protocol and each session typically lasted 35 to 45 minutes.  All interviews were tape-recorded and subsequently transcribed for later analysis.  The transcribed tapes served as the data-base for the construction of conceptual inventories. -- Each conceptual inventory contained the subject's actual beliefs about the specific process skills investigated.  All conceptions were organized under the specific headings explored and these inventories were used to identify misconceptions held by each subject.  Misconceptions common to at least two subjects were tabulated for further discussion. -- The data collected indicate that students from all four groups have a very inadequate understanding about the processes of science.  A wide range of misconceptions were exhibited by subjects from all groups, regardless of interest and participation in science.  Much of the confusion experienced by the subjects appears to have originated from confusion with terms that have common sense meanings and scientific meanings which differ.  This was particularly evident with the terms independent variables, dependent variables, controlled variables, and observing. -- Some of the most common misconceptions identified in the study include:  A hypothesis is a guess about the outcome of an experiment; an independent variable is one that is separate from, or independent of, the rest of an experiment; an independent variable is the same as a controlled variable; a dependent variable is the opposite of an independent variable; a dependent variable is the same as a controlled variable; controlled variables are those whose effects on an experiment are determined and controlled by the experimenter; inferring is the same as observing; an inference is a person's thoughts about a particular phenomenon; observing is seeing or watching what happens; a prediction is a guess about the outcome of an experiment; and a prediction and a hypothesis are the same. -- In all, a total of 58 different misconceptions were identified.  Some of these misconceptions were held by over 70% of the subjects, while others were expressed by less than 10% of them.  The findings facilitated the identification and discussion of several educational implications.


identifier: Thorne, Robyn Kailey <https://research.library.mun.ca/view/creator_az/Thorne=3ARobyn_Kailey=3A=3A.html>   (1996) Report of an internship conducted at Memorial University Counselling Centre including a project: the development of a handbook for graduate students in educational psychology.  Masters thesis, Memorial University of Newfoundland.

type: Thesis NonPeerReviewed

format: application/pdf application/pdf

abstract: The chosen internship setting was the University Counselling Centre, Memorial University of Newfoundland.  This placement allowed the intern to fulfil individual goals of learning and professional growth.  It provided many opportunities for new learning experiences and learning through quality professional supervision.  Specifically, the placement allowed the intern to engage in individual counselling with 53 clients whose concerns were of personal, career or of a mixed nature.  She assisted students in finding academic and career information during regularly scheduled times spent in the Career Planning Centre.  She participated in training meetings for Career Planning Centre personnel, case conference weekly meetings, Interpersonal Process Recall training, co-led an assertiveness training group, other training and a full day workshop.  The culmination of training, activities and experiences during the internship enabled the intern to further develop her counselling skills, gain new knowledge and feel competent about related future employment. -- Additionally, the internship placement permitted the intern to develop a project aimed at assisting other new students in the Masters of Educational Psychology program.  The University Counselling Centre is committed to the development of research by its staff, and the intern was allocated weekly research time.


identifier: Reccord, Ross <https://research.library.mun.ca/view/creator_az/Reccord=3ARoss=3A=3A.html>   (1973) The Seal Cove District Vocational School pilot project in pre-vocational education: an evaluation of the first year of operation.  Masters thesis, Memorial University of Newfoundland.

abstract: In September ,1972 ,the first phase of a pilot project in pre-vocational education was implemented at the Seal Cove District Vocational School.  This pilot project was to be implemented over a three-year period, beginning with grade nine students in September ,1972.  In September ,1973 ,grades nine and ten would attend and in September ,1974 ,the pilot project would include grades nine, ten, and eleven.  If the pilot project was a success it would possibly be implemented in other areas of the province. -- The overall objective of this project was to evaluate the first year's operation of the Seal Cove District Vocational School Pilot Project as it affected students and staff from the Conception Bay Centre and Conception Bay South School Boards. -- The sample consisted of all the grade nine and senior special education students from Conception Bay Centre and Conception Bay South School Boards.  All teachers who taught grade nine subjects in the schools operated by these boards, and all the teachers who were teaching the pre-vocational courses at the trades school during the school year 1973-73 were included.  In addition to this the two school board superintendents and the principals from the high schools and trades school were surveyed.  The sample also included one guidance counselor, a vice-principal, and a board supervisor.  All data was collected during the last two weeks in May, 1973. - Five instruments were used to collect data for the project.  A two part questionnaire was administered to the students to obtain their views on the pilot project and to evaluate each of the pre-vocational courses they were doing.  The grade nine teachers were asked to complete a questionnaire in order to determine how they viewed the pilot project and to state any problems it was causing them.  A questionnaire was also administered to the pre-vocational teachers in order to determine what they taught in their courses and how they felt about the pre-vocational program.  In addition to this the pre-vocational teachers completed an individual student evaluation on each of his students.  Finally, the administrators were asked to complete a questionnaire stating what they felt were the positive aspects and difficulties of the pilot project as well as recommending changes. -- In addition to the five instruments the school records were examined to obtain information on dropouts and school grades.  Also, the teachers who taught the grade nine students the previous year in grade eight were asked to predict who they thought might drop out of school in grade nine. -- A computer programme was used to do a descriptive analysis of the data.  It involved the tabulation of frequency of responses on the various questionnaire items.  Means, ranges, and standard deviations were calculated where appropriate.  Crosstabulations of certain variables were used to answer questions specific to each objective of the project. -- In general it was concluded that the pilot project had made some potential dropouts more interested in school and had helped students decide on their future careers by providing them with a knowledge of what was involved in some trades. -- The project also identified some areas of difficulty, both in the program as a whole and with some of the pre-vocational courses.  Further evaluation was recommended to define these problem areas more specifically.  The most serious problem facing the teachers and administrators was that of communications within the pilot project. -- The data suggested that students were not receiving adequate information about careers and jobs associated with the pre-vocational courses even though this was one of the primary objectives of the pilot project. -- The results of this evaluation suggest that all of the pilot project objectives were being partially achieved, but that further evaluation is needed to determine what remedial action should be taken to ensure full attainment of all objectives. -- Further evaluation of course content, conduct, and whether the courses were meeting the needs of all groups of students were also suggested.  Finally, recommendations were made to the Division of Vocational Education on some procedures to follow when implementing similar programs in other areas of the province.


identifier: Short, B. Michelle <https://research.library.mun.ca/view/creator_az/Short=3AB=2E_Michelle=3A=3A.html>   (1991) Report of an internship conducted at the Memorial University Counselling Centre including a research project: a study of the relationship between initial client and counsellor perceptions.  Masters thesis, Memorial University of Newfoundland.

abstract: The undertaking of the internship placement at the University Counselling Centre, Memorial University of Newfoundland, was a valuable learning experience for the intern.  During the placement, the intern engaged in individual counselling with 26 clients on a variety of personal, academic, and career concerns.  As well, she participated in case conferencing with counselling staff and disseminated academic and career information in the Career Planning Centre.  The intern greatly benefitted from the professional supervision provided at the Centre, including participation in Interpersonal Recall Training aimed at enhancing basic counselling skills.  The internship experience enabled the intern to build upon and refine her skills as a counsellor. -- Conducting an accompanying internship study permitted the intern to pursue her interests in counselling research.  This study was conducted with 21 of the intern's clients at the Counselling Centre, upon informed consent of these clients.  The intern investigated whether a relationship existed between the intern's and client's perceptions of the initial session.  As well, the intern attempted to determine the effect of her counselling on clients in terms of their initial perceptions and reactions, and reciprocally, the intern's initial perceptions of and reactions to her clients.  The study was also designed to measure the relationship between initial client perceptions and client satisfaction.  However, insufficient data was collected regarding client satisfaction and thus, this final analysis could not be performed. -- The results of the study indicated a significant positive relationship between initial counsellor and client perceptions, as measured by the Counsellor/Client Post-Counselling Form.  Also, favorable initial reactions to the intern by her clients, and to clients by the intern, were found.  The results of the study suggested counsellor-client agreement regarding perceptions of and reactions to the initial session.


identifier: Walsh, Beaton J. <https://research.library.mun.ca/view/creator_az/Walsh=3ABeaton_J=2E=3A=3A.html>   (1993) Report of an internship conducted at the Memorial University Counselling Centre including a research project: the effectiveness of metacognitive training via verbal self-instruction on the comprehension level and study strategies of university students who have been diagnosed as having a learning disability.  Masters thesis, Memorial University of Newfoundland.

abstract: During the thirteen week internship placement at the University Counselling Centre, Memorial University of Newfoundland, the intern engaged in many professional activities which enabled him to enhance and build upon his skills as a counsellor.  These activities included:  (a) individual counselling with 29 clients on a variety of personal, academic, and career concerns; (b) weekly training in Interpersonal Process Recall Training in Counselling; (c) working five hours a week aa a career information assistant in the Career Planning Centre; (d) co-leading an Assertiveness Training Group for a period of six weeks; (e) participating in weekly case conferences with the professional counselling staff at the Counselling Centre; and (f) supervision and videotape review of counselling sessions enabled the intern to critically examine his counselling skills, building upon his strengths and remediating his weaknesses.  The accompanying internship study gave the intern an opportunity to conduct research in an area that was of interest to him.  The study was conducted with five volunteers from The Memorial University of Newfoundland's Learning Disability Association.  The intern investigated if training in metacognition via verbal self-instruction would enhance the reading comprehension as well as the learning and study strategies of the participants.  The results of the study indicated that while there were no significant gains in the participants reading comprehension, there was, however, improvement in their acquisition of learning and study strategies.


identifier: Rose, Patricia Anne Lannon <https://research.library.mun.ca/view/creator_az/Rose=3APatricia_Anne_Lannon=3A=3A.html>   (1992) Report of an internship conducted at the Memorial University Counselling Centre including a research project entitled: a partial replication and extension of Short's (1991) study of the relationship between initial client and counsellor perceptions.  Masters thesis, Memorial University of Newfoundland.

abstract: The internship at the Memorial University Counselling Centre, St. John's, Newfoundland, was a valuable learning experience for the intern.  During the 13 week placement the intern counselled 30 clients on a variety of concerns -- personal, career, and academic.  She co-led an assertiveness training group for six weeks and worked as a Career Information Assistant for five hours each week.  In addition, the intern benefited from the professional supervision at the centre, videotaping of sessions, and participation in case conferencing.  Overall, the internship experience provided the intern with the opportunity to enhance and refine her counselling skills and gain an appreciation for counselling research by conducting a study in this setting. -- The research study was conducted with 29 of the intern's clients who gave informed consent.  This study partially replicated and extended Short's (1991) investigation of the relationship between initial client and counsellor perceptions.  Following the first, third, and fifth sessions, the intern and her clients completed the Counsellor/Client Post-Counselling Form (CPF).  The CPF can be divided into six corresponding factors for counsellor and client.  Results revealed a significant positive relationship on the initial session between perceptions of each other as measured by the CPF.  Significant changes were found over time on three of six factors for the counsellor and on two of six factors for the clients.  Significant differences were found between counsellor and client ratings on four of six factors for the first session and three of six factors for both the third and fifth sessions.  A comparison of male and female client ratings showed female client ratings to be significantly higher than those of males on two factors for the third session.  The results showed no significant difference in client perceptions of the counsellor based on their perceptions of age difference and no significant relationship between counselor and client ratings for those clients who terminated prematurely.  Recommendations for further study are included.


identifier: Moore, Mary Clare <https://research.library.mun.ca/view/creator_az/Moore=3AMary_Clare=3A=3A.html>   (1996) Resource portfolio for use with Course 1 of the proposed Atlantic curriculum for Senior High Mathematics.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis has no abstract


identifier: Warr, Harold J. <https://research.library.mun.ca/view/creator_az/Warr=3AHarold_J=2E=3A=3A.html>   (1995) Teacher reaction to 1989 curriculum change in Newfoundland and Labrador elementary core French.  Masters thesis, Memorial University of Newfoundland.

abstract: The aim of this study was to determine teacher reaction to a curriculum change in elementary core French.  In most cases a particular curriculum is changed and a new one implemented without a formal evaluation of whether or not the implementation was successful.  As a result of informal discussions with teachers it was learned that the change in curriculum in elementary core French was successful, but that there were some difficulties with the new program.  This study is, therefore, an example of how to evaluate a program that has already been implemented. -- In order to determine exactly the successes and difficulties with the new program, a survey was developed using the new elementary core French curriculum guide as a source for the questions to be posed.  The survey was composed of two sections.  The first consisted of fifteen items and asked teachers for demographic information.  The second required teachers to rate on a scale of five to zero forty-four statements which were based on program objectives.  The survey was administered to all teachers of elementary core French in schools operated by the Pentecostal Assemblies Board of Education.  The Pentecostal Assemblies Board of Education is a provincial board with schools representative of the types that are found in Newfoundland and Labrador. -- Out of a total of forty-one surveys sent out, there were thirty-five completed and returned.  Although a descriptive study, SPSS, a comprehensive, integrated system for statistical analysis, was used to determine frequency distributions of the variables on which the survey was based.  As well, Pearson correlation coefficients were calculated to determine what linear relationships exist between the variables. -- As a result of this survey analysis it was learned that teachers are favourably impressed with the curriculum change.  However, they feel that there are some difficulties with the authorized resource at the grade six level.  Teachers have stated that the grade six resource does not provide for continuity from grade five to grade six and that many of the suggested activities in the grade six resource are not suitable for students who have previously studied core French for only two years. -- The challenge facing teachers who use this curriculum is to make certain that the objectives outlined in the curriculum guide are met even if it means considerable adaptation of the resource that has been authorized for use in grade six.  If the resource-based learning and teaching philosophy of the Department of Education is followed by the teachers, students should have a successful experience in elementary core French no matter what resources are used.


identifier: Curran-Smith, Janet <https://research.library.mun.ca/view/creator_az/Curran-Smith=3AJanet=3A=3A.html>   (1992) The application and effect of computer simulations on decision-making in senior nursing students.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examined the application of computer simulations in nursing education - specifically their contribution to decision making skills on the part of senior nursing students. -- The researcher designed three computer simulations.  These, along with five commercial simulations were placed in nursing schools in St. John's, Newfoundland during the final clinical rotation of the nursing programs.  The design of the study was that delineated by Gay as classic control/experimental group pretest/posttest design.  Students were randomly assigned and the simulations were available to the experimental group for a six week period.  The study focused on three dependent variables - decision making ability as indicated by scores on a decision making questionnaire, self-perceived frequency of decision making and self-perceived difficulty with decision making. -- The results of the study indicated a significant difference in scores on a posttest which measured decision making ability of the control and experimental groups.  However, there was no significant difference in scores from time one to time two testing for decision making ability, frequency of decision making, or difficulty with decision making.


identifier: Hodder, Roy J. <https://research.library.mun.ca/view/creator_az/Hodder=3ARoy_J=2E=3A=3A.html>   (1994) The balance of power: a study of attitudes and perceptions related to the establishment of school councils.  Masters thesis, Memorial University of Newfoundland.

abstract: The education system in Newfoundland and Labrador, as elsewhere, has been described as a social systems model which depends upon either internal feedback from the organization or external feedback from the environment to modify its structure and functions.  In recent years, both internal and external feedback have been impacted by changing educational and social conditions, as well as by financial restraints.  In order to determine how the system should be modified so as to accommodate these changes, the government established a Royal Commission of Inquiry into the Delivery of Programs and Services in Primary, Elementary, and Secondary Education.  A number of modifications were listed in the Royal Commission Report including the recommendation that members of the general community, parents in particular, should have more input into school governance through the establishment of school councils. -- The aim of the study is to investigate the attitudes and perceptions of the major stakeholders with regard to the concept of school councils, as presented in the Royal Commission Report, as a means of increasing local involvement in school governance.  The study was conducted in a rural area of Newfoundland and relied on both quantitative and qualitative research methods.  Questionnaires were used to collect data from parents, teachers and students; semi-structured interviews were used with the superintendent, board chairperson, two board members, principal and vice-principal. -- A majority of parents and students indicated that they were satisfied with present opportunities for involvement by parents, teachers, students and the principal.  Teachers indicated satisfaction with only the principal's input.  Of the groups listed, the only two with which at least half of the parents and students did not indicate their satisfaction were representatives of the church and general community. -- Most of the parents and teachers agreed with the recommendation that school councils be comprised of the principal, teachers, and parents.  Parents also agreed that other community representatives should be included.  Neither of the groups agreed with the recommendation to include representatives of the church.  Five of the six interviewees agreed that parents and church representatives should be on councils, four agreed that the principal should be present, and the reaction was mixed to the other recommended groups. -- Over half of the students and parents concurred with the recommended responsibilities as outlined in the Royal Commission Report.  The only responsibility of councils that teachers disliked was that of sharing in staffing decisions with the school board.  Interviewees agreed that school councils should authorize the raising of funds, communicate policy and practice concerns to the school board, and seek ways to involve parents.  Neither of the interviewees assented to councils sharing in staffing decisions.  The other recommended responsibilities received mixed reactions from both interviewees and questionnaire respondents. -- Most interviewees perceived that increased local involvement in school governance would create an atmosphere of greater awareness and ownership, and lead to an improved learning environment.  There were, however, a number of potential barriers identified including a scarcity of qualified individuals to sit on school councils and undefined roles for the various stakeholders.  Further, concerns were expressed that school councils would add another level of bureaucracy to the present system, be expensive, have too much control over local education, increase the workloads of administrators, and create conflict of interest situations for teachers.  It was suggested that these difficulties might be partially overcome by encouraging the participation of informed parents, scheduling regular meetings, re-defining administrative roles, and providing sufficient funding, time and training. -- The findings of this study can be better understood when analyzed in terms of the impending power shift that will, in all likelihood, occur with the introduction of school councils.  Presently, most control of local education is held by those stakeholders near the top of the traditional pyramid of authority including churches, school boards, and superintendents.  With the establishment of school councils, much of this control will shift to those who have traditionally been near the bottom of the pyramid and have had the least amount of input into school governance, namely teachers, parents, and members of the general community.  Considering the influential rote of principals on these councils and their impending relationship with school boards, school councils may also be viewed as a means of empowerment for principals.  Generally, it seems that those individuals who are presently disenfranchised want more control, while those with the power appear reluctant to relinquish it.


identifier: Ryan, Francine M. <https://research.library.mun.ca/view/creator_az/Ryan=3AFrancine_M=2E=3A=3A.html>   (1989) Teachers knowledge and understanding of child sexual abuse and their perceptions of teaching related materials.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this research was to measure teacher knowledge and attitudes about child sexual abuse, and their perceptions on the instruction of related material.  The study was confined to 176 junior high school teachers in four school districts.  It was carried out with the use of a survey instrument developed by the researcher.  The survey consisted of three components:  (a) knowledge; (b) attitudinal statements; and (c) biographical information.  The data was analyzed by means of descriptive statistics such as standard deviations, regressions, correlations and factor analysis. -- The results of the study revealed that teacher knowledge and understanding of the dynamics of child sexual abuse are very low.  Further, none of the background variables, which included age and sex, were found to be indicators of teachers knowledge.  On the other hand, the study did reveal a strong correlation between teacher's belief in the value of the school as an agent of prevention, and the disbelief that personal safety programs would have a more negative than positive impact. -- Given the exploratory nature of this research, it is not surprising that a number of hypothesized relationships were found to be non-existent.  However, the nonexistence of some believed relationships is very relevant as well. -- The major recommendations to emanate from this study include the need for teacher education in this area as well as the development and implementation of sexual abuse awareness programs for adolescents.  The implementation of relevant school board policy is also strongly recommended.


identifier: Saldov, Kumyuen <https://research.library.mun.ca/view/creator_az/Saldov=3AKumyuen=3A=3A.html>   (1990) Teachers' perception and use of the draft provincial art curriculum guide (grades 7 to 9), in Newfoundland and Labrador: a case study.  Masters thesis, Memorial University of Newfoundland.

abstract: The Draft Provincial Art Curriculum Guide for Grades 7, 8 and 9 has been reviewed through the eyes of the art teachers for its usefulness in the implementation of Newfoundland and Labrador Art Programs. -- The teachers included in the survey, (N=84) and in the interviews, (N=2) revealed that the provincial guide has limited utility for teachers with little background in art working in adverse conditions where there are few resources to facilitate implementation.  The design of art curriculum guides becomes even more important under these circumstances since teachers will have little else available to help them with implementation. -- Implementation research can assist art education by identifying key factors such as structural constraints, preparation time and art resources.  Art co-ordinators, consultants and specialists will need to orient their curriculum guides to the realities faced by Newfoundland teachers in remote areas with limited art backgrounds and resources to facilitate implementation.


identifier: Hickey, Brenda Marie <https://research.library.mun.ca/view/creator_az/Hickey=3ABrenda_Marie=3A=3A.html>   (1989) Teachers' perceptions of the cognitive objectives of grade nine algebra and geometry.  Masters thesis, Memorial University of Newfoundland.

abstract: The study was undertaken to investigate the perceptions of grade nine mathematics teachers with respect to the ranking of 50 cognitive objectives for grade nine algebra and geometry. -- Attempts were made to ascertain if any differences existed among the teachers in their perceptions of the importance of the objectives relative to the number of mathematics and mathematics education courses completed, total teaching experience, experience in teaching the grade nine program, grade(s) in which the teachers are presently teaching mathematics, and whether the community can be classified as rural, urban, or semi-urban. -- A questionnaire was developed comprising of 50 objectives which was administered to 180 randomly selected grade nine mathematics teachers. -- From the data analysis it was concluded that: -- 1. There was no relationship between teachers' ranking of the objectives and any of the variables examined.  The number of mathematics courses completed was the variable that determined the greatest differences among the teachers. -- 2. Significant differences at the 0.05 level were found between emphasis given to algebra and geometry with algebra receiving more emphasis than geometry. -- 3. Significant differences at the 0.05 level were found for differences in emphasis given to low level cognitive objectives and high level cognitive objectives with low level objectives receiving more empahsis. -- 4. No consensus of opinion was observed among the teachers in relation to listing the five most important and the five least important objectives. -- Based on these results, implications concerning the discrepancy between the intended and implemented curriculum were discussed.  It was recommended that a future study could examine the effect of teachers' attitude towards geometry on their perception of the importance of geometry objectives.


identifier: Howard, Jeffrey J. <https://research.library.mun.ca/view/creator_az/Howard=3AJeffrey_J=2E=3A=3A.html>   (1996) Teachers' perceptions of why the primary and elementary students in their small rural schools consistently score at or above the provincial average on the CTBS.  Masters thesis, Memorial University of Newfoundland.

abstract: The general perception in society seems to be bigger is better.  A review of CTBS scores, however, revealed that many small rural schools in Newfoundland and Labrador scored at or above the provincial average on the Canadian Tests of Basic Skills.  In fact, thirteen small rural schools consistently scored at or above the provincial CTBS average.  This thesis is a qualitative study investigating why ten of these small rural schools in Newfoundland and Labrador consistently scored at or above the provincial mean for Canadian Tests of Basic Skills' scores from 1988 to 1993. -- The teachers and administrators of these ten small rural schools were asked to give their perceptions of what factors they felt contributed to the students’ success on the CTBS.  The teachers and administrators completed an open-ended response statement.  This open-ended approach was used to give the respondents an unstructured, unguided format to express their views. -- School and community profiles were compiled from the respondents' perceptions, as well as, from Statistics Canada data and from data retrieved from the Department of Education's databanks.  This information was combined in an attempt to find factors common among all the schools in the study. -- This study provided some insight into some of the possible reasons why these small rural schools consistently scored well on the CTBS.  Although some of these small rural schools shared some common characteristics, the prevailing theme was that each school has a pool of characteristics exclusive to that school.  It is this pool of characteristics which makes each school successful.


identifier: Anderson, George <https://research.library.mun.ca/view/creator_az/Anderson=3AGeorge=3A=3A.html>   (1998) Teaching learning disabled students in the general education classroom.  Masters thesis, Memorial University of Newfoundland.

abstract: This paper folio addresses the need for general education teachers to acquire knowledge necessary to teach students with learning disabilities in general education classrooms. -- The first paper, A History of Special Services, Learning Disabilities, and Inclusion, traces the development of special education in Canada and Newfoundland, discusses the concept of learning disabilities in the context of special education, and addresses recent initiatives to merge special and regular education. -- The second paper, Attitudes Toward Inclusion, defines the construct of attitude and addresses the influence of participants' attitudes on the inclusion of learning disabled students in the general education classroom. -- The third paper, Increasing Academic Achievement of Learning Disabled Students in the General Education Classroom, examines methods of increasing learning disabled students' ability to achieve academically in the general education classroom.


identifier: Wilmott, Angela <https://research.library.mun.ca/view/creator_az/Wilmott=3AAngela=3A=3A.html>   (1996) Term of birth and identification of special educational needs based on the British Code of practice (1994) : a study and an internship report.  Masters thesis, Memorial University of Newfoundland.

abstract: This internship report documents the internship component of the Master of Education, Educational Psychology programme which was completed with the Psychology and Assessment Service in Harlow, Essex, England.  The report comprises a descriptive internship placement component and a research component.  The internship placement component includes a description of the West Essex Psychology and Assessment Service, a statement of the intern's goals and objectives for the placement, and a description of the internship experience.  The research component presents an investigation of term of birth effects on the identification of special educational needs at Stages 1, 2, and 3 of the Code of Practice (1994) Stages of Assessment.  The results of this investigation indicated that a considerably higher proportion of special educational needs cases consist of summer-born rather than spring or autumn-born children.  In the study, summer-born children comprised a higher proportion of each type of special educational needs category identified.  The results also confirmed that a higher proportion of summer-born children identified with special educational needs are at Stage 1 of Assessment.  This trend of summer-borns comprising the highest proportion of cases was not consistent across Years 3,4, 5, and 6 of schooling.


identifier: Cocarell, Leveson Roy <https://research.library.mun.ca/view/creator_az/Cocarell=3ALeveson_Roy=3A=3A.html>   (1985) The design of a developmental level reading comprehension program for grades four and five utilizing specific questioning strategies.  Masters thesis, Memorial University of Newfoundland.

abstract: The basic objective of this study was the design of an instructional format for the instruction of fourth and fifth graders in the process of literal and inferential comprehension.  The primary purpose of the study was to investigate the effects of a systematic questioning program for the development of these processes upon the fourth and fifth grade subjects. -- A review of current research indicated that the comprehension abilities of students can be improved through explicit instruction.  Moreover, the results of a questionnaire completed by primary and elementary teachers in the province of Newfoundland and Labrador, indicated the need for a program which focuses on how to systematically teach reading comprehension skills to developmental students of this province. -- The program designed for this study includes some components of the basal program as well as systematic instructional plans designed by the investigator, utilizing 16 narrative selections from the basal program of a single publisher (i.e., the Nelson Language Development Reading program).  It focuses on the following specific comprehension skills at the literal and inferential levels:  (a) detecting significant details, (b) following sequence, (c) recognizing cause and effect relationships, (d) making comparisons, (e) detecting character traits, and (f) finding the main idea. -- In this investigation, 66 Grade Four and Five students were assigned to two experimental and two control groups.  The subjects were from one elementary school in central Newfoundland enrolled with the Exploits Valley Integrated School Board.  The study was conducted over an eight month period, commencing in September, 1983, and concluding in May, 1984. -- For statistical analysis, the investigator utilized the scores derived from the Comprehension subtests of the Gates-MacGinitie Reading Test (Canadian edition), Level D, Forms 1 and 2 (MacGinitie, 1979).  Mean scores were calculated and a number of comparisons were made to assess the effects of the experimental program.  Results from a mean gain expectancy ratio analysis indicated that the subjects in both experimental groups did relatively better on posttest measures than students in the corresponding control groups. -- The supplement to the Nelson Language Development Reading program is the main thrust of the program developed by this investigator.  Specific strategies for teaching reading comprehension are outlined in Appendices B, C, and D.  They are recommended as a guide for a teacher to follow.


identifier: Osmond, Eugene Maurice <https://research.library.mun.ca/view/creator_az/Osmond=3AEugene_Maurice=3A=3A.html>   (1996) The development and evaluation of an instructional unit for junior and senior high school social studies entitled "Micmacs of Newfoundland".  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this project was to develop an instructional unit on the "Micmacs of Newfoundland” to supplement the junior and senior high school social studies program particularly in Grade 9 and Level I.  The unit includes a student handbook, teacher handbook and a 30 minute video based on Micmac culture in Newfoundland today.  The need for the unit was established through informal and formal means. -- The evaluation of the unit was both formative and summative in nature.  First it was examined by content, media/technical and learning specialists for their evaluations and as a result of their criticisms and suggestions, revisions were made at various stages during the development.  Pilot testing was carried out with a small group of Level I students, the purpose being to find specific sections of the unit that needed strengthening or improvement before going on to complete the final product.  Validation testing was later done at two different schools involving 47 students.  The results of the pretest and posttest were analyzed using three forms of data analysis and found to be positive.  The conclusion was that the objectives of the unit were met and that it was a successful instructional unit.


identifier: Cook, Andrea Marie <https://research.library.mun.ca/view/creator_az/Cook=3AAndrea_Marie=3A=3A.html>   (1990) The development of a handbook of invented spelling in the primary classroom.  Masters thesis, Memorial University of Newfoundland.

abstract: The Department of Education of the Government of Newfoundland and Labrador, through the development of new primary language guidelines, is establishing guidelines regarding the invented spellings used by primary students in their writings.  A review of the literature on invented spelling indicates the necessity of teachers understanding the developmental nature of invented spelling and knowing how to react to invented spelling when responding to children's writing. -- In 1988, the researcher distributed a survey/questionnaire to primary teachers of the Avalon Consolidated School Board, Avalon North Integrated School Board, Conception Bay South Integrated School Board and the Roman Catholic School Board for St. John's.  The questionnaire contained 18 questions about the respondent's knowledge of and attitude toward invented spelling.  The last question asked teachers whether or not they felt a need existed for a handbook on invented spelling.  Over 95% (95.69%) felt that a need existed for such a handbook. -- The researcher completed a review of the literature on invented spelling and complied a handbook with relevant information supported in the literature review.  The handbook is an appendix to the thesis.


identifier: Bennett, Evelyn <https://research.library.mun.ca/view/creator_az/Bennett=3AEvelyn=3A=3A.html>   (1990) The development of a literature instructional unit for gifted children in the elementary grades.  Masters thesis, Memorial University of Newfoundland.

abstract: Many gifted children can read before they enter school and by the time they reach elementary school, their reading skills are well developed.  The language arts curriculum for these children must go beyond that offered in general education programs if they are to realize their full potential.  Special programs developed for gifted children must have depth, complexity and challenge.  Literature study encourages children to read more widely, more creatively and more critically.  Good literature has the ability to intellectually stimulate gifted children and demand high-level cognitive functioning. -- Literature-based language arts instruction allows gifted children to acquire an appreciation for good literature.  In-depth study of well written books allows them the opportunity to acquire the knowledge and understanding of good writing.  It also excels in promoting affective development.  It can help children begin to clarify their own values, understand themselves and see their relationships within the world. -- This study was undertaken to survey the related literature in order to establish a rationale for using literature as a means of educating gifted children, to develop a unit of study on a selected theme in literature suitable to the needs of identified gifted children, and to create an annotated bibliography of recommended books with themes similar to the one used in the unit of study. -- Part II of the study consists of the actual instructional unit.  The theme of slavery was selected because of the depth and complexity of the subject.  The nature of the theme also lends itself well to the development of affective and philosophical growth of which gifted children are so capable.  The novel Underground to Canada by Barbara Smucker was selected as the main resource since it has been highly recommended for use with children who are in elementary school.  It also fits well within the grade six social studies curriculum with its reference to Canada and the role Canada played in providing safety for runaway slaves. -- The instructional unit is comprised of instructional strategies as well as a bibliography of selected reading materials for teachers and an annotated bibliography of recommended children's books related to the theme of slavery.


identifier: Doody, Linda M. <https://research.library.mun.ca/view/creator_az/Doody=3ALinda_M=2E=3A=3A.html>   (1986) The development of a program for in-servicing parents of pre-kindergarten children.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of the study was to consider the need for, and the nature of, an in-service program for parents of pre-kindergarten children in the province of Newfoundland and Labrador.  The intent of the program was to enhance parents’ ability to exert positive influences on their children's growth and development and thus help to ensure the maximization of their children's potential. -- The assessment of the need for the proposed program and the subsequent development of the program were based on information from four specific sources:  (1) an extensive review of related literature pertaining to parent education and involvement; (2) a survey of thirty-four superintendents of school districts in the province regarding their district's policy on parent education and involvement, information on programs and practices dealing with parent education that had been tried or were currently being used in their respective districts, and their personal comments with regard to the subject of parent education; (3) a survey of 424 kindergarten teachers in the province regarding their opinions, perceptions, and experience concerning parent education and involvement; (4) a series of interviews among various agencies (e.g., Department of Health, Department of Social Services) involved in the care and education of the young child to ascertain the extent of provision of parent education programs in the province by such groups. -- Analysis of information and data accumulated from the various sources indicated the need for an in-service program for parents of pre-kindergarten children. -- Based on information obtained in the review of related literature and from opinion expressed in the province-wide survey of kindergarten teachers, a program for in-servicing parents of pre-kindergarten children was developed, that could be implemented by kindergarten teachers within the province.  To facilitate teachers’ implementation of such a program, a teacher's handbook, entitled Options:  A Program for In-Servicing Parents of Pre-Kindergarten Children, was written. -- Descriptors:  Disadvantaged Youth; Early Experience; Parent-Child Relationships; Parent Education; Parent Influence; Parent Participation.


identifier: Clarke, Adrian <https://research.library.mun.ca/view/creator_az/Clarke=3AAdrian=3A=3A.html>   (1990) The development of a school improvement program for Eric G. Lambert School, Churchill Falls, Labrador, Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: Eric G. Lambert School has been privately operated by the Churchill Falls (Labrador) Corporation since it opened in September, 1967.  As a private school operated by a hydro electric corporation, it has functioned outside the denominational educational system of the province of Newfoundland, and its operation is not subject to the jurisdiction of any school board.  However, the school does follow the curriculum prescribed by the provincial Department of Education. -- This study was developed to provide parents, teachers, and students the opportunity to express what they liked and/or disliked, and what they wanted to maintain and/or change about their school.  The study design was shaped by the literature on school improvement, and included an abridged version of the history of Eric G. Lambert School, the development and administration of three questionnaires: one for each of the groups involved in the study - parents, teachers, and students. -- This was the first time such an indepth study was undertaken at Eric G. Lambert School.  It was a welcomed experience for parents, teachers, and students to have the opportunity to express their opinions about all aspects of the operation of the school.  The history of the school indicated that the involvement of any of the survey groups in school matters was heretofore one of reaction instead of action.  Hence, the main intent was to provide a coherent portrait of the school as perceived by students, teachers and parents of Churchill Falls as of June, 1988 when the questionnaires were completed and administered.  An analysis of the data will provide a framework for a three-to-five-year schoolwide improvement plan for Eric G. Lambert School. -- The three questionnaires were developed by the researcher, from an exhaustive literature review on school improvement, the history of Eric G. Lambert School, and the experience of the researcher's own tenure at the school.  The main survey areas were: -- Expectations -- Clear Instructional Goals -- Student-Centered Learning Environment -- Continuous Humanistic Assessment -- Key Instructional Behaviours -- Effective Leadership -- Shared Vision -- Systematic Monitoring and Evaluation -- Emphasis on Student Learning and Progress -- Well-Coordinated Curriculum -- Staff Development -- Positive School Climate -- Churchill Falls School Committee -- Community Counselling and Support Services -- Communications -- Pressure and Support -- Churchill Falls Recreation Department -- Incentives -- The questionnaires were administered to the population for each group: 27 teachers, 142 parents, and 161 students.  Responses were excellent, as 92.9% of parents, 100% of the teachers and 92.5% of the students returned completed questionnaires, for an overall response rate of 93.3%. -- The Statistical Package for the Social Services (SPSS:X) was used to generate a summary of the descriptive statistics for each individual item for each group surveyed.  The analysis was presented in the form of descriptive statistics, utilizing primarily tabular formats which often required little additional comment in the text of the document. --  The three groups expressed a variety of opinions regarding various aspects of the operation of Eric G. Lambert School.  There were similarities and differences expressed with each group’s identification of perceived strengths and weaknesses of the school, opinions of what the characteristics of a successful student should be, and suggestions for improvement.  The data revealed that student discipline, expansion of the curriculum, alcohol and drug programs, staff performance appraisal program, and a greater opportunity for students to be involved in appropriate school decisions and policy development are among the core ingredients of a three-to-five-year improvement plan, currently underway at Eric G. Lambert School.


identifier: Ramjattan, Molly <https://research.library.mun.ca/view/creator_az/Ramjattan=3AMolly=3A=3A.html>   (1991) The development of a unit of pre-writing activities aimed at developing and enhancing story schema awareness as an aid to writing stories at the elementary level in Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to prepare an activity unit aimed at developing story schema awareness in students in the elementary grades in Newfoundland. -- The conception of the unit arose out of a need for placing greater emphasis on the pre-writing phase as it relates to narrative writing in the elementary grades.  An examination of the Networks program currently in use in the teaching of Language Arts at the elementary level revealed that there was a lack of pre-writing activities aimed specifically at developing story schema awareness as a preparation for narrative writing. -- A review of the literature was then undertaken in Part I of this study.  Such a review was aimed at an examination of the following topics relevant to the development of the unit in Part II:  a general discussion of literary models, a definition of story grammar, the use of story grammar in the classroom as a basis for developing story schema awareness, knowledge of the elementary child's development, and of the teaching-learning environment conducive to the elementary child's performance. -- An examination of the folk and fairy tales as a resource for developing story schema awareness was then conducted.  A rationale for using the folk and fairy tales as resource materials for elementary students was presented.  Elements of the folk and fairy tales to be highlighted in the unit in Part II were discussed. -- Taba's model was chosen as the model for the development of the unit of pre-writing activities in Part II.  Taba's eight steps outlined in this model were briefly noted and applied to the unit, one step at a time.  A bibliography related to Part I is provided at the end of Part I. -- Part II of the study consists of the actual instructional unit comprising individual and group activities, each with specific objectives and procedures for the teacher to follow.  A bibliography of resources specifically related to the instructional unit is presented at the end of Part II.


identifier: Andrews, Gertrude L. <https://research.library.mun.ca/view/creator_az/Andrews=3AGertrude_L=2E=3A=3A.html>   (1988) The long-term effects of clinical individualized remedial instruction for reading disabled children.  Masters thesis, Memorial University of Newfoundland.

abstract: A follow-up study was conducted of 36 students seen at an education clinic between 1971 and 1981.  Group 1 received an educational assessment only and group 2 received an assessment plus varying amounts of individualized remedial reading instruction. -- Data was collected using a parent questionnaire, and information gathered from school cumulative records and clinic files.  A variety of statistical procedures was used to analyze the data.  Although no significant differences were found between the two groups, when separate analyses were conducted for group 2 subjects it was found that the length of clinical remediation had beneficial effects.  For example, those given the longest period of remediation obtained higher job placements as measured by the Blishen Occupational Scale.  It also fostered an improved attitude toward reading and more effective use of the skill for information purposes.  These benefits increased in proportion to the length of treatment provided.  Findings also indicated that IQ and socioeconomic background are primary predictors of academic success for learning disabled children irrespective of whether or not remediation for reading problems is received. -- Implications for educators involve promotion of increased knowledge on the topic of learning disabilities and the need for co-operation in both parents and teachers.  The importance of early identification, diagnosis and intervention is stressed.  The goal of remediation should be to provide sufficient help to enable children to cope with their disability, which is unlikely, to disappear.  Remediation must be intensive and sometimes of long duration.  School support should, be maintained following termination of clinical remediation, and tutorial help provided throughout schooling where necessary.


identifier: Hopkins, Barbara Lillian <https://research.library.mun.ca/view/creator_az/Hopkins=3ABarbara_Lillian=3A=3A.html>   (1985) The molarity concept : identification of a learning hierarchy and related students' errors.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of the present study is to identify learning hierarchy related to the concept of molarity.  Gagne’s learning hierarchy model is used to hypothesize the hierarchy to which, in turn, several validation methods are applied.  The validation process facilitated the identification of specific errors that students made in solving problems related to the skills comprising the hierarchy and information was acquired regarding the applicability of Gagne’s model to the concept of molarity. -- The sample was comprised of 144 grade ten chemistry students.  After instruction on molarity by the classroom teacher, the students were tested on the skills of the hierarchy and assigned individual remedial work from an instructional booklet.  The booklet was designed to address the areas of incompetence identified from the students’ test responses.  The students were retested after the initial testing.  The data were analyzed using two psychometric techniques and one transfer technique.  Finally, incorrect test responses were scrutinized to detect the kinds of errors made. -- The two psychometric methods, namely one developed by Dayton and Macready (1976) and the other by Airasian and Bart (1975), gave results which indicated that while the hypothesized hierarchy comprised of 14 skills is not supported in its entirety, a revised hierarchy omitting two of the skills is considered valid.  The hierarchy was also investigated for transfer validity.  Again, good support for the hierarchy was observed.  Finally, a number of student errors were identified by the test data.  These are reported.


identifier: Maguire, Gwendolyn Mary <https://research.library.mun.ca/view/creator_az/Maguire=3AGwendolyn_Mary=3A=3A.html>   (1991) The impact of a whole language program on the reading and writing development of grade two children.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was designed to investigate the impact of a whole language program on the reading and writing development of grade two students.  A whole language and a basal skills approach to literacy acquisition were compared.  One hundred and four grade two students were equally divided into two groups.  The subjects in the experimental group were exposed to whole language in grade one and grade two and the subjects in the control group were taught using a skills approach in grade one and a whole language approach in grade two.  The subjects were tested at the beginning and towards the end of grade two on their achievement levels on standardized tests of reading comprehension, meaning vocabulary and sight vocabulary.  An evaluation of writing ability was also carried out according to selected criteria. -- The results showed that the subjects in the experimental whole language group scored significantly higher on tests of writing ability after one year of exposure to whole language than did the control group.  After two years, the experimental group scored significantly higher on reading comprehension and writing ability than did the control group.  There were no significant differences between the two groups in meaning vocabulary and sight vocabulary, however, the relationship was in the expected direction.  In sum, it was concluded that whole language intervention at the grade one level not only significantly improved writing ability in grade one but also significantly improved reading comprehension and writing ability in grade two.


identifier: Rodway, Joyce <https://research.library.mun.ca/view/creator_az/Rodway=3AJoyce=3A=3A.html>   (1996) The implementation of an adaptation of Clay's (1985) reading recovery program in a regular grade one classroom by a regular grade one teacher.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was designed to determine the success of an adaptation of Clay's (1985) Reading Recovery Program within the confinements of a regular grade one classroom environment by a regular grade one teacher who had received no formal training in Reading Recovery procedures.  Program implementation was designed around a review of the currently existing literature on Reading Recovery.  The students, who were selected for Reading Recovery procedures, were determined to be at risk of failing to effectively learn how to read and write.  The researcher, who was also the classroom teacher, used her knowledge of the reading process and her years of experience in early education to interpret and apply the strategies of Reading Recovery as outlined by Clay (1985).  Reading Recovery lessons were usually conducted at an individual level but, when instruction warranted, children were grouped for short lessons.  All lessons took place in the selected students' grade one classroom.  The anticipated outcomes of the program were that each student who appeared at risk of not learning how to read and write would benefit from the tutorial sessions they had received and, consequently, be able to function within the average group in their grade one classroom. -- A number of formal and informal assessment procedures were administered before and after program intervention.  The test and measurement procedures included Teacher-Student Interaction,  The Gates-MacGinitie Reading Test, and the Diagnostic Survey, as designed by Clay (1985).  Pretest and posttest results were computed and recorded.  Pretest results for informal assessments (i.e., Student Teacher Interaction), indicated that the four students who had been selected for program intervention were all performing below the average of their class in reading, writing and oral language development.  Posttest results indicated that three of the students had made considerable gains in all three areas.  Pretest results on the Gates-MacGinitie Reading Test revealed that the program students had scored below the class mean on both raw and percentile rank scores for the class.  Posttest scores indicated that two of the program students had made considerable gains with one surpassing the class mean on both the mean raw score and the mean percentile rank score.  One other student had made some progress, and one indicated no regression, but did not move beyond the 2nd percentile rank.  The Diagnostic Survey was administered to each student in the Reading Recovery group before and after program intervention.  The Diagnostic Survey was an effective measure of individual growth.  Each student's posttest scores were compared with his/her pretest scores.  All students made measurable progress. -- Based on the results of this study it was concluded that the students who participated benefitted from a modified version of the Reading Recovery Program.


identifier: Griffiths, Dana <https://research.library.mun.ca/view/creator_az/Griffiths=3ADana=3A=3A.html>   (1993) The implications of epistemic dependence on teaching the nature of science for intellectual independence.  Masters thesis, Memorial University of Newfoundland.

abstract: Teaching the nature of science is often justified as a means of increasing students' intellectual independence, critical thinking skills, and scientific literacy.  This thesis examines the soundness of these justifications in light of arguments from Hardwig (1985, 1991), Polanyi (1946), and Code (1987) concerning the role of trust in science, the existence of scientific epistemic communities, and the epistemic dependence of laypeople and scientists alike on other scientists. -- Various methods for teaching the nature of science are examined in order to see what scientific epistemologies are espoused by them, and whether a means for attaining intellectual independence is provided by them.  This analysis illustrates that approaches to teaching the nature of science espouse epistemologies that are based on experimentation and the analysis of evidence and reasons for scientific knowledge.  I have concluded that, in many cases, students are not able to analyze the reasons and evidence that support scientific knowledge claims, and complete intellectual independence is often not attainable.  The level of independence attainable is often limited to an independent judgement of the degree of certainty of a knowledge claim.  That is, while being epistemically dependent on the experts for the reasons that support scientific knowledge claims, students can judge that these knowledge claims are tentative and subject to revision.  In this way, a critical disposition towards scientific knowledge, but not an ability to think critically about the evidence for or against claims to knowledge, is encouraged. -- Finally, I address three implications for science education of the fact that laypeople and scientists are epistemically dependent.  First, a more accurate scientific epistemology that reflects both knowledge generation and knowledge acquisition needs to be taught.  Second, students should be taught to acknowledge their epistemic dependence, and be encouraged and given grounds to trust the products of science.  Third, science education should stress scientific ethics, since trust plays such a large role in scientific knowledge generation and acquisition.


identifier: Healey, Phyllis-Marie <https://research.library.mun.ca/view/creator_az/Healey=3APhyllis-Marie=3A=3A.html>   (1993) The invisibility of women in the Newfoundland high school literature curriculum.  Masters thesis, Memorial University of Newfoundland.

abstract: The intent of my study was to examine critically how novels in use at the high school level portray female and male experiences, how the authors have constructed these texts, how dominant literary practices work to invisibilise women, and to express my own assumptions on the issue of women's exclusion from pages of literature texts. -- I have examined how the values, norms, and knowledge prescribed by a male-organized society and in particular, a male-organized educational system served to promulgate the ideology that the masculine experience is universal.  The entire educational system has a tremendous power to shape and to teach overtly and covertly a cultural view which is primarily male.  This view is mirrored in the novels currently in use at the secondary school level.  I have attempted to show how gender exclusive textbooks marginalize/ignore women and women's experiences. -- Following from my critique of the thirty-two novels and my analysis of the gender inequality at all levels of the Newfoundland education system, I have made recommendations for change in order to include women and women's lives.


identifier: Greene, Catherine M. <https://research.library.mun.ca/view/creator_az/Greene=3ACatherine_M=2E=3A=3A.html>   (1988) Using a literature-based reading writing program in a grade 11 classroom to improve children's reading achievement, self-concept, and attitudes towards reading and writing.  Masters thesis, Memorial University of Newfoundland.

abstract: This study set out to explore the relationships between reading and writing; to investigate and describe the effect of an integrated reading and writing program on reading achievement, reading attitude, writing attitude, and self-concept as learner; and to report parents' involvement in and reaction to the program.  To this end an integrated reading and writing program was implemented in a grade two classroom and evaluated, using a case study design to report the results.  The research was based on the following four questions.  Does the integrated reading and writing program provide: -- 1.  improved students’ performance in reading? -- 2.  improved students’ self-concepts as learners? -- 3.  improved students' attitudes towards reading? -- 4.  improved students' attitudes towards writing? -- The investigation also sought to explore relationships between reading achievement and (1) self-concept,  (2)  attitudes towards reading,  (3)  attitudes towards writing and  (4)  parental involvement. -- The researcher/teacher designed an integrated reading and writing program to accommodate theories of language learning presented in the review of the literature.  Students were administered pretests and posttests in reading achievement, self-concept, attitudes towards reading and attitudes towards writing to determine if the program affected these variables.  Descriptive data were collected throughout the study to ascertain if activities that were specified by the theory were being effectively operationalized and implemented. -- Results at the end of the program indicated positive answers to all four questions.  Students' performances on the standardized reading pretest and posttest were compared with the norms and showed that the mean gain of the study group in both vocabulary and comprehension was greater than the Canadian national mean gain.  Average reading growth in months for the study group was 9.1 months in vocabulary and 12.7 months in comprehension and greater than the expected seven month growth.  Statistical analysis confirmed that the gains in comprehension were significant at the .05 level.  88.5% of the students showed an improvement in self-concept.  84.6% showed improved attitudes towards reading and 92.3% showed improved attitudes towards writing. -- Statistical analysis showed a positive correlation between reading achievement and (1) reading attitudes and (2) self-concept.  The study gave evidence that writing activities can positively affect reading comprehension but there was no significant correlation between reading achievement and writing attitudes.  Although parental invovlement was high, it was not significantly correlated with the reading achievement of the students.


identifier: Crocker, Maureen <https://research.library.mun.ca/view/creator_az/Crocker=3AMaureen=3A=3A.html>   (1995) Using a reading workshop to improve seventh graders' reading vocabulary, comprehension, attitudes, and concepts of 'self as reader'.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to assess and evaluate the effect of a Reading Workshop on a heterogeneous group of Grade 7 students' reading achievement, attitude, and concept of 'self as reader'.  This study also investigated the effect on students' perceptions of peer and parent relations, as well as general school and general self-concepts. -- The three-month study consisted of exposing 21 students to a Reading Workshop for 11 of the 14 one-hour periods in a 14-day cycle.  Three main components of the program were mini-lessons, independent reading, and the dialogue journal.  A case study design was used to report the results. -- Students were administered pretests and posttests in reading achievement, attitudes, concept of 'self as reader', peer and parent relations, as well as general school and general self-concepts.  Descriptive data of the process were also collected by the researcher. -- Results of the Gates-MacGinitie Reading Tests revealed mean gains in comprehension.  An analysis of variance showed gains in comprehension were statistically significant at the .006 level.  The Estes Attitude Reading Scale revealed 81% of the students stayed at the same level or showed improvement in their attitude toward reading with a mean gain of 6.2.  These gains were statistically significant at the .003 level.  The "affective" domain was emphasized in the dialogue journals and students also showed growth in this area.  Marsh's Self-Description Questionnaire - 1 revealed that 85.7% of the students stayed at the same level or showed improvement in their concept of ‘self as reader'.  Mean gain was 11.9.  This was statistically significant at the .001 level.  The peer relations scale revealed a mean gain of 2.6 and statistical significance at the .025 level.  The general self-concept scale also showed a mean gain of 1.5 and a statistical significance at .036 level.  Statistical significance was not achieved on the general school and parent relations scale. -- Based on these results, this study indicated that more opportunities for time, ownership, and response in reading, as provided by a Reading Workshop, are required in reading.


identifier: House, Barbra <https://research.library.mun.ca/view/creator_az/House=3ABarbra=3A=3A.html>   (1988) Using children's literature as a model for creative writing : a handbook for grade two teachers.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was undertaken to investigate children's literature as a major resource for enhancing the creative writing potential of young children.  A major premise is that children learn to express themselves in writing most effectively through exploring and modelling the writings of others.  The review of the literature indicates that there is a strong relationship between the study of children's literature and creative writing development.  The literature examines how the study of children's literature promotes writing development in areas such as form and pattern, content, motivation, and vocabulary development. -- The result of this study was the production of a handbook designed to foster the use of children's literature in creative writing programs.  A sample selection from the handbook was given to two teachers to use with their grade two students.  A description of the procedure followed, the observations made, and the effective results of the activities are discussed, along with some of the writings of the students. -- The introduction to the handbook provides a rationale for the use of children's literature in writing programs.  Also presented in the handbook is a list of suggestions which teachers will find helpful as they pursue in their classrooms the writing activities mentioned in the handbook.  The major portion of the handbook consists of the presentation of several prose and poetry selections with ideas for incorporating and applying them in creative writing programs.  Each prose selection is presented with a brief annotation, an introduction which points out the strengths of that selection for writing development, a detailed description of some writing activities which can be suggested to students, and, in most cases, a bibliography which can be used to further enhance the same strengths presented by the selection discussed.  Each poetry selection presents the poem itself with suggested activities, based on the form, pattern or content of the poem.


identifier: Morris, Eleanor Cavell <https://research.library.mun.ca/view/creator_az/Morris=3AEleanor_Cavell=3A=3A.html>   (1988) Using the cloze procedure as a means of improving remedial reading students' use of context clues.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was undertaken to analyze the use of the cloze procedure as a tool for improving remedial reading students’ use of context clues in word recognition, vocabulary development and reading comprehension. -- The students selected for study were three female and two male fifth graders from an elementary school in Conception Bay, Newfoundland.  They attended a regular classroom for all subject areas of the curriculum except the Language Arts Program which was undertaken in the Learning Resource Room where individual help was given daily by a Special Education teacher.  The students' ages ranged from nine to eleven years. -- The standardized tests used to obtain data were The Weschsler Intelligence Scale for Children, The Lorge-Thorndike Intelligence Test, The Gates-MacGinitie Reading Test and The Canadian Test of Basic Skills.  An analysis of the data indicated that each student was slightly below average ability in word recognition, vocabulary development and reading comprehension skills.  Testing, employing a miscue analysis inventory, further indicated that none of the students were utilizing contextual clues to obtain meaning. -- The investigator used various cloze procedure methods in working with each of the five students over a ten week period.  The methods employed were oral context; content words such as nouns, verbs, adjectives and adverbs; vowels from selected words; selected words with only the initial consonant included; omission of letters from words; deletion of every tenth word and random deletion of words.  At the end of the ten week study period, post-testing was carried out using The Gates-MacGinitie Reading Test, Level D, Form 2 and experimenter-written cloze tests using cloze passages in which every tenth word was deleted.  This post-testing provided an evaluation of each student's reading comprehension and determined group gains. -- The standardized post-tests indicated an increase from one year to one year four months on comprehension skills and from six months to one year one month on word-recognition and vocabulary development skills.  The experimenter-written cloze tests indicated that when exact responses were given, the range of scores for the five students was from 50% to 70%, while the range of scores when appropriate synonyms were scored was from 90% to 100%.  In addition, students at the end of the study scored from 70% to 100% on cloze passages with a readability level of 4.5 as compared to scores from 60% to 80% on a 2.6 readability level at the beginning of the study.  The results of the standardized post-tests and the results of the experimenter-written cloze tests indicated that the cloze procedure was effective in raising each student's word recognition, vocabulary development and reading comprehension skills. -- This study indicates that the cloze procedure is an effective teaching and testing tool which should be considered as part of the regular curriculum for remedial reading students.


identifier: Rumbolt, Shawn Herbert <https://research.library.mun.ca/view/creator_az/Rumbolt=3AShawn_Herbert=3A=3A.html>   (1992) Variables associated with persistence/withdrawal decisions of rural students at select Newfoundland post-secondary institutes.  Masters thesis, Memorial University of Newfoundland.

abstract: Variables associated with attrition of two groups of rural students at select Newfoundland universities/colleges were the focus of this study.  Group one consisted of 46 university and 23 college non-persisters and group two consisted of 131 university and 30 college persisters.  A questionnaire was developed to:  (a) create profiles of university and college persisters and non-persisters, (b) gather their suggestions for interventions needed at the senior high and post-secondary level to help ease the transition for rural Newfoundland students into post-secondary, and (c) ascertain their main reasons for maintaining or not maintaining enrolment.  Variables examined included select background and demographic characteristics and factors related to one's high school and post-secondary experiences.  Data obtained from university and college students was analyzed separately using descriptive statistics.  Results indicated that college/university persisters, as compared to college/university non-persisters:  sought assistance more frequently from school counsellors, had more realistic expectations of post-secondary, met more frequently with faculty members, showed more involvement in orientation activities, and were less likely to see themselves obtaining seasonal work and collecting unemployment insurance benefits in the up-coming year.  In addition, college persisters, as compared to college non-persisters:  were younger, attended church more, were less inclined to think of changing their programs, sought post-secondary counsellor assistance more frequently and visited them more often, expressed more concern about their ability to finance their education, were less likely to be receiving Canada Student Loans, showed more involvement in campus clubs/organizations, had closer relationships with their roommates, and obtained less support/encouragement from their brother(s).  Further, university persisters, as compared to non-persisters:  had higher Level Three and post-secondary averages, felt more at home in university and were more satisfied with the environment, more often saw their courses as being relevant to their goals, had less difficulty coping with stress, had parents/guardians who placed more emphasis on their post-secondary graduation, and received more support/encouragement from their families and post-secondary staff.  As well, to help ease the transition from high school into post-secondary for rural Newfoundland students, university and college respondents felt that, at the senior high level, there was a need for increased emphasis on preparation of students for the academic component of post-secondary life as well as provision of more information about other facets of post-secondary, whereas at the post-secondary level:  instructors need to be more sensitive, counselling services and orientation activities need to be more helpful, and there should be increased means to ensure student social integration.  College and university persisters noted returning primarily for reasons related to aspirations and career goals or benefits of such, whereas non-persisters reported choosing not to persist for reasons mostly associated with:  seeing their program or area of study as an inappropriate choice, experiencing financial difficulty, or wanting to enter the work force.  Finally, recommendations for practice and research were made towards the transition of rural students to post-secondary.


identifier: Patey, Calvin <https://research.library.mun.ca/view/creator_az/Patey=3ACalvin=3A=3A.html>   (1982) The poetic function in the school language program.  Masters thesis, Memorial University of Newfoundland.

abstract: The major purpose of this paper has been to examine the poetic function of language, and to assess its role in an individual’s language development. -- Writing identified as “transactional” has been seen as that which is used to get something done.  In the context of a school language program, such writing is viewed as that used primarily to assess what an individual knows about a specific area of content.  Such an emphasis has been regarded as being a major reason for the absence of poetic language in a school language program. -- "Poetic" language offers an individual the means to reconstitute the reality that he is constructing in language.  Such a language usage allows an individual to function in situations outside his immediate experience - in essence, to function in situations that he constructs in language, and, in doing so, to search for meaning in his existence. -- A school language program that is not characterized by an individual's use of poetic language has been seen as being deficient, and, as such, may not only impair an individual's language development, but also his development as an individual.


identifier: Small, Melvin Baxter <https://research.library.mun.ca/view/creator_az/Small=3AMelvin_Baxter=3A=3A.html>   (1983) The potential of computer-generated master scheduling for high schools in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this research was to ascertain whether the computer could significantly assist school administrators with the annual construction of the master schedule for high schools throughout Newfoundland and Labrador. -- The computer scheduling program which was chosen for this study was the Norwegian Nor-Data School Scheduling System, which was judged to be technically excellent and which had been designed to tackle a high school master scheduling problem very similar to that found throughout the Province. -- With the financial support and the technical assistance of Newfoundland and Labrador Computer Services Limited, as well as with the full cooperation of the three participating principals, an intensive eight-day computer scheduling project was undertaken during November of 1982 at Newfoundland and Labrador Computer Services Limited under the direct supervision of Dr. Harald Michalsen, the Norwegian developer of the Nor-Data School Scheduling System.  This timetabling project produced the Province's first four useable computer-generated master schedules. -- Without any technical or programming difficulty whatsoever, the Nor-Data School Scheduling System very satisfactorily produced an alternate master schedule for 1982-83 for each of the four selected schools:  Ascension Collegiate, Bay Roberts; Gonzaga High School, St. John's; John Burke High School, Grand Bank; and Partanna Academy, Grand Bank. -- The major findings of this study were as follows: -- 1. The Nor-Data School Scheduling System proved to be a locally viable computer scheduling program which has immediate application for all high school administrators throughout Newfoundland and Labrador. -- 2. Newfoundland and Labrador Computer Services Limited has the technical capability and the programming expertise to competently use the Norwegian Nor-Data School Scheduling System to efficiently produce master schedules for schools throughout the Province. -- 3. The computer-generated, timetables were judged by the majority of the staff of each of the participating schools to be as good as, if not significantly better than, the manually-constructed timetables for 1982-83. -- 4. Computer-generated master scheduling is a modern functional alternative to the traditional method of manual construction of the school's master schedule. -- 5. Computer-generated master scheduling could become an immediate reality for high school administrators and an affordable option for School Boards, provided the Department of Education substantially subsidized the cost to Newfoundland and Labrador Computer Services Limited to schedule schools with the Norwegian Nor-Data School Scheduling System. -- 6. The Nor-Data School Scheduling System could be purchased from Dr. Harald Michalsen by either Newfoundland 'and Labrador Computer Services Limited or the Department of Education, so that computer-generated master scheduling could become commercially available to all high school administrators for the 1984-85 school year. -- Clearly, the Norwegian Nor-Data School Scheduling System has the potential to immediately become a new and invaluable administrative tool for most, if not all, high school administrators throughout the Province.  It could also become the impetus for our adopting more defensible timetabling principles as the real basis on which better scheduling is built.


identifier: Rogers, Michael <https://research.library.mun.ca/view/creator_az/Rogers=3AMichael=3A=3A.html>   (1991) The power of Ogbu's folk theory of success in explaining persistently and disproportionately low science achievement.  Masters thesis, Memorial University of Newfoundland.

abstract: Students in Country Cove have shown persistently disproportionate low levels of achievement when their results are compared with those of students from Earletown and the rest of Newfoundland.  Research on the academic performance of minority groups in the United States has shown that certain groups have overcome socioeconomic barriers and discrimination to achieve educational success.  Ogbu (1974, 1977, 1988) suggests that the minority groups that have performed poorly have not incorporated education into their "folk theory" of success.  This research was designed to assess the students' "folk theory" of success and to determine the degree to which it could account for the Country Cove students' poor science achievement. -- It was hypothesized that the factors of community, school ability, the students’ "folk theory" of getting ahead, grade, and gender would have an effect on science achievement.  The Otis-Lennon School Ability Test (Otis & Lennon, 1989b) was used to measure the students' school ability.  A "folk theory" questionnaire was developed to assess the students’ folk theory of getting ahead.  The science test developed for the Second International Science Study was used to measure the students’ science achievement.  Path analysis was used to determine the effect of the factors on the students' science achievement.  Quality of instruction was also investigated. -- The students in each school were receiving the same quality of instruction and community, school ability, the students' "folk theory" of getting ahead, grade and gender all affected science achievement.  Students who valued science perceived that they had support from their parents and teachers, had a future-orientation, and attributed their success or failure in science to the internal causal factors of ability and effort had a "folk theory" of getting ahead that promoted science achievement.  However, Ogbu's "folk theory" of success did not explain the poor performance of the Country Cove students.  The negative effect of Country Cove upon science achievement did not disappear when all the variables were controlled, and, although the Country Cove students had a lower level of science achievement, their "folk theory" of getting ahead had a more positive effect on their science achievement than was found in Earletown.


identifier: Burton-Adams, Kelly <https://research.library.mun.ca/view/creator_az/Burton-Adams=3AKelly=3A=3A.html>   (1988) The nature and management of teacher stress : a manual for classroom teachers.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis has no abstract


identifier: Dalley, Frederick D. <https://research.library.mun.ca/view/creator_az/Dalley=3AFrederick_D=2E=3A=3A.html>   (1977) The preparation of a guide to the selection of learning materials for educable mentally retarded students in the senior high school.  Masters thesis, Memorial University of Newfoundland.

abstract: This report was prepared as an aid to teachers and library resource personnel in their search for commercially produced learning materials which might be used to help meet the needs of senior educable mentally retarded students. -- The annotated listing of materials involved the previewing of more than one hundred different items, although most items are non-print.  When evaluating materials, consideration was given to the suitability of materials for use in small groups or in independent learning situations. -- The report is essentially a selection tool or guide presented as an appendix of eight sections.  Section I is an introduction to the guide.  Section II outlines the evaluation criteria used when previewing.  Section III is a key to abbreviations used in the guide.  Section IV is an annotated bibliography of recommended instructional materials.  Section V is a listing of recommended materials by subject area.  Section VI is a directory of producers and suppliers.  Section VII lists general commercial selection aids that contain reports on instructional materials that have been evaluated and rated.  Section VIII is an annotated bibliography of previewed materials that were considered unsatisfactory for senior EMR students.


identifier: Chaulk, A. George <https://research.library.mun.ca/view/creator_az/Chaulk=3AA=2E_George=3A=3A.html>   (1987) The nature of interdisciplinarity and its implications for the secondary school in Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: Education in the twentieth century has focused on an instrumental orientation that takes schools beyond the mere transmission of knowledge.  A diversified education helps young people to cope with the phenomenal growth of knowledge and a plethora of social problems.  Teaching methods and new subjects serve the needs of society and enhance students' ability to synthesize their fragmented educational experiences. -- A traditional curricular structure did not acknowledge the diverse nature of knowledge nor the kinds of debate that society needed to address problems.  Curricular models created to reflect disciplinary interests did not mirror the dynamic nature of knowledge or satisfy individual and social expectations of education. -- Interdisciplinarity can dissolve the close partnership between school subjects and the disciplines and also provide a more coherent, responsive curriculum to suit a modern age.  Furthermore, it is a reasonable response to the quest for social and personal relevancy.  In fact, teaching subject matter in new contexts other than the disciplines is the cornerstone of the interdisciplinary philosophy. -- The interdisciplinary approach helps the individual synthesize his educational experiences into meaningful patterns.  Interdisciplinary learning theories postulate that man prefers an inquiry, holistic approach to knowledge. -- These philosophical and psychological themes provide the foundation and framework for the study of interdisciplinarity. -- Interdisciplinarity has historical precedents.  The successful curricula projects of the Progressive Education Association reveal challenging information for proponents of unified curricula in the modern school.  In fact, all current interdisciplinary activities parallel efforts from the past. -- There are several essential prerequisites to the definition of interdisciplinarity.  These are factors that either facilitate or hinder comprehensive analysis of terms.  An examination of both the theory and practice of interdisciplinarity provides a philosophical depth to definitions intended to guide the study of interdisciplinarity. -- To focus on the nature of interdisciplinarity, a typology of related terms identifies a continuum of educational experiences that can be classified according to criteria selected to reveal the intensity and scope of the relationships in curricular unification efforts.  These distinctive terms are necessary to distinguish among the tremendous varieties of interdisciplinary activities. -- An examination of the development of secondary education in Newfoundland highlights possibilities for an interdisciplinary approach.  The revised program has the flexibility, in theory and in practice, to include interdisciplinarity as a viable alternative in both content organization and teaching practices.  Skills, themes and problems are organizing principles that guide both the selection of content from all school subjects and classroom activities that unify the curriculum.  Significant possibilities exist in Newfoundland's secondary schools for the development and implementation of an interdisciplinary approach to education.