identifier: Mercer, Gerald Neil James <https://research.library.mun.ca/view/creator_az/Mercer=3AGerald_Neil_James=3A=3A.html>   (1993) An ethnographic study of factors that elementary school principals perceive contribute to increased grade six mean composite scores on the Canadian Tests of Basic Skills over a six year period.  Masters thesis, Memorial University of Newfoundland.

abstract: The Government of Newfoundland Department of Education has administered the Canadian Tests of Basic Skills to grade six  students every three years since 1976. Newfoundland schools traditionally score below Canadian norms on these tests and strive to improve by implementing revised policies, guidelines, and up-dated curricula published by the Department of Education. Yet, only 31 schools in the province have succeeded in registering a mean composite score increase between 1985 and 1988 and again between 1988 and 1991. Following case study methodology reported by Yin (1984) and Merriam (1988), an exploratory study was undertaken to identify common factors that school principals  perceive have contributed to the grade six increased mean composite scores. -- During May and June 1992, a survey was distributed to 31 school principals. Seventy-four percent of  the surveys were returned. The analysis of the data revealed  five distinct themes: Student Attitudes toward School; Innovation and Planned Change; Resource-based Learning as an  Innovation; Public Perceptions of School Life; and Public Support and Principal Accessibility. These themes were explored further in four case study interviews. -- A sample of four survey respondents was identified using a purposive sampling method (Merriam, 1988). In February and March 1993,  four focused interviews (Yin, 1984) were conducted and revealed five themes reflecting common principal perceptions  and/or school practices. The four schools: -- 1. implemented  interventions with an aim to foster positive student attitudes toward school; -- 2. implemented innovations that reflect current educational thought and respond to needs identified by teachers and administrators working together; -- 3. have support for school-wide innovations from educators and members of the community ; -- 4. serve parents  who support their children's educational endeavours and a public that feels school is beneficial for children; and -- 5. have a staff that is committed to the educational welfare  of students and to personal professional development. -- The  researcher recommends that future studies continue to explore this phenomenon.


identifier: Graham, Ian Dick <https://research.library.mun.ca/view/creator_az/Graham=3AIan_Dick=3A=3A.html>   (1991) An ethnographic study of high school teachers' knowledge and use of instructional development in instructional planning in the province of Newfoundland.  Masters thesis, Memorial University of Newfoundland.

type: Thesis NonPeerReviewed

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abstract: The purpose of this ethnographic study was to elicit information on the knowledge and competency levels of high school teachers in the instructional development process to determine whether the respondents had either explicit or tacit knowledge of instructional development. The study also  attempted to determine the type of instructional planning used by the respondents in the absence of adherence to an instructional development model. The study was initiated as a result of three previous studies carried out in the province of Newfoundland by Gallant (1989), Tobin (1989) and  Thomey (1991). These researchers, through surveys and interviews, determined that teacher-librarians, primary and elementary teachers, and high school teachers did not possess comprehensive knowledge of and competency in instructional development. In fact their knowledge and competency levels were minimal. -- This study was implemented in the winter of 1990 and the spring of 1991 using both semi-structured and open-ended interviews with five high school teachers who were randomly selected from two large urban school boards in the province of Newfoundland. All interviews permitted open responses, and were tape-recorded with the permission of respondents. -- The data were analyzed using Merriam's (1988) suggestion of organizing the data topically and Miles and Huberman's (1984) tactics of analyzing data by noting patterns and themes and by clustering. -- Results of the study indicated that high school teachers participating in this study have little knowledge of and competency in instructional development. Furthermore, they make no use of the instructional development process in planning instructional events. Teacher planning, for the most part, can be categorized as non-systems planning.


identifier: Murphy, Elizabeth <https://research.library.mun.ca/view/creator_az/Murphy=3AElizabeth=3A=3A.html>   (1992) An ethnographic study of problems related to the principalship of a combined French immersion and French minority-language kindergarten to grade five school.  Masters thesis, Memorial University of Newfoundland.

abstract: The aim of the present study is to uncover an idiographic knowledge of the problems related to the principalship of a combined French immersion and French minority-language school. The study relied on the use of ethnographic research  methods, participant observation of one month's duration and  five semi-structured interviews. -- Problems associated with  the principalship of the French immersion program involved lack of support services in French, keeping abreast of changes in the English program, adapting to the special needs of the program's changing clientele and coping with parents' high expectations and frequent demands. -- For the French minority-language program, the problems revolved around conflicting expectations of parents, parents' demands  for control and management, difficulties of providing a culture base in an anglophone society, linguistic heterogeneity of students, demands of instruction in multigrade classrooms, and low enrolments in the program. -- Problems associated with having the two programs housed in one school are associated with an increase in workload for the principal and the need to foster communication and cooperative relations between parents of the two different programs. -- The problems were considered in respect to their routineness,the times in which they occur throughout the year, their possible causes, and their implications. -- Combining two relatively new programs in one administrative unit presents an exceptionally demanding and challenging situation for the principal. The problems related to parental participation in the school under study raise questions about the extent with which parents should be involved in school administration and governance. Perceived inequities in the distribution of the school's resources has  caused concern among groups of parents and raises the issue of equity and of equality of educational opportunity in general. -- The existence of French immersion and French minority-language programs also raises questions about the role of schools and their aims. Many of the issues related to the French minority-language program in the school are only superficially related to education and are merely a manifestation of a more complex struggle for political and social recognition and autonomy.


identifier: Kavanagh, Geraldine Mary <https://research.library.mun.ca/view/creator_az/Kavanagh=3AGeraldine_Mary=3A=3A.html>   (1991) An evaluation of a program offering extra time to help students achieve success with academic mathematics.  Masters thesis, Memorial University of Newfoundland.

abstract: The primary purpose of this study was to evaluate a program offering extra time to certain students who have a demonstrated difficulty with academic mathematics. The intention of this program is to help these students achieve success with academic mathematics. As a consequence, it is hoped that the attitude of these students toward mathematics  would improve if their achievement improved. -- To evaluate this program, several different methods were undertaken. All  eight classes given the extra time were given an attitude survey twice as a pretest and posttest to see if any change in attitude towards mathematics took place. As well, the end  of year marks were obtained for this group of students and a  comparable group who studied the same courses but who did not receive the extra time. In addition, both of these groups were given a 25 item test developed by the researcher. Interviews were conducted with the seven teachers involved with the teaching of the classes that had received the extra time. Finally, a videotape was made of two of the eight classes to obtain information on how the extra time was used. -- The data collected with the attitude  surveys was tested using t-tests. The test scores for the two comparable groups was compared using a two-way Analysis of Variance (ANOVA). As well, a great deal of qualitative data was collected on the group receiving extra time and this was also reported on. -- This study focused on two questions, one dealing with the achievement of the group and  one dealing with their attitudes towards mathematics. The results indicate a very slight increase in the achievement of these students on the final evaluation. There was no significant difference on the 25 item test. There was also no significant change in the attitude of these students after they received the extra time studying mathematics. -- Based on the findings of this study, the researcher concluded that evaluating a program is indeed a difficult task. After spending a great deal of time on this evaluation, I was unable to ascertain whether the program was successful or not. It was recommended that a much more controlled experiment would be necessary to evaluate this type of program.


identifier: Wellman, Glenys L. <https://research.library.mun.ca/view/creator_az/Wellman=3AGlenys_L=2E=3A=3A.html>   (1990) An evaluation of levels and types of stress, coping strategies, participation in activities and interest in activities of junior high students in selected schools in rural Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the levels and types of stress of junior high students. In addition, the following stress-related factors were investigated: coping strategies, participation in activities and interest in activities. -- Investigation of stress and coping strategies  of children is of particular importance in the educational setting. Intervention and prevention programs would serve as  valuable resources for young people who are experiencing emotional and physical problems associated with stress. In the past, the emphasis in research has been on stress as experienced by adults; studies involving children have been relatively limited. -- Four scales were developed to measure  the dependent variables of stress, coping, participation in activities and interest in activities. Scale I (measurement of stress) was further divided by means of factor analysis into five categories: Time Management; Intrapersonal; Locus of Control; Interpersonal; and Academic Expectations. The statistical package SPSS-X was used to analyze the data. -- The sample consisted of grade seven, eight and nine students  in four schools in the Green Bay Integrated School Board. The total number in the sample was 212 (94 males and 118 females). -- The majority of the ten highest ranked stressors were school-related. The items in the Time Management and Intrapersonal categories contributed the most  to levels of reported stress. The students reported a relatively low level of positive coping strategies. The activities in which they participated most were generally unstructured, passive pursuits. There was a high correlation  between participation in activities and interest in those activities. -- No significant differences were found between  grade levels on either of the four dependent variables. There were significant sex effects, however, in three areas.  Males had a higher reported level of stress than females, with a significant difference in the intrapersonal category.  Females had higher levels of participation and interest in activities. -- Recommendations were made in the areas of intervention (stress management programs) and prevention (improvement of school climate). Recommendations for further  research included suggestions for modifications of the scales and more in-depth investigation into stress-related factors outside the scope of this study.


identifier: Priddle, Simeon J. <https://research.library.mun.ca/view/creator_az/Priddle=3ASimeon_J=2E=3A=3A.html>   (1992) An evaluation of the implementation of a grade two language arts program.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examined the implementation of the Nelson Networks Language Arts Program, a whole language approach to  the teaching of language arts. Specifically, the study investigated the relationship of health, teacher background and reflective teaching to quality of teaching life and satisfaction with career choice. Further, the relationship between the preceding variables and teachers' perceptions of  the implementation process used with the Nelson Networks and  the management aspects of the program was investigated. -- The data for this study was obtained from the Curriculum Change Survey. Only the data pertaining to the aforementioned variables was used. This data was collected from a sample of grade two teachers in Newfoundland schools during the 1989-90 school year. Teachers completed a four point scale survey at two points in the school year. Only the data from the first survey was addressed. -- Analysis consisted of principal components analysis of the instrument  items, regression analysis, path analysis and direct least squares. On the basis of this analysis it was concluded that  teacher health was a good indicator of teacher satisfaction with career choice. Reflective teachers were more likely to be satisfied with career choice, more positive toward implementation of new curriculum and more positive towards the management aspects of new curriculum. -- Teachers who were more satisfied with their career choice responded more negatively to the implementation and management aspects of the new program. Satisfaction with career choice and quality  of teaching life were highly related, as were teachers' perceptions of the implementation process and management aspects of the new curriculum.


identifier: Kirby, Frances Dorothy <https://research.library.mun.ca/view/creator_az/Kirby=3AFrances_Dorothy=3A=3A.html>   (1992) An evaluation of the Med Quest Program : a recruitment effort by the Faculty of Medicine.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examined the evaluation of the 1991 Med Quest program of the Faculty of Medicine, Memorial University of Newfoundland, to determine if the objectives of the program are being met. The following areas of the Med Quest program were studied: (1) influence on students' selection of science courses; (2) influence of students' selection of a health career; and (3) an investigation of whether there has been a change in students' perceptions of ability to attain a health career. -- The population sample used was 243 participants who attended the program during the summers of 1990 and 1991. Through questionnaire analysis, frequency tables were generated and the results interpreted, which led  to a number of conclusions. Firstly, Med Quest was affecting  the career choice of 87.4% of the respondents mainly by broadening the health science career choices that are available and attainable for students. Secondly, it was evident that Med Quest has provided encouragement for the participants to take science courses in high school and post  secondary school, and the majority are pursuing this direction. Thirdly, students believe that they are capable of becoming a health professional because of their exposure to Med Quest. -- Overall, the 1991 program was a success as 125 high school students had an educational experience that has influenced their career choice, their outlook on future study, and on their perception of being able to attain a health career.


identifier: Mate, Carolyn <https://research.library.mun.ca/view/creator_az/Mate=3ACarolyn=3A=3A.html>   (1991) An analysis of stressors, coping strategies and leisure time usage in the urban elementary school child.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examined children's stressors, coping strategies,  and participation and interest in leisure time pursuits. Quantitative data were collected through the administration of a self-report questionnaire to 69 fifth and sixth graders   in three urban schools. Internal reliability, construct and content validity of the instrument were deemed to be appropriate. The most commonly reported stressors pertained to health, defining their own individuality from interpersonal pressures, developing a degree of competence, and finding out where they fit within the larger school and social context. In coping, the children reported attempts to  find ways to make themselves feel better without hurting either themselves or other people, with some attempt to control what happens to them. Socializing was an important component of both participation and interest in extracurricular activities. The results of the MANOVA revealed a significant difference between gender and interest in extracurricular activities, with females reporting a higher level of interest in leisure time pursuits than males.


identifier: Byrne-Turpin, Janet <https://research.library.mun.ca/view/creator_az/Byrne-Turpin=3AJanet=3A=3A.html>   (1993) An evaluation of the utilization of culturally relevant whole language themes with grade six Innu students including a case study profile.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to assess, through various informal strategies based primarily on teacher observation, the use of culturally relevant whole language themes with a group of grade six Innu students at Peenamin McKenzie School, Sheshatshit, Labrador. The researcher, as participant observer, used various means to determine the suitability of the use of culturally relevant whole language  themes with Innu students. -- The evaluation encompassed progress in both language and affective behaviors. The general focus was placed on gathering information from attending students regarding attitudes and responses exhibited during the execution of one culturally relevant theme. The specific focus was placed on gathering data about  the growth of one child during the course of the theme. A case study format was utilized to report the progress of the  individual student. -- The research methodology in the study  would be classified as naturalistic rather than experimental  since "natural" behaviours were observed. The researcher observed, interacted with and analyzed children's actual listening, speaking, reading and writing behaviours. This research orientation is based on the whole language approach  to teaching, where teachers are asked to assume the role of researcher in the classroom in order to successfully understand the literacy needs of their students and to determine how whole language strategies meet or fail to meet  those needs. -- Recommendations based on the findings of this report, regarding how to better meet the needs of Innu students in language instruction, are included.


identifier: King, James <https://research.library.mun.ca/view/creator_az/King=3AJames=3A=3A.html>   (1991) An evaluative study of the educational therapy services provided by the Roman Catholic and Integrated School Boards of the Burin Peninsula.  Masters thesis, Memorial University of Newfoundland.

abstract: The present study was designed to evaluate the educational therapy services provided by the Roman Catholic and Integrated School Boards of the Burin Peninsula, Newfoundland. -- Educational therapy is a relatively new program in the Newfoundland educational system that has expanded province wide since its introduction in 1979. Since  its inception there has been some controversy surrounding issues such as therapists' role and program success. -- The aim of the study was to evaluate the design and delivery of educational therapy services. In addition, opinions were solicited from the various stakeholders regarding the importance of such services and ratings were obtained of their satisfaction with these services. -- The sample consisted of all educational therapists and principals of schools with educational therapy services, all parents of core therapy students and six teachers from each of the 10 schools involved. Each individual in the sample received a questionnaire designed especially for that particular group.  -- The key findings of this study are as follows: -- 1. There is a high level of satisfaction with educational therapy services and strong advocacy from all groups in the study that educational therapy services be retained and enhanced. -- 2. There are a number of inconsistencies with the procedures used among various schools in the delivery of  educational therapy services. -- 3. There are good communications reported among educational thereapists, principals, parents, and most teachers involved with core therapy students. However, 25% of teachers expressed dissatisfaction with current communications. -- 4. Most educational therapists (66%), which represents six out of nine counsellor/therapists are satisfied with the various aspects of their current position. -- 5. Parents are usually  consulted and involved in case conferences concerning their children's problems. However, less than 50% of parents who responded have been involved in the development of IPP's for their children. -- 6. All four groups are satisfied with the  outcomes achieved from the educational therapy program. Even  though all four groups rated the outcomes positively, teachers' ratings are consistently lower than the other three groups on all eight categories used to measure outcome. -- 7. A majority of educational therapists feel that the dual role assignment of counsellor/therapist has an  adverse effect on the delivery of quality educational therapy services. -- 8. Principals and educational therapists generally agree that procedures currently used by  the Newfoundland Government for allocating educational therapy units to school boards will have a negative effect on the delivery of educational therapy services. -- 9. Teachers and principals indicate a need for more staff inservice to create a better awareness of the roles and responsibilities of educational therapists. -- 10. All of the educational therapists involved in this study are qualified for such a position and meet the requirements outlined by the Newfoundland Department of Education in its policy manual (1986). -- 11. There is no general consensus of agreement regarding disciplinary procedures for educational therapy students. -- 12. There is a high degree of consistency among educational therapists related to procedures used and information gathered for identification purposes and exit procedures. -- 13. There is general agreement that students should have input into entrance and exit procedures for educational therapy services. However, input should depend on the age and maturity of the child, as well as the reason for referral. -- 14. Principals and teachers are generally aware of the role of educational therapists. However, a significant number of teachers (31%) are unsure of the role of this professional. -- 15. There is  no significant relationship between parents' ratings of the personal characteristics of educational therapists and satisfaction with educational therapy services provided. -- 16. All four surveyed groups consider educational therapy services very important services for schools to provide. -- In general, the educational therapy program was found to be well organized in its delivery of therapy services. The program received high overall ratings despite some disagreements on individual issues. In the final chapter, several recommendations have been developed to help improve existing services.


identifier: Spurrell, Sharon Burnett <https://research.library.mun.ca/view/creator_az/Spurrell=3ASharon_Burnett=3A=3A.html>   (1995) An examination of teen fathers' involvement with their partners and children and the influencing factors.  Masters thesis, Memorial University of Newfoundland.

abstract: In order to gain an understanding of teen fathers' perceptions of the fathering experience, six teen fathers (age 16-20 years) from Eastern Newfoundland, Canada, completed questionnaires and participated in three one-hour interview sessions. A combination of open and close-ended questions focused on the involvement of father and child, and the factors influencing this involvement. -- Each participant reported feelings and demonstrations of love toward, pleasure with spending time with, and being actively  involved with his child. Although the quantity of father-child interaction time varied from father to father, fathers  were not satisfied and expressed a desire to spend more time  with their children. -- Throughout the interviews six main themes and several subthemes emerged. The teen fathers most involved with their children reported positive relationships  with the teen mothers and supportive parents. All four sets of grandparents were cooperative in their sharing of child care duties and expenses. These teen fathers also had a strong support system of friends and relatives. Less involved teen fathers reported strained relationships with the teen mothers and restricted access to their children. These teen fathers' relationships with the maternal grandparents were described as either nonexistent or hostile. -- Five of the six participants described the lack of recognition as a parent, and the lack of involvement in the decisions concerning their children, as being the most difficult aspect of being a teenage father. The adolescent fathers further identified several factors they considered obstacles to their involvement with their children: strained  relationship with the teen mother; overbearing maternal grandparents; lack of recognition of parental rights by social agencies; and, inadequate finances. If we expect teen  fathers to become more involved with their children these expressed difficulties and obstacles need to be addressed.


identifier: King, David Carson <https://research.library.mun.ca/view/creator_az/King=3ADavid_Carson=3A=3A.html>   (1987) An examination of the effect of communicative activities on student performance in French as a second language.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to determine what effect the addition of communicative activities would have on the skills of speaking, listening, reading, and writing in French as a second language at the secondary level. -- To achieve this aim, a Teacher's Guide outlining student activities for communicating in the classroom was developed by the investigator to accompany Component 22 of Passeport Francais 6. The question of whether there was an effect on speaking, listening, reading, and writing skills, as measured by teacher-made global tests, by the introduction of such activities was examined. The hypotheses stated that there was no significant difference in achievement on the four skills between students following the communicative approach and students following the regular program. Students' attitudes were also collected on a questionnaire and examined. -- As a test of similarity, the Mid-Term Exam,  a comprehensive test of all skills, was taken as the pre-test and groups were found to be similar in performance in French at the commencement of the study. The two groups differed in instruction in that one group was instructed by following the communicative activities outlined in the Teacher's Guide prepared for this study while the other group followed the regular program. -- After four (4) weeks of instruction, the students were given tests of speaking, listening, reading and writing. The communicative group, or those who followed the Teacher's Guide activities, was given  a questionnaire as well. The test instruments were developed  by the investigator and were evaluated by teachers in the field as well as a curriculum specialist. -- The data collected was analyzed by finding the means, range and standard deviations for both groups on all subtests. One-way  analysis of variance results were calculated in addition to multiple regression tests to control for teacher differences. The null hypotheses were tested using correlation coefficients. -- The major findings of the study  showed that on the skills of speaking and listening there is  a positive relationship between the introduction of communicative activities and performance on those skills. On  the skills of reading and writing there was no significant difference in the performance of students attributable to communicative activities, although there are some favourable  results for the communicative group. Total performance improved significantly for the communicative group. Finally,  students expressed the desire to be able to speak French as a goal of their French program and they felt that their instruction should involve them in communication-like activities.


identifier: Bolan, Stephen J. <https://research.library.mun.ca/view/creator_az/Bolan=3AStephen_J=2E=3A=3A.html>   (1995) An application of the Delphi method to determine the requirements for a prototyping centre for the province of Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to determine the need for a Provincial Prototyping Centre that would be capable of producing high quality manufacturable prototypes in the least amount of time. At the same time, the study sought to determine the specific systems, resources, and requirements necessary for the operation of a Provincial Prototyping Centre. -- This study was conducted from March 1995 to July 1995 utilizing a modified Delphi technique. Two rounds of this Delphi study were completed. Round one asked three questions to which respondents were free to give open-ended responses. Information gathered from the first round was utilized to develop a second questionnaire submitted as round two in the Delphi process. Each round utilized a different panel of experts. Questionnaires for both rounds were electronically transmitted utilizing the E-mail services of the Internet. -- Results of the study indicated that a steering committee representing the interests of government, industry, entrepreneurs, the university, post-secondary institutions, and other interested parties should be formed to further investigate the feasibility of a Provincial Prototyping Centre. The results indicated consensus among the respndents for the goals and objectives of a Provincial Prototyping Centre. These are as follows: -- 1. To provide the technical support to inventors in developing a prototype, -- 2. To facilitate and guide inventors' product development efforts, -- 3. To link inventors with financial support agencies, -- 4. To encourage and facilitate inventors by linking them with other inventors who have been through the product development process, -- 5. To encourage inventors to develop  a marketing plan, -- 6. To assist small business in developing production prototypes quickly and at an affordable price, -- 7. To facilitate the development of existing capabilities and businesses in the province, and -- 8. To develop prototypes based on its own market intelligence.


identifier: Pope, Susan Marie <https://research.library.mun.ca/view/creator_az/Pope=3ASusan_Marie=3A=3A.html>   (1990) An assessment of mathematics teacher knowledge and attitudes toward the use of computers in senior high instruction.  Masters thesis, Memorial University of Newfoundland.

abstract: The question is no longer of whether or not computers have a  place in mathematics education, but rather how to best get teachers to use the power of the computer in their instruction. The literature strongly suggests that teacher knowledge of computers and positive attitudes toward computers are imperative for the successful integration of computers in education. -- The purpose of this research was to measure teacher knowledge and attitudes toward the use of  computer technology in the teaching and learning of senior high mathematics. The study was confined to 329 teachers of senior high mathematics in the province of Newfoundland and Labrador. It was carried out by the use of a survey instrument which consisted of three components: (a) attitudinal statements; (b) knowledge; and (c) personal information. The data was analyzed by means of factor analysis, univariate and multivariate analysis, correlations, means, and standard deviations. -- The results  of the study revealed two extremes with respect to level of computer literacy among teachers of senior high mathematics.  The results indicated that there were a small number of teachers with an average level of computer literacy. There were a large number of teachers with a high level of computer literacy but just as many with a low level of computer literacy. Teachers older than 45 were found to have  lower levels of computer literacy than younger teachers. Teachers younger than 46, more so than older teachers, felt more able to use a computer in their mathematics instruction. Teachers living in rural areas of the province were found to have a lower level of computer literacy than those living in urban areas. The same was not found with respect to attitudes toward computers. No significant sex differences ware found to exist with respect to computer literacy or with respect to attitudes toward computers. -- Teacher education is a necessary component cf successful integration of computers in mathematics education, but just as important is the necessity of providing preservice and inservice programmes that will respond to the needs of those  teachers to whom it is directed. Age differences, as well as  urban/rural differences that were revealed in this study should not be overlooked in the design and implementation of  possible teacher preservice and inservice programmes directed at teachers of senior high mathematics in Newfoundland and Labrador, with respect to computer technology.


identifier: Lane, Shirley Anne <https://research.library.mun.ca/view/creator_az/Lane=3AShirley_Anne=3A=3A.html>   (1989) An elementary school literature program for grades four to six.  Masters thesis, Memorial University of Newfoundland.

abstract: The main purpose of this study was the development of an elementary school literature program for grades four through  six. Chapter one investigates the need and the rationale for  the inclusion of such a program in the elementary school curriculum. -- Chapters two and three are reviews of literature. The nature of the elementary school child is reviewed in chapter two. In particular, this chapter reviews  the elementary child's intellectual development, language development and interests, and reading interests in prose and poetry. Chapter three is a review of literature on the nature of literature programs. It reviews the purposes, the organization, the content, the teaching approaches, and the evaluation methods of literature programs as presented by different writers. -- Based upon the nature of the elementary school child, the nature of literature, and the nature of literature programs, an elementary school literature program is designed in chapter four. This chapter  begins with a rationale for the inclusion of literature in the elementary school curriculum. This rationale is based upon the contribution of literature to the education of the imagination. Six purposes are recommended for the literature  program, the main one being to stimulate and develop children's imaginations. An organization based on genres is the approach recommended for organizing the literature curriculum. The genres recommended for study are poetry, folk literature, fantasy, historical fiction, and modern realistic fiction. Within each genre specific literary selections are recommended for study. Some instructional approaches are also suggested for the teaching of literature. The chapter concludes with a sample unit for the  literary selection Charlotte's Web.


identifier: Finlay, Cheryl <https://research.library.mun.ca/view/creator_az/Finlay=3ACheryl=3A=3A.html>   (1998) Gay and lesbian adolescents: the role of school counsellors.  Masters thesis, Memorial University of Newfoundland.

abstract: As media personalities such as Ellen DeGeneres, Melissa Etheridge, k.d. Lang, and Elton John openly "come out," or disclose their sexual orientation, people are generally becoming more aware of homosexuality (Handy, 1997). Within the school system gay and lesbian adolescents are more willing than ever before to be open about their sexual orientation. However, these students face an array of problems stemming from such difficulties as lack of family and peer support, resources, and positive role models (Shortall 1998). What follows is a series of three papers that attempt to inform school counsellors, and others working within the school system, about homosexuality and the issues that adolescent homosexuals must confront. -- Paper one describes the historical basis underlying the current views held about homosexuality. Understanding the historical development of homosexual identity helps us to recognize why mainstream society reacts as it does to homosexuals and homosexual behaviour. These reactions reflect the attitudes that most North Americans hold towards  homosexuality. The impact that these attitudes have upon homosexual adolescents can be devastating, as the manifestation of internal and external homophobia can be grave. By being knowledgeable about the current attitudes towards homosexuality and how these views are expressed, counsellors and other professionals within the school system, may be more effective in working with gay and lesbian students and the issues they face. -- Home and school environments can be stressful for a homosexual adolescent or for any adolescent still unsure of his or her sexual identity. Paper two concentrates on the issues faced by homosexual students within each of these environments. Regardless whether adolescents are unsure of their sexual identity or if they are open about their homosexuality, the homophobic atmosphere in which they live may result in several developmental problems. The school counsellor can play an important role in the healthy development of adolescent homosexuals as they lack the traditional venues of support and guidance that are available for their heterosexual peers. -- Paper three concentrates on the role a counsellor can play in the school environment to help make  it a safer place for both those homosexual students who have  declared their sexual orientation, and for those still unsure. Not only will the school counsellor's role includes working with students, but it is crucial for services to be provided to the homosexual adolescent's family, to the other  personnel working within the school, and to the general school population. Hopefully, paper three will provide useful material that school counsellors can draw upon when they find themselves working with gay and lesbian adolescents. As well, it is hoped that these papers will bring attention to the importance of this issue within the school system and the need for further knowledge and exploration into adolescent homosexuality.


identifier: Pearce, Renée Deanna <https://research.library.mun.ca/view/creator_az/Pearce=3ARen=E9e_Deanna=3A=3A.html>   (1997) Gender and physics : the relationship between learning orientation, self-confidence, and achievement.  Masters thesis, Memorial University of Newfoundland.

abstract: This study explored the relationship between gender, learning orientation, self-confidence and achievement in high school physics students. A sample of 131 physics students in six rural communities throughout Newfoundland were examined to determine a) whether there were any gender differences in learning orientation, self-confidence, and achievement, b) whether learning orientation influenced self-confidence, c) whether learning orientation and self-confidence influenced achievement, and d) whether students' self-confidence changed due to perceived achievement. A one-group pretest-posttest experimental design with all students  receiving the same treatment, was used to observe the interaction between these variables. The results of correlations, analyses of variance, and multiple regressions  indicated that more differences in achievement were accounted for by learning orientation and self-confidence than by gender. Meaningful learners had higher achievement and higher self-confidence than rote learners. Gender was not significant in predicting learning orientation or achievement. However, males were more confident than females. Learning orientation was most important in influencing pretest levels of self-confidence, which remained stable regardless of actual test performance. These  results imply that once established, levels of self-confidence may be difficult to change. A meaningful learning  orientation may be important in increasing self-confidence and subsequent understanding of physics concepts. The discussion addresses the importance of promoting a meaningful learning orientation to conceptual understanding and career choices.


identifier: Bath, C. Joseph <https://research.library.mun.ca/view/creator_az/Bath=3AC=2E_Joseph=3A=3A.html>   (1991) Formal group participation and adolescent drug use.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study is to examine the relationship between high school student participation in formal school and non-school groups and self-reported drug consumption of tobacco, alcohol and cannabis-related products. These formal  adolescent groups have received little attention in the literature pertaining to both licit and illicit drug use. Rather, most research to date centers on the role which small, informal peer groups play in nurturing and encouraging the development of substance use. -- This study was undertaken through self-administered questionnaires which were distributed to students (grade 8 to 12) in a rural Newfoundland integrated high school. This study found significant relationships among the kinds of formal group, the amount of involvement, and the usage of particular substances. Participation in the non-school groups was associated with a decrease in alcohol use, but no significant correlation was found between participation in school groups and the use of this substance. With regard to tobacco, a modest level of involvement (in both groups) is correlated with lower usage than that of the least active students. However the students most involved in school groups use more tobacco than do those associated with any other level of participation. Last, the non-school groups promote norm retention more successfully than do the school groups. These results suggest an educational philosophy which supports a balanced, flexible system that encourages student membership and participation in both school and non-school groups if the pro-social goals of education are to be  met.


identifier: Hickey, David B. <https://research.library.mun.ca/view/creator_az/Hickey=3ADavid_B=2E=3A=3A.html>   (1988) Freedom and the state : a study of Hegel's philosophy of education.  Masters thesis, Memorial University of Newfoundland.

abstract: Hegel's political and social theory has recently been given considerable attention by philosophers. But in the field of philosophy of education, little or no attention is currently  being paid to this aspect of Hegel's philosophy. In educational philosophy, the trend since Hegel's death has been to represent Hegel as an enemy of individualism and an apologist for political absolutism. A close reading of Hegel's major political text, the Philosophy of Right, suggests that the "received opinion" of Hegel's political theory, held by writers in the field of education, is marred  by serious misrepresentation. Rarely in the literature in education is it pointed out that individual freedom and development is the main theme of Hegel's philosophy - including and especially, Hegel's philosophy of Objective Spirit, that moment in spirit's development that is concerned with political and social behavior. It is argued here that Hegel's theory of the state is founded upon the principle of freedom and that the aim of education in Hegel's state is the empowerment of individuals for free self-hood in an objective world built-up through self-conscious participation in quasi-independent institutions. In Hegel's state the individual participates in a consistent  and coherent network of educational activities. -- In the first chapter Hegel's general philosophical perspective as it relates to education is introduced and this writer's position relative to some important concerns in Hegelian scholarship is explained. Chapter Two, Background and Context, surveys the education literature on Hegel's social and political thought and concludes with a brief comparison to Marx on the topic of freedom. Chapter Three explicates Hegel's theory of freedom and individuality. Chapter Four, Major Social and Political Themes in Hegel Relevant to Education, discusses the Hegelian concepts of the family, property, labor, and class within the context of the Hegelian notion of ethical life. In Chapter Five, The Hegelian Educational Matrix, the institutions of the Police and the Corporation are analysed for their educational characteristics. Chapter Six concludes the discussion of state and education by reviewing the place of freedom in Hegel's philosophy proper.


identifier: Sturge, Joyce B. <https://research.library.mun.ca/view/creator_az/Sturge=3AJoyce_B=2E=3A=3A.html>   (1990) Frequency and change in communication strategy use : a study of the most successful core French students at the intermediate and senior high levels in three Upper Trinity South schools.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was undertaken to examine communication strategy use by second language learners in grades seven, nine, and eleven of a core French Program. The investigation attempted  to ascertain which strategies were employed most frequently by students at each of the three levels, and determine whether or not strategy use was related to the learners' linguistic competence in French. -- To achieve this goal, a total of eighteen of the most successful core French students, from grades seven, nine, and eleven, were chosen from three schools in the Upper Trinity South School System.  By means of an interview format elicitation task, each subject was interviewed by his present French teacher for ten minutes, with the speech samples being recorded on audio  cassette. -- The speech samples were then analyzed using a typology of communication strategies, based on the typologies developed by Tarone (1983) and Willems (1987). The information obtained from the samples was then converted  into tables showing individual strategy use. Strategies were  categorized as Reduction and Achievement types, with the latter being further subdivided as Interlingual and Intralingual. This information was then presented in graphic  form, making use of descriptive statistics. -- The results of this study showed that intermediate and senior high students use communication strategies that adults, in previous studies, were found to have used. We found that the  Interlingual Strategies were used more frequently than Intralingual Strategies in the three grades, with Borrowing being the most-frequently-used strategy. Grade eleven students tended to employ more strategies in their interlanguage communication than the subjects in grades seven and nine. These subjects also used Retrieval Strategies more frequently than the other two groups. -- In this study students at each grade level demonstrated a preference for use of Interlingual strategies. While, theoretically, one might have anticipated that the grade eleven students, with a presumed higher level of linguistic competence, would have used a higher percentage of Intralingual strategy types, this was not the case. All three grades, however, tended to choose Achievement Strategies over Reduction Strategies in their communication.


identifier: Vincent, Chris (Christopher John) <https://research.library.mun.ca/view/creator_az/Vincent=3AChris_=28Christopher_John=29=3A=3A.html>   (1994) From small school to large school : students' perceptions of their experience.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis is a qualitative study of the transition of students from a small school to a large school. Interviews were done with ten graduating students who had attended a small school for their kindergarten to grade nine years. They were then bused to a large high school for their high school education. This study explores the nature of that transition from their point of view. -- The students related  memories of a close, friendly atmosphere where they received  a lot of individual attention in the small school. They contrasted that with a more formal atmosphere and lack of individual attention in the large school. Students related problems of adjusting academically and socially in the large  school. They stated that they felt some discrimination against them in the large school, found the bus trip difficult, and had great difficulty with getting involved in  extra-curricular activities. -- The students felt that they had been as well prepared for high school as their classmates from the large school, and stated that they had done well in high school. All students felt that they would have gotten better academic grades in the small school, if they could have done high school there, but would have had a  more restricted list of course offerings to choose from. However, nine of the ten stated that in retrospect they would choose to go to the large school again, because they felt that due to the diversity of its academic and social offerings it prepared them better for post-secondary education.


identifier: Fewer-Gillis, Janet,1966- <https://research.library.mun.ca/view/creator_az/Fewer-Gillis=3AJanet,1966-=3A=3A.html>   (1998) Folio paper one: A perspective on motivation as an element in the persistence and proficiency of the second-language learner. Folio paper two: An assessment of the motivation of the student of a second language in a small school/rural school setting. Folio paper three: Putting research into practice - follow-up and future recommendations for the motivation of second-language learners.  Masters thesis, Memorial University of Newfoundland.

abstract: Although many second-language teachers would like to live in  a world where all children eagerly look forward to French class, it is fair to say that, though there are students like that out there, they are far outnumbered by those who just do not like French. There are no doubt students whose problems and situations reach far beyond generalized suggestions for motivation. There are, however, many students who need to see a reason to listen to their teacher  once in a while, and to realize how learning a second language can be important to them. These students need to be  motivated - a concept which forms the basis of the three folio papers herein. -- Folio Paper One addresses past and current issues pertaining to how and why researchers see motivation as part of a learner's success. This paper includes references to various studies which have attempted to define and explain second-language learners' achievements  by studying the influences of various motivational factors. As well, it addresses issues of how motivation has been seen  to be a factor in the attitudes of second-language learners and their subsequent persistence and/or attrition from programs. Finally, it reviews past and present literature on  the concepts of integrative, instrumental, and assimilative motivation. It also reviews how these concepts have been seen to function in the second-language learner, and how they influence his/her desire to learn and achieve. -- Folio  Paper Two relates the literature on the motivation of the small/rural school student to personal experience of a teacher of a second language in a rural school. It attempts to show, through this personal situation, how the motivation  of the small/rural school student is an integral part of second-language interest, proficiency, and persistence. It also presents a discussion of a survey completed by three rural Newfoundland Grade 7 classes. The survey explored their motivation and factors contributing to it. This paper will then attempt to link personal experience to results of the completed survey to determine recommendations and suggestions as to how best the typical small/rural school student can be motivated in the second-language classroom. -- Folio Paper Three, using as a background current research and literature on the relationship between the motivation of  second-language learners and their persistence and proficiency, provides concrete examples of how we might motivate our second-language students. It takes into account  learner differences, interests, and geographical location. It attempts to focus on the results of the previously mentioned student survey when looking at activities which may motivate the second-language student.


identifier: Devereaux, Joseph <https://research.library.mun.ca/view/creator_az/Devereaux=3AJoseph=3A=3A.html>   (1990) Female participation in physical education classes in a selected number of Newfoundland and Labrador high schools.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the phenomenon of why so few females, compared to males, enroled in Physical Education 2100 and/or 3100 in the schools of Newfoundland and Labrador. Six co-educational high schools with a population of at least 400 during the 1989-1990 school year were randomly selected to take part in this study. From each  school, sixty students from Levels II and/or III were chosen  according to the following criteria: fifty percent males, fifty percent females, 30 participants, and 30 non-participants. This total sample of 339 was administered a questionnaire to ascertain their attitudes, problems, and opinions regarding physical education in their schools. Fourteen individual and small group interviews were also conducted to broaden the perspective offered by the questionnaire. -- Ten research questions were designed to investigate whether any of the themes gleaned from a review of current literature on the topic had a significant bearing  on why fewer females than males took physical education. The  ten research areas were: social factors, teaching methodology, curriculum content, awareness of benefits, lack  of role models, hygiene factors, previous physical education  experience, conflicting timetables, and facilities-equipment. -- Analysis of variance for each area showed that  social factors, embarrassment, few role models, and hygiene  factors were the most significant reasons why females did not take physical education as compared to males. When a multiple regression was applied to the variables of the study, it was illustrated that females perceived that social  factors, embarrassment, and lack of role models were the major reasons why they did not take physical education. -- The recommendations derived from the study were: that there be more specialized teacher training to ensure that teachers  are taught about the problems pertinent to females i.e. sex stereotyping; that in-service programs be instituted to improve teaching methodology and curriculum content be changed to reflect a recognition of the problems faced by females; that an affirmative action program be developed to attract more female teachers to the field of physical education; that extra money be put into providing more equipment and better facilities; that schools be informed of  the difficulty that scheduling causes females who wish to take physical education; and that the problems being experienced by females be given a higher profile, and more credence. It is further suggested that more time and effort be put into finding a solution to reverse the trend of low female participation in physical education at the high school level.


identifier: FitzPatrick-Antle, Mary Lynn <https://research.library.mun.ca/view/creator_az/FitzPatrick-Antle=3AMary_Lynn=3A=3A.html>   (1993) Field studies in the Newfoundland intermediate and secondary science curriculum.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this research was to assess the use of outdoor resources in the teaching of Intermediate and Secondary Science in Newfoundland Schools, and to ascertain what impediments exist to its use, as well as to obtain suggestions from Science Teachers to facilitate and improve the use of the outdoor classroom in their science teaching. A set of 13 research questions were used to guide the development of the survey/questionnaire in the study. All the school boards in the province of Newfoundland were contacted in order to obtain a list of all intermediate and secondary science teachers within their school districts. A list of 465 teachers was compiled. Each teacher on this list  was mailed a survey/questionnaire. A total of 256, or 55% were returned. This data was then analyzed and general conclusions and recommendations made. It was found that the majority of field trips in the intermediate grades were completed in the grade seven program. In the secondary school science program the majority of field trips were taken in the area of environmental science. There was a large percentage of teachers in the biology, earth science, and geology areas who never take field trips. The most important factor seen by teachers as limiting or restricting  the use of field trips in teaching science was financing the  travel. Other important factors included: lack of funding for resource material, length of class time, class scheduling problems, too rigid curriculum requirements for courses, lack of resource material, classes too large, and few local sites of interest. The most important factor which  can contribute to improving and increasing the use of field trips in science teaching is inservice and workshops for science teachers on how to effectively design field trips. Other factors seen as important in improving or increasing the use of field trips in science were: special regional materials designed for your particular area, inform non-science teachers and administrators of the benefits of using  the outdoors, and more preparation for field trips in university undergraduate classes. Less than 25% of the teachers listed university programs as their main preparation for conducting science activities involving the use of field trips. The majority indicated that they were self-taught in the use of field trips in the science curriculum. Most field trips take place on or near the school grounds and 51.2% take place within walking distance from the school. Most field trips are carried out during one  or two class periods. Respondents were positive about the importance and necessity of using field trips as classroom and laboratory aids in teaching science. Most activities conducted by teachers in the field were concerned with environmental quality and pollution. The most frequently visited sites for field activities were marshes and bog land, forest, pond or lake, and stream or river.


identifier: Genge, Emma <https://research.library.mun.ca/view/creator_az/Genge=3AEmma=3A=3A.html>   (1996) Initial transition from high school: decisions and aspirations of rural Newfoundland and Labrador youth.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to provide a detailed description of the transition pathways and career aspirations of rural Newfoundland youth, the barriers they anticipated in their movement into the workplace, and, or post-secondary education, and the factors which influenced their immediate career plans. Also, to determine possible changes in the career aspirations of rural youth that may have taken place over the past six years, data obtained in 1989 from the Youth Transition Into the Labour Market Study (Sharpe & Spain, 1991) was extracted and compared to data obtained in this study. -- Individual questionnaires were administered to 192 Level III and Level IV students residing  in rural communities located on the northern tip of Newfoundland and southern shore of Labrador. The data analysis was completed using the SPSSPC data analysis package for Windows. Descriptive statistics, crosstabs, and chi-squared analysis were used to summarize findings and compare differences. -- The anticipated transition patterns of these rural youth were similar to the patterns reported in other youth transition studies. Overall, the largest number planned to enroll in post-secondary education and, or  planned to work. Their career choices were made based mainly  on interest, although some had evidently taken future employment prospects into consideration. Many expected to work in the future, but a large number were uncertain whether or not future work and career plans would involve part-time employment coupled with collecting unemployment benefits. -- Males and females made mostly gender stereotypical career choices. However, despite this tendency, some males and females were willing to move into non-stereotypical occupational areas which had promising future outlooks. -- The most commonly perceived barrier to post-secondary education was lack of finances. Community attachment or rurality did not appear to be a barrier for most. While the closure of the cod fishery influenced the educational and employment plans of the youth, it also did not appear to be a barrier to their future aspirations. However, one-quarter of the students did indicate the closure had potentially made it financially difficult to continue their education. -- The 1995 and 1989 respondents were more similar than different in their anticipated transition pathways. The most noteworthy difference between the two groups was the higher level of uncertainty present in the 1995 sample with regards to future employment expectations. -- It is recommended that schools, post-secondary institutions and government work together to educate youth about labour market demands and future outlook  of specific occupations. It is also recommended that government agencies make financial assistance more accessible to youth furthering their education.


identifier: Qin, Dan <https://research.library.mun.ca/view/creator_az/Qin=3ADan=3A=3A.html>   (1995) Institutional changes in Chinese higher education and their implications.  Masters thesis, Memorial University of Newfoundland.

abstract: From the beginning of the twentieth century, Chinese higher education has experienced successive experiments with, and abandonment of, Japanese, German, American, Russian, and Chinese revolutionary structures of educational institutions.  Each structure was fundamentally different from the previous one. -- In this study, this phenomenon is examined by using a conceptual framework of educational change and reform, synthesized and developed by the author, drawing mainly from the work of Fullan (1991), Hargreaves (1991), and Ginsburg (1991).  Within this framework, Fullan (1991) contends that educational change is essentially a political and cultural process.  The political orientation of educational change imparts more power to educational reform, but simultaneously produces unrealistic expectations, simplistic solutions, misdirected efforts, and inconsistencies.  Fullan also maintains that the culture is a crucial part of educational reform and often decides the success or failure of the reform concerned.  Hargreaves (1991) argues that educational change is a means of improving the system's efficiency, effectiveness and quality through professional development.  Ginsburg (1991) considers educational reform in the context of economy, ideology and the state.  To Ginsburg, educational reform aims at adjusting the educational system to social transactions such as the changes in the economy, the political system and the culture, and is always concurrent with social change dynamics.  Ginsburg's equilibrium paradigm maintains that functional integration, harmony, social consensus and stability are the core of social existence.  Social development disturbs the harmonious social existence and breaks the consensus.  To restore normality, society must restore social consensus through education.  Educational reform is therefore a means of social readaptation to both the new national growth and international convergence caused by an upgraded level of development.  Ginsburg's conflict paradigm contents that education, as one of the superstructural institutions, is both the site of class conflict and a medium to enhance or resolve the social and economic contradictions.  It finds that although the source of social crisis lies in the economic system, education usually become the target of criticism. -- The findings of this study reveal that political, cultural, social, economic and ideological factors combine to play an important role in the frequent changes in Chinese higher education.  To be specific, Chinese education presents a specially strong political orientation, partly due to the influence of Confucian values.  This orientation and desire for economic development form the major causes of the repeated changes.  The ideological ideals of the nation-state are closely correlated with the centralizing or decentralizing approaches to the educational system.  The desire for a new national identity in the formation of a nation-state is also a critical cause of the frequent changes.  This desire is expressed in different ways during different periods through higher educational institutions.  Lastly, the contemporary educational reform is observed undergoing a renewal of the knowledge structure, which seems to promise new social progress in the near future. -- The above findings are contextual and interpretive by nature.  A further understanding of the change issues in Chinese higher education can be reached by empirical studies and further studies into the Confucian tradition.


identifier: Fushell, Marian <https://research.library.mun.ca/view/creator_az/Fushell=3AMarian=3A=3A.html>   (1990) Instructional time and achievement in high school mathematics and science.  Masters thesis, Memorial University of Newfoundland.

abstract: This study investigates time allocation and time use in mathematics and science classes in Newfoundland and Labrador high schools.  1:  examines how much time is allocated for instruction in these courses, how much of this allocated time is actually used for instruction, and if the time allocation can be associated with achievement in mathematics and science courses. -- Using self-reporting surveys administered to teachers and university students, it was found that approximately 75 percent of allocated instructional time in mathematics and science is used for instruction.  The remaining time is used for non-instructional activities such as examinations and extra-curricular activities.  There are also days in which no instruction occurs because of weather, teacher workshops or student absenteeism.  The achievement data used in this study were compiled from the available data base supplied by the Government of Newfoundland and Labrador. -- The correlation coefficients completed revealed that there are some weak, positive relationships between time allocations and achievement in mathematics and science courses at both the school level and the student level.  Regression analysis done on the student data indicated the time variable can be used to explain variation in student achievement for university level mathematics and science courses.


identifier: Breen, Corinne <https://research.library.mun.ca/view/creator_az/Breen=3ACorinne=3A=3A.html>   (1995) Integrating technology and teaching at a technical institute : an internship report.  Masters thesis, Memorial University of Newfoundland.

abstract: The classroom of the future, with technology that allows a greater degree of independence from the current textbook driven curriculum, will require talented teachers.  The teachers will need to be optimistic, open minded, and adaptable to change.  They will also need to view education as an ongoing process whereby they are constantly improving themselves.  Future teachers will be required to manage a greater range of educational experiences well beyond the typical classroom of today. -- This paper is made up of three main sections:  an overview, the research component, and the reflective journal.  Chapter one, the overview, provides both the background and a summary of the goals of the internship. -- Chapter two, the research component, outlines the research concerning both the value of information technology and strategies for implementation in a post-secondary technical institute.  The sections include:  the value of technology, strategies both for successful implementation and professional development, possible deterrents from using technology, and practical projects for educators to implement as a starting point.  Thus the all encompassing research question to be investigated in this paper is as follows; What general guidelines need to be considered in designing professional development activities for instructors who are beginning to integrate information technology into their teaching at a technical institute? -- Chapter three, the reflective journal, illustrates and evaluates what was learned, accomplished and experienced. -- Over a three month period, group sessions were held with various faculty members to discuss their professional development needs.  Ideas and strategies were addressed at subsequent meetings and group projects were followed up on a continual basis. -- It was found that many teachers find the entire process of technological teaching in areas where they will be a guide, not an authority, to be professionally threatening.  The only solution here is an attitudinal change on the part of administrators, educators, and students.  Change is not an event or a technological process.  Change is primarily a people process.  Thus it is crucial that teachers understand that their roles will not be diminished but enhanced and that they need to be open to change.


identifier: Buffett, Ena Jean <https://research.library.mun.ca/view/creator_az/Buffett=3AEna_Jean=3A=3A.html>   (1993) Internship report : St. John's Adolescent Health Counselling Service/Behavioral Group Therapy : efficacy for the cessation/reduction of smoking in adolescents.  Masters thesis, Memorial University of Newfoundland.

abstract: This report describes a thirteen week full-time counselling internship completed from April to August, 1988, at the St. John's Adolescent Health Counselling Centre, St. John's, Newfoundland.  Included is a statement of the internship objectives and rationale, a description of the internship activities, evaluation procedures utilized during the internship and a required research study.  This study was set up to measure the efficacy of a multi-component behavioral group program, 'Freedom From Smoking in 20 Days', with adolescents.  T-tests were employed to assess the changes in smoking behavior for 12 adolescent program participants (pre/post and three month follow-up) as compared to a control group of twelve adolescents.  It was found that the program participants significantly reduced their smoking rate at program completion and three month follow-up, as compared to non participants.


identifier: Evans, Helen Catherine <https://research.library.mun.ca/view/creator_az/Evans=3AHelen_Catherine=3A=3A.html>   (1987) Interruptions in kindergarten and grade three classrooms : a sociological analysis.  Masters thesis, Memorial University of Newfoundland.

abstract: The theoretical background of the investigation is Blumer's (1962) symbolic interactionist interpretations of George Herbert Mead's beliefs about social order.  Research on schooling (e.g., Jackson, 1968; Martin, 1976; Woods, 1980; and Delamont, 1976) within the symbolic interactionist theoretical orientation is used to identify substantive issues in classroom research.  These issues are addressed as part of the hidden curriculum of the classroom.  Specifically this thesis investigates interruptions in kindergarten and grade three classrooms.  It is designed to uncover specific dimensions of the complexities of an evolving social order and the hidden curriculum of the classroom. -- The decision to select a non-participant observation approach was shaped by theoretical perspectives, data requirements, administrative accessibility and technological efficiency.  Fieldnotes of twenty three and one half hours of classroom interaction were recorded.  By simultaneous collection and analysis of data eight categories of interruptions were extracted: (1) Obtrusive/Rude , (2) Observer Related, (3) Accepted/Excused, (4) Accepted/Unexcused, (5) Unnoticed/Ignored, (6) Environmental/Routine; (7) Point of Order/Direction, (8) Patterned/Question-Response.  These interruptions were further analyzed for situational contexts of seating, types of periods and actors. -- Through comparative analysis of the interpretations by the actors of these interruptions in context similarities and differences between the teachers' and students' interpretation of interruptions were found.  Situational contingencies attendant upon the interpretation of interruptions in kindergarten and grade three classrooms were also revealed.  For example, kindergarten students were observed attempting to relate to the researcher in the classroom as they might relate to a teacher while in the grade three classroom deliberate attempts on the part of the observer to disguise teacher-like behaviour left students displaying confusion and disorientation. -- The importance of situational context to these interruptions point the way to further research into classroom situations.  The overall findings of the present research suggest that teacher sensitization to the interruptive process could enhance teaching/learning.


identifier: Veley, Sharon <https://research.library.mun.ca/view/creator_az/Veley=3ASharon=3A=3A.html>   (1996) Socio-psychological and background factors influencing the displaced Newfoundland and Labrador fishery workers' motivation to retrain.  Masters thesis, Memorial University of Newfoundland.

abstract: Drastic declines in the northern cod stocks off the coast of  Newfoundland prompted the Canadian Federal government to declare a moratorium on fishing and to offer displaced workers a financial compensation package which included an option to retrain into an industry or career field outside the fishery. At the end of the Northern Cod Adjustment and Recovery Program (NCARP), it was found that fisherpeople had  not been highly motivated to take advantage of retraining opportunities. The second stage of assistance to fishery workers, The Atlantic Groundfish Strategies Labour Adjustment Component (TAGS) followed NCARP with a five year income and programs support structure that also included prominent retraining opportunities. -- The impact of personal and situational influences which were thought to be  crucial to an individual's decision to retrain was studied through the administration of a questionnaire to retraining NCARP/TAGS recipients. Data from the questionnaires were analyzed through multiple regression and crosstabulation analyses. Results indicated that the factors which appear to  primarily influence motivation to retrain were not inherent to an individual and may thus be modified to foster and promote an increased willingness to retrain in the future. Background variables such as age, gender, marital status, completion of high school and number of dependents did impact in part on attitudes toward retraining but the major influences emerged in the form of the socio-psychological variables (degree of reliance on the fishery, perceived age,  perceived school ability, self-actualization, attachment to the community, significant others and career planning). Such  socio-psychological variables account for 75% of the variance in attitudes towards retraining. -- Based on the study, it is recommended that the generational restructuring  of the fishery of the future be recognized through revised career planning including age-based goal setting and career aspiration programs, particularly for those over forty; retraining in non-traditional careers be presented as a viable option; a campaign to promote awareness of career fields in which employment is available within the province of Newfoundland and Labrador be instituted; and spouses be involved in the retraining process as peer or co-counsellors.


identifier: Murrin, John Edward <https://research.library.mun.ca/view/creator_az/Murrin=3AJohn_Edward=3A=3A.html>   (1989) Self-concept and home environment as they related to academic achievement of fifth grade students in St. John's, Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was concerned with the identification and examination of two out-of-school variables, self-concept and  home environment, that relate to academic achievement, a topic of much debate in the province of Newfoundland. -- Self-concept was considered to be multifaceted and hierarchical for the purpose of this study, and was measured  by the Self-Description Questionnaire (SDQ). The home environment was considered in terms of the educational environment that exists there, and was measured by an interview schedule modified from that first presented by Dave (1963). Academic achievement was determined by the standardized scores derived from end-of-year teacher-made tests in language arts and mathematics. -- A total of 44 grade V students who attended an elementary school in St John's during the 1986-87 school year were involved in the study. The corresponding teacher and parent(s) also completed the SDQ. They were instructed to complete this questionnaire as if they were the child in question. Parent(s) were also interviewed to provide information about  the educational environment that existed in the home. -- A total of seven hypotheses and six questions were examined in  this study. Six of the hypotheses were supported by the findings presented. -- The Index of Educational Environment (I.E.E.), which was defined as a measure of the educational environment that exists in the home, was correlated with academic achievement, explaining anywhere from 50 to 57 percent of the variance. Dave's (1963) study suggested that approximately 64 per cent of the variance in academic achievement could he explained by the educational environment in the home. Correlations between academic achievement and the I.E.E. were found to be lower than those  between academic achievement and each of Social Class, combined parent's occupation, and combined parent's education. This finding, opposite to that hypothesized, indicates that sociological status characteristics were more  important in determining students' academic achievement than  was I.E.E. Using multiple regression analysis, the second hypothesis was accepted as the results showed that academic achievement would be predicted to a greater extent when I.E.E. was combined with sociological status characteristics. The third hypothesis was also supported and  clearly showed that students' total academic achievement correlated significantly higher with students' academic self-concept than with nonacademic self-concept. Hypothesis four was only partially supported since the correlation of nonacademic self-concept with achievement was raised significantly when I.E.E. was added, however, addition of the I.E.E. did not significantly increase the already high correlation between academic self-concept and achievement. Correlations calculated between achievement in language arts  and mathematics and self-concepts in these subjects supported Hypothesis five as the correlations, for both boys  and girls, were significantly greater than zero at the 0.01 level. The testing of Hypotheses six and seven, which received only partial support, demonstrated that teachers and parents were able to infer quite well with the self-concepts of students in language arts, in mathematics, and in all school subjects. However, they were less able to predict students' self-concepts in nonacademic areas which suggested that self-concept is derived from objective reality. Thus, self-concept is the result rather than the cause of achievement.


identifier: O'Reilly, Norah <https://research.library.mun.ca/view/creator_az/O=27Reilly=3ANorah=3A=3A.html>   (1993) Speech profile of French immersion students in grades four, five and six in St. John's, Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to describe the speech characteristics of French immersion students (FI) in the elementary grades to determine if there was a progression in  the speech development of FI students from grades four to six and to see if a speech profile for each of grades four, five and six could be developed. The task was undertaken with a view to developing language descriptions to be used in evaluating the oral production of FI students in elementary school. -- The sample consisted of eighteen students, six from each of grades four, five and six, representing a range of achievement levels. The sample from each student was grouped according to its rating on eight categories described. The results of the comparisons of the speech samples indicated that there was no discernable progression from grades four to six nor could students be assigned a grade level from the quality of the speech samples. The only area in which a progression was observed was for the variety of vocabulary used.


identifier: Avery, Sandi <https://research.library.mun.ca/view/creator_az/Avery=3ASandi=3A=3A.html>   (1993) Self-reported coping strategies of parasuicidal individuals.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis has no abstract


identifier: Kennedy, Rosemary <https://research.library.mun.ca/view/creator_az/Kennedy=3ARosemary=3A=3A.html>   (1977) The development of a community resource directory for the St. John's area.  Masters thesis, Memorial University of Newfoundland.

abstract: All communities have persons, places and objects which can contribute to the learning process.  Using these resources can help bridge the gap between school and community and can extend and enrich the regular classroom program.  Many school boards in the United States and Canada have published community resource directories, listing field trip sites, resource speakers and/or other local resources, to enable teachers to locate and use these resources with ease. -- A questionnaire was designed to determine whether or not teachers in St. John's, Newfoundland, were using local resources and to determine whether or not a local directory was needed by these teachers.  The questionnaire was sent to a random sample of one hundred (100) teachers working in Grades Kindergarten to Eight and employed by the Roman Catholic School Board for St. John’s.  All sixty (60) teachers responding to the questionnaire a felt community resource directory would be useful.  The questionnaire also revealed that lack of knowledge of local resources was the major reason teachers were not using community resources. -- An information search was therefore conducted to locate potential resources in the St. John's area and to gather further information about these resources through a telephone interview.  The data was recorded on a duplicated form and was then summarized in a form more appropriate to the directory. -- The resulting community resource directory, "People and Places:  Resources for Learning", appears in this report as Appendix A.  It includes a table of contents, an introduction,  suggested guidelines for taking field trips and for using resource persons, an index, a sample permission form for obtaining parental approval for field trips, and a listing of over one hundred (100) resources organized under ten (10) general categories. -- The directory was submitted to a group of professional educators for review and evaluation.  Several additions and corrections were made before the directory was prepared for distribution.


identifier: Noseworthy, Beverley Lynn <https://research.library.mun.ca/view/creator_az/Noseworthy=3ABeverley_Lynn=3A=3A.html>   (1988) The effect of a literature program on a second-grade class.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was designed to investigate the responses of a second-grade class to a literature program comprised of literature presentations, interpretive activities and independent reading. The intention of the 16-week study was to determine whether the 20 children would demonstrate growth in their reading and writing abilities, and display an increased desire to read and write independently. Although each of these factors had been considered by other researchers, not all were present in any one study. Furthermore, because a single primary class was selected as the sample for this study, it permitted the researcher, who was the classroom teacher, to observe, describe and analyze the development of individual children. -- The evaluation of  the study was based on standardized reading tests, observations of the children as they participated in the literature program, and on an evaluation of the children's written expression according to selected criteria. The results of the Gates-MacGinitie Reading Tests at the beginning of the study revealed that the mean scores in both  vocabulary and reading comprehension were below those expected for a second-grade class. The results of the posttest revealed that although the mean gain made by the class was greater in vocabulary than in comprehension, neither gain was greater than expected. Although the study did not reach clear conclusions regarding the relationship between children's exposure to literature and their development of vocabulary and reading comprehension, individual scores revealed that 6 of the 20 children made considerable gains in vocabulary, and 5 of them made considerable gains in comprehension. If the study had continued for a longer period, or if another form of assessment had been used, the findings might have been different. -- Observations of the children indicated that, as a result of their participation in the literature program, the children's understanding and appreciation of literature were enhanced. The children also displayed an increased desire to read and write independently. An evaluation of the children's written expression revealed general developmental trends including the development of story structure, vocabulary and sentence structure. Case studies of two of the children further revealed how individual children responded and developed in relationship to the literature program. -- Based on the results of this study, it was concluded that a reading program enriched with  literature presentations, extension activities and independent reading supports the development of children's interest in books and enhances their desire to read independently. It was further concluded that participation in literature-related activities motivates children to write  and develops the quality of their writing.


identifier: Harding, Jean Bridget <https://research.library.mun.ca/view/creator_az/Harding=3AJean_Bridget=3A=3A.html>   (1997) The effect of an outdoor residential environmental education program on the development of grade seven students environmental attitudes and ecological knowledge.  Masters thesis, Memorial University of Newfoundland.

abstract: This study deals with the educational effectiveness of an outdoor residential environmental education program.  The main purpose was to obtain insight concerning the effect of an outdoor education program on environmental attitudes and ecological knowledge.  The study also examined the contribution of students' past informal and non-formal environmental experiences, and gender on ecological knowledge and environmental attitude.  The research was conducted in the context of a three day residential environmental field trip by 315 students in Grade seven who attended the program and 243 students who did not attend the program.  The study used a quantitative research method and data was collected before and after the field trip, using questionnaires and an ecological knowledge test.  The study investigated a) the relationship between environmental attitude and ecological knowledge, b) students' ecological knowledge and environmental attitudes before the field trip, c) changes in students' ecological knowledge and environmental attitudes after the field trip, and d) the relationship and contribution of students' past informal and formal environmental experiences and gender on ecological knowledge and environmental attitude.  The findings suggest that the educational effectiveness of the outdoor residential program on ecological knowledge was significant, but decreased a year later although not to original levels.  The outdoor program did not significantly change environmental attitude.  There was a slight but significant relationship between ecological knowledge and environmental attitudes.  Students' past experiences and gender predict a small but significant percentage of environmental attitudes and ecological knowledge.


identifier: Genest, Michel Pierre <https://research.library.mun.ca/view/creator_az/Genest=3AMichel_Pierre=3A=3A.html>   (1993) The effect of learning a second language on sixth-grade students' abilities to utilize the problem-solving processes in science.  Masters thesis, Memorial University of Newfoundland.

abstract: This study is aimed at establishing theoretical and empirical bases necessary for the elaboration of an instructional model that would capitalize on second language learners' strategic skills in communication to enhance their problem-solving abilities in science.  An analysis of selected quotations from psycholinguists and science educators dealing specifically with the mental processes involved when engaged in second language learning and problem-solving respectively, revealed that there are definite similarities in reasoning patterns between these two actitivities.  As part of this research, a null-hypothesis was tested to test whether an intense second language learning experience, such as offered by the French Immersion program, would enhance children's abilities to solve problems in science. -- Fifty-four sixth-grade students participated in the study.  Half the group were students selected from the French immersion stream and the other half were selected from the regular unilingual stream.  A limited control over I.Q. and socio-economic level was exercised.  The two groups were administered a twenty-six-item criterion-referenced test.  The multiple choice items were designed to measure the degree to which students develop processes of science in the elementary levels grades 4, 5, and 6. -- Results indicated that there were no significant differences in achievement between the two groups.  The results were interpreted in light of the design limitations.  The discussion that followed served to establish a theoretical framework needed to elaborate an instructional model aimed at promoting children’s transfer of strategetic skills from second language learning to problem-solving.  Based on the use of metacognitive strategies, such a model when properly implemented, could have bi-directional positive effect on the children's mastery of both subjects.


identifier: Bazeley, David P. <https://research.library.mun.ca/view/creator_az/Bazeley=3ADavid_P=2E=3A=3A.html>   (1986) The development of instructional material to facilitate long-term retention of operating procedures for oilspill countermeasures equipment.  Masters thesis, Memorial University of Newfoundland.

abstract: The development of instructional material for operators of marine oilspill countermeasures equipment is decribed.  The purpose of the material was to facilitate the recall of procedural tasks initially learned in courses offered by the Oilspill Countermeasures Training Unit in St. John’s, Newfoundland. -- Once the need for new material was demonstrated, the audience characteristics and tasks were analyzed.  A printed manual was selected as the most appropriate medium.  A Preliminary Version was produced, which was evaluated by content and audience specialists, and a sample of the target audience.  It was also reviewed by the manufacturers of the equipment.  Subsequently a final 1981 Edition was produced. -- A panel of experts rated the final version good to excellent.  Pilot testing indicated that after extended periods of no practice or exposure to the specialized equipment, target audience representatives could successfully answer questions on operating procedures through reference to the manual.  The continued use of the manual was recommended.


identifier: Manuel, G. Wayne <https://research.library.mun.ca/view/creator_az/Manuel=3AG=2E_Wayne=3A=3A.html>   (1986) The development of instructional materials entitled This is diabetes for use with adult diabetes patients in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: St. Clare's Mercy Hospital, St. John's, Newfoundland, expressed a need for instructional material to teach adult diabetes patients in Newfoundland the causes of diabetes and those factors which are important in controlling diabetes.  Upon a review of the available literature and audiovisual material about diabetes, the author found nothing which adequately met the need, and the decision was made to develop appropriate new materials. -- The prospective learners were identified as adults with wide ranges in education and ages.  An analysis of the major concepts necessary to an understanding of diabetes and its control was developed.  Results of analysis indicated that a slide-tape presentation would effectively deliver the information necessary and contribute to positive attitudes among viewers, and this format was chosen. -- Ongoing formative evaluations of the slide-tape presentation by content and media experts and by learners showed that the presentation did present all the necessary concepts and learners tested responded positively toward the presentation.  An ensuing summative evaluation at a diabetes clinic supported the results of the formative evaluation and demonstrated that the presentation is effective as a review as well as an initial introduction. -- As a result of the evaluation processes, the author recommended that the presentation should be used as an introduction to diabetes patients, followed by a discussion conducted by a live instructor, and that patients be provided with printed materials which supplement and reinforce the slide-tape package. -- The resulting presentation has been packaged and placed at St. Clare’s Mercy Hospital and the Newfoundland Hospital Association for distribution.


identifier: Parsons, Paul Leslie <https://research.library.mun.ca/view/creator_az/Parsons=3APaul_Leslie=3A=3A.html>   (1996) The diagnosis of attention deficit/hyperactivity disorder (AD/HD) : a survey of how professionals in Newfoundland make their diagnosis.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of the study was to examine how children in Newfoundland are diagnosed with Attention Deficit/Hyperactivity Disorder.  Specifically, it will address professional perceptions of the definition, characteristics, causes, and the areas and methods of assessing AD/HD.  Two hundred and nine questionnaires consisting of open and closed ended questions were sent out and 110 participants responded.  Seventy surveys were used in the data analysis.  Ten per cent of the neurologists, 29% of the paediatricians, 21% of the psychiatrists, and 38% of the psychologists responded.  Results indicated that there is a general agreement among the different professionals regarding their perceptions of AD/HD.  However, there are some discrepancies among the professionals' perceptions of assessing AD/HD and the reported practices.  Although the return rate is reasonable, the sample may be biased by the higher number of psychologists that responded.  The implications of these findings and suggestions for future research are discussed.