identifier: Wareham, Harold Todd <https://research.library.mun.ca/view/creator_az/Wareham=3AHarold_Todd=3A=3A.html>   (1992) On the computational complexity of inferring evolutionary trees.  Masters thesis, Memorial University of Newfoundland.

abstract: The process of reconstructing evolutionary trees can be viewed formally as an optimization problem.  Recently, decision problems associated with the most commonly used approaches to reconstructing such trees have been shown to be NP-complete [Day87, DJS86, DS86, DS87, GF82, Kri88, KM86].  In this thesis, a framework is established that incorporates all such problems studied to date.  Within this framework, the NP-completeness results for decision problems are extended by applying theorems from [CT91, Gas86, GKR02, GKR92, JVV86, KST89, Kre88, Sel91] to derive bounds on the computational complexity of several functions associated with each of these problems, namely -- • evaluation functions, which return the cost of the optimal tree(s), -- • solution functions, which return an optimal tree, -- • spanning functions, which return the number of optimal trees, -- • enumeration functions, which systematically enumerate all optimal trees, and -- • random-selection functions, which return a randomly-selected member of the set of optimal trees. -- Where applicable, bounds are also presented for the versions of these functions that are restricted to trees of a given cost or of cost less than or greater than a given limit.  Based in part on these results and theorems from [BH90, GJ79, KMB81, Kre88], bounds are derived on how closely polynomial-time algorithms can approximate optimal trees.  In particular, it is shown using the recent results of [ALMSS92] that no phylogenetic inference optimal-cost solution problem examined in this thesis has a polynomial-time approximation scheme unless P = NP.


identifier: Myhr, Eric Robert <https://research.library.mun.ca/view/creator_az/Myhr=3AEric_Robert=3A=3A.html>   (1990) The design and implementation of a Fortran-77 to Modula-2 translator.  Masters thesis, Memorial University of Newfoundland.

type: Thesis NonPeerReviewed

format: application/pdf application/pdf

abstract: A source-to-source translator is a program which translates programs written in a given high-level programming language into another high-level language.  They provide a reliable means for the re-use, sharing, and development of software. -- In this thesis, the design and implementation of a source-to-source translator which converts Fortran-77 programs into semantically 'equivalent’ Modula-2 programs is described. -- An attribute grammar is used to formally describe the translation.  Attribute grammars are typically used in the specification of compilers and translators, and describe translation in a syntax-directed fashion. -- The translator was generated from the attribute grammar using the GAG system, a translator/compiler writing system based on attribute grammars.  Attributed parse trees are used for the intermediate representation of the syntax and semantics of Fortran programs during translation. -- Keywords: source-to-source translation; program transformation; attribute grammars; translator-writing systems; the GAG system; programming languages; Fortran-77; Modula-2.


identifier: Momin, Kaleem A. <https://research.library.mun.ca/view/creator_az/Momin=3AKaleem_A=2E=3A=3A.html>   (1999) A transaction execution model for mobile computing environments.  Masters thesis, Memorial University of Newfoundland.

abstract: A mobile computing environment is characterized by limited execution capability at the mobile hosts, low bandwidth and the relatively high costs of wireless connection, and frequent disconnections and mobility of the mobile hosts.  Such an environment naturally suggests an optimistic mode of execution, where the mobile host caches data and does the computation in disconnected mode and, on reconnection, the transaction is either committed or aborted based on the current values in the fixed network. -- We propose a new transaction execution model, based on optimistic concurrency control mechanism, which dynamically adjusts the transaction execution status at the mobile host to be consistent with the database state on the mobile support station.  This increases the possibility of the transaction to commit successfully and hence makes the computation on the mobile host more meaningful.  A detailed algorithm is presented and its adaptability to various aspects of the mobile environment discussed. -- We further strengthen the computation at the mobile host by facilitating partial guarantee against invalidation.  This is accomplished by using a flexible concurrency control scheme which integrates optimistic and pessimistic approaches to access data items based on Read/Write and Write/Write-conflicts. -- Keywords: Mobile computing; Transaction processing; Concurrency control; Optimistic approach; Re-execution.


identifier: Valverde-Vaquero, Pablo <https://research.library.mun.ca/view/creator_az/Valverde-Vaquero=3APablo=3A=3A.html>   (1997) An integrated field, geochemical and U-pb geochronological study of the southwest Hermitage Flexure (Newfoundland Appalachians, Canada) and the Sierra De Guadarrama (Iberian Massif, Central Spain) : a contribution to the understanding of the geological evolution of circum-Atlantic Peri-Gondwana.  Doctoral (PhD) thesis, Memorial University of Newfoundland.

abstract: An integrated field and analytical study of three areas in Newfoundland and Spain was carried out to investigate the extent of the linkage between the geological evolution of the Peri-Gondwanan margin of the Iapetus Ocean, recorded in the southwest Hermitage Flexure of the Newfoundland Appalachians, and that of the Sierra de Guadarrama in the Central Iberian Zone of the Iberian Massif (European Variscan Belt). This study, while resolving the timing and character of the respective Appalachian and Variscan overprints, highlights the major importance of the Early Ordovician (ca. 480-470 Ma) magmatic events. -- The Cinq-Cerf gneiss is part of the westernmost extent of the Late Precambrian basement block of the Hermitage Flexure. New data from the Cinq-Cerf gneiss demonstrates that this is a composite unit formed by highly strained metasedimentary rocks and 675+12/-11 Ma granitic orthogneiss, locally intruded by weakly defomed 584+7/-6 Ma Hb1-bearing granodiorite and a transitional/volcanic arc tholeiitic 557+14/-5 Ma metagabbro. Although variably deformed during the intrusion of the synkinematic 431.5±1 Ma Western Head granite and the subquent, 420 Ma, greenschist facies overprint, this set of rocks preserve evidence of pre-Silurian deformation. This is consistent with a basement-cover relationship between the Cinq-Cerf-gneiss and the nearby low-grade 583-570 Ma volcanosedimentary rocks. The 675 Ma intrusive event provides a strong link with the Avalon Zone further demonstrating that Avalonian rocks (s.s.) were involved in the Early Paleozoic evolution of the  eastern margin of the Iapetus Ocean. -- Further west the gneissic rocks of the Port-aux-Basques complex, generally adscribed to the Gander Zone, separate the Avalonian basement of the Hermitage Flexure from the suture with the peri-Laurentian margin. New data shows that the oldest set of intrusives, the Margaree orthogneiss, represent a 20 km long, 474-465 Ma mafic-felsic igneous complex overprinted by  Silurian (417-410 Ma) upper amphibolite facies metamorphism and deformation. The geochemical signatures of the Margaree orthogneiss suggest that it formed in a transitional arc/back arc setting at the time of the major Late Arenig-Llanvirn back-arc rifting event in the peri-Gondwanan margin  of the Northern Appalachians. -- In the Iberian Massif, the orthogneisses of the Sierra de Guadarrama form the southern portion of an enigmatic belt of pre-Variscan augen-gneisses that extends 600 km along the northern Central Iberian Zone (CIZ). Dating across the Berzosa-Riaza shear zone (BRSZ) demonstrates the presence of 468 Ma granites in the shear zone, 480±2 Ma volcanism in the low-medium grade hangingwall  and coeval 488-477 Ma granitic batholiths in the high grade footwall. The 480 volcanism brackets the Sardic deformation in the CIZ between the Mid-Late Arenig. The BRSZ has an oblique extensional movement coincident with peak metamorphism (337-327 Ma), which developed during the Variscan D2 deformation (330-321 Ma), resulting in decompression and late-D2 growht of low P / high T assemblages (322 Ma) in the infrastructure. The shallow intrusion of the post-tectonic La Cabrera granite, dated at 292±2 Ma, seals the BRSZ and marks the end of the Variscan deformation. This new data demonstrates, for the first time,  that the Early-Mid Carboniferous syn-collisional extension in the CIZ was coeval with extension along the entire hinterland of the Variscan belt. -- These Ordovician orthogneisses of the Sierra de Guadarrama are interpreted as  relicts of a short-lived magmatic arc coeval with the subduction-related break-up of Avalonia from Gondwana. This new data illustrates the striking parallelism between the Early Paleozoic events in the Peri-Gondwanan side of the Northern Appalachians and the southern portion of the European Variscan belt.


identifier: Weaver, Faye J. (Faye Janet) <https://research.library.mun.ca/view/creator_az/Weaver=3AFaye_J=2E_=28Faye_Janet=29=3A=3A.html>   (1988) Source rock studies of natural seep oils near Parsons Pond on the west coast of Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The seep oils occurring on the west coast of Newfoundland in the Parsons Pond region have presented numerous questions to the scientific community since the oils were first discovered in 1812. The area has been studied in detail for geological and depositional features. The purpose of this thesis was to ascertain the source, maturation and potential for recoverable hydrocarbons using geochemistry. -- The Parsons Pond Region represents the destroyed margin of the eastern coast of ancient North America in Cambro-Ordovician time, now superimposed in northeast-southwest trending thrust sheets. Sediments include carbonate breccias/conglomerates, limestones and clastics with interbedded black shales. Organic content in these shales is moderate (TOC from 0.2 to 4.3%). The presence of trisnorhopane, gammacerane, abundant hopanes and rearranged steranes suggest admixed Type I/II kerogen, derived from prokaryotic organisms preserved under stratified marine anoxic conditions. Abundant C₂₉ hopanes, odd dominance from nC₁₇ to nC₂₁ n-alkanes and the occurrence of C₂₈ steranes suggest Ordovician type organic matter. The occurrence of pristane and phytane indicate the Cow Head Group shales are different in character from global G. Prisca facies common in Ordovician deposits. -- The potential for hydrocarbon generation is good (70 l/t), although many of the samples in outcrop are immature and reservoirs may be limited. Samples are above to within the upper limits of the oil generation window and increase in maturity across the Humber Arm Allochthon from the coast toward the Long Range Mountains. The source of the oils is within the Broom Point Member of the Green Point Formation.


identifier: Roy, Kaustuv <https://research.library.mun.ca/view/creator_az/Roy=3AKaustuv=3A=3A.html>   (1989) Conodonts and phosphatic problematica from the Cambro-Ordovician Cooks Brook and Middle Arm Point formations, Bay of Islands, western Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The Cooks Brook and Middle Arm Point formations, situated in  Bay of Islands, western Newfoundland mainly consist of deep-water carbonates and shales ranging in age from middle Cambrian to early Ordovician. Previous studies have shown that these rocks were deposited as a "base-of-slope sediment  apron", downslope from a carbonate platform. -- A total of 143 samples from five sections spanning the Cooks Brook and Middle Arm Point formations were collected for conodonts and  other microfossils. Of these, 38 samples yielded identifiable conodonts and 19 samples yielded various types of phosphatic problematica. Systematic study of the conodonts have resulted in the identification of 68 species which are assignable to 36 genera. Three new unnamed genera have been described. -- The conodont fauna permits the recognition of six standard uppermost Cambrian-lowermost Ordovician conodont zones within the Cooks Brook Formation. These zones are: (i) Proconodontus tenuiserratus Zone, (ii) Proconodontus muelleri Zone, (iii) Eoconodontus Zone, (iv) Cordylodus proavus Zone, (v) Cordylodus angulatus Zone and the (vi) Loxodus bransoni Interval. -- The conodonts from the lower part of the Middle Arm Point Formation are assigned to Fauna D of Ethington and Clark (1971) while conodonts from the uppermost Middle Arm Point Formation are assigned to the Prioniodus elegans Zone. -- Based on the conodont fauna the age of middle and upper Cooks Brook Formation ranges from uppermost Franconian to middle(?) Tremadocian. The Middle Arm Point Formation, on the other hand, ranges in age from middle(?) Tremadocian to lower Arenigian. Within the Cooks Brook Formation, the Cambro-Ordovician Boundary can be placed either at the base of the Cordylodus proavus Zone or at the base of the Cordylodus angulatus Zone. -- The abundance and distribution of conodonts within the Cooks Brook and Middle Arm Point formations show strong environmental control and suggest that most of these conodonts were benthic or nektobenthic in  habit. -- The phosphatic problematica recovered from the Cooks Brook and Middle Arm Point formations exhibit a variety of morphologies and have been divided into four broad, informal groups, namely (i) phosphatic plates and related microfossils, (ii) spherical microfossils, (iii) tubular microfossils, (iv) miscellaneous microfossils and (v) nauplius-like larvae. This large fauna, most of which is  previously undescribed, have been described in detail using open nomenclature. Of the previously described forms, three new types (species?) of Anatolepis Bockelie and Fortey are described and the significance of this type of fossil in the  earliest history of vertebrates is discussed. The presence of nauplius-like larvae in the Middle Arm Point Formation is  of special interest as this is the first reported find of such fossils in North America. -- (KEY WORDS: Conodonta; Cambro-Ordovician; Bay of Islands; western Newfoundland; Cooks Brook Formation; Middle Arm Point Formation; Curling Group; Biostratigraphy; Cambro-Ordovician Boundary; Paleoecology; Taxonomy; Phosphatic problematica; Nauplius-like larvae).


identifier: Gipp, Micheal Robert <https://research.library.mun.ca/view/creator_az/Gipp=3AMicheal_Robert=3A=3A.html>   (1989) Late Wisconsinan deglaciation of Emerald Basin, Scotian Shelf.  Masters thesis, Memorial University of Newfoundland.

abstract: Emerald Basin is a glacially overdeepened basin located on the central Scotian Shelf, where Quaternary sediments form a  thin veneer over Tertiary bedrock. Nineteen piston cores and  1200 line km of seismic data were obtained from the basin, from which seven acoustic facies were recognized: (i) Cambro-Ordivician metasediments (ii) Tertiary sediments (iii) Scotian Shelf Drift (till) (iv) acoustically stratified Emerald Silt (v) acoustically unstratified Emerald Silt (vi) LaHave Clay (vii) diffused gas. Six depositional sequences were recognized in the Emerald Silt and LaHave Clay facics, and were correlated with sediments recovered in piston cores. Depositional sequence 0 is a strongly stratified package which drapes over the Scotian Shelf Drift. It is correlated with stiff, unbioturbated, slightly gravelly sandy muds, with no in situ molluscs, and is characterised by an ice marginal foraminiferal assemblage. Depositional sequence 1 drapes over depositional  sequence 0 and shows onlap on topographical highs. It is correlated with slightly gravelly muds, which are characterised by alternating bioturbated and unbioturbated hands, and monospecific molluscan and foraminiferal assemblages. Depositional sequence 2 asymmetrically drapes over and onlaps onto depositional sequence 1, and is correlated with bioturbated, slighty gravelly muds, with monospecific molluscan and foraminiferal assemblages. Depositional sequence 3 infills the basin deeps, erosionally  truncating reflections of depositional sequence 2. It is correlated with bioturbated muds which are characterised by a monospecific foraminiferal assemblage and a slightly diverse molluscan assemblage. Depositional sequence 4 drapes over the erosional upper surface of depositional sequence 3,  and is correlated with bioturbated muds which are characterised by a diverse molluscan assemblage. Depositional sequence 5 onlaps onto depositional sequence 4,  infilling the basin deeps, and is correlated with soft, bioturbated sandy silts, which are characterised by diverse molluscan and foraminiferal assemblages. -- The present day seafloor in Emerald Basin is marked by small gas escape structures intepreted as pockmarks. Buried pockmards are observed in depositional sequences 4 and 5. Buried iceberg scours are observed on the upper surface of depositional sequence 0, and within depositional sequences 1 and 2. Small  ridges, interpreted as "lift-off* moraines, are formed on the upper surface of the Scotian Shelf Drift, and are oriented transverse to ice flow directions during glacial retreat. Wedge-shaped, acoustically unstratified features, interpeted as till tongues, are rooted in moraines on the basin flanks, and were deposited simultaneously with depositional sequences 0, 1, and 2. -- Detailed interpretation of the seismic and core data suggest that glacial ice advanced across Emerald Basin, reaching the shelf edge at approximately 24 ka. Melting of the ice sheet resulted in deglaciation of Emerald Basin at 17.5 ka, by lift-off of the grounded ice sheet to form a floating ice shelf of 10-100 yr duration. Sediment beneath the ice shelf was primarily supplied by subglacial meltwater streams. Prior to lift-off, till was squeezed into basal crevasses in the ice to form features known as "lift-off" moraines. The ice shelf calved at approximately 17.4 ka, causing intense scouring of the seafloor by in situ icebergs, and isolating ice rises on the banks surrounding Emerald Basin. These ice rises disintegrated rapidly, except for the rise on Emerald Bank, which contributed sediment to Emerald Basin until 12 ka. Sediment was primarily supplied by subglacial meltwater,  and deposited out of suspension, except near the ice margin,  where ice rafting and gravity flow mechanisms were important. Iceberg scouring occurred until about 14 ka. The main ice margin remained on the northern flank of the basin until 15.4 ka, at which time it retreated landward. A widespread erosive event, caused by storm-driven currents, occurred at 13 ka. Rain-out from suspended sediment plumes was the dominant depositional mechanism until 12 ka. LaHave Clay is primarily derived from inner shelf sediments reworked by rising sea level. Storm-generated currents have created an erosional surface at the present day seafloor around the flanks of the basin.


identifier: Sparkes, Kerry Elwyn <https://research.library.mun.ca/view/creator_az/Sparkes=3AKerry_Elwyn=3A=3A.html>   (1989) Stratigraphy and terrestrial palynology of late cretaceous eclipse group strata, Bylot Island, Northwest Territories, Canada.  Masters thesis, Memorial University of Newfoundland.

abstract: Upper Cretaceous " Kanguk " strata on Bylot Island have been  informally divided into three new, lithologically distinct formations: the Byam Martin Formation (mid to late Campanian), the Sermilik Formation (late Campanian to early late Maastrichtian) and the Bylot Island Formation (late Campanian to late Maastrichtian). These formations and Tertiary formations (not studied herein), comprise the Eclipse Group. -- The Byam Martin Formation consists of mudstone, sandy mudstone and minor sandstone, and originated  as basin plain and turbidite deposits followed by regressive  marginal marine deposits of deltaic? origin. The Byam Martin  Formation is conformably overlain by the Sermilik Formation in the south and the Bylot Island Formation in the north. The Sermilik Formation represents a major late Cretaceous regressive event, and is comprised of coarse-grained sandstones that were shed from the adjacent Byam Martin Mountains. These sandstones are preserved as braid delta and  submarine fan deposits. The Bylot Island Formation conformably overlies the Sermilik Formation, and is in part a lateral equivalent to the Sermilik Formation. The Bylot Island Formation is comprised of mudstone and minor sandstone, representing slope, basin plain and turbidite deposits. Uppermost Bylot Island Formation strata conformably overlie the Sermilik Formation and represent a late Maastrichtian transgression within Eclipse Trough. -- Three informal palynomorph assemblage zones are recognized in these rocks: Gleicheniidites sp. cf. G. circinidites - Antulsporites distaverrucosus (GA) zone, the Porosipollis porosus - Aquilapollenites scabridus (PA) zone and the Singularia aculeata - Pesavis parva (SP) zone. These zones support lithostratigraphic correlations between south coast and Twosnout Creek sections. The GA zone of mid to late Campanian age is characterized by the occurrence of late Cretaceous palynomorphs Carpinipites ancipites, Hazaria sheopiarii, and Polyatriopollenites stellatus. Its age is in  part based on the overlying PA zone. The PA zone, of late Campanian to mid Maastrichtian age is characterized by the first occurrence of several biostratigraphically important late Cretaceous palynomorphs. Diagnostic species include Ceratiopsis diebelii, Palaeoperidinium kozlowskii, Momipites  wyomingensis, Wodehouseia gracile and Porosipollis porosus. The SP zone of late Maastrichtian age is characterized by the first occurrence of Pesavis parva and Paraalnipollenites  alterniporus. -- These pollen floras are similar to other late Campanian to Maastrichtian assemblages from Banks Island, Horton River and Police Island, N.W.T..


identifier: Banfield, Derek Willis James <https://research.library.mun.ca/view/creator_az/Banfield=3ADerek_Willis_James=3A=3A.html>   (1976) The economic significance of tourism to the economy of Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: Tourism in Newfoundland has grown substantially over the years and is continuing to grow.  As well only limited efforts have been expended in developing a picture of tourism's economic significance to the people of Newfoundland.  Hence, this paper has as its primary purpose the identification of the economic impact of tourist related spending on the Newfoundland economy.  Secondary purposes of this thesis are to analyze previous writings, related to the economics of tourism, and to examine the utility of income multipliers in the formulation of policy. -- In attempting to attain these objectives/purposes the following approach is adopted.  Firstly, the theory of the multiplier as it relates to tourism is presented.  Secondly, a thorough literature review of tourism impact studies is undertaken.  The review is in the form of critical analyses with a view to identifying theoretical and technical limitations.  Thirdly, an analytical framework is developed to allow the most effective use of the limited empirical data within a conceptually sound approach.  Fourthly, the data deemed necessary for the analytical framework is presented, and the model is applied.  Fifthly, the overall impact (direct, indirect and induced effects) of tourist related spending is identified and applied to determine the impact on, and tourism's share of, the total provincial personal income, employment and taxation revenue.  Lastly, discussion of a sociological, cultural and ecological nature is presented.  Based on this discussion and the economic analysis, factors which must be considered in the formulation of an industrial strategy for tourist development are cited. -- The basic conclusions drawn are that tourism is indeed a multi-facet activity, and that the impact of tourism related spending is significant.  Given the province's desire to alleviate chronic unemployment, underdevelopment and to have some degree of balanced growth in the sectors of its economy, tourism must be given the recognition it so rightly deserves as a necessary growth industry.


identifier: Evans, Herbert George <https://research.library.mun.ca/view/creator_az/Evans=3AHerbert_George=3A=3A.html>   (1984) A comparative study of maritime training programs.  Masters thesis, Memorial University of Newfoundland.

abstract: This thesis develops the concept of a Canadian National Maritime University. This proposition follows directly from a comparative study of seven European, four Asian and two North American countries which was initiated by the convening of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978. (STCWS) -- It was considered that a synopsis of a country's general education system--followed by details of the shipbuilding and maritime training programs--examined, wherever possible, from the perspective of historical, philosophical, economic and sociological roots, would enhance an understanding of cultural differences and help provide guidance for officials and others. As the study proceeded, it appeared logical to provide an account of the American and Canadian systems for those unfamiliar with same  since these also have important peculiarities. -- It was from such considerations as these that the idea of a National Maritime University occurred since it appeared to be a logical development for Canada at this period in history and one that has already taken place in many of the countries examined. A careful perusal of the STCWS convention (Article XI) appears to substantiate such a development.


identifier: Follett, James Edward <https://research.library.mun.ca/view/creator_az/Follett=3AJames_Edward=3A=3A.html>   (1983) A comparative study of an enactive and an iconic approach to the teaching of perimeter and area to seventh grade students.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of the study was to compare the effects on achievement and retention of an enactive and an iconic approach to the teaching of perimeter and area concepts to seventh grade students. Four intact classes of hetero-geneously grouped students were selected for the study. Treatments were randomly assigned to the classes. The students were stratified into low, middle, and high ability groups by means of the Canadian Tests of Basic Skills. In the enactive treatment two classes used concrete materials in the form of 5 x 5 geoboards while the two classes in the iconic treatment used a semi-concrete material in the form of 5 x 5 dot paper on which they drew the same figures that the enactive group made on the geoboards. -- Two parallel sets of lesson plans, a posttest, and a retention test were constructed by the researcher. A pilot study was conducted prior to implementation of the main study. The posttest was administered immediately after the instructional period which lasted about 20 teaching days, and the retention test was administered five weeks later. Data were collected from 103 students and a two-way analysis of variance was used to analyze the scores on each test. Scheiffé tests were used to  investigate differences among the three ability levels. -- Six null hypotheses were tested at the 0.05 level of significance, and all were rejected. The results were as follows: There was a significant difference in mean scores on both the posttest and retention test in favour of the iconic treatment. There was a significant difference in mean scores among the three ability levels on both the posttest and retention test. There was a significant interaction between treatment and ability with respect to scores on both  the posttest and retention test. -- Based on the results of  the study, it was recommended that further research be conducted using a larger sample and dealing with a different  topic; at a lower grade level; or with students who have had previous experience with manipulative materials.


identifier: Costello, James Joseph <https://research.library.mun.ca/view/creator_az/Costello=3AJames_Joseph=3A=3A.html>   (1985) Effects of a gerontology unit on children's attitudes towards the elderly.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of the study was to determine elementary school children's attitudes towards the elderly and to investigate the effects of the gerontology unit on these attitudes. -- Six classes consisting of 166 students participated in the study. The treatment group consisted of one class from each of grades three, four and five. The treatment group was given a gerontology unit which attempted to increase their knowledge of and feelings towards the elderly and aging. -- Both treatment and control students were given a post-test administration of the Children's Attitudes Towards the Elderly Group Test (CATE-G). The results of the study indicated that children who took the gerontology unit had significantly more knowledge of the elderly, significantly more neutral feelings about their own aging, significantly more active interactions with the aged and significantly more positive views of the elderly as displayed by semantic differential results. -- Based on the results it was concluded that children have negative attitudes towards the elderly, attitudes can change in a short period of time through educational experience, older students' attitudes towards the elderly are more difficult to change and contact  with the elderly can reduce negative attitudes. -- These conclusions imply the need for educators to establish effective gerontology units in their schools in order to break down intergeneration barriers. As a result, both generations can benefit from increased contact and sharing of knowledge. -- Finally, recommendations were made as a result of the study. Some of them were that gerontology units be made available to all students, similar studies be conducted to ascertain long-term effects of the gerontology units and teacher workshops be given to help teachers prepare for effective teaching of these gerontology units.


identifier: Coady, M. Bernadette (Mary Bernadette) <https://research.library.mun.ca/view/creator_az/Coady=3AM=2E_Bernadette_=28Mary_Bernadette=29=3A=3A.html>   (1984) Folk music for primary school children.  Masters thesis, Memorial University of Newfoundland.

title: Folk music for primary school children

abstract: The purpose of this study was to develop resource materials to assist non-music specialist primary teachers with the integration of Newfoundland folk songs into other  primary curriculum areas. The materials were developed and entitled Hello Newfoundland. They consist of an audio-tape recording of eleven traditional Newfoundland folk songs for young children and a companion teacher's guidebook, focusing on the integration of these songs with other areas of the primary curriculum. -- The guidebook, Hello Newfoundland, was then presented to sixteen primary teachers representing Kindergarten through Grade Three. The teachers were invited,  by completing a questionnaire, to assess the potential these resource materials would have for use by generalist primary teachers. Their reactions were sought specifically regarding  the Newfoundland content of the materials, the suggested activities in the guidebook, the overall quality of the materials and the potential of the materials for use in primary classrooms by non-music specialist teachers. -- The findings of this study indicate that with regard to each of these categories, the general response of teachers was, extremely positive and encouraging.


identifier: Kelly, Geoffrey W. <https://research.library.mun.ca/view/creator_az/Kelly=3AGeoffrey_W=2E=3A=3A.html>   (1987) From vocational schools to community colleges : an investigation of this restructuring process in a Newfoundland setting.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to investigate the issues which, according to vocational school principals, are not being adequately addressed by the Department of Career and Advanced Studies in its implementation of a community college system in Newfoundland and Labrador. The community college system will be officially introduced in the province  in September, 1987. -- Questionnaires were distributed to the 17 vocational school principals who are directly affected by the restructuring process. The data gathered involved the opinions of principals in the areas of the restructuring process, program development, communication with government, budgets and facilities. -- From the data it was determined that all administrators agreed that the restructuring of the vocational schools into a community college system was necessary. They did not favour, however, the quality of service being provided by Career Development and Advanced Studies. All had reservations concerning the process and offered recommendations in each area investigated. -- The study has determined that the present approach utilized by government is not adequate. It would appear that the Department of Career Development and Advanced Studies needs to reassess its position regarding the restructuring process, program development, communication with schools, budgets and facilities. The restructuring of the schools was necessary, but the process utilized needs to be reconsidered.


identifier: Alexander, Anthony Daniel <https://research.library.mun.ca/view/creator_az/Alexander=3AAnthony_Daniel=3A=3A.html>   (1987) Effects of the S.T.E.T. Program on teachers' efficacy, locus of control, and strategies for classroom management.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to determine the degree to which teachers' participation in the Systematic Training for  Effective Teaching Program(STET) affected changes in: 1) their sense of self-efficacy, 2) their locus of control, and  3) the stategies they use for classroom management. -- Teachers volunteered to take the STET course which was offered through their school board by an Educational Psychologist and Guidance Counsellor. Seven teachers were tested before the program on their reactions to Vignettes depicting students with chronic behavior problems. They were  asked to indicate their self-efficacy judgements toward each  Vignette and state how they would handle each situation. They were also tested for their locus of control. These procedures were repeated after the STET program was concluded. In addition, teachers recorded their reactions to  each session on a weekly basis. -- Both an individual and group analysis of the results was conducted. The results indicated that the STET program did appear to influence positive changes in some teachers' reported sense of self-efficacy and influenced teachers' to react in a more supportive, less punitive, way toward students depicted in the Vignettes. The program did not seem to affect movement toward an internal locus of control in teachers. -- The lack  of time allowed for the teachers to fully discuss the strategies presented in the STET program appeared to play a factor in the results. Also, the unique attitudes and abilities that the teachers possessed before enrolling in the program tended to result in a diversity of outcomes on the test measures after the program.


identifier: Canning, Rick Harlin <https://research.library.mun.ca/view/creator_az/Canning=3ARick_Harlin=3A=3A.html>   (1983) Energy conservation in school buildings in Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: This internship was conducted at the Energy Branch of the Department of Mines and Energy of Newfoundland and Labrador. It focused primarily on energy conservation activities in the schools of the province as they relate to the physical and mechanical structure of school buildings. -- Information was obtained by sending a questionnaire to each of the 35 school boards of the province, by interviewing several of the business managers of school boards, by researching literature at the Department of Mines and Energy and at the library of Memorial University, and by corresponding with the departments of Education and Mines and Energy across Canada. -- At present there is little co-ordinated effort to  conserve energy in the school buildings of Newfoundland and Labrador. Most school buildings are in desperate need of renovations for the purpose of conserving energy. To assist boards the Department of Education introduced an Energy Conservation Grant on a 50/50 basis with school boards up to  a maximum of $1.50 per student. However, many boards are unable to avail of the grant due to the lack of funding at the board level or because of a lack of information about appropriate activities to conserve energy.  The main thrust to conserve energy is left to the individual school boards. -- Most school boards are aware of the need to conserve energy, particularly from an economic point of view. The business managers saw the main obstacles to energy conservation as the lack of proper funding, insufficient time for board administrators to deal with the issue, lack of precise information on energy conservation, and the lack of leadership at the provincial level. However, many worthwhile activities have been carried out by individual school boards that demonstrate to some degree the advantages  of conserving energy. This is also supported by work done in  the four provinces studied: Alberta, British Columbia, New Brunswick and Ontario. -- If the schools of Newfoundland and  Labrador are going to make progress in the area of energy conservation, then there must be a joint effort by all agencies involved in school buildings, including oil companies, power companies, the Department of Education and the Department Of Mines and Energy. Furthermore, this effort  must be co-ordinated at the provincial level by one agency or person so that all school boards can benefit from an energy management program. The program must be comprehensive  but at the same time flexible enough to accommodate the individual characteristics of each board, such as, climatic conditions, age of buildings, and any other physical features.


identifier: Coles, Linda <https://research.library.mun.ca/view/creator_az/Coles=3ALinda=3A=3A.html>   (1984) An examination of the grade two STEM science program.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to critically examine the STEM Science Program in Grade Two so as to determine the extent to which the learning activities contained in the program provide a good match for Grade Two children. -- A review of the literature revealed that a prevailing theory of child development is that of Jean Piaget. One science program in particular, the British Science 5/13 Program, used Piaget's stages as the basis for its selection of activities. -- It was established that the Grade Two population, a majority of  whom are 7 by December 31 and probably 7½ or older by the end of Grade Two, are either at the preoperational stage, or  a transitional stage between preoperational and concrete operational thought, or the early concrete operational stage. -- Activities from the Grade Two STEM Science Program  were enumerated and found to be 270. Random sampling was then carried out to select 25 percent (68) of these activities for analysis. Each of these activities was examined in terms of what is required of the child, and this  in turn, was analyzed in light of the capabilities of the pre-operational, early concrete operations child. In this manner it was possible to label an activity as being suitable or unsuitable for children at the Grade Two level. -- The study revealed that 44.1 percent of the activities contained in the sample were more suitable for children operating at the later concrete operations and formal operations stages of development than for those at the pre-operational and early concrete operations stages and were, therefore, unsuitable for most Grade Two children. Based on these findings, recommendations were made for further research and for the provision of supplementary or alternate  programs for Grade Two Science.


identifier: Creaser, Barbara B. <https://research.library.mun.ca/view/creator_az/Creaser=3ABarbara_B=2E=3A=3A.html>   (1975) An investigation of the effects of child created materials on second graders' attitudes toward reading.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to investigate whether the use  of child created materials would effect a positive change in  the attitude toward reading of grade two children. These materials were used within a planned supplemental program of  recreational reading in an attempt to ease the transition between the skill's and recreational components of the reading program. -- A six-week experimental investigation was designed. A randomly selected sample of 18 grade two classrooms was selected from 12 schools representing a cross-section of socio-economic and educational backgrounds.  These 18 grade two classrooms were divided into three groups  with each of the classrooms having an equal chance of being randomly allocated to each of the treatment groups. The Control group, containing six classes, received a weekly cartoon of 30 library books, but had no special supplemental  recreational reading techniques, and any program of recreational reading was a natural outgrowth of each teacher's usual pattern of instruction. The Experimental A group, containing six classrooms, received a weekly carton of 30 library books, and provision was made 30 minutes daily  of a planned supplemental program of recreational reading focusing on library books. The Experimental B group, containing six classes, received a weekly carton of 30 library books, a weekly packet of ten different child created materials (five copies of each), and provision was made 30 minutes daily of a planned supplemental program of recreational reading focusing on child created materials. -- The Gates-MacGinitie Reading Achievement Test - Primary B was administered to all 18 classrooms prior to the treatment  period in order to determine the reading achievement level of each of the students. The Primary Pupil Reading Attitude Inventory was administered as a pretest and as a posttest in  order to determine the reading attitude level of each of the  students. Treatment and interaction effects were analysed using a two-way analysis of covariance. The Tukey multiple comparison procedure was used to locate any specific source of difference between treatments. -- The analyses revealed the following major findings: 1. The results of the attitude  toward reading posttest did not appear to be affected by the  children's level of reading achievement. -- 2. There was no significant interaction between treatment and reading level. -- 3. The use of child created materials did not appear to significantly improve the children's attitude toward reading, with both the reading achievement scores and attitude toward reading pretest scores controlled. -- 4. The  treatment effects did not appear to counteract the children's attitude toward reading pretest levels. -- 5. There was no significant interaction between treatment and levels of attitude toward reading. -- 6. The girls' attitude  toward reading posttest scores were significantly higher than the boys'. -- 7. The three treatments did not appear to  differentially affect the attitude toward reading for boys or girls when grouped by sex. -- From the major findings the  following conclusion was drawn: -- The use of child created materials, produced outside the child/reader's classroom, and used within a supplementary program of recreational reading, does not appear to effect a positive change in attitude toward reading in grade two children as measured by  the Primary Pupil Reading Attitude Inventory. This appears to be the case whether the data were examined according to the children's reading level as measured by the Gates-MacGinitie Reading Achievement Test - Primary B, or according to the children's pretreatment attitude toward reading as measured by the Primary Pupil Reading Attitude Inventory. When the data were examined according to the children's sex the findings also produce the same conclusion. -- Due to the limitations of this study, it is felt that this conclusion needs to be tentative. A discussion of the findings and conclusion and their implications was included.


identifier: Shave, Gene W. <https://research.library.mun.ca/view/creator_az/Shave=3AGene_W=2E=3A=3A.html>   (1984) Attitudinal factors related to the decision of academically capable students not to pursue post-secondary education.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examined attitudinal factors related to the decision of academically capable students not to pursue post-secondary education. Students and their parents were interviewed. It was found that the decision of the individual student was a result of the interaction of many beliefs and their corresponding attitudes. The attitudinal world of the student predisposed the young person to interpret information, form beliefs and modify attitudes in a particular way. The attitudinal effect was a mediational one, which contributed to the selection of an option. -- The  study identified a sub-group of students with certain characteristics, both familial and attitudinal that led to the rejection of the post-secondary option. Parents were found to share common attitudes with their children and with  other parents in the study. The information obtained can be used to identify capable students who will most likely forego the post-secondary option. The findings have implications for career guidance programs as it was found that for many students, their affective and value systems relating to career choices are not being explored and dealt with in effective ways.


identifier: Noseworthy, Cyril Paul <https://research.library.mun.ca/view/creator_az/Noseworthy=3ACyril_Paul=3A=3A.html>   (1983) An examination of the validity of the Program Evaluation Analysis Computer as an evaluation instrument for instructional and informational programs.  Masters thesis, Memorial University of Newfoundland.

abstract: Recent research indicates a widespread use of new electronic  evaluation instruments in the study of media presentation. One such electronic technique is the Program Evaluation Analysis Computer (PEAC). Research has been conducted using such instruments without the necessary preliminary work being conducted to determine their compatability with more traditional methods. To ascertain the effect of the PEAC system, the present study was conducted to investigate its effect upon achievement and attitude levels as compared to measures obtained through traditional measures. A pilot study and two studies using two different types of subject matter (instructional and informational) were used. A total of 370 Ss were used in these studies. -- The results indicated that the use of the PEAC system did not affect viewers' achievement level and that Ss perceived one evaluation method as effective as the other. However, it was  found that use of the PEAC system to evaluate a presentation  does effect the perception and evaluation of what is being viewed. It was found, using factor analysis, that Ss evaluated the presentation on different dimensions depending  upon what evaluation instrument they employed, i.e. the PEAC  system or the more traditional rating scales. Also, the dimensions evaluated varied according to sex.


identifier: Jablonski, Gwenda <https://research.library.mun.ca/view/creator_az/Jablonski=3AGwenda=3A=3A.html>   (1983) An investigation into the construction of an instrument to measure the teacher's definition of the situation.  Masters thesis, Memorial University of Newfoundland.

abstract: The present study developed an instrument to measure perceptions of elements important in the decision making process. A theoretical framework for the instrument was developed through a review of literature. That framework involved three key components: teacher predispositions (or attitudes, beliefs, and values), the objective situation (or all the elements in a situation), and the definition of the situation (or the teacher’s perception of the situation). Presumably, by controlling the elements in the objective situation, teacher perceptions as influenced by teacher predispositions would result. The instrument devised consisted of elements of the objective situation generated through the literature reviewed, brainstorming sessions with researchers and graduate students, and interviews with teachers. Because of the hierarchical nature of elements in the objective situation, Q-sort methodology was selected as the method of instrument design. Considerations were given as to the advantages and disadvantages of the Q-Sort technique. -- A pilot study was conducted to ensure that instructions and items were sufficiently clear. A test-retest reliability study with a one week interval was then conducted. Test-retest reliability was .64, a level judged acceptable for research purposes. Because of the procedures used in generating items, the instrument was considered to have both content and construct validity. -- The instrument devised was considered to be of use to researchers studying the teacher decision-making process and trying to link that process with observable behaviors in the classroom.


identifier: Ayyad, Margaret Joan Abbott <https://research.library.mun.ca/view/creator_az/Ayyad=3AMargaret_Joan_Abbott=3A=3A.html>   (1978) An investigation into the suitability of selected newspapers as resource materials in secondary social studies.  Masters thesis, Memorial University of Newfoundland.

abstract: Because current affairs form an important part of the social  studies curriculum in high school, it was decided to attempt  to assess the amount of bias which might be found in the resource materials (newspapers) which were believed to be used for this purpose. Through a sampling process, the Daily  News and the Evening Telegram of St. John's and the Globe & Mail of Toronto were chosen as sample newspapers and the Yom Kippur War of 1973 was chosen as the sample event to study for bias. Four types of analyses were conducted--one of reliability, one of headlines, one of column-inches, and one  of illustrations. -- The Globe & Mail showed measurable bias  in the same direction on each of the four analyses. Although  the Evening Telegram and the Daily News showed statistically  significant bias on only one measure, the Daily News showed bias in the same direction on all four analyses, and the Evening Telegram showed bias in the same direction on three of the four analyses. Besides this, many of the accounts were lacking in essential details. Consequently, it was concluded that a teacher using one source as resource material for current events would be depriving students of essential information. It was recommended that the teacher attempt to find a variety of resource materials and attempt to teach students to recognize commonly used techniques of implanting bias.


identifier: Martin, Brenda <https://research.library.mun.ca/view/creator_az/Martin=3ABrenda=3A=3A.html>   (1985) An investigation of oral language receptive vocabulary and concepts about print of kindergarten children during the initial and final stages of their developmental program.  Masters thesis, Memorial University of Newfoundland.

abstract: Print concept knowledge, as measured by Sand and Stones tests, and oral language receptive vocabulary, as measured by forms L and M of the Peabody Picture Vocabulary test (PPVT-R), of 103 kindergarten schildren were investigated in November and May. The children were interviewed individually  by the investigator at both testing periods. It was hypothesized that the two major variables would show a significant positive correlation as would their gain scores.  Significant correlations were found at both testing periods. The gain scores, however, were not correlated. It was concluded that knowledge of oral and printed language are interrelated in their development. -- It was also hypothesized that the two major variables and their gain scores would be significantly affected by the secondary variables, school entrance age and sex. Results of F tests revealed that knowledge of print concepts was significantly affected by sex at the final testing period, with girls scoring higher. Oral language receptive vocabulary was significantly affected by school entrance age at both testing periods, with the older children scoring higher. Gain scores of the major variables were not significantly affected by sex or school entrance age. It was concluded that boys may lack valuable preschool experiences with print  due to society's sex-role standards. -- Results of Clay's Sand and Stones tests were analyzed in comparison with Day and Day's (1978) results of kindergarten children in Texas. Agreement was found in the developmental sequence of concept  patterns. This study supported the Day and Day conclusion that success with all print concepts was not a prerequisite for reading and that many advanced print concepts could be acquired during the learning-to-read process.


identifier: White, Gary Edward Martin <https://research.library.mun.ca/view/creator_az/White=3AGary_Edward_Martin=3A=3A.html>   (1987) An investigation of the concerns of teachers about the implementation of microcomputers in the schools.  Masters thesis, Memorial University of Newfoundland.

abstract: This study was motivated by the perceived need for appropriate staff development programs for educational computing. One element receiving scant attention in the design of such programs is the attitudes of teachers about this technology. -- The main goal of this study was to ascertain the concerns of teachers about the implementation of microcomputers in the schools. Teachers' perceptions, fears, and considerations about this technology represent their concerns. Several factors including gender, place of residence, accessibility of microcomputer at home or in school, and the date of last university study, were investigated to determine if they influenced the intensify of these concerns. Concerns of teachers at primary, elementary, junior high and senior high were examined to determine if differences were apparent. -- The subjects for this study were 467 teachers and administrators, of the public schools in the province of Newfoundland and Labrador during the school year 1986-87. Data were received from 238 or 51.0% of the sample. -- The data were gathered by use of a self-administered questionnaire that consisted of a modified version of the Stages of Concern Questionnaire together with questions designed to gather demographic data about the subjects Stratification into various subgroups was  based on responses to these questions. -- Teachers who responded expressed varying levels of intensity on the seven  Stages of Concern: Awareness, Informational, Personal, Management, Consequence, Collaboration, and Refocusing. Most  teachers (90.8%) had their highest level of concern on the self-oriented concerns (Awareness, Informational and Personal). This indicates that teachers require more information of a general nature about this technology, what its capabilities are and how the teachers' role will be affected by introduction of the technology. -- The study found that the place of residence and the date of most recent university study did not influence the concerns of teachers. -- The accessibility of a microcomputer either at home or at school produced significant differences in four of the Stages of Concern: Awareness, Consequence, Collaboration and Refocusing. This appears to support the theory of developmental concerns - more "mature" concerns are aroused and become more intense with increased use of the technology. -- Significant differences between females and males were found to exist on only two of the stages: informational and Refocusing. -- Differences between teachers at different grade levels appear to be most pronounced on the more "mature" concerns: Management, Consequence, Collaboration and Refocusing, although these differences were not tested for significance.


identifier: Trask, Maxwell <https://research.library.mun.ca/view/creator_az/Trask=3AMaxwell=3A=3A.html>   (1972) Criteria for the selection of public elementary school principals in the province of Newfoundland and Labrador.  Masters thesis, Memorial University of Newfoundland.

abstract: The major purpose of this study was to investigate the preferences of the Newfoundland and Labrador Educational District superintendents for criteria in selecting public elementary school principals. Data collected from 26 Integrated and Roman Catholic district superintendents provided the necessary information used in the testing of the various hypotheses. -- One hundred and twenty-three selection criteria, identified mainly from related research,  were used in the questionnaire. These were categorized under  six major headings as follows: (1) Professional Qualifications, (2) Professional Experience, (3) Personal-Professional Attributes, (4) Professional Selection Standards, (5) Professional Selection Techniques, and (6) Personal Attributes. District superintendents were required to indicate their preferences of the criteria in sections 1 through 5 according to the appropriateness of the criteria in a selection process. Section 5 required the superintendents to estimate the importance of principalship candidates' personal attributes. The response scale for each  attribute was 5, 4 3, 2, and 1. Corresponding to each attribute is Most Important, Fairly Important, Uncertain, Of  Little Importance, and Of No Importance. -- Results of the analysis of data relating to the preferences, and estimations of the respondents, as a whole, revealed that the superintendents do not agree on the criteria to be used in selecting principalship candidates. -- Respondents were classified and compared on the basis of certain selected variables such as district type, district size, administrative experience, and supervisory experience. Based  on findings using the Chi Square, it was concluded that superintendents' preferences of the selection criteria were seldomly influenced by their professional characteristics. -- The general conclusions from this study were: (1) superintendents do not agree on the appropriateness of criteria to be used in the selection of public elementary school principals, and (2) in terms of a uniform selection procedure, the Newfoundland and Labrador school districts are similar to many other North American systems where research on this topic has been conducted.


identifier: Baker, Marguerite <https://research.library.mun.ca/view/creator_az/Baker=3AMarguerite=3A=3A.html>   (1978) Family characteristics, values, and educational plans : a study of Newfoundland youth.  Masters thesis, Memorial University of Newfoundland.

abstract: The present study examined how selected family characteristics intervene through parental value orientations to influence children's educational plans. A sample of 38 Newfoundland secondary schools, involving 3315 females and 3500 males in Grades 9, 10, 11, 12 and vocational schools, was employed. The effects of the following seven family characteristics upon children's educational plans were analyzed by the method of multiple regression and path analysis: father's education, mother's education, father's occupation, mother's occupational status, parental presence, family size, and child's IQ. The three intervening value orientations were parental awareness, parental encouragement, and parental decision-making. -- Nineteen per cent of the variance was explained in the educational plans of males, and 20 per cent of the variance in the educational plans of females. For males, the  independent variables in order of their effects upon educational plans from high to low were: child's IQ, family size, mother's education, father's education, father's occupation, parental presence, and mother's occupational status. Of the three intervening variables examined, parental encouragement was the most important, parental awareness was less important, and parental decision-making was the least important. For females, the independent variables in order of their effects upon educational plans from high to low were: child's IQ, mother's education,  father's occupation, family size, father's education, parental, presence, and mother's occupational status. Of the three intervening variables parental encouragement was the most important, parental awareness was less important, and parental decision-making was of least importance. -- These findings have implications for the importance of educating mother's, for males in one-parent families, for the differential treatment of males and females in the home and school, and for the importance of parental encouragement and  parental involvement in the educational process. -- Suggestions for further research concerned the sample, the method of analysis, and the variables.


identifier: Reardon, Daniel Patrick <https://research.library.mun.ca/view/creator_az/Reardon=3ADaniel_Patrick=3A=3A.html>   (1976) History of the English Language : a unit of curriculum and instruction for grade eleven.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this project was to bring a greater knowledge, understanding and appreciation of the English language into the present English program in Newfoundland's high schools. The unit which has been developed could be used as a supplement to the existing English program in our high schools. -- The unit is multi-media in nature and includes a student text, a teacher's manual, overhead transparencies, audio tapes, samples of older literature and suggested activities. The "curriculum" or matrix of intended learning outcomes for the unit was drawn from the disciplines of linguistics, English literature, secondary English education and history--and from non-disciplined knowledge contained in magazine articles, newspapers and numerous conversations with various individuals having a sound knowledge and understanding of both the history of the  English language and its integral position in our high schools. Both the theories of Mauritz Johnson on the development of curriculum and instruction and formative evaluation as conceived by Michael Scriven were utilized in the development of the unit. -- At various stages in the development of the unit specialists from the fields of secondary English education, linguistics and audio-visual were consulted and their suggestions were incorporated into the unit. Because of certain special circumstances the field  testing of the unit was limited. It was taught to a volunteer group of fifteen grade eleven students at Beaconsfield High School in St. John's. Results of the formative evaluation showed that the unit was readable, teachable and valid. -- The following conclusions were drawn  from the project: -- 1. Johnson's theories provide a viable model for curriculum and instructional development. -- 2. The unit can adequately supplement the present English curriculum in Newfoundland's high schools. -- 3. The unit can be successfully taught to all grade eleven students in Newfoundland who are of average intelligence and who have reasonable competence in the use of oral and written language. -- 4. The unit can only be successfully taught by those teachers who have some professional training in the history of the English language.


identifier: McBreairty, Sheldon <https://research.library.mun.ca/view/creator_az/McBreairty=3ASheldon=3A=3A.html>   (1981) Effects of expectancy bias and degree of dogmatism on senior education students' ratings of teacher competence.  Masters thesis, Memorial University of Newfoundland.

abstract: The present study investigated the combined effects of expectancy bias and level of dogmatism on judgements of teacher competence, specifically, the effects of exposing, senior education students to systematically biased evalu-ative information on their judgements of teacher competence. Of equal importance was an examination of interactive relationships between the expectancy bias and the level of student dogmatism. -- Ninety-two subjects (student teachers)  were subjected to either a negatively biased or a positively  biased written, evaluative communication concerning a Grade 7 teacher. Subjects were also assessed as to degree of dogmatism. A video-tape of the teacher instructing his class  was subsequently viewed by the subjects. The teacher's performance was then rated by all subjects, including 28 unbiased subjects acting as a control group, using a teacher  evaluation questionnaire designed for the present study. -- Results showed a significant expectancy bias effect, though no significant dogmatism effect was evident. No interaction was observed between expectancy bias effects and dogmatism effects. Although sex of subjects was not controlled for, an  analysis revealed a significant interaction between expectancy bias and sex, such that, males with positive expectations tended to provide a more positive evaluation of  the teacher competence. Also, a significant three-way interaction was observed between effects of expectancy bias,  dogmatism, and sex of subject. It was recommended on the basis of results, that future studies control for sex as well as investigate the suggestion that people's expectations affect their thoughts and behaviors. Also, it was recommended that investigations be made into the role of  expectations in a variety of educational evaluations.


identifier: Samuelson, Gerald Keith <https://research.library.mun.ca/view/creator_az/Samuelson=3AGerald_Keith=3A=3A.html>   (1983) Electronic literacy and its implementation.  Masters thesis, Memorial University of Newfoundland.

abstract: "Communication" is the primary concern of the writers of curriculum guides. English courses are said to contain a dimension of media awareness: it is claimed that English education helps students examine the media critically as conveyors of information and help develop standards for judging and responding. This statement assumes that the present English curriculum enables a literate person to respond to the electronic media and print with equal understanding. -- Current text books for English teachers call for a "new focus on literacy" which would enable students to respond critically to the mass media. Unfortunately, the only methodology suggested seems to include no more than vague references to talking about television programs in class. -- The educational community must take television more seriously. It is the most profoundly important advance in communications and a primary  source of ideas and information for students. Young people should be taught "how" to analyze what they see and hear on television. Teachers ought to help passive, indiscriminate, purposeless viewers become active, discriminating, purposeful viewers. Teaching the ability to discriminate among the messages produced by television in a manner that parallels those of print is no trivial matter. An effective methodology has to be implemented if students are to achieve  electronic literacy as an educational objective. -- Besides a knowledge of the nature of the medium, electronic literacy  involves correct reading of the picture on the screen, evaluation of the technical methods by which the pictures were obtained, knowledge of the organization for which the author is working, knowledge of the personalities which express themselves, and aesthetic appraisal of the value of the broadcast. In order to teach this, some definite guidelines are required. -- If the concept of literacy is not modernized, distinctive features of popular media may cause the viewer to misinterpret the intended message. The communication system of reading and writing should be integrated into a more comprehensive verbal-pictorial-sound-language system. Electronic communication has made cultural knowledge available publicly, instantaneously, and pervasively. -- A review of the material written concerning the nature of the television medium and methodological approaches to television criticism indicates that the present English curriculum lacks the means of achieving the goals which it sets for itself. A new focus on literacy which attends to the distinctive features of the television medium is required; 'electronic literacy' should be taught in our schools.


identifier: Tobin, Jean Marie <https://research.library.mun.ca/view/creator_az/Tobin=3AJean_Marie=3A=3A.html>   (1989) A study of instructional development knowledge and competency among primary and elementary teachers in the Roman Catholic School Board for St. John's, Newfoundland.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to discover if primary and elementary teachers possess the instructional development algorithm which underlies all instructional development models. Knowledge of instructional development, whether at the algorithmic or heuristic levels, is deemed necessary to implement the resource-based teaching and learning approach that is being advocated in this province. This was accomplished through a written survey which questioned teachers on thirteen instructional development competency areas summarized from the Task Force Report on Instructional  Development Competencies of the Association for Educational Communications and Technology (AECT) published in 1982. One hundred and ninety-five teachers from the primary and elementary levels of the Roman Catholic School Board for St.  John's received questionnaires. -- The results of the study were analyzed according to the thirteen competency areas summarized from the AECT Task Force Report which are as follows: conduct needs assessment, conduct learner analysis,  develop and sequence behavioral objectives, conduct environmontal analysis, determine and sequence content, determine and sequence learner activities, determine appropriate resources, determine appropriate teaching strategies, evaluate and revise instructional units, create instructional units, conduct workshops, communicate effectively, and consult with individuals or groups. -- Results of the study revealed that the majority of the teachers who responded do not possess knowledge of the instructional development algorithm. However, due to a low response rate of 54%, the results are not indicative of the total sample, as information regarding the competencies of those teachers who failed to return questionnaires might have affected the results.


identifier: Witherall, Wayne <https://research.library.mun.ca/view/creator_az/Witherall=3AWayne=3A=3A.html>   (1987) A study of parental reading attitude and selected school life variables as predictors of the reading attitude and reading achievement of grade eight students.  Masters thesis, Memorial University of Newfoundland.

abstract: This study sought to investigate the relationship between selected school-life variables: parental reading attitude and the reading attitude and reading achievement of the grade eight student. -- The subjects of this study were one hundred and forty students from an urban and a rural school in Central Newfoundland. All students completed the Gates-MacGinitie Reading Test (Canadian edition), Level E, Form 1, the Estes Attitude Scale for reading and the School Life scale. The parent sample completed the Parent Attitude Scale, an instrument designed by the investigator to assess parental attitude toward reading. -- After the data were collected, the Pearson product-moment correlation coefficient was used to determine the significance of the relationship between the dependent and independent variables of the study. Correlation coefficients were calculated for the total group of subjects and for males and females separately. -- At the .05 level of confidence, statistically significant correlations were found between many of the variables of this study. The correlation between reading attitude and reading achievement in this study supports the theory that attitude toward reading and reading achievement are directly related. Another variable that was found to be significantly associated with the students' reading achievement was the reading attitude of the parent or guardian. It was found that significant correlations existed  between the reading attitude of the maternal and paternal parent or guardian and the reading achievement of both the male and female student. With regard to reading attitude, it was found that the reading attitude of the paternal parent significantly correlated with the female students' reading attitude, while the maternal reading attitude was significantly associated with the reading attitude of the male students. Correlations between maternal reading attitude and the female students' reading attitude and between paternal reading attitude and the reading attitude of the male student were not significant at the .05 level of  confidence. -- The school life variables found to be significantly related to the reading attitude of both sexes were the students' perceptions of their identity, opportunity and quality of school life. A positive relationship was also found between the reading attitude of the female students and their perceptions of their status. A  significant inverse relationship existed between quality of school life and reading attitude when the total  group was analyzed. Only the students' perceptions of their opportunities were significantly associated with the reading achievement of the total population of students. When analyzed by sex group, none of the school life variables significantly correlated with the students' reading achievement. Students' perceptions of their teachers did not  significantly correlate with either the students' reading attitude or reading achievement when analyzed by sex group. However, a positive association did exist between reading attitude and students' perceptions of their teachers when the total population was assessed.


identifier: Perry, June Patricia <https://research.library.mun.ca/view/creator_az/Perry=3AJune_Patricia=3A=3A.html>   (1988) An evaluation of an enrichment program using naturalistic research methods : some implications for the methodology.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the application of naturalistic research methods to the evaluation of an enrichment program for gifted learners. This was the first program of its kind in the Province of Newfoundland, and no previous evaluation attempts had been made. An evaluation scheme was developed specifically for the enrichment program. This scheme or model was tested through implementation, and conclusions and recommendations regarding its utility were made. -- The literature points to  an ever-increasing expansion of the use and application of naturalistic methods. Specifically, the literature suggests the importance of matching evaluation design with the nature of the program. Consequently an emergent evaluation design was selected to evaluate this program, since the program itself had long-term goals rather than more immediate achievement gains. -- The implementation of the evaluation scheme produced data that was both extensive and indepth. An extensive sample of the data is included in this study, to illustrate the type of information that can be generated through the use of naturalistic methods. -- A discussion of the appropriateness of naturalistic methods points out both the benefits and constraints of the methodology. Consideration is given to meeting the standards of an effective evaluation. -- Conclusions and recommendations have been made with regard to the appropriateness of the evaluation approach and its future applications.


identifier: Marrie, Barbara L. <https://research.library.mun.ca/view/creator_az/Marrie=3ABarbara_L=2E=3A=3A.html>   (1989) A comparison of the communication strategies used by effective and less effective oral language learners in early French immersion.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to determine: -- 1. whether the communication strategies used by the older second language learner are used by the young Early French Immersion (EFI) language learner; -- 2. which communication strategies the effective young EFI language learner uses; -- 3. which communication strategies the less effective young EFI language learner uses. -- To achieve this aim, a sample of ten students from a grade three French immersion class was chosen, and a speech sample obtained for each of these subjects. Three independent judges listened to these speech samples and, according to a rating category, selected three effective and three less effective communicators from the sample. The speech samples of these six subjects were then studied for the use of six communication strategy categories which were those identified by previous researchers [Faerch and Kasper (1983b), Corder (1983), Savignon (1983), Tarone (1983), Kramsch (1984) and Willems (1987)]. These identified strategies have been divided into achievement strategies and reduction strategies [Tarone et al (1976), Faerch and Kasper (1983a) and Willems (1987)]. Achievement strategies included paraphrase (approximation, word coinage and circumlocution), borrowing (literal translation and language mix), foreignizing and retrieval. Reduction strategies included message adjustment and avoidance (message abandonment and topic avoidance). These six communication strategy categories were broken down into ten individual communication strategies. The study attempted to find which of these ten individual communication strategies were used by the effective and less effective communicators. -- Students’ speech, which constituted the data for the study, was obtained by means of a general storytelling activity. Data analysis looked at strategy use by the various subjects. Data analysis lead to a number of conclusions with respect to strategy use by the EFI language learners. -- Effective communicators used all of the identified communication strategies with the exception of foreignizing and topic avoidance. Effective communicators used more strategies in their speech sample. They also used more achievement than reduction strategies. The strategies used most by this group were approximation and circumlocution. The other strategies were used to various extents by different individuals within this group. The strategy use was of better quality for this group. --  Less effective communicators used fewer strategies in general, and tended to use achievement strategies and reduction strategies to approximately the same degree. There was a lower quality of strategy use by this group who appeared to lack confidence. The less effective communicators used the achievement strategies of approximation and circumlocution. The strategy used most by this group was message adjustment. This group also used a large proportion of message abandonment and topic avoidance.


identifier: Smith, Cecil Randell <https://research.library.mun.ca/view/creator_az/Smith=3ACecil_Randell=3A=3A.html>   (1987) An examination of writing practices in the secondary school.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of this study was to examine the role of writing in Newfoundland high schools with a view to enhancing and diversifying that role. The writer’s interest in the issue was prompted by an analysis of writing practices and teacher attitudes to writing in one Newfoundland school district (see appendices). This interest led to a review of relevant literature on the role of writing. Since only a very few theses have dealt with writing in Newfoundland high schools, the study includes references to comparable situations throughout the western world. -- the writer was guided by four questions: What is the state of writing in Newfoundlaand high schools? Why should writing be taught? Why is writing not being taught more effectively? What can we do to give writing more prominence in our high schools? -- Answers to these four questions were arrived at through references to literature and to the writer’s personal experiences as a high school teacher.  To the first of these questions the writer concludes that writing is not being well taught. To the second question he concludes that writing should be taught by all teachers for the variety of benefits it can bring to students, including self-fulfillment, improved post-secondary opportunities, and most importantly, vastly improved learning of subject matter. -- The third question, of why writing is not used more effectively, revealed these factors, among others: teacher workload, misconceptions about the nature and the need for writing, subject area specialization and the difficulty of evaluating writing. -- In response to the fourth question, the writer has attempted to explain how writing can be given more prominence through teacher education, stress on reading, the development of writing across the curriculum, and renewed evaluation practices. -- The study concludes with a discussion of evaluation of writing as it is and as it should be done and gives recommendations for improving the state of writing.


identifier: Barbour, Robert Wayne <https://research.library.mun.ca/view/creator_az/Barbour=3ARobert_Wayne=3A=3A.html>   (1982) Le Québec au temps jadis: an instructional module for imparting cultural information on certain aspects of life in early Quebec.  Masters thesis, Memorial University of Newfoundland.

abstract: The purpose of the present study was to develop a cultural-linguistic module for use in the Grade 10 French program presently being used in Newfoundland school. The module focuses on life in early Quebec as seen through the eyes of the early inhabitants. -- Slides representing some of the early settlers and explorers were compiled, as well as other slides depicting life in early Quebec. A French language audio-tape to accompany the slides was made. Activities to reinforce the cultural information in the slide-tape presentation and to give the students practice with certain linguistic skills were also developed. -- The materials were then tested for effectiveness. Four grade ten classes participated in the study. A pretest was first administered to determine the level of the students’ knowledge with respect to the material to be covered in the module. Four class periods were spent working with the module, and then a posttest was administered. The question of whether there was a relationship between the use of the module and an improvement in the students’ knowledge of early Quebec, specific linguistic skills, and attitudes were investigated. -- The results of the testing of the module indicated that there was a positive relationship between the use of the module and an improvement in all the cognitive areas tested. With respect to the affective areas tested the results were not as clear; however, students’ attitudes appeared to be influenced positively by the use of the module. -- Results from the teacher questionnaire indicated that teachers were generally pleased with the effectiveness and appropriateness of the module for the grade level at which it was used.


identifier: Reccord, Maxine M. <https://research.library.mun.ca/view/creator_az/Reccord=3AMaxine_M=2E=3A=3A.html>   (1988) A comparison of reading achievement patterns using a case study approach.  Masters thesis, Memorial University of Newfoundland.

abstract: The study endeavoured to understand and describe the acquisition of literacy among six elementary school children by examining their reading achievement patterns over a five year period. It explored the cognitive, social, and affective factors which influenced these patterns of achievement. Since the research focused on individuals, a case study approach was used. -- The six children who comprised the sample represented an average range of ability as assessed by two measures of general intelligence. At the end of grade 2 these children were relatively comparable in reading comprehension as measured by the CTBS comprehension subtest. However by the end of grade 4 they could readily be divided into an able and a less able group based on CTBS comprehension scores. By the end of the sixth grade, the differences between the two groups had widened considerably. The able and less able group of readers included three children each. The research was concerned with the development of these differences in reading ability and the factors which contributed to them. -- Three data sources were available to the study. They were (a) the SESA data files, (b) school records and (c) data collected by the present investigator. Quantitative data such as information gleaned from questionnaires and interviews were both included. The use of multiple data sources, the availability of various types of data, and the longitudinal dimension of the study allowed the construction of a comprehensive reading achievement profile for each student. -- The results showed that the able and less able readers differed on many cognitive, social, and affective factors which are related to reading, and that these differences influenced their patterns of reading achievement. The able readers decoded more efficiently, could better discern relationships among textual ideas, were better able to make inferences, made more effective use of monitoring and “fix-up” strategies, and had more extensive vocabularies than the less able readers. In addition, the stronger readers had more positive self-concepts, express more confidence in their ability to cope with school work, had more positive and realistic perceptions of themselves as readers, were more likely to come from homes where reading was an activity of choice, and watched less television than the weaker children. -- The research recognized that many factors influencing reading achievement are beyond the control of the school. However, instructional practices which result in long term negative effects on reading achievement should be recognized and avoided. Conversely, practices which have been shown to have positive effects should be fostered. Encounters with print should be successful and pleasant and children should learn to read in a supportive and risk-free environment. Children should read extensively from materials geared to their abilities and interests. Finally the study recognized the need for a comprehensive theory of reading encompassing many understandings and supported by a diversity of research and research methodologies. Such a theory should be understood by teachers so that it may guide teaching practices.


identifier: O'Reilly, Joan Mary <https://research.library.mun.ca/view/creator_az/O=27Reilly=3AJoan_Mary=3A=3A.html>   (1988) A study of the differences in perceptions between potential and non-potential school dropouts on select aspects of school life.  Masters thesis, Memorial University of Newfoundland.

abstract: The vast amount of research that has been conducted on the problem of students dropping out of school shows that the causes and solutions are multifaceted. This situation demands extensive research in all dimensions of the problem and in particular in areas that would suggest a proactive approach to the problem. While in the past numerous studies have concentrated on causes external to the school, recently there have been calls for schools to examine internal influences on the dropping out process. It is the conviction of this research and supported in the literature that schools can prevent students from dropping out of school. Such prevention, however, requires early insights into the reality of school for students, especially for those who are showing signs of alienation from the school. The purpose of this study is to examine the differences in perceptions on selected aspects of school life, among sixth and seventh grade students classified as potential and non-potential school dropouts. -- Four research questions were posed in this study. These questions focused on the determination of significant differences between the two groups on perceptions of four aspects of school life, broadly defined as teachers, school discipline, school work, and school success.  These four aspects were more specifically broken down into eleven school related variables. These variables were identified as: teacher attitudes, teacher behaviours, teacher expectations, effectiveness of school discipline, fairness of school discipline, interest of school work, relevance of school work, difficulty of school work, satisfaction with school work, expectations for school success, and opportunities for school success. Data were gathered by means of a Student Checklist which required both a frequency and an intensity response from students on perceptions. By statistical analysis, it was determined that significant differences existed in the frequency of perceptions between potential and non-potential school dropouts on all variables. It was also determined that significant differences occurred in intensity of perceptions but only on several variables, specifically, fairness of school discipline, difficulty of school work, and expectations for school success. -- The fact that potential school dropouts in this study hold more negative perceptions of school long before they decide to drop out has implications for the prevention of dropping out for schools. Knowledge that students who have been identified to be at risk of dropping out hold significantly more negative perceptions of school than other students, could stimulate educators to re-examine their responses to those students in an effort to strengthen their bonds with the school.


identifier: Smith, Edith Emma <https://research.library.mun.ca/view/creator_az/Smith=3AEdith_Emma=3A=3A.html>   (1989) A whole language approach to literacy in a grade four/five classroom.  Masters thesis, Memorial University of Newfoundland.

abstract: This two year exploratory study compared a basal reader approach to the teaching of language arts in grades four and five with a whole language approach which used children’s literature, magazines, magazines and a variety of functional reading materials as the vehicle of instruction. The purpose of the study was to identify a teaching method which would most successfully promote the language arts competencies of thirty-nine rural children in a multigrade (four/five) classroom environment. The impact of the two types of school curricula on three criterion measures of language arts achievements were estimated by an ordinary least squares regression method. The outcome variables were reading, writing and spelling. -- To control for the possible confounding effects of home background and prior scholastic achievement, these variables were added to the equations as covariates. An accurate linear composite reflecting the conventional socioeconomic status variable could not be constructed; hence, was dropped from the analysis. Unexpectedly, however, the sex variable for the grade four/five students proved to have significant predictive value. Thus, both sex differences and cognitive ability were selected as the covariates. In effect, the impact of curricular treatments - basal reader versus whole language methods - on reading writing and spelling were estimated while controlling for sex and ability. -- Since whole language methodology is currently regarded as an innovative teaching procedure it was referred to as the experimental treatment. It was found that the impact of whole language on reading performance was negligible though the relationship was in the hypothesized direction. While the same inconclusive finding held for spelling it was argued that this result had important practical implications since spelling is not formally taught as a language skill in the whole language curriculum in the same way that it is when using a spelling text. -- While both reading and spelling competencies proved unresponsive to the experimental treatment compared to the basal reader method, this was not the case with writing. Children’s writing was responsive [at the p ≤ 0.10 level of significance] to the experimental treatment when controlling for sex differences and ability. Finally, it should be noted that sex differences accounted for variance in both reading and writing literacies, while cognitive ability accounted for achievement in reading and spelling. -- In sum, in this exploratory study the whole language approach seemed to be a marginally better methodology for promoting elementary school literacy. Since there is little research demonstrating the instructional advantages of whole language it was claimed that these findings may have important implications for pedagogical practice. Note, however, that the teacher using whole language methodology requires many more resource over and above the standard basal reader in order to adequately meet the literacy needs of elementary school pupils.


identifier: O'Neill, Rosemary <https://research.library.mun.ca/view/creator_az/O=27Neill=3ARosemary=3A=3A.html>   (1988) An evaluation of the career development of elementary school age children in Newfoundland, from a developmental theory of career choice and commitment.  Masters thesis, Memorial University of Newfoundland.

abstract: This study examined the nature of the career development of elementary school children in Newfoundland. The sample consisted of 189 students (91 females and 98 males) from three schools. Data from grades three and six were gathered using a survey type of questionnaire, and principal analysis was performed using chi-square analysis, rejecting the null hypothesis at the .01 level of significance. -- The theoretical constructs of the research were based on Donald Super’s developmental theory of career choice, and the research instrument was designed to analyze the factors contributing to career maturity for this age group. The research instrument gathered data on the career and educational aspirations of elementary school children, and the source of these aspirations, the occupational knowledge of these students, their work values, the extent of their contact with selected occupations, their decision-making ability, their self-knowledge, and the extent of their sex-role stereotyping. Questions were also asked about the number of siblings, parental occupations, links between school and work, and the children’s perceived strengths and weaknesses as they related to self-understanding. -- Many factors such as career role models, knowledge of the world of work, self-understanding, work values, link between school and work, possession of non-stereotypical attitudes, and decision-making skills, were determined to be associated with the career development, and ultimately, the career maturity of elementary school children. -- Recommendations for practice included career guidance interventions that could foster career maturity in young children. Recommendations for future research included more clearly defining career maturity in childhood and researching more accurate ways of measuring it.


identifier: Humphries, Anne M. <https://research.library.mun.ca/view/creator_az/Humphries=3AAnne_M=2E=3A=3A.html>   (1989) A comparison of the self-concepts and patterns of career development of students identified as potential dropouts with those of students thought to be likely to complete school.  Masters thesis, Memorial University of Newfoundland.

abstract: This study attempted to determine whether or not differences existed between the self-concepts and patterns of career development of students who were identified as potential dropouts and those who were identified as being likely to remain in school. The sample consisted of one hundred eighty-nine students from three elementary schools. Data were collected from grade three and six students using a survey-type questionnaire and from their teachers using a prediction checklist. The analysis of these data consisted of crosstabulating the variables constituting self-concept as it relates to career development with the students' predicted academic futures and using chi-square analysis to reject the null hypothesis at the .05 level of significance. -- The theoretical constructs of the research were based upon the developmental theories of career decision-making and the major instrument was designed to assess the dimensions of career maturity deemed to be important at this level. Information was collected with respect to the students’ levels of occupational knowledge, the nature of their work values, their degree of decision-making ability and self-knowledge and understanding, their ability to see some link between school and the world of work, the amount and type of career role models available to them, their occupational and educational aspirations, and the degree of sex role stereotyping present with respect to their perceptions of various occupations. -- The factors chosen to investigate the nature of self-concept as it relates to career development included the career and educational aspirations of the students, their occupational knowledge, and degree of self-knowledge and understanding. Of these factors, those which were affective in nature were found to contribute most significantly to the differences in self-concept which existed between the three groups of students. These groups were selected by means of teacher nominations and consisted of students thought to be likely to drop out of school, complete school, and attend a post secondary institution. -- Recommendations for research and practise were made with respect to-programming needs for career guidance in the elementary school, particularly as it relates to the potential dropout.