Search Constraints
Filtering by:
Department
Education
Remove constraint Department: Education
Collection
Thesis
Remove constraint Collection: Thesis
Resource type
Thesis
Remove constraint Resource type: Thesis
« Previous |
1 - 100 of 1,033
|
Next »
Number of results to display per page
Search Results
- Creator:
- Bickel, Tanja
- Description:
- The research suggests that seating arrangements in the classroom shape students’ learning experiences. However, the emphasis in most classrooms seems to be placed in behavior management rather than actual learning. This study investigated how classroom seating arrangements shape middle school students’ experiences in the classroom and focused on two questions: (1) How do students perceive the ways that seating arrangements shape their learning experiences in my classroom?; (2) In what way does in-class behavior suggest that seating influences student learning? Through the use of a student survey, student focus groups, and classroom observations, I found that students believe they learn best when seating arrangements provide peer support and access to resources, and that students believe they do their best learning when they are seated in table groups or working independently. The implications of this study include that the nature of the task should dictate the student seating arrangement.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Banche, Athene Carol
- Description:
- Students identified with emotional disturbance (ED) have emotional and behavioral needs that impact their ability to be successful in various settings. Many of these students display immature social skills and have difficulty forming relationships. Many also struggle in the general education environment and require a more restrictive setting to progress academically and behaviorally. The purpose of this mixed design study is to explore the effects of social skills instruction on the behavioral growth of students identified with ED in a nonpublic school setting. Although still considered to be limited, research has indicated that implementation of social skills instruction, character education, and lessons that promote classroom communities have a positive effect on classroom performance. This study and the curriculum developed for the study provide a starting point for teachers looking to implement social skills training within their classroom settings. Six social skill lessons in specific areas; working collaboratively, communicating effectively, accepting differences, decision making, communication and managing anger were utilized. Although significant behavioral growth was not indicated as a result of the study, researcher observations noted that social interaction, collaboration, student engagement, and concept attainment was evident. KEYWORDS: Behavioral Growth, Emotional Disturbance (ED), Nonpublic School (NPS), Social Skills
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Bickel, Tanja
- Description:
- The research suggests that seating arrangements in the classroom shape students’ learning experiences. However, the emphasis in most classrooms seems to be placed in behavior management rather than actual learning. This study investigated how classroom seating arrangements shape middle school students’ experiences in the classroom and focused on two questions: (1) How do students perceive the ways that seating arrangements shape their learning experiences in my classroom?; (2) In what way does in-class behavior suggest that seating influences student learning? Through the use of a student survey, student focus groups, and classroom observations, I found that students believe they learn best when seating arrangements provide peer support and access to resources, and that students believe they do their best learning when they are seated in table groups or working independently. The implications of this study include that the nature of the task should dictate the student seating arrangement.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Sanders, Jamie
- Description:
- Teachers often use silent reading to help students practice independent reading skills to build comprehension and improve reading proficiency. The purpose of this study was to explore how the classroom environment and its factors shaped my second grade students' engagement during silent reading time. I asked: (1) How are the students in my classroom experiencing silent reading time?; (2) What classroom environmental factors are shaping students' silent reading experiences in the classroom? Through surveys, interviews, video-recordings of silent reading time, and document collection, I learned that students of varying proficiency levels enjoy silent reading time and find it important to their daily schedule. Data also suggested that they enjoyed this silent reading time when in a comfortable and quiet environment. Implications include opportunities for teachers to structure the classroom environment for optimal silent reading.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Banche, Athene Carol
- Description:
- Students identified with emotional disturbance (ED) have emotional and behavioral needs that impact their ability to be successful in various settings. Many of these students display immature social skills and have difficulty forming relationships. Many also struggle in the general education environment and require a more restrictive setting to progress academically and behaviorally. The purpose of this mixed design study is to explore the effects of social skills instruction on the behavioral growth of students identified with ED in a nonpublic school setting. Although still considered to be limited, research has indicated that implementation of social skills instruction, character education, and lessons that promote classroom communities have a positive effect on classroom performance. This study and the curriculum developed for the study provide a starting point for teachers looking to implement social skills training within their classroom settings. Six social skill lessons in specific areas; working collaboratively, communicating effectively, accepting differences, decision making, communication and managing anger were utilized. Although significant behavioral growth was not indicated as a result of the study, researcher observations noted that social interaction, collaboration, student engagement, and concept attainment was evident. KEYWORDS: Behavioral Growth, Emotional Disturbance (ED), Nonpublic School (NPS), Social Skills
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Todd, Bryan
- Description:
- Students in my middle school science courses often describe the material as not relevant to their lives and future, and as a result seem to take an apathetic approach to their learning. To better understand why my students feel that some science topics are not important, and how I can increase student interest in science phenomena through my classroom teaching, I investigated the research question: What shapes students’ interest in engaging in science curriculum? To help define and investigate the main research question, the following subquestions guided my inquiry: In what ways, if at all, do my students ascribe importance to science phenomena? How does the learning structure and pedagogical approaches used in my classroom shape students’ interest in science, if at all? There were two major findings revealed through this study: Students find science important when they feel a connection to the topics. Students feel more interest towards science when they have hands on activities to explore science phenomena and their teachers show interest in the material and students. My research study has shown understanding students’ interests and demonstrating how science can directly impact students’ lives and future will increase their inquisitiveness and thereby engagement with science curriculum. Students enjoy learning science more when they have an encouraging environment where they know their teacher has their best interest at heart and when they have multiple activities to engage with curriculum, such as hands-on engineering projects and labs.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Regan, Holly
- Description:
- This thesis investigates the ways in which choice shapes middle school students’ engagement in novel study. I asked the following research questions: How do my students’ views on engaging novel study shift following the integration of more choice? Also, in what ways does choice reduce students’ barriers to learning from novel study units? Through my research, I found that students enjoy the freedom to choose the learning products they complete during novel study and that they felt more comfortable when they were able to discuss the novel in small groups of their choice. The results of my research have illustrated the importance of allowing students opportunities for more autonomy in the classroom. Teachers can foster engagement by implementing more instances of structured choice during novel study units.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Bickel, Tanja
- Description:
- The research suggests that seating arrangements in the classroom shape students’ learning experiences. However, the emphasis in most classrooms seems to be placed in behavior management rather than actual learning. This study investigated how classroom seating arrangements shape middle school students’ experiences in the classroom and focused on two questions: (1) How do students perceive the ways that seating arrangements shape their learning experiences in my classroom?; (2) In what way does in-class behavior suggest that seating influences student learning? Through the use of a student survey, student focus groups, and classroom observations, I found that students believe they learn best when seating arrangements provide peer support and access to resources, and that students believe they do their best learning when they are seated in table groups or working independently. The implications of this study include that the nature of the task should dictate the student seating arrangement.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Kossler, Anastasia
- Description:
- The purpose of this study was to determine the main factors in selecting band instruments at the beginning of middle school band and how these factors influence students during the selection process. Few studies have been done in the past and mainly on how gender or instrument timbre effects students’ decision. A band wide survey was taken by students, as well as, eight individual interviews were conducted which found that the sound of the instrument (78%), early success (42%), instrument physicality (38%) , and certain people in the lives of students (24% friends, 15% parents) were the main factors. Although this study is in line with some other studies done on instrument selection, it is only a small snap shot of information that could be used to develop a better selection process in music classrooms.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Schmidt, Sheryl
- Description:
- This study followed a seven-year-old student over the course of her 1 0-week mathematics inclusion experience from a segregated special day class situated on the playground, to a general education second grade classroom of 22 new peers. The researcher examined the student's academic, behavioral, and social development as she was integrated into the second grade class. As a means of qualitatively and quantitatively measuring her growth, mathematics chapter and benchmark assessment scores were collected, field notes were taken, and each ofthe four participants (i.e., the special educator, the focus student, the focus student's mother, and the general educator) were interviewed. Data analysis suggests that the focus student experienced academic growth and maintained proficient mathematics scores while increasing in confidence and enthusiasm for school. Behaviorally, as the focus student grew more comfortable around her peers, she served as an exemplary model while exhibiting only minor behavioral infractions in both settings. Most noticeably throughout the study, the focus student and her general education peers demonstrated significant social development. The focus student was accepted as an equal among her classmates. Classmates recognized her academic strengths, and, above all, several new friendships were born. Key Words: Inclusion, academic success, social development, behavioral change
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Sisti, Mary
- Description:
- Students with moderate to severe disabilities benefit most when transdisciplinary teams collaborate to deliver individualized instruction and services together in the classroom. This research seeks to capture a description of Education Specialists’ current experiences during collaboration with their special education transdisciplinary teams composed of SLPs, OTs, APEs, Psychological services and Nurses. Due to a paucity of research from the teacher’s perspective, the central question of this study asks K-12 Education Specialists–Moderate/Severe to describe how they collaborate with their teams in the four domains of assessment, curriculum development, instruction, and progress monitoring. A descriptive mixed methods approach employs a quantitative survey and qualitative interviews to provided additional detail on survey questions. Overall, teachers report that teams collaborate most frequently in the areas of assessment and IEP goal development. Findings indicate that teams respectfully share resources, knowledge of students and disciplinary expertise, but lack consistency and a shared systematic approach towards collaboration, especially in the areas of instruction and progress monitoring. Participants describe how teams collaborate best, and what practices will improve or block collaboration. Due to the importance, but limited practice of transdisciplinary collaboration, this researcher recommends pre-service teacher preparation and graduate programs embed teaming into their foundational curricula.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Mesillas, Elizabeth
- Description:
- Dual Language (DL) programs are gaining popularity, and researchers are finding that 90:10 Two-Way Immersion (TWI) programs are the best programs due to their promotion of additive bilingualism, high achievement of bilingualism and biliteracy, the closing of achievement gaps for English Language (EL) learners, and the positive sociocultural experiences for students. These advantages come because the programs begin by instructing only 10% of the time in English and 90% of the time in a minority language. With the implementation of a 90:10 strand program model at the elementary school where the researcher works, there are, however, issues with students’ and parents’ understanding of the progression of the 90:10 program model structure. This lack of awareness has led to students and parents questioning the levels of academic achievement in English that students are making by being in this DL program. This mixed-methods study utilized surveys and interviews to understand 1) perspectives on language, 2) comprehension of the 90:10 progression and documented advantages, 3) participants’ doubts/concerns, and 4) home/school communication trends. The data analysis of this study suggests that clear communication of the expectations of language acquisition in each grade level is likely to avoid student attrition, continue upholding the integrity of 90:10 programs, and build the confidence of the stakeholders of these 90:10 TWI programs.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Sanders, Jamie
- Description:
- Teachers often use silent reading to help students practice independent reading skills to build comprehension and improve reading proficiency. The purpose of this study was to explore how the classroom environment and its factors shaped my second grade students' engagement during silent reading time. I asked: (1) How are the students in my classroom experiencing silent reading time?; (2) What classroom environmental factors are shaping students' silent reading experiences in the classroom? Through surveys, interviews, video-recordings of silent reading time, and document collection, I learned that students of varying proficiency levels enjoy silent reading time and find it important to their daily schedule. Data also suggested that they enjoyed this silent reading time when in a comfortable and quiet environment. Implications include opportunities for teachers to structure the classroom environment for optimal silent reading.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Van Sickle, Jessica
- Description:
- An essential component of the Writer’s Workshop is the conference, where a student is able to receive responsive feedback. An integral part of that conference is time spent sharing written work with peers. Writing partnerships bring together students across various social groups, backgrounds, and experiences, and provide students with a collaborative experience that benefits both parties. The purpose of my research was to investigate what students believe shapes how they engage in peer-to-peer sharing, as well as what motivates those students to share their writing with peers. In order to arrive at answers to these questions, I conducted a qualitative study where I surveyed, interviewed and observed my middle school students discussing their experiences and opinions on how they have experienced sharing writing. The results are as follows: students have both negative and positive beliefs about sharing their writing. The negative experiences stem from the role of fear based on prior experiences where a peer gave negative feedback, the peer did not take the work of peer conferencing seriously, and the focus was mainly on writing conventions. Students also had clear positive motivations to share their writing, which included a desire to improve, and to have an audience for work they felt proud of. Implications focus on teachers’ role in the explicit teaching of peer conferencing in Writer’s Workshop.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Murillo, Carli
- Description:
- Technological tools like the iPad are increasingly used in classrooms to support student reading. This study used a survey, interviews, observations, and document collection to better understand how students’ experiences with iPads and printed texts shaped their learning in reading. I explored the following research questions: How do students describe their preferences and reading comprehension when using iPads vs. printed texts? Does reading engagement differ when reading printed text vs. on an iPad? What do the data show about differences in reading comprehension for my students when using iPads vs. printed texts? The findings suggest (1) students enjoy reading both printed books and digital texts from the iPad in my classroom, with a slight preference for reading from the iPad; (2) students are distracted during reading by other students, noise, the teacher, and insects in the classroom; and (3) students have distracted reading behaviors, especially when reading on the iPad. When comparing both media, reading comprehension data suggests higher reading comprehension when reading printed books vs iPad- based digital texts. Implications for teacher practice include providing access to both digital and printed texts and making sound decisions as teachers about when to use different media for reading.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Banche, Athene Carol
- Description:
- Students identified with emotional disturbance (ED) have emotional and behavioral needs that impact their ability to be successful in various settings. Many of these students display immature social skills and have difficulty forming relationships. Many also struggle in the general education environment and require a more restrictive setting to progress academically and behaviorally. The purpose of this mixed design study is to explore the effects of social skills instruction on the behavioral growth of students identified with ED in a nonpublic school setting. Although still considered to be limited, research has indicated that implementation of social skills instruction, character education, and lessons that promote classroom communities have a positive effect on classroom performance. This study and the curriculum developed for the study provide a starting point for teachers looking to implement social skills training within their classroom settings. Six social skill lessons in specific areas; working collaboratively, communicating effectively, accepting differences, decision making, communication and managing anger were utilized. Although significant behavioral growth was not indicated as a result of the study, researcher observations noted that social interaction, collaboration, student engagement, and concept attainment was evident. KEYWORDS: Behavioral Growth, Emotional Disturbance (ED), Nonpublic School (NPS), Social Skills
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Truong, James
- Description:
- All students deserve equitable access to engage in meaningful science instruction. I attempt to foster for all my students this notion that science is egalitarian; however, some students enter my class with preconceptions that science is an esoteric subject that is beyond their abilities. I implemented the Next Generation Science Standards (NGSS) Storyline Approach in my Biology of Living Earth (BTLE) classes and was interested in how my students experienced this new curriculum. My research investigated: What learning experiences produced from my implementation of the NGSS Storyline Approach do students perceive as most salient in their learning experiences, and how do these experiences shape their attitudes toward science? To answer this question, I sought to learn more about my students’ perceptions of their learning experiences as well as their prior and current attitudes toward science. These three subquestions helped guide my investigation: (1) What aspects of science instruction based on the NGSS Storyline Approach do students perceive as most enjoyable in their learning experiences? (2) What aspects of science instruction based on the NGSS Storyline Approach do students perceive as most helpful in their learning experiences? (3) How does science instruction based on the NGSS Storyline Approach shape, if at all, students’ attitudes toward science? Through surveys and semi-structured focus group interviews, my findings suggest that students find constructivist learning experiences in which they have agency in their own learning as most enjoyable, most helpful, and most influential in their attitudes toward science. I also found that participation in the NGSS Storyline Approach improved students’ attitudes or maintained students’ positive attitudes toward science. These findings imply that the NGSS Storyline Approach makes learning science more enjoyable and meaningful for students. Also, the efficacy of this approach supports the need for additional resources for science teachers to develop and implement NGSS-aligned curricula.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Aguilar, Anthony
- Description:
- For high school juniors in a lower-track English class, disengagement seems to be the norm. Success measured in terms of grades or skills is not a common experience for too many. Through this qualitative study, I sought to discover student perspectives on engagement and success, their experience in class, and how those descriptions intersected with mine, in order to inform my teaching. Findings suggest both students and teacher view engagement as more than behavioral, that students are motivated by cognitive engagement, and that a teacher can utilize that motivation to facilitate emotional engagement, where students enjoy their experience. These students show a strong motivation for emotional engagement. Implications for my practice focus on planning for an environment of care, where engagement, itself, is valued as an outcome of success.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Arce, Janet
- Description:
- Dual language programs have emerged in great numbers across the United States. Research conducted by the United States Department of Education shows that 39 states and the District of Columbia offered dual language education programs, with the majority being Spanish immersion programs (Boyle, August, Tabaku, Cole, & Simpson-Baird, 2015). In California alone, 271 immersion programs have Spanish as the partner language of instruction (CAL Dual Language Program Directory,2016). One model of a dual language program is the Two-Way Immersion program, where instruction is provided in two languages and brings together students who are native English speakers and students who are native speakers in another partner language (Center for Applied Linguistics, 2019). Two-Way Immersion programs are either 50:50, where instruction is divided evenly in both languages, or 90:10 where instruction starts off 90% in the target language and 10% in English. The ratio shifts, with a decrease of instruction in target language by 10% yearly, so that by fourth and fifth grade, the ratio is 50:50 instruction in both languages (Center for Applied Linguistics, 2019). Learning to read and write is a key component of a Two-Way Immersion program because the goal of such programs includes biliteracy in the two languages.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Kolodziej, Lisa
- Description:
- Our research was conducted in four elementary classrooms at three different schools. We looked at eight students ranging from second to fifth grade including those with special needs. This study took place over a seven-month period. The focus of this paper was to see whether schema and visualization, as reading strategies, were effective in the teaching of reading comprehension. Students were given pretests on each of the two strategies. The strategies were then taught, modeled and practiced. Student journals were used to record students' thinking processes and how they related to the text. Students then were given a post-test on each strategy to see the growth that each had made. Individual Reading Inventories were also given as pre and post-tests, to see what kind of reading comprehension improvement the students achieved.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Cvar, Frank
- Description:
- This study examined whether educators are effectively using Information and Communication Technologies (ICTs) to promote student learning. The study identified teachers' current technological practices, attitudes about computer usage, and professional development needs for using computers in schools. The results of this study found a majority of the technology usage was teacher centered. This finding contradicts current body of research which states student learning is improved when students were the users of the ICTs. This study also concluded the best forms of professional development for using computers to support instruction would be to offer opportunities for designing student projects in a collaborative setting.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Guerrero, Veronica
- Description:
- The sole purpose of this project is to emphasize the importance of early preparation for college. Research indicates that Latinos are underrepresented in institutions of higher learning. Furthermore, it also ventures to demonstrate that factors such as a lower socioeconomic status, low parental educational attainment levels, language barrier, and low-quality education are obstacles that maintain Latinos at the bottom of the education ladder. The purpose of this graduate project is to develop a college outreach program for Latino middle school students. The project intends to reach a minority group that is often underrepresented in higher education due to institutional inequities and cultural factors. In addition, it strives to orient Latino students to the idea of a college education. Latino middle school students will be knowledgeable about the college admissions process and the benefits of a college education by the end of 8th grade with hopes of starting the 9th grade on the right track. Most importantly, this program's goal is to inform Latino middle school students of the importance of early preparation to meet college admission requirements to help increase the representation of Latinos in institutions of higher education.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Craven, Lauren
- Description:
- The purpose of this thesis project is to create a reference guide that school counselors in the Los Angeles area can utilize to better understand eating disorders. The information will include specific types of eating disorders, as well as their symptoms and warning signs. Also mentioned, is how the school counselor can play a role in the life of a student who has an eating disorder. In addition to this project being a reference guide, there is also a short listing of referrals which includes support services for those who are suffering from an eating disorder.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Nunez, Annette
- Description:
- This study investigated that the use of Floor time in a social-emotional skills group, would increase the emotional development of the group, and increase the spontaneous initiations within the group. The social skills group consisted of four children age three, diagnosed with autism. The group met for one hour a week, for eight weeks. During this time, the Floor time protocol was implemented. A pre-test and post-test video was taken of the children without any facilitation, to measure the emotional development and the total number of initiations within the group. Results indicate there was a significant amount of improvement. The group increased in their overall social-emotional developmental level, as well as their capacity to initiate more social interactions.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Ruiz, Linda
- Description:
- Mexican-American immigrants have been key figures in one of the greatest migration occurrences in the United States. This population makes contributions to the culture, financial system, and employment industry of the United States. They are an ongoing influx of positive attributes and support to the wellbeing of the United States. Mexican-American immigrants are faced with various challenges as they take part in the employment arena. The career issues they encounter such as being expected to work in the secondary labor market, having minimal knowledge of their work environment, and limited employment experience affects their career paths. The purpose of this project is to assist Mexican-American immigrants with their career issues and have them learn through a career developmental process. The career development program will consist of eight weekly sessions that include one individualized session and seven group sessions. The program is geared to assist them through a career exploration process, to become knowledgeable of the world of work, to develop appropriate career decisions techniques, and make effective career plans. The program features experiential learning activities focused around John Holland's theory of types and Donald Super's life-span theory. It also provides them knowledge of employment information necessary to succeed in the labor market.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Azar, Viki
- Description:
- The licensing requirements for a marriage and family therapist include the completion of 3,000 supervised hours combined as a trainee and an intern. While in a qualifying master's degree program, the student trainee is required to locate and secure a traineeship site where those hours can begin to accrue. It is difficult to find a training placement that satisfies the requirements set forth both by the Board of Behavioral Science (BBS) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP); this is an important factor to consider in obtaining a placement. This project was designed as a fieldwork placement guide that provides a concise overview of each agency listed, including pertinent information relating to supervisor experience, number of supervision hours offered, clientele, CACREP familiarity, etc., which have all proven to be important aspects to consider when deciding on the placement of choice.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Villanueva-Jonsson, Lisa
- Description:
- The purpose of this handbook is to provide an in-depth look at specific labor laws which can protect the employee, allow the employee treatment options and provide resources to help start the recovery process. Fear of losing one's job often inhibits telling an employer about a substance abuse problem. As a result, many employees are unaware of the assistance they may obtain to help maintain their employment. This handbook is created so that individuals struggling with substance abuse problems may become better aware of their rights and options in the workplace. It will attempt to answer many questions and guide the employee to the steps toward recovery. It is written for an employee who may not be familiar with the labor laws that help enable this process. It is to provide basic steps so that the employee's job is protected.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Steinberg, Jennifer Lynn
- Description:
- When therapists begin their careers, they often experience high levels of anxiety about their ability to grow into effective therapists. This anxiety often leads to self-doubt, which sometimes causes new therapists to leave the counseling field. While this anxiety is present in most new therapists of all ages, there are special considerations that add to the anxiety felt by those who begin their careers under the age of 30. This project consists of a short book, whose purpose is to normalize these feelings and provide some suggestions to the reader about how these feelings can be mitigated. It is the hope of the author that by normalizing the emotional process involved in becoming a young, new therapist, readers will come to recognize this phenomenon as part of a process rather than a sign that they should consider a different career.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Henle, Erika
- Description:
- Interactive writing demonstrates concepts of print, early strategies, and how words work. This type of writing is used to assist children with their understanding the processes in reading and writing. Interactive writing integrates demonstrations of writing and modeling of the writing process that can assist children to progress in their own writing. Through the use of interactive writing, instructors are able to create an encouraging environment for writing. This project is being developed in order to enhance the language arts programs that are adopted by districts and to enable teachers to easily use the interactive writing techniques. This graduate project consists of an instructor's manual for kindergarten teachers utilizing the interactive writing method. The project offers information and research gathered on the topic of interactive writing and the effects interactive writing has on literacy. The literature review details and investigates classrooms that contain some type of interactive writing experience. The literature has shown that interactive writing can offer many lasting benefits for young writers. Emergent writing in a classroom provides support for reading and writing skills. Although many authors have designed instructor's manuals for interactive writing, there is no available resource specifically designed for kindergarten and early primary grades. While the materials that are currently available offer a sample of interactive writing activities this manual will provide teachers with all of the tools necessary to teach using interactive writing in a kindergarten or early primary classroom. The overriding sections include: Writing Together Means ..., Preparing the Classroom for Interactive Writing, Routines, Assessment, Composing and Constructing Text, Parents, Teacher Tools, and A Balanced Literacy Program. Each section scaffolds the next ultimately integrating all of the components necessary to begin using interactive writing in the kindergarten classroom.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Rivera-Tubbs, Tammy
- Description:
- This project is about a survey (Appendix A) given to one public school with a population of768 students having 10 percent of the school's population identified with multiple disabilities. The survey was place in the mailboxes of 35 general education teachers, three special educators, and two administrators. This survey was conducted to find out what the teachers knew about collaborative teaching and inclusion, how their district handled the inclusion of students with disabilities & collaborative teaching. The survey also asked specific questions about the teachers knowing who was their program specialist, inclusion facilitator. This survey also covered specific laws that are well known in the special education world and are important for general educators and administrators to be aware of. The teachers from this survey have students that ranged in age from 5 to 12. Students were restricted to access to general education classrooms and their ability to leisure activities at the beginning of this study.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
31. Applying the social learning approach to assist community college students in making career choices
- Creator:
- Ligon, Kathryn Leong
- Description:
- This thesis documents the results from a study of the application of the social learning approach to assist community college students in making career choices. The research project was conducted in two "Freshman Seminar" classes during the spring 2006 semester at a large, urban, diverse community college. Using test-intervention-retest methodology, the instruments that were used to assess the students were the Self-Directed Search and the Career Beliefs Inventory. The Self-Directed Search was administered once to the study group. The method was to apply an intervention designed to help students in the study group engage in career exploration activities. The method of control was to administer the Career Beliefs Inventory to students in two other classes typically taken by other first year students, but not take the Self-Directed Search assessment or participate in structured career exploration activities within that class. The analysis of the results of the Career Beliefs Inventory was conducted. Results of the post-test mean scores of the study group indicated that the intervention had a positive impact in the following subscales of the Career Beliefs Inventory: Peer Equality, Career Path Flexibility, Job Experimentation, Relocation, Learning Job Skills, and Overcoming Obstacles. It is important to note that the study was a controlled experiment and was not statistically valid because there was an insufficient sample size.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Hirsch, Gita Mera
- Description:
- Schools in the United States are moving towards an inclusive model of education. There is, therefore, an increased need for general education teachers to be well versed in the implementation of accommodations for students with special needs. Yet, there is very little training of this kind provided in our traditional teacher training programs. Teachers are given only a basic level of preparation in accommodating for the needs of all learners. To better understand which accommodations are currently being implemented in general education classrooms and general education teachers' preparedness level in implementing those accommodations and teaching students with special needs a survey was given. It was self-reported through the survey that a majority of teachers are implementing seven of the nine accommodations listed and they feel they have knowledge as to how to use those accommodations. Yet, teachers felt only an average level of preparedness (3 .28 out of a possible 5) to meet the needs of all students in their class. A website was created to better train teachers in the use of accommodations in their classroom.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Solberg, Howard P.
- Description:
- [Introduction]The schools within the Southern California area have been attacked during the past few years on the basis that the children in these schools are not I earning as we II as they could. This criticism has gone so far as to reach the state's legislative powers as well as the governor or the state. In the past election, the State Superintendent of Public Instruction, Max Rafferty, lost to Wilson Riles on the basis of tailing to Instruct our students. Many teachers, in the course of their conversation have expressed their thoughts that the state textbooks are not written in a manner so that their classroom students can comprehend their meaning. While this may sound as though it were a local problem, as one reads about education throughout the nation, it seems as if practically all or the school systems are on the defensive. The idea of the schools throughout the nation being attacked for not doing a good job of teaching is very disturbing. Perhaps the problems within out schools today are not entirely the fault of the teachers involved but also the fault of the materials that, by law, they must work with. This seems like a logical conclusion for a teacher to arrive at. But just what could be wrong with the material? Is it written at too high a level; is it written at too low a level; does It demand too much from the children or not enough? Is there a point where material becomes too hard for the student causing frustration, as well as too easy for him causing him to feel bored and belittled. The problem that educators face is trying to determine the answers to the above dilemmas.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Fadale, Anthony Vincent
- Description:
- The purpose of this study was to show how a reading Program, which took into consideration certain negative attitudes that could be blocks to further learning attempted to reverse the failing attitudes of students and bring about more positive attitudes toward reading. The study attempted to describe a reading program that took place in an ordinary class room surrounding, not in a clinical situation, and that tried to emphasize the affective domain of learning. The design of the study was descriptive in nature. By presenting fourteen case studies of a random sampling of the student population in the reading program, the study attempted to reveal the multitude of factors that could have caused reading failure. The accumulation of data gathered from a ten percent sampling of the reading program students revealed the following: 1. The students, at the conclusion of the program, were generally positive in their attitudes toward school, teachers, reading and self. 2. The students showed, at the conclusion of the program, some reading improvement. 3. The students showed positive reactions to the type of teacher role assumed by the Director of the program who attempted always to be benevolent, flexible and sincere. 4 . The students sampled seemed able to perceive the influence of their home environment on their reading habits . 5. The students reacted positively to the grading system of the program whereby grade s were based only on the amount of effort put forth and not on academic success .
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Novak, Geraldine Frances
- Description:
- The purpose of this project was to develop a resource guide which would aid teachers in the evaluation of student needs in reading skills and attainment of those skills. Behavioral objectives were coordinated with Walter B.Barbe's suggested list of fourth and fifth level reading skills to provide a resource guide of reading skills based on the two principles of individual skill development and behavioral objectives. Sources for implementing each objective were cited. The resource guide is in an easy-reference, card-file form. The guide is intended to be used in an individualized approach to reading instruction in the Ojai Unified School District at the fourth and fifth grade levels.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Sharp, Virgene Althea
- Description:
- In recent years there has been a continuous search for programs and materials which would assist our schools in offering a solution to the problem of low reading achievement shown by a considerable number of our students. Many innovations have been suggested in an effort to meet this challenge. Among these are behavioral objectives set up by school districts as well as by private industry. These behaviorally stated objectives sometimes referred to as performance or goal-referenced objectives are ones which describe the behavior the student will exhibit when they have attained the stated goal (Popham, 1970b). It has been suggested that the implementation o£ these innovations would be best directed and strengthened by teachers in the field (Lichtman, 1971). In using the Harper and Row state reading texts the primary teachers at the McKinna School in Oxnard, California expressed the need for an instrument to further diagnose the student's needs. It was with this impetus that the reading teachers with the help of the classroom teachers at this school began to formulate behavioral objectives to use in the classroom. The skills of the Harper and Row texts were tabulated and analyzed as to their introduction and reinforcement. The book sequence was divided into sections and behavioral stated objectives were established for each skill with an evaluation tool to measure the proficiency of each.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- King, Lynn
- Description:
- Much has been written to show that there is a positive relationship between the home environment and reading achievement at school (Della-Piana, Stahmann, & Allen, 1968); it is this view of learning with which this project was concerned. AT the National Right to Read Conference (Allen, 1970), it was pointed out that an enriching and stimulating home environment could help children become good readers; that parents, like it or not, have a a-role as educators . One of the recommendations of the conference was that communities plan programs for parents to improve their effectiveness as auxiliary sources to help children in reading. Toward this end, several communities in the United States have initiated parent education programs in reading (Lloyd, 1965; McManus, 1964; Smith, M. B., 1971). The project reported herein was part of a parent education program within a middle class community located in the metropolitan area of Southern California, with a population of over 13o, ooo (1972). The median family income of this community is $11, 845.00, and more than 16% of the population 25 years and older have attended college from one to three years, and 73.6% are high school graduates (United States Census, 1970). Included in the program was an adult education course entitled, "Developmental Reading for Parents and Teacher Aids," and the publication and distribution of a free parent manual entitled, Reading…A Most Wonderful Gift, written by this investigator. It was because the parents in this community were interested in helping their children improve in reading skills that community pressure was placed on the local school board for an adult education program in the field of reading. When requests were made at board of education meetings, the board members agreed to proceed with such a program. Hence, the district administration and staff began looking for ways to assist the parent to provide opportunities in the home, which would broaden the reading experiences of their children. This investigator's proposal for a manual which would be of immediate benefit to parents was met with approval from the district administration. As an active member in this community, serving on the library board of trustees for three years, and working as a reading teacher in the schools, the investigator was well aware of the need for further parent education in reading. (See more in text.)
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Chilcote, Elinor W.
- Description:
- With the expansion of the elementary math program during the last decade, new teaching methods and materials were needed. Since geometry is one of the areas now taught at the elementary level, there arose a need for materials especially designed to present these concepts to children. A sight and sound approach to learning was therefore explored, since it had proven to be successful in the teaching of reading. A thorough research of the literature brought out the following conclusions: Math labs meet individual learner needs because they present a flexible environment in which real learning and understanding take place specific content must be geared to the ability of the child, and the use of concrete materials and audiovisual aids seem to promise a high degree of learning. Against this background a unique method was developed for this project which consists of an audio card reader program. Thirty-two cards with a sound track along the bottom were designed to be inserted into an audio card machine at the student's own pace. The cards cover the following four areas: Points and lines, circles, angles and polygons. Each card presents a geometric concept in written, symbolic and abstract form. The cards were organized sequentially and were in learning centers which involve the students in discussing and learning together. Each of the four sections contains a pre- and post-test related to the content of that section, and matches the written word to its correct geometric abstraction. A self checking system is built into each test which may also be adapted for teacher control. A table for accountability: guidelines is also included. A test was devised and validated to prove that in a controlled situation, significant learning took place in the group that used the audio card program whereas cant learning took place with the other group. Thirty-eight sixth grade students were randomly selected for testing from a total sixth grade population in a 95 percent Spanish surname school. Nineteen students were involved in each group. Since students involved in the audio card program achieved so well, this would indicate that the program would be a highly effective and motivational method of teaching these specific geometric concepts.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Spare, Dennis R.
- Description:
- The purpose of this study was to determine if psychoeducational data found in cumulative record folders could be used to distinguish students that have learned phonics from students that have not learned phonics. A null hypothesis was assumed stating that none of the cumulative record measures would correlate with phonic ability at a confidence level of 95 percent or higher. Control variables were subtests of the Differential Aptitude Test, Large-Thorndike Intelligence Test, Iowa Test of Basic Skills, and Iowa Test of Educational Development. Other control variables included socioeconomic status and health problems in vision, speech or hearing. The experimental variable was a phonics ability rank derived from specific subtests of the Stanford Diagnostic Reading Test. Psychoeducational data were collected from the cumulative record folders of 116 students enrolled in a reading center of a Los Angeles County high school. These students were also given phonic ability ranks (10-1) based on phonic tests given in the reading center. Correlations between the 36 subtests and phonic ability were found to be significant at a confidence level of 95 percent or higher, as was a correlation between SES and phonic ability. Mean phonic ability of students with recorded vision problems was found to be identical to that of students without recorded visual problems. Students with a record of speech and hearing problems were found to have lower phonic abilities than students without either of these problems. The null hypothesis was rejected on 33 of the 36 subtests found in the cumulative record folders. The null hypothesis was also rejected for socioeconomic covariance. Health data on vision indicated support of the null hypothesis; but, data on speech and hearing indicated rejection of the null hypothesis.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Kushida, Mitsuko Y.
- Description:
- In this project, the writer has investigated the portrayal of Japanese Americans in the state-adopted social studies textbook series The Social Sciences: Concepts and Values (Harcourt, Brace & World, Inc., 1970), levels one through four. Because textbooks have influence on learners, they are a means of providing the Japanese-American student with the opportunity to develop a sense of personal dignity and an understanding of his society. For the Japanese Americans, the development of identity is a complicated one. In the process of acculturation and assimilation into the American society, the Japanese Americans are losing their identity. The historical background and contemporary conditions of Japanese Americans illustrate the need for the textbooks to assist Japanese Americans in their search for identity. The writer has evaluated the early elementary-level social studies textbooks in terms of six criteria. In general, the findings indicated that an attempt has been made in the Concepts and Values series to portray the Japanese Americans as part of the pluralistic nature of the American society. However, because of the infrequent content material (both pictorial and narrative), omissions of essential information and illustrations, some stereotypic material, and some inaccurate factual statements, the conclusion was reached that the Japanese-American learner will not adequately be assisted by the series of textbooks used in this study to promote his self-identity. Based on the findings of this project, specific recommendations are presented to help educators, concerned citizens, and Japanese Americans.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Blankenship, Charles Frederick
- Description:
- Taxpayers today are extremely concerned about the ever increasing taxes, both in education as well as in the operation of the various governmental agencies. For the most part in the past five years, the majority of the taxpayers have been voting against against all tax increases, especially in the field of education. Besides being unable to keep up with the spiraling price increases, the tax payers have been dissatisfied with the end products of the public educational system. Many feel that the schools are too lax in the enforcing of discipline. Others feel that the schools are failing the students and society as a whole, by not teaching courses which are relevant to living in a society on a day to day basis. This as well as numerous other dissatisfactions with the educational systems, have led many to look into the feasibility of the voucher system, and to incorporate a system to make the instructors more accountable for the learning which takes place in their classrooms. In 1 California, the provisions of the Stull Bill reflects this latter concern. At the same time while these educational alternatives are being considered and implemented, another alternative has arisen in the spot light on the stage of education. (See more in text.)
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Steele, Lorren Kenneth
- Description:
- This study was designed to investigate the relationship between an integrating mental process, inferred from commitment to three or more years of filing an Accounting of tithable and non-tithable resources, and Ss' integrating or polarizing responses to dissonance-producing issues on a questionnaire designed for this purpose. A review of the literature supported the assumption that dissonance theory could explain “inconsistency-maintaining," or integrating, behavior as well as “inconsistency-reducing”, or polarizing, behavior around dissonant ideas. Four 1 x 2 Chi-square analyses were made of the data based upon the predictions of two hypotheses and in answer to two questions. The frequency of integrating and proportion of high integrating responses were expected to be greater for those who Accounted than for those who did not. No significant relationships were found at the .01 or .05 levels of confidence between the two groups, but all of the trends were in the expected direction. This study was conducted at a quasi-experimental level due to the personal nature of the relationship between the Es and Ss requiring more relaxed controls. Conclusions are limited accordingly. Continued research is needed with larger samplings of the population and greater control of the variables to confirm or disconfirm the trends in the above research.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Van Wassenhove, Robert Eugene
- Description:
- The project reported herein was written in part due to the relative unavailability of literature by which students can study the local history of Antelope Valley. Textbook material dealing with this region is nonexistent. Land of the Free, presently used as a state junior high school American history text, contains no mention of this area; nor does We the People, a new state adoption. Textbook publishers cannot be held entirely at fault since the textbooks are intended for use primarily on a nationwide basis and in-depth regional or local history is impractical. Local historical society publications were available but lacked organization and continuity needed for classroom use. As a result of this dearth of material, the author developed an original local history unit of study. This project was written in part as an attempt by the author to create pupil interest and involvement in national history through a study of local history. Local history has the advantage of interest since students can develop a feeling of "belonging" whereas national history may seem too abstract. Hopefully, junior high students who would be introduced to a history of their local area would then transfer this involvement to their study of history on a national level. (See more in text.)
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Mossler, Ronald Allen
- Description:
- The dimension of reflection-impulsivity has been of interest to educators and experimenters in the quest to remediate deficient learning styles. A review of relevant literature on reflection-impulsivity is presented, along with a proposal for future study. Reliability and validity are discussed concomitantly with the Matching Familiar Figures Test (MFF), the most often used measure to classify cognitive tempo. The MFF stratifies the majority of children as reflective or impulsive: Reflective children are characterized by long response latencies and high degrees of accuracy on the MFF; impulses are characterized by high latencies and low accuracy. These cognitive strategies are discussed in relation to the school setting. As fast-inaccurate problem-solving strategies have been found to be inhibitory to optimal learning, procedures need to be devised to remediate impulsivity. Modeling is discussed as one possible intervention procedure. Implications and suggestions for research are discussed, along with a specific design for future investigation. It is hypothesized that natural teacher models will have a transmissible effect on the cognitive disposition of their students. Most importantly, if reflective teachers are found to naturally change deleterious problem-solving strategies of impulsive students, specific intervention procedures could be implemented to efficaciously redirect maladaptive learning styles.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Bowers, Janet Lynn
- Description:
- This project is a series of lesson plans designed to teach first-level properties of Pascal's triangle using the discovery teaching method. The teacher is supplied with all of the materials, references and instructions necessary to successfully teach the unit. The project was originally designed for general mathematics students but has since been expanded to include materials for junior and senior high school students. The major premise which permeates this project: is that learning mathematics is much more than mastering the fundamental skills of the subject. Mathematics education should be an effort to get students to think, analyze, see patterns and draw conclusions from data around them. Students who are exposed to mathematics teaching which is based upon this underlying philosophy enjoy this part of their education more and are better prepared to make good decisions in their adult lives.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Pursell, Linda Brooks
- Description:
- The purpose of this study was to determine the effects of a tutoring program, involving retired persons as tutors and second and third graders as tutees, on the attitudes of the tutors and the tutees toward the program and toward each other. A second purpose was to determine whether such a program would affect the tutees' attitudes toward reading as well as develop their sight word vocabulary skills. There were two main aspects to this project. The first was the preparation of tutoring materials packets to be used by retired persons in tutoring second and third graders in reading. These packets contained tutoring guides, drill materials, games, plans to be used during each tutoring session and additional activities. The second aspect was the utilization of these packets during sixteen hours of tutoring. The study was designed to involve at least thirty tutor-tutee pairs. However, due to an unwillingness on the part of retired persons to become involved, the final project resulted in only three working pairs. A Pretest-Posttest design was employed. Tutors and tutees were administered the semantic differential on the concepts tutoring and self. Tutors were administered the semantic differential on the concept children and tutees were given the semantic differential on the concepts reading and retired persons. The small number of subjects prohibited the author from making any conclusions based on the study. However, the posttests for both tutors and tutees showed more positive attitudes than the pretests. In addition to this the three tutees all made significant gains in their sight word vocabulary skills.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- White, Kristine Ann
- Description:
- This study explored the relationship of field-dependence and independence to the block play process in four year-old boys and girls. Field-dependence/independence was evaluated through the Preschool Embedded Figures Test. The Bender Gestalt was used as a check for any perceptual difficulties. Block design development was assessed through semi-structured individual block building, using wooden unit blocks. A positive correlational relationship (P<.OS) was found to exist with females who tended also to be more field-independent than mates at this same age level. Positive results were also found for females' ages and block building skills and females' ages and field-independence/ dependence. The history of field-dependence/independence is discussed, as is block play. The discussion section includes some possible explanations of what may have accounted for the research results. Educational implications are also included.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Armstrong, Jeanne Gloria Medeiros
- Description:
- The purpose of this study was to evaluate the growth of the children in the academic area of Mathematics and in the area of self-concept in a sixth grade bilingual (Spanish and English) bicultural classroom at Rose Avenue School in Oxnard, California, to determine the positive or negative effects of the Spanish-English bilingual bicultural program. The design used was a pretest posttest descriptive study. Twenty-nine children took at least part of the battery of tests. The battery consisted of the Individual Computational Skills Test, the California Test of Basic Skills and the self-concept test which was developed by O' Melveny Elementary School in San Fernando, California. A posttest was given for the Individual Computational Skills Test, the California Test of Basic Skills and the self-concept test. Fifteen children took both the pretest and posttest for the Individual Computational Skills Test. The pretest, posttest and the t. test scores for the children were significant beyond . 01 for Math achievement. The pretest and posttest and t scores for self-concept were not statistically significant. The limitations of the study were two-fold. First, the amount of time that was available to conduct the research was limited.. Second, there was the fact that there was no control group previously established that matched the cultural, linguistic and educational backgrounds of all of the children involved in the study.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Wittenberg, Hazel
- Description:
- This study is concerned with In-Service Education and its effect upon teacher change. The program under study is sponsored by the Los Angeles Unified School District, through its Special Education Branch, at Salvin School. The Los Angeles Unified School District has received a grant from the Bureau of Education for the Handicapped, under P.L. 90-230, EHA VI-C to develop a program to integrate handicapped and non-handicapped children in a model early childhood program. The program Dual Educational Approach to Learning (DEAL), integrates handicapped and non-handicapped children aged three through eight in an early childhood program. It is an open structure program providing a divided day between a formal period and an option period. The approach is based upon the concept that children, though different individually, have common needs whether they are handicapped or non-handicapped. The in-service class for teachers was a workshop which combined observation with participation and involved an in-depth exploration of many facets of the model early childhood program. The program objective was to encourage teachers to use whatever portion of the DEAL approach which was feasible in their own schools and to interest other teachers at each school in the curricular approach. The class represented also a pilot effort at dissemination of program information, an effort which is to be implemented in 1975. The writer was a participant both in the classroom with the children and, later, in the in-service class with teachers; the project is a follow-up study on the results of the in-service class. Questions were directed at the teacher’s view of the results of the program and the extent to which they, subsequently initiated and become involved with some aspects of the DEAL Program in their own schools.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Baer, Deborah Rose
- Description:
- The purpose of this study was to investigate the effects of two methodologies; self-discovery and discovery-colloquium, on the science process achievement mean scores of a sample of third grade students. Further, the study attempted to derive from Piaget's theories a number of general principles to use as a framework in formulating the teaching methodologies labeled self-discovery and discovery- colloquium. The general hypothesis for the study was that there would be no significant difference in science process achievement between children who experienced the discovery-colloquium instruction and self-discovery instruction. A Pretest-Posttest Two Group Design was employed. Following the pretests, Group I and Group II experienced process--centered instruction in science through the use of materials that children could manipulate and problems they could investigate. In addition, Group I pooled observations in a colloquium following the exploration activity. Both groups received ninety minutes of instruction four times a week for a period of fourteen weeks. The posttests were given at the conclusion of the treatment period. The t test for correlated data was applied to pre-post test data for each group on two levels of the Science Subtest of the Comprehensive Tests of Basic Skills Form S and combined test score data. Significant t ratios were attained at the 0.01 level in all cases. The t test for uncorrelated data was applied to pre-posttest comparison of the two groups on two levels of the Science Subtest of the Comprehensive Tests of Basic Skills Form S as well as the combined test scores. The findings indicated no significant differences. Within the parameters of this study, it may be concluded that process learning can take place in both the self-discovery and discovery-colloquium methods if meaningful concrete experiences in which the child can explore in his own way are provided; and if opportunities are given for listening to him tell of his own experiences, in his own language, clarified through interchange with his peers. However, this study did not detect significant differences in the relative effectiveness of the two methods of process instruction. The inclusion of a colloquium to encourage further social interaction in the classroom did not produce any measurable improvement in process instruction.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Goar, Robert
- Description:
- In the last few years great sums of money have been spent on the new teaching methods now being used in science education. The inquiry method and the concept . method have been professed by many as being the best ways for students to learn science. Entrenched in these methods is the belief that a field trip activity is an important and integral part of this learning process. It is believed by many, including this writer, that field trips will bring about better student achievement in science and that the activity will also positively affect the students' attitudes about science. The scientific investigation of this belief was conducted on four classes of beginning seventh grade science students who were gr~uped on the basis of IQ scores into experimental and control groups. A ten week unit on ecology "(:18.8 carrted through, utilizing the inquiry method of learning. At the beginning of this unit, a Semantic Differential pretest was given to the students coneerning their attitudes about science. At the completion of the unit a teacher prepared posttest was given to the stuients relating to their science knowledge acquired during the unit. The variable in question, a field trip, was conducted after which posttests on the dependent variables, (achievement and attitude), were given.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Ferguson, Phillip Cutler
- Description:
- The Cattell Anxiety Scale, the Spielberger Anxiety Inventory and the Northridge Developmental Scale, a measure of self-actualization with sub-scales for aggression, depression and neuroticism, were administered to an experimental group (N = 31) of university students three days prior to their beginning a program of Transcendental Meditation, and to a control group (N = 19) of university students matched for age and sex. Six and one-half weeks later the three scales were again administered to both groups under conditions similar to the first testing. All subjects were within the norms on two validity scales on the Northridge Developmental Scale on both testings, indicating test results were valid. Meditators showed a significant decrease on the Spielberger Anxiety Inventory (P< .0005), the Cattell Anxiety Scale (P< .025), depression (P< .005) and neuroticism (P< .01). Meditators also showed a significant increase in self-actualization (P< .025). The control group did not indicate a significant change in any of these scales. The same three scales were then administered to a third group (N =16) of long-term meditators (matched for age, sex and educational level) and their scores were compared to the short-term meditators. The long-term meditators (mean length of 43 months of meditating) were found to show significantly lower levels of anxiety on the Spielberger Inventory (P< .025) and on the Cattell Scale (P< .0005) and were also found to show significantly lower levels of depression (P< .0l) and neuroticism (P< .005), as well as a significantly higher level of self-actualization (P< .0005) than the short -term meditators (mean length of six and one-half weeks meditating). These results indicate increased psychological health with the length of time meditating. A review of the physiological and psychological literature shows that the present study replicates the findings of other investigators. Meditators are found not only to decrease negative personality characteristics, suggesting useful clinical applications, but they also grow in the qualities of self-actualization found in healthy, more creative members of society. A discussion gave special consideration to a neuro-physiological theory of Transcendental Meditation in relation to the improved physiological, psycho-physiological and psychological .conditions noticed among practitioners of Transcendental Meditation. Clinical and non-clinical applications were suggested with special reference to educational systems studying the feasibility of incorporating Transcendental Meditation into their specific programs.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Hankins, Rheta Beth
- Description:
- The purpose of this project was to develop a syllabus for teaching reading with the individualized approach. This was accomplished through research, visiting classrooms which used IR, and talking to teachers interested in this approach.The findings were then organized into eight sessions. This was patterned after the in-service classes offered by the Los Angeles City Schools since this is where the author teaches. The course focuses on the characteristics of IR and the implications for classroom practice and management. The emphasis was on the flexibility of the IR Approach and was intended to be very pragmatic. Each of the eight sessions in the syllabus begins with anticipated outcomes followed by the content to be lectured on and discussed. Topics for discussion are included next followed by suggested readings. Each session has materials for distribution which it is hoped will give each participant help in implementing IR in their own classroom.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Barto, Joan
- Description:
- The primary purpose of this thesis is to identify the personality traits of creative teachers, their teaching practices and the relationship between the two. It was hypothesized that teachers who could be identified as being creative on a personal level would carry through their creativity into the teaching environment. Towards the resolution of this hypothesis, two questionnaires were prepared, one of which dealt with the determination of the personal characteristics of creative teachers while the other dealt with creative teaching practices. The personal characteristics questionnaire was derived from summaries of studies by E. Paul Torrance and Donald W. MacKinnon in which they listed traits of creative people. The creative teaching practices questionnaire was designed in accordance with what leading authorities claimed as ways to encourage creativity in children. (See more in text.)
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Hirsch, Gita Mera
- Description:
- Schools in the United States are moving towards an inclusive model of education. There is, therefore, an increased need for general education teachers to be well versed in the implementation of accommodations for students with special needs. Yet, there is very little training of this kind provided in our traditional teacher training programs. Teachers are given only a basic level of preparation in accommodating for the needs of all learners. To better understand which accommodations are currently being implemented in general education classrooms and general education teachers' preparedness level in implementing those accommodations and teaching students with special needs a survey was given. It was self-reported through the survey that a majority of teachers are implementing seven of the nine accommodations listed and they feel they have knowledge as to how to use those accommodations. Yet, teachers felt only an average level of preparedness (3 .28 out of a possible 5) to meet the needs of all students in their class. A website was created to better train teachers in the use of accommodations in their classroom.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Butkus, Kathleen D.
- Description:
- The purpose of the present study was to investigate the interrelationships of cognitive style, conservation and reading. Forty-six children from a total of seven first and second grade classrooms were administered the Children's Embedded Figures Test and three conservation assessment tasks. On the basis of scores obtained on these tests, children were assigned to either the field independent or field dependent group and were designated as conservers or nonconservers. Reading readiness and reading achievement test scores were gathered from each child's cumulative record located in the school file. It may be concluded from the present study that there is a relationship between cognitive style and conservation. No sex difference was observed in the scores obtained by the male and female subjects assigned to the field independent group or between the male and female subjects assigned to the field dependent group on the conservation tasks. Success on certain conservation tasks were found to be related to both reading readiness and reading achievement. No statistically significant relationship was observed, however, between cognitive style and reading readiness or between cognitive style and reading achievement.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Ko, Suhjung Tori Yoon
- Description:
- This project was conducted to examine if the instructional strategies in the Open Court Reading program were consistent with research-based recommendations for teaching English Language Learners with disabilities. The project was carried out by examining peer-reviewed literature, the Open Court Reading program Teacher Editions, and an inservice given by literacy experts from the Los Angeles Unified School District. The information gathered in this project showed that the majority of the strategies that were suggested in the Open Court Reading program were aligned with what was recommended in the research-based materials reviewed.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Clark, Catherine Searls
- Description:
- The purpose of the present experiment was to explore the referential communication process and its development. In particular, the intent was to examine the possibility that skill in verbal communication is closely correlated with skill in forming concepts. A referential communication task and the Vygotsky Block test were selected as test instruments; both were of a design suited to preschool subjects as well as to older subjects. Subjects were 95 children chosen from a preschool and from the second and sixth grades of an elementary school. Subjects were considered by their teachers to be within normal limits intellectually, physically, emotionally, and socially; they were drawn from an area of predominantly caucasian [sic], middle-class socio-economic level. The hypotheses were that preschool subjects would show low level skills on both tests, that second-grade subjects would show higher level skills than preschoolers, and that many sixth-grade subjects would show very high level skills. It was expected that subjects showing high level skills on one test would show high level skills on the other test also. Results showed that scores on the referential task increased significantly with grade level, whereas the Vygotsky test scores for all grade levels fell in the middle ranges; statistical correlations of test results were unwarranted. Other important findings include: (1) the Vygotsky task may be a visual-motor problem solving task rather than a concept formation task (2) expressive use of language may inhibit performance on the Vygotsky test, and (3) observations of subjects' performances on the Vygotsky test lend support to Piaget's view of the acquisition of concepts, rather than to Vygotsky's theory of concept development.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- McGarvey, Mary-Ann
- Description:
- Problems concerning the differential diagnosis of mental retardation and emotional disturbance within the same individual are explored using the case history technique. Information for the case history was gathered from personal interviews, social workers, individual therapy sessions, a personal diary, psychological evaluations, medical evaluations, and cumulative record files. The information collected for the case history is presented in the form of an edited personal document of a young woman who I will call Elizabeth, who was labeled as mentally retarded throughout her school experience, and at the age of twenty-six was reevaluated as being emotionally disturbed. All services which were once available to her were taken away with no immediate provision of supportive services. With the withdraw of sheltered employment, and the chance of entering an independent living program diminished, coupled with personal traumas, hospitalization became necessary. Individual interviews deal with this young woman's understanding about herself, her situation, and her experiences. Separate interviews with her mother and her sister have also given some insight into the families feelings about t.he young woman's diagnosis and how it affected her life. Research on current concepts of mental retardation and emotional disturbance and the efforts on differential diagnosis give an overview of the problems occurring from classification systems. Conclusions were drawn as to the nature of the differential diagnosis citing the literature for support of the authors contentions.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Hammil, William R
- Description:
- There appears in the literature of philosophy, psychology and education numerous public concepts of "creativity." Not only is there disagreement among the various authors as to whether or not there is any such thing as the "creative process" but the criteria by which these authors determine whether or not an individual is "creative" appears to be quite varied. Based on these criteria, the educator may reach either of two opposing -but seemingly equally valid conclusions; 1. "Creativity" can be encouraged, promoted or taught, or; 2. "Creativity" cannot be encouraged, promoted or taught. These concepts of "creativity" tend to obscure a valuable area of experience which is of particular importance to education. A new concept of creativity is present in this paper which attempts to delineate this area of experience and show how this concept is related to education. This concept is based on the symbolic nature of all of mankind's cultural forms and the creative act is seen as an act of symbol-making. First some definitions are presented, then the function of both a sign and a symbol are discussed. A brief review of some of the symbol systems used by man is undertaken. Two cases of creativity are examined: l. A special case which is defined as an act of symbol-making by an individual which produces a work which eventually becomes a major extension or addition to one of the forms of knowledge, and; 2. A general case which is defined as: an act of symbol-making by an individual which produces a symbol for a conception of experience which is new to the individual. This second concept of creativity is compared with some of the typical current concepts of "creativity" and a study of the relationships between these concepts is made. Finally, this symbol theory of creativity and its relationship to Hirst's concept of a liberal education is examined.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Bleifer, Jessica L.
- Description:
- Despite a record number of students enrolled in four-year universities, the college-culture created in high schools is not working for everyone. Statistics show that although 84% of seniors plan on getting a 2- or 4-year degree, only 41.3% of high school graduates ages 30-34 possess a college degree (Krei & Rosenbaum, 2001). Many students are pushed to attend college despite their differing interests or plans, and have been deemed "the forgotten half' because of the lack of attention they receive from educators (Krei & Rosenbaum, 2001 ). These students would benefit if alternative career and technical educational options were made more readily available within the current system. Unfortunately, most school counselors lack the information and resources to help them. The purpose ofthis project is to create a website for California high school students that supplements the lack of career counseling in schools and provides students with the tools and information to discover their prepare for successful careers, no matter what path they choose.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Ben-Levy, Shalom
- Description:
- The use of the video tape recorder in the classroom is assumed to promote some educational objectives. Literature on the effects of Video tape and television in the classroom has been reviewed and the hypothesis developed that classes which use the video tape recorder for motivation will achieve more than classes which do not. Three eighth grade American history classes were used as subjects for a test of this hypothesis. One class was allowed to use video tape equipment to present oral reports on slavery, the Civil War or World War II, based on independent research; two classes did not use video tape equipment for reports. Comparisons were made between the three classes' scores on written tests following presentation of the reports, their comments on questionnaires and notes from daily observation of the three classes by the teacher. The results show that the use of video tape recording by the student is an effective motivational tool.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Enfield, Joanne Tammy
- Description:
- The purpose of this study was to investigate the effects of the neurological impress method on the reading achievement mean scores of low achieving fifth grade students. Further, the present study was designed to present empirical evidence regarding the Neurological Impress method as taught by two second grade certificated teachers, two prospective teachers, and fourteen sixth grade tutors utilizing the same method with low achieving fifth grade students. A Pretest-Posttest control Group design was employed. There were two experimental groups and one control group. The two experiment groups were set up in order to measure the reading achievement mean scores of (1) fifth graders tutored by sixth grade tutors and (2) fifth graders tutored by adult instructors. The Control Group of fifth graders was only pretested and post tested. (See more in text.)
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Gaffin, Nora Beth
- Description:
- This study was an attempt to utilize creative dramatic with three groups of exceptional elementary school children: deaf, learning handicapped, and gifted. Each group consisted of, seven to ten children between ages 9-11. Seven sessions were conducted with each group lasting from 50-80 minutes. Overall objectives were to increase communication skills, enhance creativity, and improve self-concept. While this study did not lend itself to statistical treatment, project components included curriculum plans, teaching sessions, and evaluation procedure. Curriculum plans centered on theater games, improvisation, and story dramatization, and varied according to group needs. Lesson plans, included in the appendix, cover description of lessons, affective and cognitive goals, evaluation and behavioral expectations. Differences in application of activities depended upon group limitations and adaptation. Evaluation procedures had three parts child responses, extracted during special discussion sessions; written questionnaires for teachers in learning handicapped and deaf groups; and experimenter's empathic responses, which focused on behavioral and involvement objeetives. The gifted group filled out written questionnaires since no classroom teacher was present during sessions. Findings indicated a high level of involvement in each group. Positive changes were noted in behavior, involvement, cooperation, group interaction, verbalization and creativity, self-concept, and spatial awareness. Facility at games increased with practice. Findings implied that these. three groups might be generalized to other exceptionalities. Recommendations are integration of all creative arts activities and inclusion of creative drama in the special education curriculum.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Shapiro, Wendy J.
- Description:
- A study was conducted to determine the effects of a correctional reading program at a private reading clinic on the attitudes of elementary-age remedial reading students toward five selected concepts. The study also investigated the relationship between the remedial reading students’ attitudes, and the attitudes that their parents believed their children held toward the same selected concepts. The sample was composed of 24 elementary-age new enrollees at a private reading clinic. The parents of these children were also included in the study. There were 24 mothers and 17 fathers. The study employed a pretest-posttest design. A semantic differential pretest was administered to the children and their parents to determine their attitudes toward five selected concepts. The concepts were: (1) Reading; (2) Teachers; (3) Self; (4) School; and (5) The Reading Clinic. The parents were given a second semantic differential test which measured their assessment of their children's attitudes toward the same concepts. The same semantic differentials were given after a period of three months. A t test for correlated data was applied to test the first five null hypotheses stated in the study. Pearson product-moment correlation coefficients were calculated and applied to null hypotheses 6 through 25. The findings of the study indicate that no significant attitudinal changes occurred over a three-month period for the entire group of children. However, several attitudinal changes developed in individual cases. Generally there was no relationship between the attitudes of children and their parents' attitudes toward the five concepts. A significant inverse relationship was found between the children's and fathers' attitudes toward Teachers. A direct relationship was found between children’s and mothers' attitudes toward School. In general, there was no correlation between the attitudes of children and their assessed attitudes by their parents toward the five concepts. However, the results of the study show that the mothers were able to assess their children's attitudes toward the concepts, Teachers, School, and The Reading Clinic.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Gujda, Martha G.
- Description:
- A survey of the literature is used to discover the attitudes and values of the Mexican American population. The background of this segment of our society was researched in terms of numbers, prejudice, economic factors and political factors both past and present. The attitudes and values of the family are discussed in detail. Previous researchers have attributed certain value orientations to the Mexican American family, among them: the emphasis on the separation of roles, the high value of respect, the love for the Spanish language and Mexican culture, the low value placed on education, the lack of expectation of achievement for their children, and the inability to delay gratification of needs. Kluckhohn’study in 1961 called attention to the concept of “being vs. doing”, which she claims is prevalent in this ethnic group. She also points out that the Mexican American is fatalistic in his approach to daily living and in his decision making process. The question arises as to the impact of recent legislation concerning discrimination in jobs on the basis of color, sex, and ethnic background, and the affirmative action program set in motion by large companies. Have these programs elevated this segment of our society? Have the educational programs which have been instituted made a change in the attitudes and values of Mexican American parents? Do the findings of previous researchers still hold true? To begin to answer some of these questions, this project will include a small study exploring attitudes toward the value of education, the concept of “being vs. doing, “and the value of delay gratification, and the importance of respect and good manners. Results of the study revealed a rise in the value of education and possibly slight changes in the areas of fatalism, future-time orientation and the “doing” orientation. Perhaps time will bring further changes which will help to elevate this segment of the population to their proper place in society.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Boren, Brent
- Description:
- The purpose of this study was to discover some of the attitudes of the students to the standards of conduct at an evangelical liberal arts college. This was accomplished by conducting a survey of randomly selected students by means of a written questionnaire. The survey was conducted on the campus of Biola College in La Mirada, California during January, 1978. The standards of conduct are the school's official written requirements of moral conduct as found in the student and residence handbooks. The data gathered from the survey indicated that the majority of the students' attitudes relative to the conduct standards are as follows. (1) The standards exist mainly for the welfare of the school (image, order, etc.). (2) They sometimes have questions about the reasons behind the standards. (3) They would ask each other or a school authority figure about the reasons behind a standard. (4) They would consider many differing factors in deciding whether to obey a standard. (5) They are divided almost evenly as to whether or not the standards are enforced equally among the students. (6) They think they should speak personally to someone seen breaking a standard. (7) They approve of the extent of the standards. (8) They think some of the standards should be re-evaluated. (9) They think the standards both encourage and discourage prospective students. (10) They have not had their personal standards influenced by the school's standards. (11) They think that there is no viable alternative to having some established standards.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Hanaway, Linda Allemeier
- Description:
- This study investigated the relationship between a reading program devised by American Learning Corporation and implemented at a Los Angeles public school during 1972-75 and the reading achievement test scores of the participating students. The identification of relationship, or lack of relationship, between learning experiences in the Reading Achievement Center and reading achievement scores provided the data for achieving the purpose of this study. An ex post facto design seemed most appropriate as instruction and subsequent testing had taken place prior to the inception of the study. Third and fourth grade students of the school were divided into groups on the basis of the length of their instruction in the Reading Achievement Center. Mean raw scores were computed and comparisons between the means were made using the t-test for significance. The findings indicated no differences when comparing the third grade groups and the fourth grade groups one year after program completion; however, significance was attained at the .05 level when comparing the fourth grade groups two years after program completion. The study concluded that such a program appeared to enhance the reading achievement of participating students. Recommendations were made for future studies and for the consideration of possible use of performance support contracts in public schools.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Salit, Lois Marcia
- Description:
- The Stull Bill, requiring uniform standards of evaluation in all California School Districts, became law in 1971. This study was designed to analyze the bill in terms of existing knowledge in the fields of teacher competence and evaluation, and to reveal District procedures in two Antelope Valley Districts. Information on teaching--definitions, analysis of behaviors and competency--was compiled, including current research on personal characteristics of teachers, effective teacher-learner relationships, and effective instructional techniques. Evaluation was defined as the process of judgment for the purpose of professional improvement. Current procedures used in teacher evaluation were described: principal rating, with check-lists or free- response forms; demonstrations of pupil progress by standardized or or criterion- referenced tests; analysis classroom environment, observation of classroom interaction and assessment of personal attributes. The Stull Bill was discussed in terms of the growing public concern for accountability. The evaluation section (Article 5.5) was reproduced in full and its important terms were explained. Various difficulties with the bill were enumerated, including its vagueness and the current lack of knowledge regarding evaluation and reliable student testing. Benefits of the bill were described, including its emphasis on student progress and its mandate that teachers be dismissed only for incompetency. A survey was sent to thirty-six teachers in the Lancaster and 1 l Westside Union School Districts regarding their programs of implementation for the school-year 1972-1973. Replies indicated general unfamiliarity, lack of confidence on the part of the teachers, and inadequate procedures in the Districts. Recommendations were made for flexibility in District procedures) further teacher involvement, and training of evaluators. Ideas for future study in this area were suggested,
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Morewitz, Myra
- Description:
- Research presented in this paper shows that a definite need exists for post-graduate inservice education in the area of the diagnostic and prescriptive teaching of reading. This paper describes the planning, initiation and implementation of a reading inservice education program which served as the preliminary step in the introduction of a school-wide. ESEA Title III diagnostic and prescriptive reading program known as the Prescription-Assessment-Resource Center (P-A-R Center). This study is intended to serve as reference material for those interested in presenting a similar class. Short term evaluation of the class by the participants showed it to be effective. Long term evaluation is not yet completed.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Porter, Patricia Ann
- Description:
- The purpose of this study was to research and analyze the available literature, published since 1950, concerning three viewpoints of reading comprehension and three cognitive developmental theories. The findings of the research were organized and presented as implications for classroom instruction and measurement. Reading comprehension has been viewed in three different ways--as it relates to readability formulas, as a hierarchy of skills and as a psycholinguistic process. These viewpoints were compared to the ideas of the following theorists: Piaget, Bruner and Gagne. The compilation of findings from this thesis indicated that there are similarities between these viewpoints of reading comprehension and theories of cognitive development, which provide specific implications for the instruction and measurement of reading comprehension in the classroom. (See more in text.)
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Ziajka, Alan L.
- Description:
- The theories of self-concept development proposed by social learning, psychoanalytic, cognitive-developmental. and ethnolinguistic writers are used as a foundation to examine self-concept development among black children. This thesis includes a survey of the research conducted in the past thity years dealing with self-concept formation among blacks, and in particular focuses on the work of the psychologist, Kenneth Clark. In his research, Clark found that black children as young as three and four years of age have started to develop a concept of racial differences in so far as this is indicated by the characteristic of skin color, and that the majority of the black children he tested preferred white skin color. (See more in text.)
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Reynolds, Janet Smith
- Description:
- Because innovative methods and materials alone, were inadequate to produce high quality experiences in education, the quality of communication between teacher and pupil was identified as a crucial and pertinent area for study. That humanistic, constructive personal growth was the main purpose, responsibility and ultimate goal of education, and that crucial components of effective classroom communication and interpersonal relations between teacher and pupil were observable through interaction analysis, were the assumptions basic to the study. Relations between the levels and types of teachers needs and their classroom behavior, their negative classroom interactions, and teachers' levels of self-actualization (mental and psychological health) and their The 'Teacher Questionnaire' was developed to gather data which pertained to selected demographic variables, which also functioned as independent predictors.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
74. A training program for resident advisors at Rincon Hall, California State University, Northridge
- Creator:
- Nyre, Ruth E.
- Description:
- In the spring of 1972, Rincon Hall was serving approximately only one-half of its capacity for students. This is no earth shattering statement, considering that this is a problem which many dormitories across the country have encountered. The empty beds are not the main concern, however, since they are only a symptom of some deeper underlying causes of dissatisfaction among students in campus housing. (see more in text)
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Ickovitz, Jason Howard
- Description:
- The purpose of this graduate project is to create a comprehensive handbook that can also be posted as a website in a user friendly format for MFT graduate students in the Department of Educational Psychology and Counseling at CSUN. This project is designed to reduce the difficulties of graduate students who are trying to figure out the different school requirements. The accessibility of information in one location will save time and help graduate students complete the program in an efficient manner. The project will provide students with an introduction to the program, departmental requirements, general information (e.g., coursework, faculty, Council of Accreditation of Counseling & Related Educational Professional), and will help new students deal with personal concerns. The project will also provide information about: (a) professional organizations, b) workshops, c) insurance, d) faculty, e) conduct expectations and f) fieldwork. Results from the literature revealed that the graduate students' experience involves stress and strain. Students are continuously managing their academic requirements, personal life, limited financial support and the unexpected changes. For incoming graduate students, one of the first challenges is the transition from their previous academic or work environment. During this period the institution can help implement the new student into the culture by providing an overview of the requirements and policies of the program. The research has shown that students need a clear understanding of what graduate school entails and the sacrifices they will need to make in order to complete a program. A specialized CSUN MFT student handbook/website can help aid these new students as they assimilate to the culture of CSUN MFT department.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Pellicone, Robert William
- Description:
- The purpose of this project was to survey what has been done to desegregate school districts in California. This included an examination of guidelines, and a review of plans and procedures for implementing desegregation. The survey focused on four California school districts: Berkeley, Riverside, Pasadena and Los Angeles. In each district particular attention was paid to the following: 1. Characteristics of the district 2. Racial composition 3. The development of a desegregation plan 4. Preparation of teachers for desegregation 5. Community preparation for desegregation of the schools 6. The effects of the desegregation program on the motivation, achievement, and personality development of its students 7. The curriculum implications for students School districts were selected on the basis of varied geographical sizes, socio-economic levels, population sizes and their ethnic distributions. The methodological procedure employed was a study of plans and procedures for school desegregation. In preparation for making surveys of communities and schools, visitations to particular districts were arranged. Conferences and interviews were conducted with school personnel, and visits were made to selected classrooms. The major conclusions were: 1. Extensive teacher and community preparation is necessary in order to assure the success of a desegregated school plan. 2. Berkeley, Riverside and Pasadena are the only cities in California, with populations exceeding 100,000, to adopt complete racial balance plans. 3. Both Berkeley and Pasadena have implemented a modified version of the Princeton plan. Pasadena's plan also called for an educational park. 4. Riverside closed three predominately minority s~hbols and transported students to schools throughout the district. 5. Los Angeles has only begun to desegregate its district. Presently a voluntary busing program is in operation. There arc signs to indicate that the integration movement in Los Angeles is in serious difficulty. Some of the major recommendations offered for Los Angeles were: 1. Improve the quality of education in minority schools, involving those communities in the decision making, planning and management stages. 2. Plan and build multi-ethnic school complexes in areas which are presently in some stage of racial integration. 3. Expand the voluntary busing program. 4. Adopt a policy whereby no new school site purchases or construction would be financed that perpetuate the present segregated situation at public expense.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Melton, Carol Sue
- Description:
- The evaluation of Oakwood Continuation Junior High School during the school year 1975-1976 consists of delineating some, but not all, of the objectives considered to be of prime importance to the staff of this school and other staff employees of the school district, giving criteria for the attainment of those goals, testing in terms of those criteria to see whether or not the goals had been reached, suggesting a hypothesis to explain why the goals were met or were not met. The results of this evaluation indicated several disparities between the beliefs and actions on the part of the students and teachers. I hypothesized that the instruments in this study did not reflect the success or failure of Oakwood’s program as such but rather, reflected the process whereby these disparities occurred. I then made recommendations which might alleviate or reconcile these disparities.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Shelley, Nealon Mark
- Description:
- The problem of choosing and enjoying meaningful work is one of the most difficult tasks facing young adults today. Studies were presented that show the increasing amount of job dissatisfaction, despite movements to "humanize" the workplace. The question, What is the relationship between a person’s view of himself (self concept), his ability to transform that view into effective behavior (self-actualization) and his ability to choose meaningful and satisfying work (career maturity)?, was researched. It was hypothesized that there were significant positive relationships between self concept, self-actualization, career maturity and certainty of career choice. Further, it was hypothesized that measures of self concept, -actualization and career maturity would differentiate between certain and uncertain groups. 57 student volunteers from Simi Valley High School, divided in groups by sex and certainty of career choice, completed the Tennessee Self Concept Scale, Personal Orientations Dimensions and the Career Maturity Inventory. Correlational analysis indicated that the ability of self criticism was related to self-actualization, while the manipulation awareness dimension of self-actualization correlated negatively. Whereas self criticism was the only self concept scale that related significantly to career maturity, the total self-actualization score and four scales (Synergistic Integration, Potentiation, Being and Core Centeredness) correlated positively. Certainty of career choice was correlated negatively to most variables. ANOVA produced no significant results between sex, certainty or combined effects. It was tentatively concluded that self-actualization related more precisely to career maturity than self concept, and a positive self concept was a necessary, yet not sufficient, condition for self-actualization and career maturity. (See more in text)
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Scheibel, Barbara Grundy
- Description:
- A study of the Comprehensive Tests of Basic Skills, Form Q, Level 4, was undertaken to analyze the following relationships: the relationship between the reading selections and the correct answers; and the relationship between the distractor statements and other facets comprising the test item, specifically the reading selections, and correct answer. In addition, the study analyzed the nature of the subject matter and the extent to which previous knowledge and value judgments were necessary. The analysis of the correct answers indicated that most of them required concept recognition. The distractors generally had a textual-grammatical associative relationship with the selections, questions and correct answers. The subject matter was divided between non-academic selections, literature, language usage, science and humanities. Previous knowledge was required in over one-quarter of the questions. Value judgments could be made in over ten per cent of the questions. Because of interference of previous knowledge and value judgments, combined with low-interest subject matter for the average student, the researcher concluded that the test was inadequate for non-academic students and particularly so for students of bi-lingual and minority cultures.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Watnick, Barry Edward
- Description:
- Recently, numerous books have been written and much research has been conducted in the area of student attitudes. Much of the material appears to indicate that, often times, students can be faced with alienating and dehumanizing experiences in the public schools. As a result of these experiences, many students may acquire negative attitudes. Their self -concepts may frequently become weak and they may become increasingly unable to develop good rapport with their teachers and classmates. In general, many students seem to have a poor regard for their school and their education. Further examination of the documentation reveals that there appears to be a correlation between a student's attitude and his academic achievement. As educators' whose function it is to advance the academic achievement of students, one is drawn to the conclusion that it is vital to develop tools, techniques and programs of instruction in which there is concern for student attitudes. The purposes and general objectives of this project are to establish a unique "total" program of instruction, which provides a comfortable learning environment for the student, in which humanistic relationships can be explored. This program will utilize teaching methods and materials which are expressly designed to aid in the growth, improvement, and enrichment of student attitudes in four areas: a. The student self-concept. b. The student and peer relationships. c. The student and teacher relationships. d. The student and his attitude toward school. The hypothesis states that if this program is initiated over the period of one school year, then there will be significant attitudinal changes in the students enrolled in that program. These changes will result in an increased enjoyment of school, more positive inter-personal relationships with teachers and peers, and an improved self-concept. Ascertaining the validity of this hypothesis will be obtained through an analysis of the results of experimental testing procedures.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Whytal, Olive
- Description:
- The writer became interested in the subject of differentiated staffing upon hearing a lecture in 1970 given by Bruce C. Newlin, then the new Assistant Superintendent of Curriculum for the Lancaster School District, Lancaster, California.(Dr. Newlin is now Superintendent of the Lancaster School District.) Among other things, he made a statement somewhat to the effect that differentiated staffing would be a reality in the seventies. Certainly the concepts behind such a program were unfamiliar to the writer and many other teachers in Lancaster when the term itself had not been heard previously. Therefore, when the writer decided to write a graduate project in partial fulfillment of the requirement for the Master of Arts Degree in Education, it appeared that a study about differentiated staffing would be appropriate and worthwhile. At the date of this writing, the amount of literature on the subject was quite limited, and relatively few persons had reported on their districts' experience with differentiated staffing
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Jayatilaka, Guttila Ruwan
- Description:
- In order to determine the predictors of academic success in foreign students, a study, based upon the premise that there are characteristics which differ between academically successful and unsuccessful students, was conducted at Los Angeles Pierce College, a two-year community college in Woodland Hills, California. A 40-item questionnaire was mailed to 46 successful and 27 unsuccessful foreign students, the results based upon a return rate of 58.9 percent, and the findings significant, only in terms of percentages, since the data was not subjected to statistical analysis. The findings revealed that successful students at Pierce College were predominantly female, were admitted from ESL schools in the United States, had changed their majors subsequent to admission, were more in need of ESL and remedial English instruction, have, or have had siblings in the United States for their education, lived with their own families, have been in the country for less than three years, and would prefer to remain in the United States upon the completion of their studies. More unsuccessful students were admitted to Pierce College from American high schools, had higher TOEFL scores, and have lived in the country for more than three years. A substantial number of all students sampled worked, in addition to attending Pierce College. There was no difference between the groups when the characteristics family size and student's rank in family, parents' educational levels, number of years studying English, and language(s) spoken when the student is at home in the United States, were considered.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Fisher, Frank
- Description:
- The Inventory Control System as outlined in this paper is an effort to provide information and guidelines that may help a community college administration establish an equipment inventory system. The methods presented have been developed from concepts, definitions, objectives, and data requirements as they pertain to Los Angeles Valley College. Most aspects of the system are based upon proven methodology as it has been presented in available literature, and by observing on-going equipment inventory systems in neighboring universities and community college district. The growth of the community colleges has been rapid, and little time could be devoted to maintaining record control of equipment. This report should provide the basic information needed to get an equipment inventory system implemented at the school district, college, or university level. The basic goal of the Inventory Control System is to furnish college administration with a management tool that will help them realize better utilization of equipment, reduce loss, and to lower equipment costs. In part, the information is given in rather broad terms to provide the reader with an opportunity for evaluation of several options. Other sections are more detailed and set up in a manner compatible with the immediate needs of Los Angeles Valley College.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Gluskin, Zita F.
- Description:
- The purpose of this project was to show how a classroom teacher could make use of the school or community library in devising an instructional unit for use in an individualized reading program. Review of the literature was undertaken to determine what reading materials are recommended for use in individualized reading programs. Criteria in regard to literary standards and content had to be determined to provide a basis for classification of books. With this end in view, the literature in the field was examined to determine the subject areas of high interest to children ranging in ages from five to eight. On the basis of findings, two topics were selected, each to serve as the core for an instructional unit: (1) Books About Dogs, and (2) Books About Friendship. Criteria were established and fifteen books were selected for each unit. Suggestions for use in the classroom along with a list of guidelines for teachers were developed. The learning principles involved in this program include the development of abilities to select a book, use the library, keep records, participate in discussions, and improve reading skills. This project was designed, therefore, as a practical approach to the organization of an individualized reading program and as a tool for reading enrichment in the primary grades.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Sladek, Patricia Knotts
- Description:
- This descriptive study was centered around t-unit analysis of the oral language of 18 first-grade children and representative samples of written language from selected state adopted reading textbooks. The syntactic patterns studied were the structural patterns of t-units, the types of elements which were coordinated, the elements which were replaced with dependent clauses, and the structures used in noun phrases. The procedure was to record the oral language of the children as they retold a story, The Three Bears. Twenty consecutive sentences from each child were analyzed. Twenty sentences from each book from five predesignated pages were analyzed. There were totals of 360 sentences of oral language and 260 sentences of written language. The frequencies of the selected syntactic structures were reported in tables to show relationships between the oral language of the children and the written language of the reading textbooks. This study indicated that children have acquired a wide variety of structural patterns but some of the more complex patterns were not frequently produced by the young children. It was suggested by the mismatch found in the frequencies of subordination, coordination, and infinitive that the usage of syntactic structures in reading textbook may not parallel the language development of children.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- White, Rodger C.
- Description:
- A questionnaire was administered to 131 teachers in sixteen elementary schools and six junior high and high schools in the Ventura Unified School District to determine whether instructional materials selected for individualized reading instruction were appropriate. Seventy six teachers responded from fourteen elementary and six secondary schools. Correlation of a pilot and final instrument yielded a Pearson Product-Moment Correlation Coefficient of .79. Statistical reliability approached the .80 level. Response scores were computed using a modified Likert scale progressing from five to zero. The answers were sought to three basic questions. These questions and the characterization of the means of the response scores for related items were: 1. Are decisions about instructional materials based on diagnosis? ("sometimes”) 2. Are the selected materials appropriate? ("often") 3. Are materials available in sufficient number and variety? (“usually”). Schools and grade levels were identified for which the characterization of the means of response scores was "seldom" for specified kinds of diagnostic tests. Schools were specified where a sufficiency of materials was characterized as being available less than “usually". Tests were identified which were most widely used and thought to be most valuable. Materials were identified which were used to implement individualized instruction based on diagnosis. Recommendations were made: l. That in-service training in individualized reading instruction be instituted. 2. That a District diagnostic procedure be established. 3. That diagnostic data be centrally processed and recommendations for individual students be provided for classroom teachers.4. That insufficiencies in materials be verified and immediately corrected.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Rudin, Brenda Iris
- Description:
- The major problem of this study was to investigate the relation between two methods of teaching mathematics (a manipulative materials approach and a traditional approach) and attitudes of elementary school children toward mathematics. The relation between sex, grade level and mathematics attitudes of the children were also investigated. The subjects were third and sixth graders from two schools matched for socioeconomic level and ethnic make-up. A revised version of Dutton's mathematics attitude scale was administered to the children by the researcher. An attitude index between zero and twenty was given to each of the randomly selected questionnaires. T-tests between two independent groups revealed evidence of differences in mathematics attitudes between the students exposed to two different methods. Significant differences in mathematics attitudes between the third-grade students and the sixth-grade students from both schools were also found. This study did not reveal sufficient evidence for the rejection of the null hypotheses relating to sex differences in mathematics attitude. Chi square tests were performed to determine if differences between groups in the distribution of responses on the attitude questionnaire differed from chance (p< 0.05). Only four statements revealed significant chi square scores. The researcher recommends an experimental study be conducted, matching schools for achievement as well as socioeconomic status and ethnic make-up, and controlling for method of instruction.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Mallory, Carolyn Rankin
- Description:
- "The force of science has always, in modern times, been a major factor shaping social and cultural patterns (Roberts, 1967, p. 247)." The current level of scientific technology enables considerable power over matter and multiplies the conveniences or pleasures of life for most of the United States population. By-products of space technology in medical research, textile development and recycling techniques have directly or indirectly affected everyone. The multi-billion dollar automobile industry influences the unemployment rate, social patterns dependent on personal mobility, traffic congestion, and air pollution. Computers check newborn infants' blood for genetic defects, program students into their classes, bill credit card users, and calculate social security payments to the aged. From advances in standard of living to social consequences of technology, science affects everyone. To make intelligent choices in the market place of products or the market place of ideas, science should be understood by everyone. Citizens must be scientifically literate in order to make decisions about national and personal goals.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Abelman, Stephen Edwin
- Description:
- It is the purpose of this project to (1) review the literature related to parent education and parent participation in the local elementary school; (2) establish a working criteria for training parents as aides; and (3) set-up an orientation program in the Tulsa Street Elementary School area to acquaint parents with good technique in helping a child learn to read.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Teter, Shirley Jean
- Description:
- This project proposes a method to teach percent to general mathematics students by materials that do not rely upon memorization of formulas but show the relationship among ratio, proportion, and percent, Although the word percent has been a part of students' mathematical education since junior high school, students in general mathematics do not have an adequate understanding of the concept, much less a facility for ease in computation. A clarification of the distinction between the nouns percent and percentage may be welcomed. This project regards these words as follows: Percent is a mathematical process; and percentage is the result of that process. For example, in the problem "16 is what percent of 32?” one uses a mathematical process, percent, to find the percentage. For our problem, the answer, 5O%, is the percentage found by percent. Another use of the word percentage is in the business world--percentages of increase or decrease. This investigation of the teaching of percent to general mathematics classes begins with a review of the objectives of the course in conjunction with several state approved texts. Then follows a review of the literature which includes the history of general mathematics, the general mathematics student and his mathematical education, general mathematics programs and texts, ratio and proportion in the secondary schools, teaching of percent, and proportional reasoning. Third, accepted learning theories are discussed. Finally, an overview of the materials of the project suggests that the materials fulfill course objectives, follow recommendations of the research, and use accepted learning theories. Two sparse areas were found during the progress of this project: research related to general mathematics and research related to teaching percent. The last area, prior to this project, has been empty. The materials were acquired from three major sources. The first source is original materials created by the investigator. The other two are texts, one of which has an accompanying test booklet. These texts were written especially for students who had had difficulties with the basic concepts and skills of elementary arithmetic and elementary problem solving. In addition, they were designed to stimulate students of limited interest or ability--in a word; the students explore a wide variety of mathematical situations and find that they can enjoy the mathematics while learning. (See more in text.)
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Wagner, Richard Lowell
- Description:
- The assumption of every Jewish educational enterprise, by definition, is that in some way it is contributing to the Jewish maturation of its members; that, as a product of its efforts, Jewish loyalties will be fostered and the historical-civilizational continuum will be maintained unbroken. The hypothesis of this project is that while the foregoing may be desirable, it is certainly not the case in the vast number of the environments which go under the banner of Jewish educational institutions. The findings will indicate that there is a slight relationship between group membership and levels of observance. A review of the literature will include relevant selections from previously published studies on attitudes and group postures. It will also attempt to take into account the vagaries of a minority culture in an open society and the specialty which the particular group under study has taken on during the last half of the twentieth century. A description of the instrument, based on general and particular opinionaires, followed by a description of the sampling procedures v1ill constitute an introduction to the data section of the project. While the data, in and of itself, may be significant, this project is oriented towards formative evaluation. Because the future of American Jewry is in the hands of the young people currently engaged in its educational enterprise, it is vitally important that the areas and degrees of the effectiveness of that education be under constant scrutiny and examination. If the major question for discussion in general circles today is: Equality of Education, perhaps our parochial consideration ought to be: Effectuality of Jewish Education.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Bernstein, Steven Sherwood
- Description:
- The following paper contains three major sections concerning the life and philosophy of Jean-Jacques Rousseau. It is designed to offer the reader a brief but illustrative explanation of: (1) Rousseau's life, (2) Rousseau's social philosophy, and (3) Rousseau's educational philosophy. The third of these sections, concerning educational philosophy, will be the one which receives the major emphasis. The section containing biographical information, as well as the one containing information on social philosophy, are written so as to be relevant for educators. Within the conceptual scheme of education, there will be an emphasis on what Rousseau terms natural education, the explanation of which shall appear within the work. The paper is designed strictly as an historical narrative. Explanations of both Rousseau's terminology and methodology shall be offered, with documentation of both available. The structure of the section on educational philosophy is separated into chronological time periods, as done by Rousseau in his Emile. All of the sections shall contain information from the majority of Rousseau's works. The most referred to texts used in this paper were: (1) Emile, (2) La Nouvelle Heloise, (3) Social Contract, (4) Discourse on the Origin of Inequality; all of which were written by Rousseau.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Bautista-Lum, Evelyn
- Description:
- The purpose of this project was to develop a set of bilingual materials to help the Mexican American child acquire competence in understanding and reading English and Spanish. The justification for the development of such materials lies in a rationale which points up the need for Mexican American children to be bilingual and bicultural. The assumptions of such a rationale are: First, children need to have oral skills in the language in which they are to read; when the child's mother tongue is Spanish, he should receive initial instruction in Spanish. The transition to reading the second language will then be facilitated. Secondly, Bilingual Bicultural education helps the child gain confidence and pride in himself and his native language. Thirdly, teachers must have high levels of expectations for Mexican American children. These students must know that they are esteemed and valued as human beings. Fourthly, there is need for a broader definition of reading; reading is not mere decoding. Reading skills must not be fragmented, isolated, or separated. Children need to tune their ears to the sound of a sentence, a poem, or a story.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
94. Ritual
- Creator:
- Zeff, Deborah Bricklin
- Description:
- The objective of this thesis is to analyze the prevailing concepts regarding ritual, setting forth suggestions which may help form a more adequate understanding of ritual and its underlying symbolism. Under the impetus of Piaget, Bruner, and others, humanistic and developmental psychology have expanded their view of man's nature so that many areas formerly considered in the preserve of other disciplines are now seen as having implications for the psychology of learning and development. Of special concern to this study will be the essential nature of ritual. with reference to its place in the theory of social systems. This thesis adopts the hypothesis presented by S. P. Nagendra in The Concept of Ritual Modern Sociological Theory, published by the Academic Journals of India in 1970, which defines ritual as symbolic action, the enactment of the myth. Three areas of concern arise from the adoption of this construct and are manifested in the need for a Theory of Symbolism, a Theory of Language, and a Theory of Modes of Consciousness. New vigor is given to Nagendra's belief that ritual's meaning can be understood only dialectically by the inclusion of The General Systems Theory and the acceptance of the importance of the ongoing organization of interaction. Ritual as symbolic action is a form of communication, and as a form of communication becomes the revealing picture of my world view and my world-to-view. Thus ritual is the dynamic which infuses that which it comes in contact with, with vitality and meaningfulness, at the same time, being the very vehicle of this revelation.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Ricci, Geraldine Marie and Crowe, Lenore Quinn
- Description:
- A need for improved communication between the director of secondary education and secondary reading teachers in Ventura county and inservice education which could be provided for them resulted in this study. A questionnaire was mailed to 57 reading teachers in Ventura County to determine: (1) preservice and inservice education, (2) professional development (3) teachers’ reading programs, and (4) teachers’ problems and needs. The close –form and open-form questions were tabulated on a categorical data chart. The data revealed: (1) a majority of the respondents had taught reading for six years or less and had attended three or fewer inservice training sessions in the last three years, (2) few were members of professional reading organizations or read the journals of these organizations, (3) a majority indicated specific help was needed in methods and skill building but expressed willingness to attend workshops only on school-released time, and (4) answers to open- form questions reinforced the assumption that communication was needed with the Director and with other secondary reading teachers. Based on the review of available, pertinent literature and on the responses to the questionnaires, recommendations were made in the areas of communication, inservice education, and professional growth.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Ghazarossian, Seta A.
- Description:
- Both students and teachers need to know of the occupations wherein a knowledge of foreign languages is advantageous. This project offers guidelines to both audiences as they seek to learn about specialized and non-specialized uses of foreign languages ordinarily taught in secondary schools. The development of the study of foreign languages in American schools is the scope of chapter one. The remaining two chapters amass and discuss the myriad occupations in which foreign languages are used. For these occupations the following information was found relevant: history of the position, education and training needed, work conditions, economic demand for the position, and work location(s). Overall, the conclusion is readily inferred that knowledge of at least one foreign language is no longer a luxury but a necessity in the world of work.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Solberg, Dorothy L.
- Description:
- [Purpose of Study] This research was conducted to investigate a statement made by John R. Bormuth. He indicates that when the student regards material as too easy for him, he exhibits avoidance behaviors claiming that the materials are "childish" and "talk down" to him and his attention wanders if he is made to study them. Similarly, when the materials are too difficult the student exhibits the signs associated with frustration. Coleman's data3 suggests that subject ability and passage difficulty may produce an interaction effect upon information gain such that very able students might exhibit less information gain on vecy easy passcges than on those passages at an intermediate level of difficulty. In a stucy of specially-witten mult:ip le-cmice test scores given after cloze exercises. Loomer (1966) concluded that cloze tests made from very easy materials were less "motivating" than materials more closely associated with grade level of the subjects. 'Ihe purpose of this study, then, is to determine whether ,children do in faut achieve higher scores when the work is at their own grade level than they would if it was below their so-called "reading" level.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
98. The effects of two methods of sight vocabulary instruction on reading achievement in first grade
- Creator:
- Osborn, Janice Marie
- Description:
- The purpose of this study was to determine the effects of two different teaching methodologies on the sight vocabulary and reading comprehension of first grade children. The subjects in the experimental group learned sight vocabulary through the use of the Bell and Howell Language Master and a game, "Wordo." The instructors of the control group taught sight vocabulary directly to the children through the use of the chalkboard, chart stories, flash cards, and games. The groups were randomized and equated through pretesting. There were no significant t ratios attained on the pretest when the experimental and control groups were compared on the reading subtest of the Wide Range Achievement Test and both the word recognition and comprehension sections of the Gates MacGinitie Primary Reading Test. The experimental and control groups experienced their respective treatments for six months. The differences in the posttest mean scores were analyzed through the use of the t test. The criterion measures were the reading subtest of the Wide Range Achievement Test and the Gates MacGinitie Primary Reading Test.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Jordan, Susan
- Description:
- As I near the completion of my formal education, I would certainly be a fool if I did not arrive at a theoretical basis from which I can put into practice what my education has helped me learn. This principle applies to all areas of counseling which I intend to practice (and have, to some extent, already begun to experience as a working reality.) For purposes of this paper, I can reasonably approach only one area of counseling. I have chosen the group process as my area of concentration. I must add that, by so selecting, I am not claiming, now would I want to claim, that group interaction is the only form of counseling which is of value. Certainly such areas as individual, family, child, and marriage counseling are of equal importance. Furthermore, in many instances, group counseling can be effectively combined with any of the above mentioned areas, as is often the case. In attempting to arrive at some basic theoretical concepts about the workings of a group, I plan to utilize various resources. Reading can be of tremendous help, and I feel that such a rich resource must not be over-looked, although I do not intend to attempt to summarize in any great detail such an immense wealth of literature, especially since it is readily available to anyone interested. Therefore, I would prefer to draw some basic conclusions which I have arrived at during the course of my reading. This is also a useful approach since literature on groups is constantly expanding, and any summary I could formulate now would quickly become outdated. In addition, I must honestly say that my reading on the subject has just begun, and will be continued as long as I am involved in the counseling process. Just as the doctor who has failed to keep up with current literature in his field has limited his practice and knowledge of medicine, so too would the counselor who failed to take advantage of new information as it becomes available. I don't wish to place myself in this stagnated category. (See more in text.)
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Education
- Creator:
- Tennyson, Jo
- Description:
- Handwriting/fine motor difficulties are well documented as serious hindrances to academic learning for kindergarten and elementary school children. Intervention techniques to remediate these problems have been researched by educators and occupational therapists. Effective occupational therapy interventions have been found to include visual motor tasks, kinesthetic and dexterity training and motor planning/strengthening activities. Occupational therapists, mandated by the Individuals with Disabilities Education Act, work with these students in the school setting to enhance handwriting/fine motor skills to meet classroom curriculum demands. Humboldt County teachers have reported a high incidence of students with these deficits in their classrooms yet reported a low frequency of referral to occupational therapists for intervention. Funding and a lack of general knowledge about the role of therapists’ in the school setting appear to be barriers to implementation of therapy services for students. These same teachers indicated a strong interest in continuing education on remediation techniques. An educational module designed for staff development for teachers in Humboldt County on handwriting/fine motor intervention strategies appears to be needed. Curriculum for students is rigorous with many academic topics to cover. Imbedding fine motor remediation techniques into another discipline seems advantageous. Food related activities naturally lend themselves to fine motor involvement. Staff training encouraging vegetable awareness and handwriting skill acquisition is an effective way to impact student learning in two specialty areas. Linking fine motor intervention with nutrition education will be a cost effective, compelling, and creative solution to meet teacher and ultimately student needs in Humboldt County.
- Resource Type:
- Presentation and Thesis
- Campus Tesim:
- Humboldt
- Department:
- Education