College of Education-Theses

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    Feminine interests and influences in early English periodicals
    (1936-08) Hefley, Gladys; Elllison, L.M.
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    Elementary Science: The neglected subject
    (1996-12) Edington, Evelyn; Caswell, Ruth; Wendel, Carlton
    The purpose of this study was to investigate reasons why elementary teachers are avoiding science instruction and to identify any differences that might be found between urban and rural districts. Classroom teachers of grades kindergarten through fifth were asked to respond to a questionnaire and two surveys. On these instruments teachers were asked to rate their feelings toward teaching science and to relate this to the depth of their background in science. The questionnaire was examined for like responses. The Teacher Professional Survey was checked for frequency of response and then cross referenced with the Teacher Background Survey. A percentage base analysis was used. The results from the urban district were compared to the results from the rural district. Although teachers have a good attitude about teaching science, they do have some concerns about their lack of knowledge. It appears that outside influences, such as other curriculum priorities and time, are the leading causes of the neglect of science teaching.
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    Implementation of a three level curricular unit in marine biology for six through ten year old students
    (1971-08) Clowers, Penny Ann Fulk; Bennett, Lloyd; Fearing, Joseph; Gardner, Delores
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    Minimally brain injured adolescents functioning in an operant conditioning situation
    (1971-08) Tait, Charla Williams; Wylie, Ed; Lund, Nick; Leach, Ethel
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    Motivations and problems of the adult woman student
    (1979-05) Caldwell, Sarah E.; Laney, James; Thetford, Paul; Jolly, Virginia
    Evidence is presented in the literature that mature women are returning to school in increasing numbers. Attempts have been made to assess their needs and to understand their motivations as an aggregate group. The present study explored the motivations and problems of the returning student as a function of her age. Sixty three subjects were chosen at random from the student population at the University of Texas at Dallas. The subjects were asked to take the Motivation Analysis Test (MAT) and to complete a questionnaire designed by the investigator. The MAT furnished qualitative and quantitative data on motivation as measured by five drives and five sentiment structures. The Questionnaire provided demographic data and information on the specific motives and problems that the subject was experiencing in her life as a student. Pearson product-moment correlation coefficients were computed between age of subject and the 14 possible sten scores on the MAT as well as the relevant variables pertaining to motivation, problems and demographic data on the Questionnaire. In addition, means, standard deviations and percentage of responses were computed for the items on both instruments, It was expected that both motivational orientation and perceived problems would vary as a function of age. Analysis of the data supported this expectation: the younger women in the sample were experiencing different motivating factors and problems than were the older women. It is hoped that the results of this study will enable university personnel to facilitate the process of educating the older returning woman student.
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    A comparison of the learning styles of at-risk students and students not at risk
    (1991-08) Stayer, Bonnie L.; Evenson, Merry; Anderson, Ruth
    The purpose of this study was to compare the learning styles of at-risk students and students not at risk. The procedure followed was first to obtain permission from the Human Subjects Review Committee, the high school principals, and the principal of the at-risk program to administer a learning styles inventory. students in regular English classes (i.e., not honors or basic classes) volunteered by returning permission forms signed by themselves and a parent or guardian. The principal of the at-risk program required all of the students in the program to take the survey, therefore, permission forms were not signed by these students and their parent or guardian. The Learning Style Profile was administered to both groups of students. Data were analyzed by a multivariate t-test, using the BMPD program. No statistically significant difference was found between at-risk students and students not at risk in any of the categories included in the profile. The lack of statistical significant differences between these two groups in this study which is in contradiction to the results of several studies found in the literature would indicate the need for further research.
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    The effect of acute resistance exercise volume threshold on biomarkers of bone metabolism
    (2009-08) Helton, Kristin; Nichols, David L., Ph. D.; Biggerstaff, Kyle D.; DiMarco, Nancy M.
    The purpose of this study was to determine the effects of two different volumes of resistance exercise on biomarkers of bone metabolism. Ten premenopausal women (18-40 yrs) performed two bouts of resistance exercise, one low volume (1 set of 10 exercises) and one high volume (3 sets of 10 exercises) bout. Serum was collected 24 hr after each bout and rest to measure biomarkers of bone formation (osteocalcin and bone-specific alkaline phosphatase [BAP]) and bone resorption (C-terminal collagen cross-links [CTX] and tartrate-resistant acid phosphatase [TRAP5b]). Changes in each marker and in the ratio of bone formation to bone resorption were compared between each treatment and rest. There was no significant difference between rest and the two bouts of exercise in any markers or in the ratio of bone formation to bone resorption. In conclusion, a bout of resistance exercise has no effect on biomarkers of bone metabolism after 24 hours.
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    A comparison of two techniques of questioning for reading comprehension of high school students
    (1980-12) Pratt, Euna Pace; Jongsma, Kathleen; Kelly, Harry; Stephens, Carolyn
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    A self-concept study comparing grade level and below grade level students
    (1981-08) Math, Olga R.; Shilling, Louis; Corey, James D.; Sparks, Clifton
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    Increasing students' retention of science vocabulary using music
    (1997-05) Gavin, Andrea; Wendel, Carlton
    This study was to see if there will be an increase in the vocabulary retention of fifth grade students by using music in conjunction with hands-on instruction to reinforce meteorology vocabulary. The subjects for this study were two fifth-grade classes of 17 students each. The academic levels of the students were heterogeneous, consisting of high, medium, low abilities, and special education. The same teacher instructed both groups. The site is an elementary school in a large, urban district in North Texas. A multiple choice test was administered as a pre and post assessment. Even though results show no significant differences in mean scores for the groups, the scores of the treatment group showed less of a decrease than scores for the control group after one month.
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    The value of music education to school administrators: Quality music programs as avenues for reaching campus goals
    (2009-12) Preston, Matthew; Restine, L. Nan; Casey, Patricia; Parsons, Colby
    The purpose of this study was to determine the role of elementary campus music programs in administrators' attainment of school goals. Standardized test data were used to determine the effect of involvement in a particular high quality extracurricular choir program on changes in student academic achievement in reading and mathematics. Student behavior data were collected from teachers and parents to assess the effect of choir participation on changes in student well-being. The study also investigated the knowledge and perspectives of school principals regarding the benefits of choral programs. Analysis of student data revealed that although a direct relationship does not exist between elementary choir involvement and increased student academic performance, such involvement does promote gains in student social, personal, and musical behaviors. Results suggest that music education programs can be of great use to school administrators in achieving their many goals for students and overall campus achievement.
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    A study of intellectual maturity as seen in the Goodenough-Harris Draw-A-Man test and the Tests of Basic Experience
    (1978-12) Montjoy, Louise Hemingway; Bennett, Lloyd; Brown, Sam; Fagan, Patricia
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    Comparison of personality factors in drug users and non-drug users among girls in the Gainesville State School
    (1973-08) Rigler, Joyce; Strickland, Virgil E.; Strickland, Virgil E.; Stone, Howard; Davis, Ethelyn
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    Interpersonal behavior measured and identified
    (1978-07) Ramseur, Julia; Shilling, Louis; Corey, James D.
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    The relationship between ego identity status and values in high school senior females
    (1978-05) St. Clair, Sally A.; Day, H.D.; Thetford, Paul; Hamilton, Basil
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    Student achievement in an integrated math/science curriculum and a math only curriculum
    (1997-08) Blaine, Lloyd; Wendel, Carlton
    In today's academic setting, educators are encouraged to ignore objectives that are not tested on achievement tests. In the case of Texas elementary educators, science is often ignored because only math and reading are tested. I proposed that integrating the mathematics curriculum with science would increase achievement test scores. Two groups of fifth graders were given a pre-test with a past version of the mathematics portion of the TAAS test. One group was exposed to a curriculum of mathematics and science while the other was exposed to a mathematics only curriculum. After six weeks of instruction, a post-test was given using the same instrument as the pre-test. A t-test showed no significant difference between the two classes, however, the scores of the experimental group did show a significant difference between the pre and posttest.
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    Science learning enhancement through the use of children's literature and hands-on instruction
    (1997-05) DeSpain, Cynthia Dianne Heflin; Wendel, Carlton; Merchant, Michael
    It was postulated that through the use of children's literature, in conjunction with hands-on science instruction would enhance science learning. Children are used to story format and are able to read content in a format to which they are already accustomed. The purpose of the study was to see if the use of literature would assist or enhance the learning of rainforest content. Through a six week's unit on the tropical rainforest, one group of students was selected to also receive literature relating to the study. Another group was taught the same content, but did not receive literature. At the onset of the study, both groups were given a pretest, and at the end of the entire unit, were given the same test as a posttest. The results indicated that the use of literature did not make a difference in the retention of the content taught. Although the children appeared to enjoy the stories and colorful pictures, both groups were able to retain information equally about the rainforest through the use of hands-on activities and cooperative learning groups.
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    The effect of counseling on the self-concept of the elementary school child
    (1978-08) Smith, Faye; Sparks, Clifton; Shilling, Louis; Corey, J.