College of Education
Permanent URI for this communityhttp://hdl.handle.net/1903/1647
The collections in this community comprise faculty research works, as well as graduate theses and dissertations..
Browse
43 results
Search Results
Item Knowledge and Attitudes of Montessori Teachers of Young Children as a Context for Guiding the Normalization and Self-Construction Process(1994) Schaefer Zener, Rita; Flatter, Charles; Human Development & Quantitative Methodology; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)The purpose of this study was (1) to investigate the degree of agreement between AMI trained Montessori teachers' knowledge and attitudes and Montessori's recommendations for guiding the process of normalization among young children and (2) to discover the reasons for differences from those recommendations. Normalization is the central process in the Montessori method. Except for a study by this investigator (Zener, 1993) guiding the process of normalization had not been researched since Montessori's work some forty-five to eighty-five years ago. Therefore, this investigation also provided current teacher experiences of guiding the process of normalization. One hundred sixty five Montessori teachers attending various regional and national conferences were surveyed with knowledge and attitude scales. Semi-structured interviews were conducted with 10% of the participants. Mean scale scores from 4.0 to 5.0 on a five degree Likert scale and a SD less than 1.0 were projected as satisfactory levels of agreement with Montessori's recommendations. Descriptive statistics were used to analyze the scales, and content analysis was used to analyze the interviews. T-tests and ANOVAS indicated that demographic variables were not significant to the results.Item A SELF-SELECTED QUALITATIVE STUDY EXAMING THE RELATIONSHIP BETWEEN A FATHER AND HIS SON WHO HAS ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)(1996) Kilcarr, Patrick; Flatter, Charles; Human Development & Quantitative Methodology; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)The purpose of this interpretive study was to examine the relationship that exists between a father and his son Who has Attention Deficit Hyperactivity Disorder (ADHD). Since very little information is extant describing the relationship between a father and his son with ADHD, an interview format was developed to explore paternal perceptions, affect, and behaviors in relation to raising a son with ADHD. Sixteen fathers from an upper-middle class socioeconomic environment, participated in a one hour phone interview. These interviews were tape recorded and later transcribed. The interview attempted to answer the five research questions driving this study. The narrative data was interpreted by using a qualitative research method developed by Ranata Tesch. method involved extracting themes (specific participant responses) and collapsing the themes into larger-overarching categories called metathemes. Metathemes represent shared thoughts and perceptions held in common by all participants. Ten metathemes emerged from the data. The metathemes included such topics as a father's decision to place a child on medication and how and when to use behavior management strategies. Editorial comments from the author preceded response segments from participants (these segments were indented and single spaced). The data indicated that fathers share a unique relationship with sons who have ADHD. Prior to diagnosis, the majority of fathers described the relationship as tense, frustrating, and often unfulfilling. The relationship following diagnosis was described as significantly more Positive and rewarding. This was attributed to two specific changes: 1. the advent of education for fathers' regarding ADHD issues; and, 2. medication. Fathers agreed that the most effective behavior management strategy was to remain calm, educated, and realistic regarding their Childrens' behavior. The intention of this research was to generate further questions regarding the father-ADHD son relationship. The results of this study are not and cannot be generalized to other cultlures or social groups. Further research is needed which addresses the impact of race, class, and culture on the father and son with ADHD relationship.Item Learning Newton's Second Law Using a Microcomputer Based Laboratory Curriculum(1995) Morse, Robert Alan; Layman, John W.; Education; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)This study investigated the effect of theory-based Microcomputer Based Laboratory instruction on high school students' understanding of Newton's second law in a high school physics course taught by the teacher-researcher. The study focused on 1) the effect of the theory-based MBL instructional design on student understanding of Newton's second law, 2) on the changes in conceptual understanding that occurred, and 3) on the effect of student learning beliefs on conceptual change. Data sources included pretest and posttest measures of conceptual understanding, audiotape debriefings of students during a seven day unit, and pretest and posttest measures of students' motivational and self-regulated learning beliefs. The design of the instructional unit was based on prior research and theory. It is important to specify the characteristics as well as the content of the knowledge we would like students to construct. Desirable characteristics of physics knowledge are that it be accurate, extendable, integrated with other knowledge, recognized as knowledge, related to experience and experiment, strategic, and available in multiple representations including verbal, graphical, algebraic, pictorial, and story representations. Proponents argue that appropriately designed Microcomputer Based Laboratory instruction can promote construction of such knowledge. The theory-based instructional unit employed real-time computer graphing of force and motion variables in a novel "iconographic" experiment which enabled students to determine the relationship between force and motion variables by simple recognition. The study found that the nature of students' conceptual change was consistent with the mechanisms postulated for MBL instruction, that the short chain of reasoning in the iconographic force and motion experiment allowed students to readily identify and focus on the goals of the experiment rather than be distracted by a profusion of sub-goals, that this instruction is more effective than some traditional instruction and as effective as some other theory-based instruction in Newton's second law, based on Force Concept Inventory (Hestenes, Wells, & Swackhamer, 1992) and Force and Motion Concept test (Thornton, 1992a) scores. The study failed to achieve the goal of relating motivational, cognitive and performance measures using the Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990).Item TEACHERS' PEDACOGICAL CONTENT KNOWLEDGE OF RECURSION(1995) Neagoy, Monica M. M.; Fey, James T.; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)"Pedagogical Content Knowledge" (PCK) consists of topic-level knowledge of learners, of learning, and of the most useful forms of representation of ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations --in a word, the ways of representing and formulating the subject that makes it comprehensible to others" (Shulman, 1986). Recursion is a process that permeates many aspects of the real world-both natural and man-made. In discrete mathernatics, recursion is a powerful idea, a problem solving strategy that enables us to describe or predict future results as a function of past results. The purpose of this study was to explore the nature of high school teachers' PCK of recursion prior to, and as a result of, their participation in a carefully designed summer institute that focused on the important emerging concept of discrete dynamical systems. The study also explored how teachers plan to use this knowledge in teaching recursion. The framework for studying teachers' PCK was one inspired by Shulman's model ( 1987), but modified in its connectedness among components and its dynamics of change. The in-service program that served this study was the 1991 Summer Institute in Mathematics Modeling with Discrete Mathematics, (SIMM) offered at Georgetown University and partially funded by NSF. Forty high school math teachers from Washington metropolitan area schools, who attended the SIMM were the subjects of this research. The instruments that helped assess the nature and growth of teachers' PCK as a result of the SIMM intervention were: A personal data questionnaire, a pretest, and a post-test; follow-up, one-on-one interviews were conducted with a random sample of nine teachers. The test results and interview transcripts were analyzed in terms of teachers' subject matter and pedagogical knowledge (knowledge of teaching and learning) of recursion: For that purpose, this study developed an original model of six categories of knowledge for each domain. Overall, teachers' PCK of recursion, as exhibited by their performance on the totality of the test items, grew as a result of the in-service intervention. The only category in which teachers' knowledge showed no growth was Student Errors.Item An Exploratory Case Study of the Formal and Informal Discipline Policies Used in Selected Elementary School Classrooms(1999) Taylor-Cox, Jennifer; Andrews, J. Edward; Education; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)The broad aim of this study was to examine the dynamics of classroom discipline policy through the use of the micropolitical model of interaction. While this study explored classroom di scipline policies utilizing the micropolitical perspective, it was classroom discipline that was the center of interest in this research. The template that framed and guided the exploration of classroom discipline included enactment, conveyance, realization, and evaluation as the particular phases of policy development. A distinctive feature of this study was the focus on the explicit, stated policies and the more subtle but equally important "dominant patterns of practice" in the classroom. This exploratory case study of the formal and informal discipline policies used in selected elementary school classrooms was a qualitative research endeavor. The data sources included in-depth guided interviews and semi-structured classroom observations, supplemented by informal interviews and pertinent printed material. The methods of data analysis involved categorizing, distilling themes, and arraying chains of evidence. The findings of this case study involved the ways in which teachers and students assert power and control; conflicts are manifest; compromises are used; protection is fundamental; and the classroom context affects, hinders, and constructs social order in the classroom. The views, behaviors, and verbal exchanges of the teachers and students concerning discipline were paramount to the analyses of the discipline policies used in the selected elementary school classrooms. The conclusions of this case study were that the micropolitical model of interaction is a productive, yet unrefined conceptual framework for the study of classroom discipline; discipline policies are teacher-centered, noise-related, and community-focused; the dominant mechanisms for teacher-based control are rewards and punishments; the dominant outcome of conflict and assertions of power is the brokering of policies; compromises are used to reduce conflicts and produce student compliance; intentions and realities pose a paradox; and the influence from parents is an important factor.Item THE RELATIONSHIP BETWEEN PERCEIVED PARENTAL SELF EFFICACY AMONG FIRST-TIME MOTHERS AND CHILDREARING BELIEFS, KNOWLEDGE OF INFANT DEVELOPMENT, AND EXPERIENCE WITH INFANTS(1993) Luebering, Anne; Tyler, Bonnie; Department of Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)Perceived parental self- efficacy has been assumed to contribute positively toward maternal behavior among mothers of infants, but previous research has been inconclusive with regard to the link between self efficacy and behavior. Examination of Bandura's self efficacy theory points to the need to assess perceived parental self-efficacy in conjunction with other parenting cognitions before judgment can be made about its significance for good parenting. In particular, childrearing beliefs were thought to be essential to mothers ' ideas about what kinds of skills are necessary to be a good parent, and therefore to their evaluations of their parenting a b ilities. In the present study, two measu res of perceived parental self-efficacy were obtained from ll3 first-time mothers of 6 to l2-month - old infants, one measure tapping specific domains and tasks of parenting infants, and the other tappi ng a more general sense of how one was functioning as a parent . The relationship between these measures and childrearing beliefs, knowledge of infant development, experience with infants, SES, maternal age, and ethnicity were assessed. The demographic variables and knowledge were unrelate d to e ither measure of self- efficacy. Ex perience with infants was moderately correlated with the task- based measure of self- efficacy, but weakly r elated to the general measure. Childrearing beliefs showed low but significant correlations with both self efficacy measures. Investigation of the subscales of the child rearing beli efs measure indicated that the dimension of enjoyment/aggravation regarding the parental role was most closely related to mothers ' feelings of self-efficacy. Subscales measuring encou ragement of autonomy, strictness, beliefs about spoiling , and beliefs in infants' need for warmth and affection were not related to either measure of perceived parental self- efficacy. The results of this study indicate that caution should be taken in r e asoning that perceived parental self- efficacy is associated with appropriate parenting skills and behaviors , since high self-efficacy can occur in conjunction with undesirable childrearing beliefs, and such beliefs may not be associated with positive maternal behavior.Item Gender-Equity Components in Preservice Teacher- Education Programs(1993) Wilson, Charlotte June Adair; Henkelman, James; Curriculum and Instruction; University of Maryland (College Park, Md); Digital Repository at the University of MarylandThe purpose of this study was to identify teacher-education institutions that had gender-equity components in their teacher-education programs and through case studies to describe three programs . The information gathered through this study can benefit those who wish to improve the teaching about gender equity in preservice teacher-preparation programs. The main question was how are teacher-education institutions across the country addressing gender equity m their preservice programs in order for their graduates to be able to provide bias-free education for males and females. That question was further divided into 12 subquestions which explored these topics: Which institutions have gender- equity components? In what forms are the components? Which are the top- three institutions based on the questionnaire criteria? How are they alike and different from each other and from the five exemplary models found in the Iiterature search? What competencies do the top- three institutions identify for their graduates? What curriculum and instructional techniques are used in the programs? How could the programs examined be improved? A two-part data gathering strategy was used: first, a questionnaire was designed, sent to 547 institutions accredited by the National Council for Accreditation of Teacher Education, and analyzed; next, on- site visits were made to the three institutions scoring highest on the survey, and case studies were written on the gender- equity component in their programs. This work includes a review of the literature on gender equity in teacher preparation, identifies five exemplary models for teaching gender equity, analyzes the data collected from 200 teacher- education institutions, presents findings from the survey and from the three case studies, and makes recommendations to equity advocates and researchers about future actions that could improve the teaching of sex equity in preservice teacher-education programs.Item A Study of the Use of Power by Middle School and High School Principals and Its Relationship to Teacher Satisfaction With Work and With Principal(1992) Lymas, Linda Warren; Lawrence E., Leak; Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md)This study was undertaken to determine the power bases used by middle school and high school principals in the Baltimore city Public schools (BCPS), and how their use of power affects teachers' satisfaction with their work and their principal. The three research questions posed in this study were: 1. To what extent is there a correlation between teacher satisfaction with work and supervisor, and the teacher's perceived classification of his/her principal's use of power? 2. To what extent is there congruence between the principal's self-perception of his/her use of power and the teacher's perception of the principal's use of power? 3. Are there differences in the middle school and high school principals' uses of power based on their teachers' perceived classifications? The subjects for this study were middle school principals, middle school teachers, high school principals, and high school teachers in the BCPS. The middle school and high school principals completed the Power Perception Profile: Perception of Self (PPPS). The middle school and high school teachers completed the Power Perception Profile: Perception of Other (PPPO) and the Cornell Job Description Index (JDI). Of the 41 principals, 24 principals volunteered to participate. The middle school and high school tenured teachers numbered 922. Of the 922 tenured teachers, 387 tenured teachers returned the instrument. The seven power bases measured by the PPPS and the PPPO were (a) coercive power, (b) connection power, (c) information power, (d) expert power, (e) legitimate power, (f) referent power, and (g) reward power. The subtests used to measure the teachers' level of satisfaction were (a) Supervision, and (b) Work on Present Job. Based on the findings of this study, teacher dissatisfaction with principal or with work is associated with the principal's use of coercive power, connection power, and reward power. The principal's use of information power did not appear to affect teacher satisfaction with work or supervisor . The relationship between the principal's use of legitimate power and teacher satisfaction with work and supervisor was inconclusive. The principal 's use of expert power and referent power is associated with teacher satisfaction with work and with principal. In addition, the findings indicated that the middle school principals' perceptions of their uses of power were not congruent with their teachers' perceptions. The high school principals' perceptions of their uses of power were congruent with the high school teachers' perceptions, with the exception of connection power . An analysis of variance was done between the middle school teachers' ratings of the middle school principals' power styles and the high school teachers' ratings of the high school principals' power styles to determine if there were differences in the middle school and high school principals' uses of power. The results of the analyses indicated that the principals fell into three groups. The three groups were (a) positional power, (b) personal power, and (c) a combination of personal and positional power. The middle school principals used more positional power bases than personal power bases to induce compliance from or to influence their teachers. The high school principals used a combination of personal and positional power bases to induce compliance from or to influence their teachers. The findings from this study, based on the teachers' perceptions, indicate that middle school principals use (a) coercion, (b) their legitimate authority, and (c) the rewards that are available to them to induce compliance from or to influence their teachers. They use less referent power and expert power. The high school principals use more referent power and expert power than coercive power or reward power to induce compliance from or to influence their teachers.Item The Effects of Previous Adherence, Physical Fitness, Behavioral Intervention, and Exercise Self-Efficacy on Exercise Adherence(1994) Mince, Rosalie Veronica; Bennett, Stanley; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md)Since substantial research has shown that a physically active lifestyle is a fundamental component of health, there exists a need to investigate why the majority of individuals do not adhere to an exercise program on a long-term basis. The purpose of this study was to examine the degree to which previous adherence, physical fitness, behavioral intervention, and exercise self-efficacy predict exercise adherence. There were 52 male and 44 female participants in this study ranging in age from 19 to 72 years. All subjects completed the same written and physical evaluations and participated in the same fitness program. Subjects were divided into three groups (experimental: n=34, comparison: n=33, and control: n=29). The experimental group received behavioral intervention aimed at increasing exercise adherence. The comparison group received an intervention which was not aimed at influencing exercise adherence. The control group did not receive any additional intervention. Exercise adherence was determined from self-report of exercise activity for 24 weeks . The behavioral intervention took place during weeks 9 through 16. The 24 weeks were divided into 3 adherence periods: "before adherence" (weeks 1-8), "during adherence" (weeks 9-16), and "after adherence" (weeks 17-24). Pre- and post-treatment exercise self-efficacy was determined from subjects' completion of an Exercise Self-Efficacy Scale. Pre- and post-testing physical fitness assessment included body composition and aerobic capacity measures. The investigator assisted the experimental group participants in identifying realistic goals. These participants met biweekly during the intervention period with the investigator to discuss problems and adjust workouts and goals to adapt to individual progress and personal needs. The results of this study support research studies which have found that previous exercise adherence is highly predictive of continued adherence. Based on a very stringent definition of adherence, on the average, the subjects were unable or unwilling to perform aerobic exercise the three times per week necessary to substantially improve cardiovascular fitness. This finding is consistent with the majority of previous adherence studies. According to the qualitative analyses, improved physical fitness was the primary reason why subjects adhered to aerobic exercise, and a loss of fitness was a strong motivator for participants to begin exercising again after a temporary lapse .Item Assessing the Performance of Academic Presidents(1998) Schwartz, Merrill Pellows; Birnbaum, Robert; Education Policy, Planning, and Administration; Digital Repository at the University of Maryland; University of Maryland (College Park, Md)Previous research on assessing the performance of college and university presidents reveals little about the procedures used or the consequences of those reviews, beyond that most presidents are evaluated annually by the governing board. Much of the literature is based on anecdotal evidence and claims that reviews are often poorly conducted and harmful to presidents. Though the practice is widespread, and potentially destructive, little is known about presidents' experiences with performance reviews. This study posed three research questions: 1) What are the processes used to evaluate the performance of academic presidents?; 2) What are the outcomes of these reviews, according to presidents and board chairs?; and 3) What are the relationships between how assessments are conducted and the outcomes reported? A national survey was conducted, using questionnaires developed by the researcher; respondents included 1,348 college and university presidents (64 % response rate) and 535 governing board chairs (33% response rate). Findings revealed that most presidential assessments were confidential, limited in participation to trustees, completed in about one month, included a self-assessment statement and face to face meetings with members of the board, and resulted in an increase in compensation. This described an informal review process and was similar to the process recommended for most corporate CEOs. Contrary to the claims of critics, most presidents were satisfied with the way their review was conducted and found it to be useful; very few presidents or board chairs reported any negative impact for presidents from reviews. Bivariate analyses revealed that the most useful reviews for presidents were those that: provided the president with more adequate performance feedback from the board; were conducted less than once a year; and were used to set goals, clarify criteria for good performance, and evaluate performance against agreed upon goals. Presidents were most satisfied with reviews which were used to set goals and clarify criteria for good performance, and allowed greater participation of presidents in the review process. Significant relationships were also found between: presidents seeking critical performance feedback and both higher performance ratings and greater improvement in performance; and residents seeking positive performance feedback and lower performance ratings . Based on the research and data, the study suggests that: presidential assessments should have as the primary purpose improving the president's performance; presidents should be actively involved in developing the process and conducting the review, including a self-assessment statement; reviews should be used to plan future goals and agree upon the criteria for evaluating future performance; previously agreed upon goals should be used as criteria; presidents should routinely receive performance feedback from the board; boards should consider less frequent, more thorough reviews; and presidents should actively seek critical performance feedback, but avoid asking for positive feedback.