Human Development & Quantitative Methodology
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The departments within the College of Education were reorganized and renamed as of July 1, 2011. This department incorporates the former departments of Measurement, Statistics & Evaluation; Human Development; and the Institute for Child Study.
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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 Special Classes and Group Therapy: An Evaluation of Their Effects on Achievement and Behavior in a Public School Setting(1971) Weinstein, Howard G.; Goering, Jacob; Human Development & Quantitative Methodology; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)This investigation was designed to test the relative effectiveness of four educational-treatment methods of providing adequate services for children with special learning problems in elementary school Special Learning Problems classes. The focus was on the relative effectiveness of these methods in bringing about positive achievement and behavior change. The subjects were 50 elementary school pupils enrolled in e ight existing Special Learning Problems (SLP) classes in Fairfax County, Virginia. The Ss represented a wide range of behavioral and/or educational disorders reflected in an equally wide range of inappropriate behavior and/or educational retardation of at least one, and generally two years. Each of the eight pre-established SLP classes was randomly assigned to one of four educational-treatment groups. Two SLP classes were assigned to each treatment group. The experimental methods consisted of special class placement and: (A) "Child Therapy Only" (CTO); (B) "Parent Therapy-Only" (PTO); (C) "Child and Parent Therapy" (CPT). In addition, a "Special Class-Only" (SEO) control group was included. Subjects in the CTO and CPT groups participated in 24, 90-minute group therapy sessions. The parents of the children in the CPT and PTO groups received 24, 90-minute parent group therapy sessions. The SEO (control) group did not receive group therapy nor did their parents. Group therapy sessions were conducted by trained and experienced group therapists from the Mental Health Center. The California Achievement Tests, The Wide Range Achievement Test, the Behavior Rating Scale, and the Human Figure Drawing Test were administered in mid-October, 1969 and repeated in mid-April, 1970. The difference between pre- and post-test scores were computed and the differences between treatment groups' mean gain scores were tested for significance by means of t-ratios. The null hypotheses tested were: Hypothesis 1. There will be no significant differences in mean gain scores on any of the achievement measures or on the behavior ratings between the control group (SEO) and any of the experimental groups (CTO, PTO, CPT). Hypothesis 2. No significant differences in mean gain scores on any of the achievement measures or on the behavior ratings will be found between the three experimental groups (CTO, PTO, CPT). Hypothesis 3. There will b e no significant differences in mean gain scores on any of the achievement measures or on the behavior ratings between those students designated as NEW (1st year SLP) and those FORMER students in SLP classes. The analyses of the results from the achievement and behavior measures provided, with only three exceptions, support for not rejecting the null hypotheses. With regard to Hypotheses 1 and 2, although only two comparisons reached statistical significance (i. e. , the CPT group obtained significantly higher CAT-Reading and WRAT-Arithmetic gains than the SEO group), it was found that the achievement mean gain scores were generally greater for the CPT group than for either the SEO group or for either of the other two experimental groups (CTO and PTO). In contrast, the SEO group obtained a greater behavior scale mean gain than any of the three experimental groups (CTO, PTO, CPT), although this difference did not reach significance. With only one exception (WRAT-Arithmetic), no significant differences were found between the NEW and FORMER groups. Subsequent to the experimental period, the NEW students demonstrated a significantly greater mean gain in Arithmetic than their FORMER group counterparts. Behaviorally, the FORMER group obtained a greater mean behavior rating gain than the NEW group, although not statistically significant. In general, the present findings provided no evidence for differential favorable effects from any of the educational-treatment methods utilized in terms of significantly greater achievement or behavioral gains. However, some noted trends were suggestive of the fact that perhaps each of the four educational-treatment methods is best suited for different situations, goals, and subjects. Further research was recommended.Item The Effectiveness of Differential Social Reinforcement Strategies in Facilitating Achievement Behavior of Lower Socioeconomic Status, Primary Grade Children(1971) Fishman, Harold; Matteson, Richard; Human Development & Quantitative Methodology; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)This study was designed to ascertain whether Positive Social Reinforcement (PSR), Negative Social Reinforcement (NSR) and the condition of no verbal feedback (Control) have a differential motivational effect on the achievement behavior of low socioeconomic status, primary grade Ss. Two related objectives of this research were : (a) to determine whether black and white Ss are differentially motivated to achieve in response to the aforementioned three social reinforcement-feedback contingencies and (b) to determine whether Ss who are at different developmental levels are differentially motivated to achieve by these three classes of social reinforcement-feedback parameters.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 The Effects of Variation in the Amount of Play Materials on the Play Behavior of the Preschool Child(1978) Rechsteiner, Ann E.; Leeper, Sarah L.; Human Development & Quantitative Methodology; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)Major questions have arisen concerning the function of play in the development of the young child. Changing attitudes towards the significance of play reflect changing social patterns. The present study was concerned with the effect that a removal of a specified amount of play material had on the play behavior of young children. Ten intact groups of children from the Washington, D.C. Metropolitan Area ranging in age from three to five years old were studied by this researcher. A time sampling technique using a modified version of DUSOPAC was used to measure the play behavior of the groups. The data collected by the observers were compiled and analysed using a one way ANOVA for a repeated measure design for each of the eleven variables (Disruptive, Unoccupied, Solitary, Onlooker, Parallel, Associative, Cooperative, Not Play, Child-Child, Child-Adult, Child-Self.) The findings indicated that a significant relationship (at the .05 significance level) existed between the amount of social play observed and the amount of play equipment that was available to the young child. Less social play was observed when the material was removed on the first treatment day than when the material was present. No significant relationships were observed between the amount of equipment available and the amount of non-social play, the amount of child-child interaction, the amount of child-self interaction, or the amount of child-adult interaction that occurred. Investigation of the mean score values revealed trends for both interaction patterns and play behavior. Females were found to display more child-self interaction behavior and males more child-child interaction behavior. Also, for all days of observation, regardless of treatment, the most frequently occurring interaction behavior was child-child followed by child-self. The least frequently occurring interaction behavior was child-adult. For play behavior for all days of observation, regardless of treatment, males displayed more disruptive, unoccupied, associative, cooperative, parallel and social play behavior than did females. Females were found to display more solitary, onlooker, not-play and non-social play behavior than were males. These findings were not in agreement with Langlois, Gottfried and Seay (1973), and Sitzky, Haywood and Isett (1970 ). The results of this study seem to indicate that there is a need for more research to 1) update earlier studies; 2) study the role of play in the development of social interactions; 3) investigate saturation levels of equipment as they relate to a child's play; 4) to explore in more detail environmental influences on play behavior.Item The Relationships Between Job Burnout, Job Stress, and Job Satisfaction Among Schoolteachers(1985) Newburg-Rinn, Sharon; Hardy, Robert; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)Purpose Questions have been raised concerning the separateness of the three concepts, job burnout, job stress, and job satisfaction. It is best to avoid coining new terms such as "burnout" if they are unnecessary. Further, understanding the relationships between these concepts may help prevent confusion in future studies involving these concepts. The purpose of the study was to increase the understanding of all three of the concepts by understanding their relationships to one another. Specifically, are job burnout, job stress, and job satisfaction best viewed as three separate concepts? If not, further questions arise. Is job burnout the same thing as job satisfaction? Could job stress also be placed under the job satisfaction rubric? Finally, are job burnout and job stress part of the same phenomenon? Procedures and Conclusions Surveys were sent to 1512 teachers who were randomly selected from all the members of the Maryland State Teachers Association. Of these, 741 (49%) responded. Eliminating unusable responses brought the final total to 701 teachers. Two measures of each concept were utilized, one a multiple item test and the other a single global question answered on a five point scale. The multiple item instruments were: 1) for job satisfaction, Smith, Kendal, and Hukin's (1969) Job Descriptive Index, Work Scale; 2) for burnout, Maslach and Jackson's (1979a) Maslach Burnout Inventory, Emotional Exhaustion Scale; and 3) for stress, Cichon and Koff's (1980) Teaching ~~ents Stress Inventory. For the three concepts, the global questions were similar in structure to this example: "In general, how stressful do you find being a teacher?" 1 Not Stressful 2 Just a Little stressful 3 Somewhat Stressful 4 Quite Stressful 5 Extremely Stressful These data were analyzed by way of a multitrait-multimethod matrix (Campbell and Fiske, 1959) and a factor analysis. These approaches allowed an assessment of the pattern of the relationships between these concepts. It was concluded that the preponderance of the evidence implied that job burnout, job stress, and job satisfaction are best considered separate concepts. In addition, it was found that there was a poor correlation between a global measure of stress and the Teaching Events Stress Inventory. The study tends to suggest that the TESI be reexamined before being used again in this fashion for possible changes which would allow a higher correlation between it and a global measure of job stress.Item Adult Children of Alcoholics as Public High School Teachers: Comparable Risks for Occupational Burnout(1989) Hofford, Craig William; Gold, Robert S.; Health Education; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)Clinicians working with Adult Children of Alcoholics (ACAs) have suggested these individuals are at higher risk for occupational burnout than those who did not grow up in alcoholic environments (NACAs). However, little empirical data exist to support such claims. This study compared the scores of ACAs and NACAs on the Maslach Burnout Inventory (MBI). The ACAs' scores were further tested to explore any relationship that might exist between MBI scores and birth order or treatment received for co-dependency. The population tested was a convenient, non-random sample of uburban, public high school teachers. High school professionals (N= 409) responded to a study instrument that included the Children of Alcoholics Screening Test (C.A.S.T.) and the MBI. Eighty-three respondents were determined to be ACAs by their scores on the C.A.S.T. A statistically significant number (N= 23) of those ACAs did not indicate that they grew up in an alcoholic home on the accompanying demographic sheet. Discriminant analysis (ACAs and NACAs) produced a significant canonical correlation of .7957 (p < .001). Significant variables included parental alcoholism, parental drug dependency, Personal Accomplishment, years in teaching, Depersonalization, parental stroke, age. burnout (intensity), and parental handicap. Teacher burnout rates were lower than reported in previous tudies. ACA teachers had statistically significant, higher mean scores for intensity of Depersonalization and Personal Accomplishment (p < .05). Tests of the means failed to identify any other differences in the groups with regard to the incidence of burnout. No statistically significant differences were found between the means of comparison groups of ACA teachers defined by birth order or treatment. Results suggest that ACA teachers perceive the intensity of Depersonalization more strongly than NACA teachers. Their higher sense of Personal Accomplishment may, in fact, enhance the intensity of that feeling of Depersonalization since getting along with people is highly valued in the teaching profession. There appears to be no relationship between the measures of burnout in ACA teachers and the variables of birth order and treatment. Any conclusions drawn from this study, however, must be tempered by the fact that a post hoc power analysis indicated very low power for the hypothetical comparisons conducted in this study.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 An Examination of the Effects of Three Testing Techniques on Word Accuracy, Comprehension, Rate, and Percentages of Semantic Substitutions in Oral Reading(1972) Stafford, Gerald Edward; Sullivan, Dorothy D.; Early Childhood Elementary Education; University of Maryland (College Park, Md); Digital Repository at the University of MarylandAuthoritative opinion of long standing has recommended that purposes for reading be established prior to reading. In spite of such recommendations, testing procedures for oral reading typically have not involved reading for purposes. Furthermore, research designed to examine the effectiveness of reading for purposes has generally produced divergent findings. Superior reading performance has been observed when purposes for reading were established prior to reading as well as when they were not established prior to reading. Moreover, research designed to examine the effectiveness of purposeful reading has been confined almost exclusively to the area of silent reading. To date not a single investigation has been found which clearly illustrated the effects of purposes for reading on oral reading performance. The present study was designed to investigate the relationships between three testing techniques and performance on four dimensions of oral reading performance. The three testing techniques employed in this study were identified as (1) careful reading, (2) reading for specific purposes, and (3) reading for general purposes. The four dimensions of oral reading performance on which comparisons were made involved oral reading word accuracy, comprehension, rate, and the percentages of semantic substitutions. The four research hypotheses examined in the investigation are stated as follows: 1. There is a difference in oral reading word accuracy under the treatments careful reading, reading for specific purposes, and reading for general purposes for third and sixth graders. 2. There is a difference in oral reading comprehension under the treatments careful reading, reading for specific purposes, and reading for general purposes for third and sixth graders. 3. There is a difference in oral reading rate under the treatments careful reading, reading for specific purposes, and reading for general purposes for third and sixth graders. 4. There is a difference in the percentages of semantic substitutions made under the treatments careful reading, reading for specific purposes and reading for general purposes for third and sixth graders. To obtain data for this study, forty-five third grade and forty-five sixth grade subjects were randomly selected from two elementary schools. The ninety subjects chosen for the study were then randomly assigned to one of three treatment groups. Each subject was requested to read orally in the manner dictated by the treatment group to which he had been assigned. The materials from which subjects read were the appropriate passages from Form A of the Gilmore Oral Reading Test (1852). Measurements for oral reading word accuracy, comprehension, rate, and percentages of semantic substitutions were computed for each subject. A 2x3 analysis of variance design was used to test for differential treatment effects. An analysis of the data from the study indicted that none of the research hypotheses was supported at the .05 level of significance. The present study led to recommendations in the areas of theory, diagnosis, teaching, and research. Authoritative opinion has suggested that many of the classification schemes used for analyzing oral reading errors are a theoretical. It is possible that performance differences not evidenced through the classification scheme employed in this study could be found using a classification scheme having a sounder theoretical basis. It was therefore recommended that the effects of the three treatments employed in this study be reexamined using a classification scheme built around a theory of reading. In contrast to investigation in the area of silent reading, the present study did not evidence differences in reading performance under the treatments employed. The failure of oral reading performance to vary in the manner observed for silent reading suggested that the two forms of reading are in some respects dissimilar. It was therefore recommended that that diagnostic procedures include measures of both oral and silent reading . Recent investigation has suggested that children often need greater skill in reading for different purposes. One possible explanation for why differential treatment effects were not obtained in the present study was that subjects did not have skill in reading for different purposes. The recommendation was made, therefore, that classroom teachers place greater. emphasis on teaching children to read for different purposes. The following recommendations were made for the area of research. (1) It was recommended that research be undertaken to develop measures of oral reading comprehension, rate, and percentages of semantic substitutions which have greater test-retest reliability. (2) The sample chosen for this study was restricted to third and sixth graders whose performance on a standardized silent reading test placed them in the second or third quartile of the normative population. A replication of this study using subjects from other grade and performance levels was recommended. (3) It was recommended that investigation be undertaken to further examine the relationships between oral and silent reading. Special consideration should be given to identifying those factors in which a satisfactory generalization from oral reading to silent reading can be made. (4) This study did not evidence differential treatment effects using reading materials and purposes for reading supplied by an examiner. It was recommended that investigation be undertaken to examine the effectiveness of using pupil-selected materials and pupil purposes for reading.Item An Analysis of Selected Topics in Christian Sex Education Curricula(1982) Dahlin, Marjorie B.; Gardner, Albert H.; Human Development Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md)PROBLEM. This research identified content and methods used in 37 current Christian sex education resources to teach the topics of masturbation, contraception, homosexuality, abortion, and pre-marital sex. The analysis sought to ascertain the extent to which these topics were covered in the resources, if at all; the direction of stance taken by each resource toward each topic; the type(s) of authority cited in support of stance; the scriptural passages quoted in support of stance; the type of values education approach used, and characteristic themes comprising basic content in each of the five topics. PROCEDURE. Titles for the analysis were identified based on bibliographies by SIECUS and the National Council of Churches' Commission on Family Ministries and Human Sexuality, with a follow-up survey to check for possible omissions. The final sample consisted of materials produced by or for 1) the Commission's member groups and 2 ) the Roman Catholic Church. The investigator's judgments were subjected to tests of inter-judge reliability, resulting in overall levels of agreement of 76.0% to 94.1%. RESULTS. At least 4 of the 5 topics were covered in most (70.3%) of the resources. All of the materials discussed pre-marital sex; this topic exceeded the others in number of sentences of coverage by more than 4 times. The resources tended to be accepting of contraception by married couples (except for the Roman Catholic materials); divided on their stances toward masturbation; disapproving of premarital sex and homosexuality, and ambiguous toward abortion (again, except for the Roman Catholic materials). Scriptural references cited in support of stances derived primarily from the Old Testament and the writings of St. Paul. The type of values education approach used most frequently was "Inculcation." Almost half the resources contained information on contraceptives. CONCLUSIONS. Most of the resources contained discussion of most of the topics. Further research might explore the thoroughness and accuracy of this coverage. Recommendations are made for revision of the materials.