• The legitimate field of secondary education

      Kibler, Zoe M. (Zoe Marie) (2012-08-16)
      Not Available.
    • The need for a master of science program in automotive technology management as perceived by automotive professionals.

      Peters, Randell W (2012-05-09)
      The opinions of automotive professionals regarding the importance of 24 content areas or topics relevant to automotive education beyond a four-year degree and the need for an automotive technology management master's degree were investigated.Sixteen similar four-year automotive programs were located and identified.No current master's degree level programs in automotive technology and or management were located within the United States.Literature regarding professional master's degrees were reviewed.A survey instrument was developed for collecting data.Evidence of validity was demonstrated for the survey.A Cronbach's Alpha of .833 indicated an acceptable level of internal consistency and reliability.Two distinct groups of automotive professionals were surveyed:faculty memebers currently teaching in a four year degree program,and graduates of the automotive four year program at Indiana State University.A total of 81 participants(55 graduates and 26 faculty) were contacted via telephone with 54 total respondents(29 graduates and 25 faculty).The 24 content areas or topics were ranked ordered according to the means.A multivariate analysis of variance and independent samples t-tests were conducted to evaluate differences between the groups.Frequency distribution indicated 77% of the respondents atleast somewhat agreed that automotive education beyond a bachelor's degree could lead to higher starting pay, and/or allow for advancement to higher paying management positions.The overall analysis appears to indicate automotive professionals perceived there is a need for such education.The information gathered in this study should provide direction for the type of courses and their content that should comprise a new master's degree program in automotive technology management,thus meeting the needs of industry and providing a path for further education for graduates of four-year automotive programs.
    • The need for sex education in the public schools

      Flick, E. Perry (2012-08-14)
      Not Available.
    • The organization and administration of a county audio-visual center

      Kuhn, Albert Joseph (2013-03-08)
      Not available.
    • The preparation of a supplementary reader especially adapted for Negroes

      Merriweather, Evangeline Harris (2013-04-09)
      Not available.
    • The relationship between reading fluency and mathematical word problem solving:An exploratory study.

      Walker, Amy M (2012-05-18)
      The present study examined the relationship between Oral Reading Fluency(ORF)scores and mathematics problem solving scores.The reading fluency scores were obtained from the Dynamic Indicator of Basic Early Literacy(DIBELS)assessment.The mathematics problem solving scores were obtained from the Indiana State Test of Education Progress Plus(ISTEP+)assessment.In addition,error patterns found in mathematics problem solving on ISTEP+and Acuity Diagnosis Tests were analysed.The purpose of the quantitative study was to determine if DIBELS ORF scores were correlated with mathematics problem solving ISTEP+ scores.A linear regression was conducted to determine the significance of the correlation.The purpose of the qualitative study was to determine error patterns found on the Mathematics Problem Solving portion of the ISTEP+ test and the Acuity Mathematics Diagnostic test.For both studies,the data were evaluated for the whole group,male group,and female group.For the qualitative analysis,data were also examined based on DIBELS oral reading fluency level.A total of 121 students in Grades 3,4 and 5 were used for the study.The students attended an inner city schools in the midwestern portion of Indiana.Several ethnic groups were represented,including Caucasian,Hispanic,African American and multiracial.The majority was from high poverty level homes and qualified for either free or reduced lunch services.
    • The relationship of attitude,social influence and self-efficacy to diabetes type II outcomes.

      Keefer-Ward, Autumn L (2012-05-09)
      The purpose of this study was to investigate the Attitude-Social Influence-Self Efficacy model and its relationship to Type II diabetes outcomes.One hundred-twelve adults ages 55-75 with Type II diabetes were recruited from a physician's office in West Central Indiana.Participants completed instruments that assessed (a)attitude,(b)social influence of the physician,(c)diabetes-specific self-efficacy and (d)diabetes-specific quality of life.A measurement of metabolic control was also obtained.Multiple regressions were performed using (a)quality of life,and (b)metabolic control as criterion varibales.Only one subscale of the self-efficacy variable scale,managing the Psychosocial Aspects of Diabetes,was found to be significant in predicting quality of life.None of the predictor variables were significant in predicting metabolic control.The author offers several explanations for the paucity of significant results.
    • The social studies in the junior high schools of Indiana

      Lamb, Herbert Ingram. (2012-06-27)
      Not Available
    • The use of thermal infrared multispectral scanner data for geochronologic mapping of the cima volcanic field,san bernardino,california

      2012-05-09
      The use of the Thermal Infrared Multispectral Scanner(TIMS)as a tool for geologic mapping of a portion of the Cima Volcanic Field,San Bernardino County,California was investigated.TIMS data received from the Jet Propulsion Laboratory were reformatted and analyzed in the LARSFRIS computer processing environment at the Indiana State University Remote Sensing Laboratory.Classifications of the Cima Field lava flows were produced from three data sets derived from the raw TIMS data(radiance,emissivity,decorrelation stretch).Earlier chemical analyses have shown that Tertiary lava flows are consistency higher in bulk silica than the Quaternary lava flows.It was hypothesized that the TIMS system would be able to identify this trend and thus be a good tool for geologic mapping in the Cima Field area.The classifications were analysed in order to understand the nature of the information contained in each of the data sets.Classifications suing each of the original data sets along with classifications formed from combinations of the three original data sets were produced in an attempt to best differentiate features of interest in the Cima Volcanic Field study area.The best classification produced allows an analyst to discriminate the Tertiary lava flows from the Quaternary lava flows with acceptable accuracy.It also allowed the discrimination between the Quaternary lava flows through the use of textures created by the mixing of colors in the image product.This classification corresponded well to the existing geologic maps of the Cima Field Study area.The best classification did not prove to be the one using all of the available information but rather utilizing all of the radiance and emissivity bands and band 1 of the decorrelation stretch data set.Bands 2 and 3 of the decorrelation stretch data set tended to amplify geomorphic and scanner noise,thus they were poor to use for classification.The spectral relationships within the data sets were analysed in the light of geochemical and radiometric information culled from the literature on the Cima field.One trend which was identified in the data sets consisted of increasing radiances in the lava flows with decreasing age.This trend could have been associated with the geochemistry or with geomorphology of the study area.Future considerations for research are presented along with recoomendations for the use of TIMS data and possible design changes for an improved thermal scanner.
    • Transformational Effects of Museum Exhibits Upon Their Patrons: The National Underground Railroad Freedom Center

      Caruso-Woolard, Cassandra (2013-09-06)
      The focus of this research was on the affective learning experienced at the National Underground Railroad Freedom Center—a museum that tells the history of slavery in the United States, the courage, cooperation, and perseverance enacted by many who overcame the challenges and consequences of the unfreedoms once practiced in America. Such a study is important in order to understand the challenges faced and how adversity was prevailed upon. The qualitative approach adopted in this study included focus groups, observations, artifact collection, and a review of literature. The findings from this research provide evidence that the participants in this study did experience affective learning, which led to a dialogue about societal concerns regarding racial tensions in America. Conclusions drawn from this study are the 21st century paradigm shift of how the Freedom Center advocates courage cooperation and perseverance in its mission; also, that history should be retold to understand present-day ideologies and circumstances. This study provides a solid foundation for further work investigating affective learning school-age children experience when visiting the Freedom Center. A longitudinal behavioral study to see if these children reach the fifth level of the affective domain is recommended.
    • Trends in the philosophy of supervision of instruction

      Kennedy, Irma Agnes (2013-01-23)
      Not available.
    • UNDERGRADUATE MATHEMATICS STUDENTS’ ATTITUDES TOWARD USING E-LEARNING IN SAUDI ARABIA

      Alrehaili, Bakheet Wasel (2013-12)
      The main objective of this study was to investigate the attitudes of undergraduate mathematics students in Saudi Arabia towards online mathematics education. Comparisons were made among male, female, underclassmen, and upperclassmen undergraduate mathematics students at the University of Tabuk (UT). Of 161 students enrolled in the mathematics program, 118 mathematics students responded to the survey. The sample consisted of 57 male and 61 female students. A 2 x 2 ANOVA test was used to reveal any statistically significant differences between the various groups based on gender and educational level. The findings showed that underclassmen did not differ significantly from upperclassmen in their attitudes toward online mathematics, male students did not differ significantly from female students in their attitudes toward online mathematics, and there was no significant interaction between educational level and gender in terms of the students’ attitudes toward online mathematics education.
    • Understanding Non-Native English-Speaking Teachers' Identity Construction and Transformation in the English-Speaking Community: A Closer Look at Past, Present, and Future

      Tseng, Shu-Chun (2011-07-20)
      Building on Kachru‟s (2005) diagram of World Englishes and Norton‟s (2000) theoretical conception of identity, the researcher acknowledges that each Non-Native English Speaking Teacher (NNEST) comes to the English-speaking community with a different variety of Englishes. Each believes in various cultural values and norms, and his or her identity is an ongoing process that can be impacted when he or she is immersed in different contexts. Using a qualitative approach, this study examined the way NNESTs construct their self-perceptions of English Language Teaching (ELT) professionalism based on social and educational experiences in their countries. In addition, the study examined how they reconstruct professional identity depending on current social and educational experiences in an English-speaking country, and how they contribute this newly-constructed sense of professionalism in future ELT practices. Findings revealed participants possessed less awareness of the importance of professional identity in their home countries, but the education offered through Teaching English to Speakers of Other Languages (TESOL) programs in the United States played an essential role in raising this awareness. However, the participants‟ identity was impacted by feelings of inferiority. Most participants never thought that they were as competent as Native English Speaking Teacher‟s (NESTs) in terms of English teaching. Various contributing components, such as self-confidence, expectation, perception, investment, language ideology, and language proficiency played essential roles in the development of each NNEST‟s self-image. Having a TESOL program that provides practicums and social programs that connect NNESTs with NEST‟s and other people in the society where they are studying could impact the dissonance between expectation and reality of an NNEST's educational experience. However, each NNEST retains his or her own right to develop a positive or negative self-image by nurturing an active and open-minded attitude.