• An experiment with three methods of teaching social studies

      Gabbard, Darrell L. (2013-04-09)
      Not Available.
    • An experiment with two methods of teaching social studies in high school

      Klausmeier, Herbert John (2013-01-14)
      Not available.
    • An Exploratory Study of the Career Aspirations and Self-Perceptions of University Honors Program Students

      Gresham, Pamela Malone (2010-07-20)
      This study examined the career aspirations and self-perceptions of University Honors Program students at Indiana State University. The current trend in education, especially gifted and talented education, focuses on science, technology, engineering, and mathematics (STEM). How has this impacted the gifted and talented population when they become young adults ready to pursue college and careers? Are the interests and skills of University Honors Program students aligned with the majors they have chosen? What are their interests and skills? The research was conducted on the campus of Indiana State University. This is a public higher education campus whose University Honors Program has about 500 members. The sample consisted of 20 University Honors Students. Each participant was asked to complete the Self-Directed Search Assessment Booklet: A Guide to Educational and Career Planning (4th ed.). This instrument, created by Holland, is used to assist in career planning. A three letter code resulted from the Self-Directed Search (4th ed.) (Psychological Assessment Resources [PAR], 2004). The results of the study revealed a variety of majors, although STEM majors were the most prevalent. One identical match between the three letter career aspiration codes and the codes developed from the survey. However, three participants’ codes included the same three letters in different combinations and eleven participants had an acceptable match of two of the three letters. Five students had only one common occupational letter. Multipotentiality and Millennial characteristics were examined. The University Honors Program sample had strong Investigative and Social scores.
    • An interpretative study of the perceptions and reactions of spanish-speaking students to motivators and demotivators in the english as a new language classroom.

      Brizuela, Alejandra Alvarado (2012-05-18)
      Using a qualitative approach,this study explored and analysed the experiences of Spanish-speaking students who took English as a second language(ESL)classes during Grades K-12 as well as the experiences of teachers licensed for English as a second language who teach in public schools in Indiana.Data were collected by conducting individual interviews with four teachers and once focus group session with three former ESL students who are Spanish-speaking Hispanics.The analysis of the data resulted in emergent themes that helped to identify specific motivators and demotivators that play a role in the ESL class.The six main themes that emerged from the data were the language learning environment,the student-teacher relationship,the choice of task or reading material,the use of technology,peer scaffolding,and the difficulty of the task.In addition to these themes,student's perspectives on placement as well as the teacher's concerns and ideas scenarios were also included in this study.All the information provided by the participants can be used to better understand the dynamics of the language classroom and how these dynamics either promote or hinder the student's willingness to learn English.
    • Applying Twitter to EFL Reading and Writing in a Taiwanese College Setting

      Cheng, Hao Yuan (2012-10-15)
      This study is an exploration of the potential language learning value of applying Twitter as a tool for English as a Foreign Language (EFL) reading and writing in a college setting in Taiwan. The Twitter-assisted learning approach was based on Vygotsky’s framework of social learning theories in which learners experience social collaboration, peer-modeling and a peer-monitoring process. Twitter, a microblogging social network website, provides learners an asynchronous platform and facilitates motivation for discussion. Participants were randomly assigned to two equal-size groups: a Twitter and non-Twitter group. Participants completed pretests and posttests to assess reading and writing. During this two-month investigation, both of the groups experienced the same learning materials and teaching methods, but the non-Twitter group engaged in free-writing activities while the Twitter group used Twitter for major course writing exercises. The students’ pretest and posttest results were analyzed by independent and dependent sample t-tests. The analysis indicated that different learning approaches did not make a significant impact on the learners’ reading and writing performance. However, the dependent sample t-test revealed that writing scores from the pretest to posttest in each group were significantly different. The learners were also given a Motivated Strategy Learning Questionnaire (MSLQ) to measure whether their learning attitudes changed after the experiment. Comparison of the mean scores of the MSLQ from these two groups, as well as an examination of the t values through an independent sample t-test analysis, indicated that Twitter-assisted learning had a significant positive influence on the experimental group’s learning attitude.
    • Approval and disapproval of grades by college students

      Hockenbeamer, Paul Oliver (2013-03-05)
      Not available.
    • Border Pedagogy and the Acculturation of Korean Students in U.S. Institutions of High Education

      Green, Randy (2010-09-22)
      This study aimed at identifying learning and teaching strategies that can promote the process of acculturation for Korean students in institutions of higher education in the United States. In particular, the study attempted to pinpoint ways in which these students and their instructors can become aware of and resist educational tendencies and approaches that promote hegemony and devalue cultural perspectives and experiences as well as construct meaning within the context of a worldview that is influenced by both Korean and U.S. cultures. It was hoped that the identification of these skills and strategies would aid both students and instructors in developing the ability to become successful border crossers, as defined by Giroux‟s (2005) border pedagogy, as well as culturally enlightened citizens of the global community. The study was qualitative in nature and consisted of a series of interviews with six South Korean students (three undergraduate and three graduate) enrolled in a mid-sized institution of higher education in the U.S. Midwest, six U.S. faculty members at the same university who had had Korean students in their courses, and four faculty members from Korea who were teaching at the university. A review of the literature included an examination of Positivism and its role in U.S. education, border pedagogy, particularly as it relates to international education and the process of acculturation, processes of cross-cultural adaptation, studies that have been conducted about South Korean students at U.S. institutions of higher education, historical influences on Korean higher education, and teaching and learning strategies common in South Korean universities. The study was able to identify several teaching and learning strategies that were interpreted as encouraging the process of acculturation and enabling students to cross borders. These strategies appeared to be supportive of the empowerment of and dialogue between students and teachers and strove to incorporate the cultural perspectives of both parties into the teaching and learning process. The study also identified a number of practices and perceptions that appeared to promote the assimilation of these students. In particular, there was little evidence that suggested the participants had reflected on or resisted influences and educational tendencies which could possibly promote the process of hegemony. The development of strategies that combat this tendency and facilitate a demystification of the educational process is recommended.
    • Comparitive life histories of some species of redhorse,subgenus moxostoma,genus Moxostoma

      Brown, Barbara A (2012-05-09)
      Three species of Moxostoma(M.anisurum,the silver redhorse;M.Erythrurum,the golden redhorse;M.duquesnei,the black redhorse) were examined in order to characterize them as they occur in Otter and Brouillettes Creeks in Vigo County,Indiana and to qualify differences between them in habitat,food habits and morphology.Low numbers of captures of Moxostoma made habitat evaluation difficult.The three species co-occurred in both creeks.Temporal differences in occurrence of redhorses in the creeks were observed.Redhorses were captured with low frequency before August of both years.Golden redhorses were captured in higher numbers than the other species.Moxostoma duquesnei was the least common.The species exhibited similar food habits.Insect larvae,especially chironomids,were found in the highest volume and frequency in all three species.Copepods were the second most important items of both M.anisurum and M erythururum,while the item second in abundance in M.duquesnei was insect pupae.Age 0 fish varied significantly in % volume insect larvae consumed between M.erythrurum(63.9% vol) and M.duquesnei(79.4% vol) and M.erythrurum and M.anisurum(76.2% vol).Similar results occurred in % volume of copepods eaten(M.erythrurum=21.3% vol;M.duquesnei = 4.6% vol;M.anisurum = 15.8% vol).Detailed morphological data were collected from each species.No differences were seen between the sexes.Age classes were compared by ANOVA and Discriminant Function Analysis.Individuals of silver and black redhorses could be identified to age class 100% of the time.Golden redhorses could be correctly aged only 90% of the time due to difficulty in separating older fish.The shape of the lower lips was the best character for dsicriminating among the three species.Moxostoma anisurum was charcaterized by a very acute angle formed by the meeting of the halves of the lower lips,Moxostoma erythrurum by an obtuse angle of aprroximately 140 degrees,and M.duquesnei by an angle of 180 degrees.Only a single specimen of M.erythrurum was difficult to identify using this character.Other characters used exhibited much overlap among the species.
    • Cultural Intelligence in Foreign Language Classes

      Báez, Daniela (2013-01-30)
      This study examined the effectiveness of Indiana State University’s Foundational Studies 2010 Non-Native Language Program for Spanish 101, in regard to its objectives and requirements for increasing students’ cultural intelligence and therefore their success in an increasingly multicultural world. As of fall 2011, this program requires students to take two semesters of foreign language as a requirement for graduation. The study was based on the concept of cultural intelligence and its four components: cognitive, metacognitive, motivational, and behavioral; and the data was collected using the 20-item, four factor CQS (the CQ Scale). This assessment was created and validated by the researchers Ang, Van Dyne, Koh, Ng, Templer, Tay, and Chadnrasekar in 2004 (Shannon & Begley, 2008) and it is used to measure cultural intelligence. The instrument was administered to students enrolled in six sections of Spanish 101 during the spring semester of 2012. The assessment was provided to students twice, once at the beginning of the semester and once at the end of the semester. The overall sample for this study consisted of 46 students for the pretest and 42 students for the posttest. The mean scores for all pretests and the mean scores for all posttests were compared to measure a change in cultural intelligence. The results of this study revealed that there was a significant difference between students’ pretest and posttest scores for three of the four factors of cultural intelligence: cognitive, motivational, and behavioral. A significant change was also observed in the motivational factor of cultural intelligence between female and male students.
    • Diagnosing borderline personality disorder:the effect of therapist's negative emotional reactions on diagnostic judgements.

      Mayo, Keith (2012-05-09)
      Previous studies suggest that clinicians are prone to bias in diagnosing Borderline Personality Disorder(BPD)and that BPD symptoms elicit negative emotional reactions(NER)from clinicians.However,no studies have specifically examined the effect of NER on the diagnosis of BPD.This study examined the decision-making processes used when assigning a diagnosis of BPD,specifically,whether clinicians NER towards patients exhibiting BPD symptoms bias decision-making and result in misuse of the BPD diagnosis.A randomly-selected national sample of 98 licensed psychologists completed an Internet survey in which they read two case vignettes that were designed to elicit NER but were below threshold for a diagnosis of BPD.Participants rated the representatives of a series of Axis I and II diagnosis and rated their level of confidence;rated severity,prognosis,and the likelihood of the individual in the case benefiting from treatment;and rated the applicability of a series of symptoms for the case(including each of the DSM-IV criteria for BPD).They then rated the degree of NER felt toward the patient using two subscales of the Impact Message Inventory(IMI).Results provided moderate support for the prediction that participants who report higher levels of NER wold be more likely to diagnose BPD,would assign higher BPD representativeness ratings, and would rate the prognosis and likelihood of response to treatment lower.Predictions concerning the moderating effects of clinician variables(years of clinical experience,percentage of time spent in direct patient contact) were not supported,but clinician gender had significant effects on the diagnosis of BPD.The hypothesis that clinicians who were asked to assign diagnosis before rating symptoms(i.e a stimulated prototype approach)would be more prone to over-diagnosis of BPD was also not supported,but order of the cases had unexpected effects on the results.Implications for clinical training and directions for future research are discussed.
    • Educators' Opinions Towards the Factors that increase Educational Television Programs and Channels' Effectiveness: A Survey on a sample of Teachers and Inspectors in the schools of Kuwait

      AlShammari, Fahad Z. (2010-07-22)
      The study aimed to explore the educators' opinions to increasing the effectiveness of educational television channels and programs to make them a positive influence on academic achievements. In addition, part of the objective was to investigate if the factors' priority arrangements are related to the sample educators' teaching experience, gender, and level of education. The study sample was 410 educators in the State of Kuwait, 175 males and 235 females. Of the sample, 233 have bachelors' degree and 177 hold master's and Ph.D. degrees. The researcher created a survey that measures the educator's attitudes towards educational television programs and the factors that increase the effectiveness of educational television channels. The seven factors were educational qualification, media qualification, financial factor, time factor, relation to the curriculum, curriculum overlap factor and presentation method. The result pointed out that all factors were of great importance from the educators point view, where the highest factor of importance was relation to the curriculum factor, then educational qualification, and media qualification. The results showed that the years of experience of educators were not significant. The result results of the study pointed out that educators with bachelor's degree felt the educational qualification factor and curriculum overlap factor in the educational television program has a big impact, more so than their peers who have master's or Ph.D. degrees. Also, the results showed that male educators gave more importance to the financial factor than female educators. The study concluded with other educational applications and recommendations on the research subject.

      Waite, Adel Marlane (Cunningham Memorial Library, Terre Haute, Indiana State University., 2017-12)
      The problems under investigation included (a) Did a directed study of mathematics vocabulary significantly affect student performance levels on standardized mathematical questions? and (b) Did the strategies used in this study significantly affect student performance levels on standardized mathematical questions? The population consisted of eighth-grade pre-algebra students from two different middle schools in southern Indiana. This quasi-experimental study was of a quantitative, repeated-measures design, using a population of approximately 140 eighthgrade students with a control sample of 37 and an experimental sample of 52. I performed a repeated measures ANCOVA to analyze scores from a mathematics vocabulary posttest for each participant, by the treatment and control groups, while controlling for student pretests scores. Results showed that after adjusting for pretest scores (F = 20.12, p < 0.0001), students who received intervention through a directed study of mathematical vocabulary had significantly higher posttest scores compared to the group who did not receive treatment. Students in the treatment group were required to keep a vocabulary journal, part of which was a self-rating of their understanding of each term. At the conclusion of the study, I assigned journal/understanding ratings for each term in the participants’ journals. To decide if the journal/understanding scores were associated with pretest and posttest scores, I performed a Pearson’s correlation analysis using the continuous variables of journal/understanding score and pretest and posttest scores. There was no significant correlation to the pretest scores for either the student self-rating journal/understanding scores (r = -0.04, p = 0.756) nor the v journal/understanding scores that I assigned(r = -0.04, p = 0.756). The results of the correlation analysis showed that the rating of students on their own journal/understanding (r = 0.23, p = 0.103) did not have any correlation with the posttest scores; however, the rating given by the teacher on the journal/understanding of the student was positively correlated with the posttest scores (r = 0.38, p = 0.005). Higher posttest scores were associated with higher journal/understanding scores, with a moderately positive correlation. School professionals such as teachers, administrators, and curriculum directors can assess and review the intervention done in this study and explore replicating or incorporating the approach in their curriculum. With the increase in test scores due to a directed study of mathematical vocabulary, school officials may consider this approach to increase the learning of students and as a result, increase their test scores on high-stakes examinations.

      Challa, Sowmya (Cunningham Memorial library, Terre Haute,Indiana State University, 2017-12)
      The purpose of this study is to identify any trends in personality traits of students at a midwestern university along with the influence of gender, choice of STEM or non-STEM academic major, and level of education on personality traits. The chosen mid-western university is Indiana State University (ISU) located in Terre Haute, Indiana. This study investigated the personality traits of student’s through administering Goldberg’s (1999) International Personality Item Pool of the Big Five Broad Domains of Personality. The personality profiles of students at ISU who have taken the questionnare are summarized. The personality profiles of female students were analyzed further with special focus to identify the role of level of education and choice of major among female students. Based on the responses of the study’s subjects, there are significant relationships found between gender and all of the big five personality traits. Level of education, graduate or undergraduate, had significant impact on extraversion, agreeability, concientiousness, and emotional stability. Choice of STEM and non-STEM major impacted emotional stability for subjects in general but its influence is not significant among female subjects. Choice of STEM or non-STEM major had a significant influence on the intelligence/imagination trait for both male and female subjects. Level of education did not have any significant influence on intellegence/imagination. Overall, this study found a few significant relationships between Big-Five personality traits and identified categorizations.