• 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.
    • EFFECT OF DIRECTED STUDY OF MATHEMATICS VOCABULARY ON STANDARDIZED MATHEMATICS ASSESSMENT QUESTIONS

      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.
    • AN EXPLORATORY STUDY OF THE FIVE-FACTOR PERSONALITY TRAITS MODEL AS PREDICTORS AMONG WOMEN IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS FIELDS AT INDIANA STATE UNIVERSITY

      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.
    • Faculty Perceptions About Attributes and Barriers Impacting the Diffusion of Online Education in Two Saudi Universities

      Alhawiti, Mohammed Mfarij (2011-06-23)
      Recognizing that faculty are an essential part of the success of any distance education program, this study sought to examine faculty perceptions of attributes and barriers impacting diffusion of online education at two Saudi universities: Taif University and Tabuk University. More specifically, the study intended to (a) give an overview of faculty members’ current stage in the innovation-decision process in regards to online education, (b) examine faculty perceptions about attributes (motivating factors) and barriers (inhibiting factors) impacting diffusion of online education, (c) investigate the relationship between faculty members’ selected personal characteristics (including age, years of teaching, DE experience, gender, academic rank, nationality, and level of education) and their perceptions about attributes (motivating factors) and barriers (inhibiting factors) impacting diffusion of online education, (d) investigate the relationship between faculty members’ selected personal characteristics (including age, years of teaching, distance education experience, gender, academic rank, professional area, nationality, and level of education) and their stage in the innovation-decision process, and (e) demonstrate how these factors can be used to increase faculty adoption of online education to respond to the increasing demands for this kind of education. Rogers’ (1995) diffusion of innovation theory was employed to discuss the findings from this study and to reveal which attributes of innovation are perceived to be important in the innovation decision process by faculty members as they decide to adopt or reject online education. Data was collected using a self-administrated and cross-sectional questionnaire. The findings revealed that the most important attribute of WBDE was relative advantage and that the main barriers that prevented faculty members from adopting online education were technical expertise, infrastructure, and planning issues. The inferential analysis showed that distance education experience was a significant predictor for faculty perceptions about relative advantage, compatibility, observability, and complexity. It also showed that age, academic rank, and level of education were significant predictors of faculty perceptions of financial concerns as a barrier to WBDE. Moreover, the relationship between DE experience and faculty’s stage in the innovation-decision process was found to be statistically significant.
    • Foreign Language Anxiety in the Classroom and in on Online Environment

      Báez-Holley, Monica (2014-03-18)
      This study compared the levels of anxiety that students experienced when taking a foreign language in the classroom with those taking a foreign language at a distance. It also aimed to determine if the student’s academic performance in the course could be predicted by his or her foreign language anxiety level. The sample consisted of 107 undergraduate students (57 traditional classroom students and 50 online students) enrolled in SPAN 101 at Indiana State University in the spring of 2012. Participants were asked to complete the L120 Questionnaire 2 developed by Hurd (2003). The original version of the instrument was used with the online students and a modified version with the classroom students. The results of this study indicated that there was no difference in the levels of foreign language anxiety experienced between classroom and online students. It was concluded that students’ anxiety level was not a good predictor of final test scores in either environment.
    • General metal work for the junior high school

      Luehring, A. H. (Arthur H.) (2012-08-14)
      Not Available.
    • Global-Mindedness and Intercultural Competence: A Quantitative Study of Pre-Service Teachers

      Cui, Qi (2013-08-28)
      This study assessed pre-service teachers’ levels of global-mindedness and intercultural competence using the Global-Mindedness Scale (GMS) and the Cultural Intelligence Scale (CQS) and investigated the correlation between the two. The study examined whether the individual scale factors such as gender, perceived competence in non-native language or culture, frequency of interaction with people of diverse backgrounds, and teaching experience were good predictors of pre-service teachers’ global-mindedness and intercultural competence. The survey was conducted through Qualtrics with privacy protection. The Statistical Package of the Social Science (SPSS) was used and multivariate analysis of variance (MANOVA), multiple regression, and Pearson product-moment correlation tests were utilized to analyze the data. The research results were based on 184 survey responses of undergraduate students who have declared an education major or minor at a Midwest state university. The results revealed that the independent variables of gender, perceived competence in non-native language or culture, and teaching experience were significant predictors of the pre-service teachers’ levels of global-mindedness. The independent variables of perceived competence in non-native language or culture, frequency of interaction with people of diverse backgrounds, and teaching experience were significant predictors of pre-service teachers’ levels of intercultural competence. There was a moderate, positive, and significant correlation between pre-service teachers’ overall GMS scores and overall CQS scores.
    • Language Learning Strategies of English as a Foreign Language University in Korea

      Yang, Mihwa (2010-07-20)
      The purpose of this research was twofold. The first was to investigate which English learning strategies are frequently used by EFL Korean university students, and the second was to discover the differences in the use of English learning strategies by self-assessed language proficiency and gender. This study investigated the strategy usage of 288 Korean university students through administering a demographic questionnaire and Oxford’s (1990) SILL. Independent t-tests, a one-way analysis of variance (ANOVA), a multivariate analysis of variance (MANOVA), post-hoc Scheffé tests, and chi-square tests were performed at the .05 level of significance to answer research questions. The findings indicated that Korean university students used a medium range of strategies. Compensation strategies were used most frequently whereas memory strategies were used least frequently among Korean university learners. Language proficiency levels had significant effects on the overall strategy use, the six categories of strategy, and individual strategy use items. The present study also found that gender did not affect the overall strategy usage of EFL Korean university learners, the six categories of strategy, and individual strategy use. In sum, this research provides English teachers and curriculum planners with validated information on strategies currently used by EFL Korean university learners. The findings allow English teachers and curriculum planners to understand which overall strategies are used by EFL Korean learners.
    • Middle School Special Education Reading Teachers’ Experiences Utilizing Study Island Technology to Enhance Male Students’ Literacy: An Exploratory Case Study

      Grimes, Roddran (2012-10-22)
      This mixed methods study examined the experiences that four middle school special education teachers had implementing an online education program called Study Island in their reading classes. The teachers wanted to increase their students’ reading decoding and comprehension skills and also wanted to prepare their students for their state’s standardized test. Many male students today are underachieving academically and lack motivation to excel in their studies. Because boys comprise the majority gender in most resource classes (i.e., only special education students), this study focused on the male population in order to determine whether an online education program with a game component such as Study Island would induce them to focus on content-specific reading passages and utilize their analytical skills to answer the associated multiple choice questions correctly. This study used interviews, observations, and analysis of Study Island reporting data in order to understand the experiences of the teachers and determine if the middle school boys were progressing in their literacy ability. The results of this study revealed that Study Island was effective if students were well-behaved and focused on the material, thereby enhancing the teachers’ perceptions of personal satisfaction. However, if students were distracted, unfocused, and unmotivated, less improvement was achieved and teachers felt sadness due to the lack of progress. This study also found that if teachers felt comfortable using technology, and received training and mentoring, they were more apt to use an online education program.
    • Perception of Social Presence in Asynchronous and Synchronous Online Discussion from The Perspective of Native and Non-Native Speaker

      Alruhaimi, Abdullah (2011-09-16)
      The technology innovation of telecommunication gave confidence to educational institutions to substitute some of their courses from traditional courses into virtual ones. This switch in education inspired globalization. The learners use either synchronous or asynchronous communication tools to interact with each other. Most previous studies in this field show that social presence is correlated with learner achievement satisfaction and interaction. So the researcher measured the level of social presence for both groups of learners, native and nonnative speakers, across both types of online communication, synchronous and asynchronous communication. The researcher conducted a 2x2 split-plot ANOVA design with repeated measure for this study. The four cells in this design help the researcher to find how every group differs in both discussion formats. The findings of this study will lend a hand to institutions, instructional designers, instructors, and software and hardware developers to improve and concentrate on preferable methods of communication for global virtual institutions. The researcher did not find a statistically significant difference between native and nonnative speakers across the methods of online communications. There was no statistically significant difference between the learners in general across the methods of online communications. But the reported low level of agreement toward the level of social presence in both methods of online communication emphasizes the importance for all people who are concerned about virtual education to work hand in hand to elevate the level of social presence in online learning.The researcher encourages those who are concerned about online learning, and education in general to be the early adopters of technology such as Smartphone applications and the advanced features of social networking such as Facebook and Google wave.
    • Perceptions of Faculty Caring: Comparison of Distance and Traditional Graduate Nursing Students

      Hall, Lea R. (2010-07-20)
      The concept of caring has played a vital role in nursing education. Role modeling has been identified as the primary way to teach caring and has been investigated extensively. As caring has evolved, so has the ways in which we educate nurses. Countless institutions now offer distance education programs in nursing in an effort to address the nurse and nurse educator shortage. It is unclear, however, from the nursing education literature if the modeling of caring can be transferred to students in a distance learning environment. This study investigated the impact of learning environment, program satisfaction, and persistence on graduate nursing students’ perceptions of faculty caring measured by the Organizational Climate for Caring Questionnaire. The 162 participants were recruited from 76 different accredited institutions throughout five states. Preliminary review of the data revealed no variability in persistence among the sample as all students were planning to persist or were graduating. Therefore a two-way analysis of variance was conducted and found no significant interaction between learning environment and student satisfaction and no significant main effect for learning environment. Satisfied students, however, did perceive their faculty as more caring than unsatisfied students. Results from this study indicate that as students feel cared for by their faculty, they are more satisfied with their programs of study, which may lead to better outcomes and increased student retention rates. Furthermore, no differences were found among the three learning environments indicating that role modeling of caring can occur in the distance environment as in the traditional face-to-face environment. Nurse educators need to be aware of both caring and non-caring behaviors they portray regardless of learning environment, and the impact they have on student satisfaction and student persistence.
    • Practice in the fundamentals of printing

      Tranbarger, John C. (John Clarence) (2012-07-24)
      Not Available.
    • Recent investigations in the teaching of secondary biology

      Graham, Ross R. (2012-07-30)
      Not Available.
    • Relation of science teaching to pupil's reading activities

      Hoffhaus, Edwin H. (2012-08-15)
      Not Available.
    • Remedial methods for common faults in high-school journalism

      Jardine, William C. (2013-01-22)
      Not available.
    • Resources and Instructional Strategies Effective Middle School Science Teachers Use to Improve Content Area Reading Skills

      Beaver, Melanie S. (2012-10-22)
      This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students‘ reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.