amazon.com James H. McMillan: Understanding and Evaluating Educational Research (2nd Edition)

Folder: Personal Personalization Welcome to the Personalization archive web page.  Unlike other, current bibliographies in this dataspace, the citations on this page have not been updated since 1995. Page Contents A   |   B   |   C   |   D   |   E   |   F   |   G   |   H   |   I   |   J   |   K   |   L   |   M   |   N   |   O   |   P   |   Q   |   R   |   S   |   T   |   V   |   W   |   Y   |   Z A 0-315-75019-7 19940326. AUR CSU CU DPL DU HSC UNC UW AGANS, R. P. (1992). ATTITUDE INVOLVEMENT AND THE EFFECT OF VESTED INTEREST AND PERCEIVED RISK IN PERSUASION. Unpublished PHD, TEXAS A&M UNIVERSITY (0803). In the present study, it is argued that personal relevance and personal involvement are not synonyms, as currently treated in the research literature, and have distinct implications for message processing in a persuasion paradigm. Specifically, this investigation seeks to determine how personal involvement, defined here in terms of Crano's (in press) model of vested interest, affects message processing under different conditions of personal relevance, defined here as perceived risk of misfortune. It is suggested that personal relevance and personal involvement may interact and produce unique affects on message processing. Participants were randomly assigned to read either a strong or weak message regarding the chosen misfortune and to complete a variety of questionnaires assessing their attitudes toward the topic. Under conditions of high levels of personal relevance, high personal involvement subjects proved more susceptible to a weak message than low personal involvement individuals. That is, high risk/high vested people appeared to engage in danger control processing because they were willing to accept a message that advocated prevention of a misfortune (i.e., an adaptive response to a threat), even though the basis of the arguments were weak and specious. High risk/low vested interest individuals, on the other hand, appeared to be engaged in fear control processing because they were not willing to accept a weak and specious message that advocated prevention of a misfortune (i.e., a defensive response to deny a threat). The danger and fear control processing found in the high personal relevance condition was not evident among low personal relevance individuals who received weak messages. That is, people of low risk/high vested interest did not scrutinize a weak message more than low risk/low vested interest subjects. This suggests that the lower personal relevance of the low risk condition attenuates the effects of personal involvement (i.e., vested interest). These results suggest that only under conditions of high personal relevance does personal involvement (i.e., vested interest) influence message processing. personalization.essential Order #: AAC 9300387 ProQuest - Dissertation Abstracts for now ALDER, K. A. P. (1993). A COMPARISON OF DIRECT AND VICARIOUS REINFORCEMENT. Unpublished MS, UNIVERSITY OF SOUTH ALABAMA (0491). Bandura (1986) predicted that because directly reinforced subjects must divide their attention between task demands and the emotional and cognitive arousal produced by direct feedback, they thus acquire learned responses at a slower rate than vicariously reinforced subjects who are spared the additional attentional demands. The present research tested this hypothesis by counting the number of easy and difficult paired-associate nonsense syllables recalled, over 10 trials, by directly and vicariously reinforced subjects. A 3-way analysis of variance (role x task x trials) revealed significant main effects on all three factors, providing preliminary support for Bandura's hypothesis and a basis for further investigation. personalization.essential Order #: AAC 1352900 ProQuest - Dissertation Abstracts for now Angell, R. F. (1992/1993). Personalized remediation strategies in mathematics instruction based upon learning styles of ninth-grade students (remediation). (Doctoral dissertation, University of Houston). Dissertation Abstracts International, 53 (07), 0280. dissertation.keeper need more info ARTARC STATUS: Not checked out -- CALL #: N352.Z4 --30 of 34 B Bahruth, R. E., Ed. Venditti, Phillip N., Ed. (1990). Profiles in Success: Reflections on the Community College Experience. In September 1989, letters were sent to the presidents and public information officers of each member college of the American Association of Community and Junior Colleges (Washington, D) asking them to identify outstanding graduates who might be interested in composing short essays describing their community college experience. More than 190 colleges in 39 states responded. The essays presented in this collection were selected from a total of over 500 submissions because they represented quality writing, a broad geographic distribution, and the diverse populations served by community colleges. Following a preface by Edmund J. Gleazer on the power of the personal narratives to convey the effectiveness of the colleges, an introductory chapter, "What This Book Is About," reviews the development of the idea for the collection, and the organization of the essays. The next chapter, "Community Colleges: An Introduction for the Uninitiated," provides a brief historical overview, describes the services and enrollments of two-year colleges, and addresses common concerns about the institutions (i.e., that the quality of students is low; that transfer rates are low; and that community colleges perpetuate class stratification). Next, one-page profiles of the graduates, which include a photograph and biographical sketch in addition to the essay, are provided in eight chapters corresponding to the alumni's career fields: Law; Science, Technology, and Agriculture; Entertainment, Media, and Sports; Health and Medicine; Social Services; Business; Public Service; and Education. Indexes of profilees, and the colleges they attended are included. (MAB) personalization.keeper ED350051 Bailey, J. R. S., Arthur D. (1987). The Effects of Response Mode and Personal Relevance on Information Search Strategies. The difference between response modes of judgment versus choice has until recently gone largely unnoticed in the decision-making literature. Recent research suggests that judgment and choice are indeed not the same, and that the processes evoked by each differ radically. Using information search boards, this study followed the disclosure patterns of 52 undergraduate college students who were asked to either choose a hypothetical roommate, or make judgments on each roommate alternative. One-half of each group (choice and judgment) were randomly assigned to select either a roommate for themselves (personal relevance) or for a friend (non-personal relevance). Under non-personal relevance, the decision process for conditions of judgment versus choice was predicted to involve more information searched, less variability of the pattern of search, and greater use of interdimensional strategies. High relevance was predicted to attenuate these patterns. Analysis confirmed the predicted patterns for judgments as compared to choice. Unlike previous research, personal relevance yielded more intradimensional search patterns. (Author/ABL) personalization.keeper ED290110 BARNES, D. C. (1992). PORTRAITS OF INTERRACIAL ROMANCE AND SEXUALITY IN HOLLYWOOD CINEMA: 1965-1975. Unpublished PHD, UNIVERSITY OF MARYLAND COLLEGE PARK (0117). This study examines the image of the black male in Hollywood films of interracial romance and sexuality from 1965 to 1975. The lacanian, psychoanalytic model, as articulated by feminist film scholar Laura Mulvey, in which the white female body is either overvalued or devalued, is applied to the spectacle of the black male. The research concludes that as a possible consequence of the shifting images of black men in the media during the Civil Rights Movement, Hollywood producers became obsessed with black male movie stars. Portrayals by Sidney Poitier, parallel to Martin Luther King, constituted overvalued, exceptional, superheroic characters. In direct contrast, images presented by black athletes Jim Brown, Ken Norton and actor James Earl Jones (as black boxer Jack Johnson) were superficially parallel to Malcolm X and the Black Panthers. These macho, athletic, black, male stars presented devalued, objectified, representations of the black male for the vicarious, home-erotic pleasure of the white male viewer. Analyses of A Patch of Blue (1965), 100 Rifles (1968), The Great White Hope (1970) and Mandingo (1975) support the conclusion. Order #: AAC 9304299 ProQuest - Dissertation Abstracts throwback Bass, R. K. (1978). Personalization of Instruction Based Upon Cognitive Style Mapping: Implications for Educational Gerontology Educational Gerontology 3 2 109-22. One problem facing gerontological educators today is the demand for individualization or personalization of instruction. This paper describes a procedure that has been successfully utilized in other areas to meet this demand. Appropriate application of materials presented here will make gerontological education more relevant. (Author) Reprint Available (See p. vii): UMI personalization.keeper EJ181102 BECK, R. J. (1992). VICARIOUS INDUCEMENT AND ALLEVIATION OF LEARNED HELPLESSNESS DEFICITS IN ELDERLY INDIVIDUALS (HELPLESSNESS). Unpublished PHD, UNIVERSITY OF ARKANSAS (0011). Previous research indicates that elderly individuals may experience a large number of life changes that are beyond their control. As a result, many elderly individuals may experience some forms of depression, especially reactive depression. Learned helplessness and its associated deficits has been proposed as a model for the acquisition of reactive depression. Additional research has shown that indirect exposure to non-controllable outcomes is a sufficient condition for the development of learned helplessness. Little research has investigated either the direct or indirect acquisition of learned helplessness and its subsequent deficits in this population. This study attempted to determine whether elderly individuals are susceptible to vicarious acquisition of learned helplessness deficits, as measured by changes in emotional intensity, affect states, cognitive expectancies of optimism and self-efficacy and cognitive-behavioral performance on an anagram task. It also attempted to determine whether these same vicarious methods effectively alleviated induced deficits. A total of 64 subjects (N = 26 males, M age = 70.54; N = 38 females, M age = 70.00) participated in the study. Subjects exposed to the helplessness induction procedures provided higher ratings of emotional intensity, while those exposed to the alleviation procedures provided higher ratings. Subjects exposed to induction procedures also provided higher ratings of depression, anxiety and hostility, as expected. Alleviation procedures were found to be effective only for the measure of depression. No differences were found for the measure of optimism, while only few differences were found for the ratings of self-efficacy. Hypotheses regarding the cognitive-behavioral anagram solution task, as measured by number of failures, mean latency and trials to criterion, were largely unsupported. Thus, this study supported the vicarious inducement of learned helplessness as evidenced by the measure of depression, and also indicated that vicarious methods may be utilized to alleviate induced depression. The study did not support cognitive and cognitive-behavioral deficits associated with learned helplessness. A number of explanations of the results and indications for future research are discussed. Order #: AAC 9237337 ProQuest - Dissertation Abstracts throwback Begona, P. R. (1991). ANTHROPOLOGICAL BASIS OF PERSONALIZED EDUCATION: INFLUENCE OF THE FRENCH PERSONAL THESIS ON THE SPANISH EDUCATIVE LEGISLATION FROM 1870 (GENERAL BILL OF EDUCATION) TO 1991 (LOGSE) (EDUCATION LEGISLATION) [FUNDAMENTOS ANTROPOLOGICOS DE LA EDUCACION PERSONALIZADA: INFLUENCIA DE LAS TESIS PERSONALISTAS FRANCESAS EN LA LEGISLACION EDUCATIVA ESPANOLA DESDE EL ANO 1970 (LEY GENERAL DE EDUCACION) AL 1991 (LOGSE)]. Unpublished PEDAGD, UNIVERSITAT AUTONOMA DE BARCELONA (SPAIN) (5852). In the introduction, a chapter about basic concepts, the notions of Pedagogy and Education are clarified in order to frame my thesis. In the same way, it is explained that "education" is understood as a process. In the first section, the personal philosophic-pedagogic thought is analyzed. It is taken for granted the idea that "man" must be understood as a person, thus two tendencies are analyzed: on the one hand the substantialist tendency, on the other the projectivist one. Personalism is analyzed, its characteristics, the process of personalization, the reductionist models, the model of man who defends himself, and its pedagogic consequences. Three of the great French personalist men of some standing are also studied one by one: Maritain, Mounier and Faure, and their conception of education is emphasized. In the second section, Personalism and personalised education is studied. The causes of the movement of personalized education, precedents, conception, relationship with Personalism, likeness and differences between French personalized education and the Spanish one, and the underlying anthropology. The outlines of this movement, and the implications that it takes with itself, with regard to the personalization of the whole educative process are also analyzed. In the third section, the influence of Personalism on the Spanish legislation throughout forty years in three periods is addressed. A Preparatory Period which goes from 1945 to 1968. A Neoliberal one with two divisions: the autocratic Neoliberalism from 1969 to 1975, and the democratic Neoliberalism from 1975 to 1982. And A Socialist Period, from 1982 to now. Furthermore, a Legal Glossary which gathers up all the new concepts that Personalized education has introduced into Spanish Legislation is included. There are also five graphics, in order to achieve a better understanding of the matter, in which the relations between the various aspects analyzed are represented. (Abstract shortened by UMI.) personalization.essential Order #: NOT AVAILABLE FROM UMI ProQuest - Dissertation Abstracts 84-7929-341-1 Publisher: UNIVERSITAT AUTONOMA DE BARCELONA, SERVEI DE PUBLICACIONS, APDO. 20, E-08193 BELLATERRA, BARCELONA, SPAIN Beniger, J. R. (1987). Personalization of Mass Media and the Growth of Pseudo-Community. Communication Research: An International Quarterly v14 n3 p352-71 Jun 1987. Reviews literature on efforts to personalize mass communication by disguising the size of intended audiences, targeting messages, and contriving intimacy in content. Argues that distinctions between interpersonal and mass communications have become blurred into what might be called "pseudo-community." Finds that technological development to personalize mass communications has spawned a new infrastructure for major societal change. (NKA) UMI EJ356600 throwback Benjamin, L. T., Jr., & Davis-Dorsey, J. e. a. (1991). Personalization and Active Learning in the Large Introductory Psychology Class. Teaching of Psychology v18 n2 p68-74 Apr 1991. Discusses methods of personalizing the large introductory college psychology class. Contrasts active learning by students with lecturing by professors. Suggests that separating the large class into smaller units can facilitate active learning. Argues that active learning also can be promoted in the large class setting. (SG) UMI Report/ISSN: ISSN-0098-6283 personalization.essential EJ435028 Bhola, H. S. (1992). Literacy, Knowledge, Power, and Development--Multiple Connections. Development must offer people not only release from poverty but also social esteem and political freedom. While knowledge production has exploded, its distribution and use is still limited, especially in the Third World. Literacy is the most promising means of bringing information and technology to common people in developing nations. Each country carries out development in its own context and by its own values, but development is also a global concern. Individual power can be viewed as the universal human need and the differentiated individual capacity to affect both material and symbolic environments. However, power is unequally distributed. Empowerment is the process whereby the powerless: (1) acquire critical consciousness about their individual reality; and (2) organize to multiply individual into collective power. A challenge to most developing countries is to retrieve and renew usable knowledge from indigenous traditions and connect it with new scientific and technical knowledge. The print and electronic media of mass culture do not always serve the knowledge needs of these populations. Education can be brought to them through traditional and nontraditional means. Adult literacy is potential power, but just as development must be appropriate to yield the desired results, literacy education must also be appropriately defined and designed. (Adjunct ERIC Clearinghouse on Literacy Education) (MSE) ED345587 throwback development communications Bostian, L. R. (1983). Even in Classes of 100 to 150, Personalization is Possible. Journalism Educator v38 n2 p8-10 Sum 1983. Describes how a Wisconsin agricultural journalism course for nonmajors achieves success, despite large enrollments, through a heavy diet of writing exercises, review questions, out-of-class help, and student presentations. (HOD) UMI EJ287939 maybe Bott, R. (1983). Preface to the Froebel Bicentenary Lectures. Early Child Development and Care v12 n3-4 p205-09 Nov 1983. Summarizes three lectures presented under the broad title of "Autonomy, Education, and Contemporary Society" and given as part of the bicentennial program devoted to Friedrich Froebel. (BJD) UMI EJ290247 maybe doubtful Boud, D. (1985). Reflection, turning experience into learning. personalization.keeper Book NORLIN STATUS: Not checked out -- CALL #: LB1060.B68 1985 --16 of 34 Boud, D. C., Ruth. Walker, David. (1993). Using experience for learning. personalization.essential Book NORLIN STATUS: Not checked out -- CALL #: LB1027.23.U85 1993 --2 of 34 Bradshaw, D. (1989). Higher Education, Personal Qualities and Employment: Teamwork. Oxford Review of Education v15 n1 p55-71 Mar 1989. Examines aspects of teamwork in employment and the implications for higher education. Draws a number of conclusions concerning the teaching of students in universities relative to the goal of enabling these graduates to work effectively in teams. Suggest that the goal of making higher education relevant to employment can be beneficial. (KO) EJ395880 maybe doubtful Brewer, E. W. (1980). Mass Education: A Personal View. Tennessee Education v10 n2 p16-19 Fall 1980. Supports a philosophy of education that requires that the school recognize diversities in students' intelligence, motivation, interests, talents, and backgrounds and that the schools address this diversity by providing a curriculum responsive not only to the students' needs, but also to the needs of the society and economy. (Author/JD) Reprint: UMI EJ237299 maybe BURRUSS, J. D. (1990). A NATURALISTIC STUDY OF MIDDLE SCHOOL SCIENCE CLASSES CONTAINING ACADEMICALLY GIFTED EIGHTH-GRADE STUDENTS. Unpublished PHD, UNIVERSITY OF DENVER (0061). Science education is under fire for failing to provide appropriate educational programs for American youth. This criticism is neither new nor are the recommended changes which accompany it. A major concern tied to these criticisms is that gifted children, our most appropriate source of future scientists and engineers, are not being educated properly at the middle school level. The purpose of this study was to provide a contextual picture which can be used to look at the developmental appropriateness of middle school science classes for all children, including the gifted. Middle school was appropriate because of the match between the recommendations for science education and gifted education and the philosophy and concepts of middle school design and programming. A naturalistic research design was used to look at four issues that are common themes among the three. The four were: (1) PERSONALIZATION of instruction based on student diversity. (2) focus on inquiry/discovery methods, critical thinking and problem solving; (3) emphasis on affective issues and independent learning; and (4) flexibility and innovation in methodology and teaching strategies. Naturalistic methods were used to collect and analyze data. The sample for this study was two middle schools which had two eighth grade science classes containing academically gifted students. Triangulation methods were used to support observational findings. Interviews were conducted with students, teachers, administrators, and coordinators of the gifted programs. Steele's (1982) Class Activities Questionnaire was administered to all four classes in order to provide an alternative perspective. The descriptions and data for these four classes are consistent with the Carnegie "Turning Points" report in that there was: little or no PERSONALIZATION; little or no focus on inquiry, critical thinking, and problem solving skills; little or no emphasis on affective issues or independent learning; and little or no flexibility or innovation evident in the instruction. The classes observed did not provide an education based on adolescent diversity. Neither the concepts of successful middle schools, the recommendations for middle level science education, nor the recommendations for gifted education were implemented in these classes. A significant conclusion of this study is that before new curricula or teaching strategies for middle school science or gifted students are developed, the current ones should be implemented and evaluated. Order #: AAC 9102124 ProQuest - Dissertation Abstracts maybe Byrne, B. (1992). Relevance Theory and the Language of Advertising. CLS Occasional Paper No. 31. Relevance theory, the premise that a hearer will make the effort to process a communication if he or she feels it will alter or enrich his/her cognitive environment, can be useful for increasing the effectiveness of advertising communication. It is particularly helpful for analyzing and improving the effectiveness of the creative devices often used in advertising language to add interest and additional meaning to the text. While ly a theory of pragmatics, relevance theory gives a complete account of the recovery of meaning of an utterance. Advertising text commonly contains variations on accepted standards of grammaticality and specific contextual implications. Analysis of the text using relevance theory can expose the text/context interaction and illustrate the role of linguistic style as a tool for conveying more than is actually verbalized. Areas that can be targeted by such analysis include disambiguation and referential assignment, readers' anticipatory hypotheses, examination of phonetic effects, repetition, text length, media-specific contextual implications, intertext devices, illocutionary force, and cancellation of implicature. A 97-item bibliography is included. (MSE) personalization.essential ED349840 C Calderhead, J. G., Peter. (1993). Conceptualizing reflection in teacher development. personalization.essential Book NORLIN STATUS: Checked out -- CALL #: LB1775.C728 1993 --1 of 34 Candy, P. C. (1982). Personal Constructs and Personal Paradigms: Elaboration, Modification, and Transformation. v13 n4 p56-69 1982. Interchange on Educational Policy. Parallels are drawn between T. S. Kuhn's theory of scientific revolutions and George Kelly's personal construct systems. Personal construct psychology is depicted as a particularly innovative approach to adult learning with implications for: (1) the philosophy of lifelong learning; (2) the importance of experience; (3) recognition of individual differences; and (4) the principle of self-direction. (PP) personalization.essential EJ273593 for now Chng, C. L. F., Frederick W. (1994). The African-American Community and HIV: Personal Reflections. Journal of Health Education v25 n1 p51-55 Jan-Feb 1994. Examines the African-American community's response to the HIV/AIDS crisis, focusing on historical and cultural factors that may have undermined intervention and education efforts. Advocates the design and provision of a culture-specific HIV risk reduction program and offers specific culture-relevant guidelines for AIDS risk reduction efforts. (SM) UMI Report/ISSN: ISSN-1055-6699 EJ478606 maybe for cultural relevance Conference., A. f. B. S. a. E. L. (1981). Proc. annu. conf. Assoc. Bus. Simul. Exp. Learn. Proceedings of the annual conference of the Association for Business Simulation and Experiential Learning Proceedings of the... annual conference of the Association for Business Simulation and Experiential Learning. Also called: Developments in business simulation and experiential exercises 1981-<1986> Wichita, Kan.: Dept. of Administration, Wichita State University, 1977- v. ; 28 cm. Annual Pub. history: 4th (1977)- Imprint varies. BUS HAS: 8 1981. Book maybe doubtful Cooper, C. L. (1979). Learning from others in groups: experiential learning approaches. Book maybe doubtful CSU UNC UW -- -- maybe D Daniels, R. R. K., Michael J. McCluskey, Dale. (1988). Individualized Instruction Utilizing the Structure of Intellect and Language Experience In Reading Programs. Reading improvement. Fall 88 v 25 n 3, 237. CSU DU UNC UW maybe doubtful DE BRUIJN, H. F. M. (1993). SITUATED COGNITION IN A COMPUTERIZED LEARNING ENVIRONMENT FOR ADULT BASIC EDUCATION STUDENTS (COGNITION, BASIC EDUCATION). Unpublished DR, UNIVERSITEIT TWENTE (THE NETHERLANDS) (0237). If the cognitive apprenticeship principles of Collins, Brown and Newman (1989) are compared with adult learning theories and in particular with learning theories concerning functionally illiterate adults, they have several aspects in common. In order to check the resemblances in practice and to explore at the same time the way in which the cognitive apprenticeship methods can be operationalized in a computerized learning environment for adult basic education students, an explorative study was performed. All cognitive apprenticeship methods with the exception of exploration, were added orally or with the help of resources to an existing computer program in the domain of arithmetic. On the basis of the results of the explorative study, a computer program was designed in the domain arithmetic with all cognitive apprenticeship methods built-in. Three experiments were performed with this environment with the aim to establish the effects of potential operationalizations of the cognitive apprenticeship methods, the use of these methods by adult basic education students, and the effects of the cognitive apprenticeship methods on student performance. The studies which are described in this thesis could not give substantial consolidation of the fundamentals of the cognitive apprenticeship approach. They did however contribute to the understanding of the approach and to the, still underdeveloped, ideas on how to operationalize it. Order #: NOT AVAILABLE FROM UMI ProQuest - Dissertation Abstracts maybe for abstract only Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and control of behavior. Journal of Personality and Social Psychology, 53(6), 1024-1037. personalization.keeper BF 503.d43 1985 Delman, D. J. (1974). Innovate for Built-In Relevancy in Personal Typing. Journal of Business Education 50 1 40. More typing related activities should be used by the classroom teacher. These include such varied activities as typing applicant blanks, proofreading, typing reports, and the purchase and servicing of typewriters. (BP) EJ103794 throwback DEMARCO, C. A. (1993). THE USE OF HEURISTICS IN JUDGMENTS UNDER UNCERTAINTY: THEIR RELATIONSHIP TO AIDS-RELATED BEHAVIOR (IMMUNE DEFICIENCY). Unpublished PHD, SYRACUSE UNIVERSITY (0659). Heuristics have been utilized in many content areas since they were developed by Tversky and Kahneman (1974). The relationships between heuristic use and several cognitive variables (personal relevance, prior knowledge, and attitudes) and behavior were examined under the rubric of the Heuristic-Systematic Model (Chaiken, 1987). Heuristics based on behaviors related to HIV transmission and prevention (behavioral heuristics) and stereotypical information (social judgment heuristics) were used by subjects, partially supporting the HSM as a model applicable to making decisions about engaging in safer and unsafe sexual behaviors. Also investigated was the idea, accepted largely by scientists and the press, that heuristic use leads to irrational judgments and decisions (Lopes, 1989). It was hypothesized, but not found, that the use of some heuristics leads to safer sex behaviors. However, fact-based heuristics were related to high HIV knowledge, supporting the idea that some heuristics are related to rational, safer sex thinking. Social stereotype heuristic use was related to low HIV knowledge. Findings supported the idea that heuristic use is not always related to irrational thinking. To investigate the research questions, survey measures of heuristic use, cognitive variables, and behavioral variables were given to 247 students at a large university in the northeastern United States. Eighty students repeated the measures and the other students took the measures one time only. Data were analyzed using analysis of variance procedures and regression analysis. Reliability testing of the variables indicates those which may be useful for future study. Coding students' written answers to questions was a better method to capture heuristic use than forced-choice items modeled after the work of Tversky and Kahneman (1974). Future study of the HSM as a model for processing information about HIV transmission and future research to extend the finding that heuristic use does not always lead to irrational thinking are indicated. Some differences among heterosexual and homosexual males and females in terms of HIV heuristic use point to the need for educators to recognize the differential processing by those who engage in different kinds of sexual activities. personalization.keeper Order #: AAC 9401669 ProQuest - Dissertation Abstracts good info in abstract Denise, P. S. H., Ian M. (1989). Experiential education for community development. personalization.keeper Book for experiential learning NORLIN STATUS: Not checked out -- CALL #: HN49.C6 E97 1989 --14 of 34 DeVoge, S., & Varble, D. L. (1976). The Joint Use of Experiential and Cognitive Learning in the Classroom: Teaching With Personal Relevance. Teaching of Psychology 3 4 168-71. Explores the merits of using a combined cognitive and experiential approach to the teaching of psychology. Findings indicate that expanding a traditional course to include vivid personal experiences integrated with cognitive growth is an effective modification and enhances concept learning. (Author/DB) personalization.essential EJ152329 Dillner, M. H., & Olson, J. P. (1982). Personalizing reading instruction in middle, junior, and senior high schools: utilizing a competency-based instructional system. New York: Macmillan. personalization.essential LB 1632.D54 1982 not ˆ out Dinkmeyer, D. A. O. (1969). Personalization--Individualization for Learning. A Conference Report. The theme of the conference, "Personalization--Individualization for Learning," focused attention upon children as persons who are individuals functioning in the school setting. Don Dinkmeyer in his talk "Elementary School Guidance and the Classroom Teacher," discusses the role of the teacher in promoting growth in the self concepts of his students. Dr. Dinkmeyer discusses in his second talk "The School Administrator and Developing Guidance," the basis for elementary guidance, its purposes, services offered, and the administer's role in guiding learning. Guidance leadership responsibilities are also presented. Dr. Alex Bannatyne discusses various learning disabilities, basically explaining dyslexia, and neurological dysfunction in his talk, "The Classification of Learning Disabilities." He further discusses diagnosis, testing procedures, and techniques for teaching children with learning disabilities in his talk, "Diagnosis, Prevention and Remediation of Learning Disabilities." (KJ) Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ED035017 maybe Dinkmeyer, D. e. a. (1970). Personalization--Individualization for learning. A conference report. CityState: Affiliation (ERIC Document Reproduction Service No. ED 035 017). personalization.essential Eric microfiche Dinkmeyer, D., & Others, A. (1969). Personalization and Individualization for Learning. A Conference Report. The theme of the conference, "PersonalizationIndividualization for Learning," focused attention upon children as persons who are individuals functioning in the school setting. Don Dinkmeyer in his talk "Elementary School Guidance and the Classroom Teacher," discusses the role of the teacher in promoting growth in the self concepts of his students. Dr. Dinkmeyer discusses in his second talk "The School Administrator and Developing Guidance," the basis for elementary guidance, its purposes, services offered, and the administer's role in guiding learning. Guidance leadership responsibilities are also presented. Dr. Alex Bannatyne discusses various learning disabilities, basically explaining dyslexia, and neurological dysfunction in his talk, "The Classification of Learning Disabilities." He further discusses diagnosis, testing procedures, and techniques for teaching children with learning disabilities in his talk, "Diagnosis, Prevention and Remediation of Learning Disabilities." (KJ) Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ED035017 maybe Dixon, B. L., Lillian. (1992). Our Present--Their Future: A Resource Book for Personal and Global Futures in the "Transition Years" and Beyond. This resource book examines the need for educators in Canada to recognize the importance of implementing personal and global future studies, problem solving, and creative processes within the school curriculum and to provide a theoretical base of ideas and procedures for practicums application in the classroom. The book includes samples of student writings to demonstrate the application of learning activities. In recognition of the holistic nature of the learner, the text presents both cognitive and affective strategies and approaches which will enable students to examine both personal and global futures. When equipped with appropriate knowledge and processes for present and future use, learners rather than students will be created. These individuals will be equipped to approach the unknown future as informed problem solvers and active participants, valuing higher level thinking and in-depth studies. The volume is organized into eight chapters: (1) an Introduction; (2) Why Futures Study? (3) Personal Futures: Journal Writing; (4) Global Futures; (5) Forecasting Tools; (6) Multiple Processes; (7) Beyond the Walls of the Classroom (geared to administrators); and (8) a Conclusion. Three appendixes include models and strategies in the text, journal entries, and responses to the process. (LL) ED346030 maybe DOUGLASS, D. A. (1992). EDWARD CLARKE'S 'SEX IN EDUCATION': A STUDY IN RHETORICAL FORM (CLARKE EDWARD, WOMEN'S EDUCATION). Unpublished PHD, THE PENNSYLVANIA STATE UNIVERSITY (0176). Edward Clarke's Sex in Education, published in 1873, has long been recognized by historians as among the most controversial works on education ever written. This study demonstrates through close textual analysis that Clarke's work also merits rhetorical significance as an exemplar of hybrid rhetorical form. The text relocated the nineteenth-century debate over women's education from the moral domain to the medical arena by exploiting the discursive traditions of medicine and religion. The text made further use of these resources to lend its own narrative voice legitimacy, and to reduce the authority of its subjects, individual women. From this station of authority, the text drew on a variety of literary resources, including metaphor, pastoral, and the romantic voice, to construct a compelling story that invited vicarious experience. The combination of these resources drawn from diverse language domains amplified the rhetorical effect of the work as a whole by manipulating interpretive processes. The results of this study are consistent with extended research indicating that scientific arguments, whether conducted within a particular domain or between special fields of study and the public sphere, warrant attention as rhetorical artifacts with distinctive characteristics entirely apart from their truth value. This study also highlights the close connection between science and value, and argues for greater accountability on the part of rhetoricians who make use of the argumentative resources of science. Finally, this analysis reaffirms the importance of Sex in Education as a historic artifact that was widely read and believed in its time, and argues that this historical significance can, in part, be traced to the book's rhetorical accomplishment. Order #: AAC 9311625 ProQuest - Dissertation Abstracts throwback Draper, I. H. (???). The Slum Child: To Have Any Value Learning Must be on a Personal Basis. personalization.essential EJ026250 year needed DUAN, C. (1992). COGNITIVE AND AFFECTIVE EMPATHY AS A FUNCTION OF THE INTENTION TO EMPATHIZE AND NATURE OF THE TARGET EMOTION (COGNITIVE EMPATHY, EMPATHY). Unpublished PHD, UNIVERSITY OF MARYLAND COLLEGE PARK (0117). Cognitive empathy and affective empathy were examined as a function of subjects' intention to empathize and nature of the target emotion. The study employed a 3 (no intention, cognitive empathy intention, and affective empathy intention) x 2 (pleasant and unpleasant target emotions) completely randomized partial hierarchical design with six specific target emotions (sad, ashamed, angry, happy, proud and relieved) nested under the pleasant and unpleasant conditions. The 288 undergraduate students randomly assigned to each of the 18 experimental conditions were given no empathy instructions, cognitive empathy instructions, or affective empathy instructions. Following the empathy instructions, they read a diary in which the author expressed one of the six emotions. Affective empathy was measured as the extent to which subjects felt the diary author's emotion and cognitive empathy assessed as the extent to which subjects took the author's perspective and made "self-serving" attributions (from the author's perspective) in evaluating the author's situation. The nature of the target emotion was found to have a significant effect on the extent to which subjects felt the author's emotion. Pleasant emotions tended to elicit the same emotion in the observer more than did unpleasant emotions. When specific emotions were considered, some emotions, such as happiness and sadness, tended to elicit more vicarious affective responses in the observer than did others, such as pride and shame. The nature of the target emotion did not produce effects on the cognitive empathy measure. Subjects in all experimental conditions made "self-serving" attributions, which may indicate that they all experienced cognitive empathy. The manipulation of the empathy intention (by giving empathy instructions) did not show any significant effects on either the measure of cognitive empathy, or the measure of affective empathy. Possible procedural problems as well as the implications of the results were discussed and recommendations for future research presented. Order #: AAC 9304314 ProQuest - Dissertation Abstracts maybe Dudgeon, P. J. (1975). Arriving at Individualization and Personalization: A Set of Elements. Individualized and personalized (I and P) programs place learners at the center of all the activity. The eight main elements of such programs are: philosophical and taxonomic considerations; instructors as resource persons and learning managers; peer tutoring, personal and academic counseling, and cognitive style maps of students; instruction employing such techniques as pre- and posttesting, computerized data banking, individual diagnosis, and designed instructional mediation; financial prioritization; inservice training for administrators and educators, and individualized student orientation; open architecture of physical facilities; computerized management information and evaluation systems; and accountability and planning models. The development of the elements of the I and P program is a dynamic process. Since the computer, a full range of mediation, and paraprofessionals can adequately dispense information, instructors are able to become designers and managers of learning, prescribers of instructional material, and interpreters of evaluation data. Instructors are able to select a proper mix of a large variety of elements and tools for each individual student. Educational technology thus does not replace instructors; it merely frees them to humanize the educational process. (Half the document consists of explanatory notes of terminology used in the text.) (JR) Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. personalization.keeper ED117363 for now Duff, T. B. (1978). Measurement of Personal Economic Understandings Developed in Basic Business Business Education Forum 32 5 35-7. Reports findings from a study conducted at Richfield (Minnesota) Senior High School conducted to determine whether or not there are differences in personal economic understanding between secondary students who have completed a basic business course and those who have not. It appears that some economics course is needed to increase the level of economic understanding. (MF) Reprint Available (See p. vii): UMI EJ177100 throwback Dweck, C. S., & Leggett, E. L. (1988). A social cognitive approach to motivation and personality. Psychology Review, 95(2), 256-273. maybe E Education, O. C. o. (1970). A Summary of the Elements Involved in the Personalization Process, Appendix F. Vol. II, A Plan for Managing the Development, Implementation and Operation of a Model Elementary Teacher Education Program. The elements involved in the personalization of the program are summarized as follows: 1) Students will contribute meaningfully to its design and development, in cooperation with the college faculty, Teaching Research, and the schools. 2) Students will be able to negotiate a program which is relevant to them personally. 3) Students will be able to specify the objectives they are attempting to realize in demonstration situations, and to negotiate the settings within which competence is to be demonstrated, and the criteria by which judgment is to be made. 4) Students will be able to continuously assess the relevance of the objectives that have been negotiated, and the relevance of the educational experiences being pursued in relation to those objectives. 5) Students will be able to develop a minimal level of self-understanding as a basis against which to make such judgments. 6) Students will be able to develop an overall style of teaching that is in concert with their self-understanding. Related documents are SP 004 155 to SP 004 159 and SP 004 161 to SP 004 166. (MBM) Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Supt. of Docs., Government Printing Office, Washington, D 20402 (HE5.87: M72/V2, Appendixes A-P, $2.25) Contract no.: OEC-0-9-470506-4039(010) Project No.: BR-9-0506 personalization.keeper ED042714 Eisenberg, N. A. O. (1991). The Relations of Parental Characteristics and Practices to Children's Vicarious Emotional Responding. Child Development v62 n6 p1393-1408 Dec 1991. Assessed parental characteristics; children's physiological and self-reported reactions to a sympathy-inducing film; and children's dispositional traits. Parental sympathy was related to low distress in same-sex children, and to sons' sympathy. Same-sex parental restrictiveness of hurtful emotional displays was related to children's sympathy. (BC) UMI Report/ISSN: ISSN-0009-3920 EJ439967 throwback EL-RAFEY, M. A. R. (1992). HOUSING AND WOMEN: RECONSTRUCTION OF WOMEN'S POINT OF VIEW (CULTURAL NORMS). Unpublished ARCHD, THE UNIVERSITY OF MICHIGAN (0127). This study examined the link between housing, cultural norms, and women's perceived satisfaction with their housing in Egypt where major lifestyle changes began in the late 1800s, especially with respect to women's seclusion. Currently a mix of values exist among Egyptian women from modern to traditional, however contemporary architecture borrows from modern Western culture without consideration to the degree of modernism or traditionalism of the users. In view of this problem, the research set out to investigate the degree of housing satisfaction among middle-income Egyptian women relative to their values; and to develop housing design guidelines that are more sensitive to cultural needs. A three-stage investigation began with a phenomenological study comparing the housing satisfaction of three Middle-Eastern and two American women in the United States. This study yielded a values scale--one that proved reliable throughout the research--that assesses Egyptian women's cultural and ideological orientation; and was comprised of five dimensions (religious practices, food habits, family relationships, women's rights, and privacy as a cultural and physical need in the Islamic context). Secondly, a survey questionnaire was administered to middle-income women living in Cairo in two housing units that were defined as traditional (private entry hallway) or modern (entrance opens directly to the living room). The survey revealed a complex relationship between satisfaction and values that was influenced by the informants' career status, traditional beliefs, and perceptions of male/female relationships and equal rights. Finally, an indepth ethnographic approach clarified specific women's spatial needs. Eight informants were observed and interviewed concerning their feelings about privacy, home and work responsibilities, efficiency and flexibility, personalization of space, patterns of family life, and deficiencies in their neighborhood environment. As in the earlier studies, the need for privacy and a belief in male superiority and women's nurturance figured strongly in their responses, daily routines, and adaptations made in their apartments. Design guidelines make recommendations for addressing these issues through proportioning and layout of apartments as well as siting of buildings. At the neighborhood level, a number of interventions into the urban infrastructure are suggested relative to security, transportation, and community services. Order #: AAC 9303676 ProQuest - Dissertation Abstracts throwback ELLIOTT, M. J. (1991). WOMEN'S PERCEPTIONS OF THE CLASSROOM ENVIRONMENT AT A WOMEN'S UNIVERSITY AND A COEDUCATIONAL UNIVERSITY. Unpublished PHD, TEXAS WOMAN'S UNIVERSITY (0925). This study investigated women's perceptions of their classroom environment at the Texas Woman's University (TWU) and the University of North Texas (UNT). The College and University Classroom Environment Inventory (CUCEI), developed by Fraser and Treagust (1986) and a Demographic Data Sheet were used to collect the information. Subjects (N = 529) were students enrolled in junior and senior level classes at TWU and UNT during the Spring 1990 semester. Eighteen randomly chosen classes from each university participated. Three null hypotheses were tested at the.05 level of significance using the multivariate analysis of variance. All three null hypotheses were rejected. Significant differences were found between women at TWO and women at UNT regarding their perceptions of the classroom environment on all seven subscales of the CUCEI. It appears that women at TWU tend to perceive the classroom environment to have more cohesiveness, more individualization, more PERSONALIZATION, and a greater degree of involvement, satisfaction, innovation, and task orientation than do women at UNT. Significant differences were also found between reentry women students and traditional women-students at TWU and UNT on the two scale factors of Satisfaction and Task Orientation. Reentry women students appear to be more satisfied with their classroom environment and perceive the class as more task oriented than do traditional women students. Men and women at UNT were found to differ significantly on the factors of PERSONALIZATION, Cohesiveness, and Innovation. Women at UNT rated their classroom environment more favorably on these factors. The findings of this study contribute to our understanding of women's perceptions of the classroom environment. It appears that age and reentry status are confounded in their effects on women' s perceptions of the classroom environment. Gender differences also apparently exist in students' perceptions of the classroom environment. The findings of this study lend support to the importance of women's colleges. Women at TWU perceive their classroom environment to be a more positive and growth enhancing environment than women at UNT. Based upon the findings of this study, it is recommended that this study be replicated to include additional women's colleges and coeducational colleges throughout the United States. Additional research is also needed to examine associations between women students' outcomes and women students' perceptions of the classroom environment. Order #: AAC 9203073 ProQuest - Dissertation Abstracts maybe doubtful Esmaeli, K. (1993). Relevance of History in Teaching Basic Education. Literacy Harvest v2 n1 p8-10 Win 1993. Knowing and learning about students' lives are an part of teaching reading to adults. Student journals provide a way for teachers to know and respond to students' personal histories. Adult learners must value themselves and the knowledge they already possess in adult basic education and other realms. (SLD) personalization.essential EJ460672 Evans, J. D. (1981). Personal Involvement Projects in the Psychology of Aging: Some Examples and an Empirical Assessment. Teaching of Psychology v8 n4 p230-33 Dec 1981. Describes and evaluates a college level psychology of aging course which actively involved students in projects that integrated personal experience with cognitive learning. Intellectual mastery is a sufficient goal in many college courses. However, in courses on aging, additional objectives, such as emotional growth and attitude change, must be pursued. (RM) Reprint: UMI EJ257135 maybe Evans, N., 1923-. (1992). Experiential learning: its assessment and accreditation. personalization.keeper Book NORLIN STATUS: Checked out -- CALL #: LC45.3.E93 1992 --3 of 34 Everett, D. P., David M. (1986). What's in a Name? Looking for People Online--Humanities. Database v9 n5 p26-34 Oct 1986. Examines three familiar humanities databases that do not have named person indexes and identifies strategies to facilitate both quick, precise searching and high recall for searches where the subject is a personal name. Descriptions of the databases, suggested search strategies, and sample searches are provided. (CDD) EJ342837 throwback F _______. (1992). From the ideologization to the personalization of dialogue. Peace Research Reviews, 12(4), 16. JX 1901.P386 check at UHL if not at Norlin throwback Feldman, N. S. R., Diane N. (1988). The Effect of Personal Relevance on Psychological Inference: A Developmental Analysis. Child Development v59 n5 p1339-52 Oct 1988. Examines personal relevance in relation to the ability of 48 5- to 10-year-old children to describe others in terms of psychological characteristics. Results suggest that verbal inferencing skills of young children have been underestimated and that they may be more oriented toward affective goals than older children when anticipating interaction with a peer. (RJC) UMI EJ380604 maybe Felger, R. V. (1974). A. H. E. A. P. of Personalization. Community and Junior College Journal 44 7 10-1. Described a program, HEAP, which attempted to humanize and personalize the junior college program for freshmen at Laredo Junior College in Texas. (Author/RK) personalization.keeper EJ096654 Finke, G. R. D., Stephen F. (1988). The Introductory Psychology Journal: A Technique for Increasing Course Relevance. The use of a student journal to relate the material covered in a particular course to real-life experiences has proven to be an effective technique that can be utilized in a wide variety of courses. This technique was adapted for use with two sections of Introductory Psychology at Emporia State University (Kansas). Students were required to write a journal rather than a term paper during the semester. The instructions provided to the students were to analyze everyday occurrences in the terminology of psychology, applying the theories and principles of psychology. Students were told to illustrate psychology with personal examples and were instructed to hand in the journal 10 times during the semester, with feedback provided each time. On each hand-in date, the journals had to have two written pages of quality material. This project was intended to enhance student understanding of psychology, teach the students to think, and add a more individualized element to a predominantly lecture-type course. A 38-item questionnaire was developed to evaluate the effectiveness of the journal project. Most of the questions were evaluated on a five-point Likert scale. Results of the study indicate that the students enjoyed the project and were encouraged to learn more about psychology and its relevance to their own lives. (SM) ED297670 maybe mostly journal writing Fleming, T. B. J. (1974). Personalization and the large lecture section. Teaching Political Science, 1(1), 89-93. not at Norlin maybe Fleming, T. B. J., & Jonassen, D. (1973). Personalization and the Large Lecture Section. Teaching Political Science 1 1 89-93. The large, impersonal introductory political science course is able to meet the individual students' needs by offering three tracks. A basic track is taken by everyone, a second offers open-ended possibilities to superior students; a third allows slower students to be tutored in a study center. (KM) EJ085242 maybe Folds-Bennett, T. H. (1993). The roles of interest, attributions, and self-efficiay in children's memory performance. Unpublished Doctoral dissertation, The University of North Carolina at Chapel Hill. personalization.essential dissertation from ILL FOWLER, D. E. (1993). A QUALITATIVE STUDY OF RISK CONSTRUCTION AND PERCEPTIONS AMONG A SAMPLE OF MOTHERS WITH YOUNG CHILDREN (RISK COMMUNICATION). Unpublished PHD, THE UNIVERSITY OF TENNESSEE (0226). Risk communication is not a simple process to understand, given that the knowledge regarding many risks is uncertain; people vary in their understanding, evaluation, and acceptance of risks; and any actions taken to reduce risks often involve tradeoffs of some sort. This study explores risk construction and perceptions of a sample of mothers with young children. The central research question was, How do people assign meaning to potential hazards? The path of discovery in answering this question provided insights into what hazards people worry about and why. The why question is particularly important in revealing the meaning that people have regarding hazards. As the participants revealed how they come to know certain things, gather available information, and evaluate situations, they also provided insights into what kinds and forms of information are of interest and use to them as well as what their media uses are. The goal of qualitative-based research is to seek understanding as people understand their world. An assumption is that people can best be understood by examining their views as learned through their own words and trains of thought. This study was shaped by the symbolic interactionist perspective. The structured in-depth interview provided a forum to capture the richness of qualitative open-ended responses but also enabled the researcher to direct the interview so that the process or issues under study could be the focus of conversation. The participants revealed that risks are constructed through interaction with themselves as well as with others. Their life situation, which in this study is labeled parenting, is a major influence on the interactions. The interactions in turn influence how the participants define their life situations to themselves. Many influencing considerations such as personal relevance, time, convenience, and control are involved in the participants' evaluations of perceived actions and decisions about the actions they ultimately chose. Implications are presented for communicators, assessors, and researchers of risk. Order #: AAC 9404576 ProQuest - Dissertation Abstracts maybe doubtful just reread abstract Frosolono, A.-M. (1993/1994). Narrating Plato's 'symposium': A critique of Socratic discipleship. Unpublished Doctoral dissertation, The Pennsylvania State University. dissertation maybe G Gamson, Z. F. (1989). Higher education and the real world: the story of CAEL. Book maybe doubtful experiential learning Gehrke, N. J. (1979). A Grounded Theory Study of Teacher Role Personalization. Part Three. The Teacher's Role Conflicts. The results of a four-year study of teachers' perceptions of their role at work and in private life are presented. Information about the teachers came from interviews, observations, and written statements of concerns of ten teachers during the first, third, and fourth year of teaching. Changes in the private segments of their personal lives such as marriage and parenthood changed their perceptions of priorities and satisfactions. Personal-professional role conflicts arose from concurrent demands for their time and allegiance. In the fourth year behaviors emerged designed to cope with tedium of the teaching job and growing role conflicts. Some abbreviated case histories are used for illustration. (JD) ED173317 throwback Gentry, J. W. (1990). Guide to business gaming and experiential learning. Book throwback Gilpin, R. R. P., & Robe, G. R. (1992). Time out: taking a break from school, to travel, work, and study in the U.S. and abroad Gilstrap, R. L., & Martin, W. R. (1975). Current strategies for teachers: a resource for personalizing instruction. Pacific Palisades, CA: Goodyear Pub. Co. personalization.keeper LB 1025.2.G54 Gold, E. R. (1992). Math: A Journey to Find Sense and Meaning for Students. Hands On n43-44 p84-86 Spr-Sum 1992. A high school teacher describes the learning activities his students initiated to make math more meaningful. Students determined the height of objects without direct measurement, graphed statistical information from the presidential primaries, studied the evolution of architecture by building gingerbread models, and researched land-use problems at a community fair. (LP) Report/ISSN: ISSN-1033-7814 EJ471458 maybe for "personal narratives relevance" Goldsmith, J. P., Paul S. (1979). Defining and measuring competence. Book Gorrell, J. (1992). The Discovery of Personal Meaning: Affective Factors in Learning. Learner-centered principles espoused by the American Psychological Association (APA) built on research of the last three decades suggest that learning does not simply entail coordinated cognitive processes. These 12 principles portray factors associated with learning as parts of the portrayal of learners as active creators of their own best answers and solutions. Some of the issues related to active, volitional learners are summarized, with attempts to integrate then in terms of the discovery of personal meaning. The following types of personal meaning that may occur are considered: (1) increased sense of relation of new knowledge to personal events in the learner's life; (2) increased sense of self as learner; (3) increased sense of efficacy related to the capability to use knowledge; and (4) increased expectancy for success and sense of commitment to extend learning. The paper is organized around the idea that the discovery of personal meaning in learning is a vital part of the learning process. The learner is an active constructor of such meanings and may find them more durable than the particular knowledge gained in cognitive fashion. One table lists types of personal meaning that may be acquired. An attachment lists the APA principles. (Contains 61 references.) (SLD) personalization.essential ED362556 Green, K. E. S., Susan F. (1986). The Effects of Personalization, Sex, Locale, and Level Taught on Educators' Responses to a Mail Survey. Journal of Experimental Education v54 n4 p203-06 Sum 1986. This study investigated the effects of personalization of cover letter and envelopes and the effect of teacher's sex, grade level taught, and the locale on responses to a mail survey of public school teachers. Significant effects were found for locale but not for personalization, sex, or grade level taught. (Author/JAZ) UMI EJ340727 maybe doubtful but there may be an angle, such as many personalization studies/techniques... Green, K. E. S., Susan F. (Apr 86). The Effects of Aspects of Personalization, Sex, Locale, and Level Taught on Educators' Responses to a Mail Survey. Factors affecting 750 Wyoming public school teachers' response rates to a mail survey examined in this study were: personalization of the cover letter and of the envelope; grade level taught (elementary, junior, or senior high); sex of teacher; and regional characteristics (rural area, small town, or large town). Two experimental treatments were used, varying the personalization used in mailing the questionnaire. The six-page instrument concerned the use of achievement tests in the classroom. Two follow-ups were sent. The overall response rate was an acceptable 80 per cent. A log linear model was used to analyze the effects of five variables on survey returns: personalized salutation, original signature, grade level taught, sex, and population of the school's location. The response rate was significantly higher from rural areas and small towns than from larger towns. The personalization aspects did not significantly affect response rates, but an interactive effect was suggested. There were no significant effects of sex or of grade level taught. However, there were differential responses to the first, second, and third mailings by geographic locale, sex, and grade level taught. General conclusions regarding respondent characteristics would be potentially dangerous, without considering the number of follow-ups as a factor. (GDC) ED268185 throwback GREENHALL, F. (1987). PERSONALIZING EDUCATION IN WILLIAM PENN HIGH SCHOOL. Unpublished EDD, UNIVERSITY OF DELAWARE (0060). William Penn High School is a large school and suffers from many of the problems of student isolation and anonymity. An important task of any large school, like William Penn High School, is to make the institution more personalized and thereby reduce the number of isolated and anonymous students. The importance and need for students to feel that they are "special" is found in the literature and in numerous reports and studies. These writings point out that the feeling of belonging, being looked up to, or being "special" are crucial common denominators to students who are successful in both academics and extracurriculars. The study of the PERSONALIZATION process at William Penn is in the form of a case study design, and as such, is focused exclusively on this specific institution and the process of attempting to make the climate more personalized. It is understood that the findings of this case study design may not be generalized to other settings or school populations. This was a naturalistic inquiry approach to ethnographic research. Documentation was obtained through field notes, Likert-scaled questionnaires, formal and informal interviews, minutes from meetings and participant observation. Validity was obtained through triangulation or the qualitative cross validation of multiple sources of information. The length of the study was from the spring of 1985 through December of 1986. The recommendations of the Executive Position Papers center around five tactical improvements and eight strategic changes. The tactical improvements are short-range suggestions to be implemented over the next year to improve routine conditions at William Penn. The recommendations for strategic changes are long-range, more proactive, and are more directly related to the educational goals of the district. Without the support of the district itself, these strategic goals would be impossible to implement. The strategic goals are directly related to making the environment at William Penn more personable. Order #: AAC 8808034 ProQuest - Dissertation Abstracts maybe doubtful Greenhall, F. (1987/1988). Personalizing education in William Penn High School. Unpublished Doctoral dissertation, University of Delaware. dissertation maybe GRIFFIN, M. M. (1992). A COMPARISON OF SITUATED COGNITION AND TRADITIONAL INSTRUCTION IN TEACHING MAP SKILLS. Unpublished PHD, THE FLORIDA STATE UNIVERSITY (0071). The purpose of this investigation was to investigate the comparative effectiveness of two instructional methods, one based on the tenets of situated cognition and the other a traditional classroom-based presentation. Two intact classes of fourth graders from the Florida State University School completed instruction in the area of map skills. Statistical analyses of the groups conducted prior to the treatment indicated that there were no significant differences between the groups in terms of race, gender, and prior achievement. Following the instruction, both groups completed three posttests on map skills, a written assessment and two performance assessments, one of which was designed to assess far transfer of knowledge. The results of the study indicated that the situated cognition group performed significantly better on the performance test than did the traditional instruction group. There were no statistically significant differences between the two groups' performances on either the written posttest or the performance measure of far transfer. It was concluded that the situated cognition approach led to better outcomes on a performance assessment of map skills and did not impair performance on either a written assessment or a transfer performance assessment of map skills, and thus should be further investigated in other settings and with other students as the situated cognition learning theory continues to be defined. Order #: AAC 9234223 ProQuest - Dissertation Abstracts maybe GUARRIELLO, T. L. (1988). COMING TO KNOW ANOTHER PERSON: AN EMPIRICAL - PHENOMENOLOGICAL STUDY OF STUDENTS' EVOLVING IMPRESSIONS OF PROFESSORS. Unpublished PHD, DUQUESNE UNIVERSITY (0067). Research into the development of impressions of other persons traditionally has focused on the importance of associational cognition. The perceptual processes which are foundational for cognition are generally either taken for granted or reduced to mechanics; the role of imagination is rarely noted. This study phenomenologically investigated the experienced evolution of impressions of another person in a formal role-related situation. Four (4) college students taking a class with an unfamiliar professor were each interviewed three times over the course of a semester. Before each interview, subjects submitted written descriptions of the professor as a person. These descriptions became the framework for the interviews, in which the researcher encouraged subjects to elaborate on moments in their experience that led to the development of particular impressional facets. Each interview was audiotaped and transcribed. Interview transcriptions were divided into cohesive segments, and their central themes clarified and extracted. Synopses of each interview were prepared, and psychological structural descriptions were articulated for each individual. A general structure was also presented. These results indicated that students' impressions of a teacher is characterized by four stages: the prepersonal, imaginative stage; the idiotypical stage; the development of "first impressions;" and the formation of "working impressions." In these four stages the situated selfhood of the teacher is perceived in decreasingly anonymous terms, as the relationship between student and teacher evolves toward PERSONALIZATION. The first level of contact is invariably one of student-as-person and teacher-as-person. Although the educational project is horizonal to the student's immediate impressions, the interdependence of the "student" role with that of "teacher" provides strong motivation for the student to quickly develop an accurate understanding of the ways in which this particular teacher will embrace the ambiguities of the teacher role. These immediate impressions eventually stabilize into working impressions of the teacher that guide the student's behavior in the class. Throughout the course of the semester, continual dialogue takes place between the roles of teacher and student, on the one hand, and the persons living within those roles, on the other. Implications are discussed in several areas. personalization.keeper Order #: AAC 8819484 ProQuest - Dissertation Abstracts H HAMELIN, D. (1993). THE EFFECTS OF PERSONALIZED SOFTWARE ASSIGNMENTS ON COMPUTER KNOWLEDGE AND ATTITUDES TOWARD COMPUTERS IN A COLLEGE-LEVEL COMPUTER LITERACY COURSE: AN EXPERIMENT ON CONSTRUCTIVISM. Unpublished PHD, FLORIDA INSTITUTE OF TECHNOLOGY (0473). The purpose of this true experimental study was to examine one aspect of constructivism: the effects of assignments or projects that were personalized for each student. The effects were evaluated in the context of college-level, introductory computer literacy students' achievement in both software proficiency and general computer literacy. This study also examined the students' attitudes toward computers, time spent to complete the projects, and resources consulted. The study took place during eight weeks in the summer of 1993. During that time, the treatment group attended three hours per week of traditional instruction in computer literacy and 13 periods of labs (three hours each) in which they were taught three software applications. They were instructed formally for one hour each lab period and, for the remaining two hours they worked on projects that were purposively personalized. Control group students followed exactly the same program except that their assignments did not contain any kind of personalization. Posttests were administered to all 108 students in software proficiency, computer literacy, and attitudes toward computers. Students also reported their uses of resources and the time they took to complete the projects. This study's findings supported the constructivist position that personalizing encourages students to find alternative frameworks leading to better achievement (Perkins, 1991b). When compared to the control group (n = 56), the treatment group (n = 52) showed higher computer literacy scores (df = 1,106; F = 4.01; $p <.05).$ The interaction between group membership and gender was also significant (df = 1,101; F = 14.02; $p <.05)$ as well as group membership and age (df = 1,103; F = 5.66; $p <.05)$ for computer literacy scores. This suggests that the treatment may have been most effective for females and students older than 22 years of age. Finally, the interaction between group membership and previous instruction showed that students in their first computer course may have been disadvantaged by the constructivist treatment (df = 1,104; F = 6.27; $p <.05).$ Those results supported the constructivist position that previous knowledge of the subject facilitates new learning constructions. The results also supported the constructivist position that females prefer a constructivist environment (Edmonson, 1989). No evidence was found that the treatment influenced software proficiency nor attitudes. Suggestions for future research include the use of a larger sample, additional instructors, a pretest, the inclusion of variables related to the subjects (SES, major, ethnic origin), prescriptions to specific types of students, and a further investigation of the role of age and gender in constructivist instruction. personalization.essential Order #: AAC 9415603 ProQuest - Dissertation Abstracts it appears due to many related topics HIMAYA, J. A. (1991). DEVELOPMENT OF AN INTUITION SEMANTIC INSTRUMENT (HIMAYA INTUITION SEMANTIC SCALE, DECISION-MAKING). Unpublished PHD, TEXAS WOMAN'S UNIVERSITY (0925). Intuition is currently being measured as a subscale of lengthy, costly, and complicated personality assessment scales. Current measures of intuition have psychometric limitations, lack clinical utility and empirical support. Therefore, the purpose of this study was to develop a reliable and valid instrument to measure intuition. The Himaya Intuition Semantic Scale (HINTS) was developed by the investigator. Theoretical support was identified using Gestalt Theory, Cognitive Dissonance Theory, and Ornstein's (1977) Modes of Consciousness Theory. Stinchcombe's format was used to structure the merger of the three theories. The components of intuition (wholeness, approximation, spontaneity, and PERSONALIZATION) were identified by a review of the literature and concept analysis. A random sample of 450 nurses in a southern state was selected. The subjects were predominately caucasian, married, females with an average of 13 years of clinical practice. A pilot study was conducted and content validity was asserted. A methodological design was used. The findings indicated adequate reliability and validity of HINTS. Alpha coefficient for HINTS was 0.8870. Alpha coefficients for the subscales ranged from 0.7251 for the PERSONALIZATION subscale to 0.7406 for the spontaneity subscale. The item to total correlations of all items ranged between 0.31 and 0.62. Construct validity was evaluated using exploratory factor analysis. Five factors with four or more items each loading at 0.50 or greater were extracted. The four subscales corresponded to the strongest four factors. The findings of factor analysis supported the four component model and construct validity of HINTS. HINTS shows promise as a reliable, valid measure of intuition which will help nurses gain information about their preferred modes of decision-making. This knowledge could enhance the use of differences and strengths of various team members in nursing. Intuition fosters creative solutions to increasingly complex problems. Findings reflected themes consistent with attributes of intuition found in nursing literature. A practical, valid, and reliable instrument stimulates the study of intuition, a hallmark of nursing. HINTS will facilitate accumulating evidence of intuition as a valuable component in clinical judgment. Recognition of intuitive experiences has significant consequences for nurses and nursing. Order #: AAC 9203068 ProQuest - Dissertation Abstracts maybe for methodology only Hollis, J. W. H., L. U. (1969). Personalizing information processes; educational, occupational, and personal-social. personalization.essential CU Science: BF 637..C6 H6 Holt, B.-G. (1980). Some Dark Corners in the Early Childhood Curriculum. This address explores facets of curricula for preschool children in an attempt to raise issues relevant to curriculum planning. Goals and assumptions of theoretical frameworks for curriculum development are discussed and culminate in the statement of a "Distance from Self" criterion which can be applied to deciding the appropriateness of an activity in any curriculum area. A "Personal Ecology" curriculum emphasizing the child's initiative in interaction with the phenomena that make up the child's own world is described. Spatial relations are viewed as basic and central experiences which should be included in the preschool curriculum. The importance of science, nature study and learning in context is stressed. Closing remarks focus on curiosity and creativity in preschool children. (Author/RH) ED188759 throwback HOWARD, J. (1992). LITERACY LEARNING IN A WALDORF. Unpublished EDD, A BELIEF IN THE SENSE OF STRUCTURE AND STORY Howe, L. W., & Howe, M. M. (1975). Personalizing education: values clarification and beyond. New York: Hart Pub. Co. personalization.essential LC 268.H67 obtained HUCKEBY, E. D. (1989). FACTORS INFLUENCING THE MOBILITY OF SECONDARY INSTRUMENTAL MUSIC TEACHERS IN OKLAHOMA. Unpublished EDD, OKLAHOMA STATE UNIVERSITY (0664). Scope and method of study. The purpose of this study was to determine if factors relating to Need Satisfaction and Burnout influence the mobility of secondary instrumental music teachers in Oklahoma. Both inclination to mobility and history of mobility were examined. A secondary purpose of the study was to generate demographic information regarding secondary instrumental music teachers in Oklahoma as well as generate responses regarding extrinsic influences on mobility. A total of 100 school districts were randomly selected from those having active instrumental music programs. A questionnaire was mailed to the secondary instrumental music teachers in each of the selected school districts requesting response to items from the Porter Need Satisfaction Questionnaire and the Maslach Burnout Inventory as well as demographic and extrinsic influence items. Analysis of the resulting data involved frequency distributions for demographic items as well as those identified as extrinsic influences. Comparison of group means relating to inclination to mobility and history of mobility was achieved through the use of t test procedures. Findings and conclusions. Teachers of secondary instrumental music in Oklahoma who reported an inclination to mobility perceived levels of Need Satisfaction differently than did those reporting no inclination to mobility. Significant differences were found at the 0.05 level on each of the five identified sub-areas of Security, Affiliation, Esteem, Autonomy and Self-Actualization. Significant differences were found relative to two of the three components of the Burnout, specifically, Emotional Exhaustion and De-PERSONALIZATION. No significant differences were found in either Need Satisfaction or Burnout relative to actual history of mobility. Order #: AAC 9019485 ProQuest - Dissertation Abstracts throwback I Intervention + support = graduation. Summary: By combining individualized and small-group instruction, Mt. Madonna High School's alternative educational program has decreased its dropout rats. Dom Galu explains how the Model Continuation High School empowers students to make their own decisions about their education and become active learners. Exceptional children. MAR 01 1994 v 60 n 5 Iversen, J. A. O. (1989). The Effect of Music on the Personal Relevance of Lyrics. Psychology: A Journal of Human Behavior v26 n2-3 p15-22 1989. Examined personal relevance of song lyrics to college students (N=34) when presented with music or in written form. Found overall evaluations were equivalent for males and females and for two presentations. There was interaction between gender of rater and presentation format: males rated lyrics of lower relevance when sung, females rated lower when written. (Author/ABL) EJ406543 throwback J Jensen, G. F. (1972). Delinquency and Adolescent Self-Conceptions: A Study of Personal Relevance of Infraction. Social Problems 20 1 84-102. Deals with the ^personal relevance of infraction" in variable sociocultural contexts by examining the association between delinquency and adolescent self-conceptions among junior and senior high school students differentiated on the basis of race and status. (Author/JM) personalization.keeper EJ064089 JIMENEZ-MONTIJO, E. M. (1992). PUERTO RICAN PARTICIPATION IN WORK PLACE HEALTH PROMOTION PROGRAMS IN AMERICAN ORGANIZATIONS: THE IMPACT OF THREE VALUES (WORKPLACE HEALTH PROMOTION). Unpublished EDD, UNIVERSITY OF MASSACHUSETTS (0118). The focus of this dissertation was to determine whether the values of "Familism", "Religion", and "Personalization of Interpersonal Relations" of Puerto Ricans were related to individuals' participation in their work place health promotion programs. The study was conducted in six private corporations located in the Western New England area which had work place health promotion programs on-site. The sample population of the study consisted of 84 Puerto Ricans working at these organizations. This exploratory study did not deal with hypothesis testing. It set the basis for the formulation of hypothesis to be tested in future research endeavors. The instrument used in this study consisted of a (Likert-Type Scale) questionnaire, in English and Spanish versions, that combined demographic information and the three value clusters of familism, religion and interpersonal relations that were researched. The collected data were submitted to analysis using Statistical Packages for Social Sciences (SPSS). Results indicated that this Puerto Rican population was very young, with 98% falling between 18-to-45-years old. There were 40 females and 43 males, one case missing. The levels of education were low, with 66% having high school or less education; and 66% worked in manufacturing. Overall, there were no gender-based differences in the responses to the questions about values. All participants agreed that their health promotion program did not include activities for the family, and all thought it should do so. In addition, participants agreed that activities were not culturally sensitive, and all thought they should be, including the availability of written materials in Spanish. Responses to questions about religion and interpersonal relations, also showed a disapproval of the health promotion program, since it failed to pay attention to these values in the planning of activities; therefore, negatively influencing the participation of the subjects in the programs. This study was significant because it looked at cultural values as one of the underlying reasons for the lack of participation of Puerto Ricans in health promotion programs. Health promotion programs designers must be culturally sensitive when designing activities for Puerto Ricans, as well as for other special populations. Recommendations for health promotion program planners are offered as first-step solutions to the low participation problem. Order #: AAC 9305844 ProQuest - Dissertation Abstracts throwback JIN, J. H. (1989). HOME ENVIRONMENT AS SYMBOL OF IDENTITY. Unpublished PHD, UNIVERSITY OF PENNSYLVANIA (0175). Theoretical recognition of the socially constructed nature of housing and identity suggests that the relationship between identity and home environment is highly variable; it is always mediated by the social and cultural context (Rapoport, 1982; Duncan, 1982). This study combines social interactionism and cultural analysis to provide a theoretical perspective on the question of identity, social world, and the role of home environments in establishing identity. The purpose of the research is to examine the meaning and relationship of home environments and identity through a study of changes which people make in their home environments. This study also explores the socio-cultural differences that influence how people perceive and modify their home environments. This study emphasizes that home environments are important symbols of identity, and that people personalize and change the appearance of homes in ways that are important to their sense of identity. The research approach provides a better understanding of how people personalize and perceive their home environments in the inner-city neighborhood by employing comparative methods and observational techniques to document home PERSONALIZATION activity. Four neighborhoods were selected to be representative of a wide range of socio-cultural groups. The initial phase of the study involved observation of housing fronts and informal discussions with residents. Subsequently, a structured questionnaire was used and residents were interviewed about their images, perceptions, their meaningful objects, and the changes they made in their homes. Major findings are: (1) home environment is used as a symbol of identity; (2) different sociocultural groups show different taste, perception, and use of space; (3) home environment corresponds to social class, values and ethnicity as much as it does to personal preferences; and (4) thus, home environment is integral to and reflects a variety of social and cultural values regarding individual and family identities. Order #: AAC 8922524 ProQuest - Dissertation Abstracts throwback Johnston, M. (1989). Moral reasoning and teacher's understanding of individualized instruction. Journal of moral education. JAN 01 1989 v 18 n 1, 45. maybe doubtful Jonassen, D. H., 1947-. (1993). Handbook of individual differences, learning, and instruction. personalization.essential Book for now NORLIN STATUS: Checked out -- CALL #: LB1060.J66 1993 --2 of 195 journal. JELS. Journal of experiential learning and simulation JELS. Journal of experiential learning and simulation. Also called: Journal of experiential learning and simulation [New York, Elsevier North-Holland] v. 26 cm. Pub. history: v. 1-3; Jan. 1979-Dec. 1981. PER RM HAS: 1-3 1979-81. Book journal. JELS. Journal of experiential learning and simulation. 1-3 1979-81. Book Format: Serial Summary Holdings: CALL #: LB 1029. S53J4 PER RM 1-3 1979-81 journal. Journal of experiential education. Also called: Journal for experiential education Denver, CO: Association for Experiential Education, c1978- v.: ill. ; 28 cm. Three no. a year Pub. history: Vol. 1, no. 1 (spring 1978)- Title from cover. Official publication of: the Association for Experiential Education. Book journal. Simulation gaming Simulation/gaming. Moscow, Idaho: Simulation/Gaming/News, Inc., -[c1978] 3 v.: ill. ; 28 cm. Bimonthly Pub. history: -v. 5, no. 4 (July/Aug. 1978) = -36. Pub. history: Began with: Vol. 3, no. 4 (July/Aug. 1976) = 24. Description based on: Vol. 4, no. 5 (Sept./Oct. 1977); title from cover. PER RM HAS: 3-5 1976-78 Format: Serial Continues: Simulation/gaming/news Continued by: JELS, Journal of experiential learning and simulation 0162-6574 Summary Holdings: CALL #: LB1029.S53 S5. Book journal. Simulation/gaming. 3-5 1976-78. Book JUNG, B. C. (1993). DOES ENHANCING THE SELF-EFFICACY OF PARTICIPANTS IN SMOKING CESSATION PROGRAMS REDUCE RELAPSE? Unpublished MPH, SOUTHERN CONNECTICUT STATE UNIVERSITY (0928). This thesis investigated the validity of A. Bandura's claim that treatment success (i.e. abstinence) is contingent upon the presence of four information components (performance accomplishments, verbal persuasion, vicarious experiences and emotional arousal). By examining 19 successful smoking-cessation programs for their presence, it was found that 8 programs contained all four, 5 contained three, 4 contained two, and 2 contained one component. Of the 8 containing all four, only 3 (15.79%) based treatment success solely on these four components, while the other 5 programs included an additional component. Of Bandura's four components: "vicarious experiences" was found in 8, "emotional arousal" in 14, "verbal persuasion" in 16, and "performance accomplishments" in all 19 programs. The "performance accomplishments" component may be a crucial factor in program success/failure. Order #: AAC 1350950 ProQuest - Dissertation Abstracts throwback K KANG, W. (1990). DIDACTIC TRANSPOSITION OF MATHEMATICAL KNOWLEDGE IN TEXTBOOKS (TEXTBOOK ANALYSIS). Unpublished EDD, UNIVERSITY OF GEORGIA (0077). The purpose of this study was to investigate how mathematical knowledge has been modified in school mathematics textbooks. Didactic transposition was defined in line with the work of Yves Chevallard as an operation of reorganizing knowledge with a didactic intent and as the outcome of that operation. A didactic transposition in a textbook was regarded as a temporary, hypothetical contextualization and PERSONALIZATION of knowledge to fit the student's situation. Three elementary algebra textbooks were selected to provide examples of didactic transpositions to be given a phenomenological description in which ethnomethodological techniques were adopted. Brief comments on each lesson were developed into preliminary codes, grouped as coding families, and refined to yield didactic transpositions. The transpositions were categorized into four groups: localizations of mathematical concepts, real-world models for mathematical concepts, word problem types, and bodies of extra-mathematical knowledge. In each category, two didactic transpositions were selected and described. They were localization of factoring, localization of exponents, the area model for multiplication, the number line model for addition, number riddles, uniform motion problems, substituting and chunking, and BASIC programming. The descriptions suggested that the form of the knowledge involved in the didactic transpositions in textbooks is unstable: The knowledge in a mathematics textbook is about mathematical facts that are unsteady and being confirmed dynamically although school mathematics as a declared body of knowledge has a static aspect. The process of pseudo-PERSONALIZATION in the textbooks showed that the authors' attitudes were moderate regarding didactic phenomena such as the meta-cognitive shift, formal abidance, and the Topaze and Jourdain effects. The study showed that ontological and phenomenological views of knowledge are reconcilable in a textbook analysis. Order #: AAC 9117305 ProQuest - Dissertation Abstracts throwback Kang, W. (1990/1991). Didactic transposition of mathematical knowledge in textbooks. Unpublished Doctoral dissertation, University of Georgia. Dissertation Abstracts International, 52 (01), 104. personalization.keeper dissertation Karlin, M. S. (1971). Experiential learning; an effective teaching program for elementary schools [by] Muriel Schoenbrun Karlin and Regina Berger. West Nyack, N.Y., Parker Pub. Co. [1971] 250 p. illus. 24 cm. @ NORLIN [c.1]. Book throwback Kearsley, G., Kearsley, G., 1951-, Keller, F., Knowles, M., & Lopez, C. L. S., H. J. 1992. (1985). Training for tomorrow: distributed learning through computer and communications technology. personalization.essential Book BUS STATUS: Not checked out -- CALL #: LC33.K43 1985 \ Keeton, M. T., & T, K. M. (???). Experiential learning Experiential learning. personalization.keeper Book for now NORLIN STACKS STATUS: Not checked out -- CALL #: LB2381 K43 c.2 NORLIN STACKS STATUS: Checked out -- CALL #: LB2381 K43 --28 of 34 KEPNER, C. G. (1989). A STUDY OF THE RELATIONSHIP BETWEEN TYPES OF TEACHER-ADMINISTERED WRITTEN FEEDBACK AND THE DEVELOPMENT OF WRITING PROFICIENCY IN INTERMEDIATE COLLEGE LEVEL STUDENTS OF SPANISH (FEEDBACK). Unpublished EDD, NORTHERN ILLINOIS UNIVERSITY (0162). This study attempted to devise a model of written feedback which would serve to stimulate emerging second-language (L2) writers of both higher and lower verbal-ability levels to think and write critically at the higher cognitive and affective levels of synthesis and evaluation. In a longitudinal experimental study lasting the course of a semester, two types of written feedback were regularly applied to the target-language journals of 60 intermediate-level college Spanish students whose journals had been randomly assigned to one of the two feedback treatments. The two feedback treatments included (a) an error-corrections model, in which all surface-level errors of grammar, vocabulary and syntax were identified, corrected, and explained via a brief rule or note; and (b) a message-related comments model, which incorporated the elements of PERSONALIZATION, summary statement of the gist of the writer's message, reader's reaction and evaluation of how the writer's message was communicated, and a suggestion for extending or improving upon the topic in subsequent entries. The error-corrections model was intended to emulate traditional forms of written feedback in classrooms where the objective is grammatical competence, and as such functioned as a naturalistic control for the study. The message-related comments model, which was the independent variable of interest, was delivered always in the target language and sought to test assumptions regarding the applicability of a whole-language approach to the teaching of L2 writing. The assumption for this latter treatment was that the objective for L2 students is communicative competence in the L2 as well as meaningful, transferable, learning. Dependent measures were taken from two batches of late-in-the-semester journal entries. The dependent variables included (a) a tally count of all surface-level errors of grammar, vocabulary and syntax within the student-generated text; and (b) a tally count of higher-order propositions or propositional clusters which provided evidence of the higher-level cognitive operations of analysis, comparison/contrast, inference/interpretation, and evaluation (as described by Quellmalz in 1987 and by Stiggins et al. in 1988). Analysis of variance of the data indicated (a) no significant difference between number of surface-level errors in the texts of student L2 journals receiving both types of written feedback; and (b) a significantly greater number of higher-level propositions within the texts of journals receiving the message-related comments feedback. Thus, it was concluded that the L2 whole-language written feedback model promoted higher-level goals, while the error-corrections written feedback model was not significantly related to the attaining of accuracy objectives. Order #: AAC 9020049 ProQuest - Dissertation Abstracts throwback Kielsmeier, J. C. (1979). The development of within-school experiential learning options in the Denver Public Schools: a case study of a change process. Book maybe doubtful Klein, T. D. (1970). Personal Growth in the Classroom: Dartmouth, Dixon, and Humanistic Psychology. Engl J 59 2 235-43. EJ015436 maybe Knapper, A. F. (1982). Cases and experiential learning exercises in personnel. Book throwback Kolb, D. A., 1939-. (1984). Experiential learning: experience as the source of learning and development. personalization.keeper Book NORLIN STATUS: Checked out -- CALL #: LB1067.K63 1984 --17 of 34 Krug, J. L. (1991). Select changes in high school students' self-esteem and attitudes toward their school and community by their participation in service learning activities at a Rocky Mountain high school. Book throwback L 90-9006077-4 Location: CENTRE FOR APPLIED RESEARCH ON EDUCATION (OCTO), P.O. BOX 217, 7500 AE ENSCHEDE, THE NETHERLANDS LATOUR, D. (1992). THE USE OF PRETHERAPY TRAINING TO ENHANCE GROUP COGNITIVE THERAPY FOR DEPRESSED ELDERLY PERSONS. Unpublished PHD, UNIVERSITY OF OTTAWA (CANADA) (0918). This study was devised to determine the effectiveness of a theoretically-based pretherapy training procedure in enhancing group cognitive therapy for depressed older adults. Twenty-nine subjects were randomly assigned to a pretherapy training condition or an attention-placebo control condition. All subjects were 65 years of age or older, had a score of 14 or higher on the Beck Depression Inventory or 14 or more on the Geriatric Depression Scale, and had no previous experience in psychotherapy or special knowledge of the psychotherapeutic process. Subjects in both conditions received four sessions in the pretherapy phase, followed by 12 sessions in the therapy phase. The pretherapy training procedure was based on Bandura's social cognitive theory and included verbal persuasion (written and verbal material), vicarious experience (videotape), and performance accomplishment (structured group exercises). Four categories of dependent variables were examined: attendance and dropout rates, immediate effects of pretherapy training (i.e., knowledge about therapy and role expectations), observer ratings of in-therapy client behavior, and outcome as measured by subject and observer ratings of improvement throughout therapy. The results revealed no significant differences between conditions on attendance and dropout rates. Subjects in the pretherapy training condition had significantly greater knowledge of psychotherapy at the end of the pretherapy phase than subjects in the attention-placebo condition. The analysis of subject role expectancies in the pretherapy phase revealed that subjects in the pretherapy training condition exhibited significantly less audience-seeking expectancies than subjects in the attention-placebo condition. The process measure revealed that subjects in the pretherapy training condition made more statements related to the problems they were experiencing than subjects in the attention-placebo condition. There were no significant differences between conditions with respect to outcome. For the two conditions taken together, 53.7% of the subjects exhibited clinically significant improvement by the end of therapy. The results were discussed in terms of the appropriateness of measuring role expectancies, and suggestions were made for measuring other expectancies, based on social cognitive theory. The clinical implications of the findings as well as the feasibility of in vivo use of pretherapy training procedures were also discussed. (Abstract shortened by UMI.) Order #: AAC NN75019 ProQuest - Dissertation Abstracts throwback Lawless, C. J. (1982). Personal Meaning and Learning in Two Open University History of Science Courses. Higher Education v11 n6 p669-83 Nov 1982. Students evaluated their learning experience in terms of course valuing, content learning, personal learning, and behavioral learning. Significant differences were found between the two courses, with higher ratings for the more difficult. Limited but significant correlation with attainment measures was found, higher for continuous assessment than for examinations. (Author/MSE) EJ276706 maybe LAWSON, G. M., JR. (1988). THE CLASSROOM CONTEXT: A REFLECTION OF TEACHER COMMUNICATION STYLE. Unpublished PHD, THE UNIVERSITY OF NEBRASKA - LINCOLN (0138). The premise of this research is that a teacher's communication style impacts the way in which the teacher structures the learning environment. The choice of how to structure a classroom is not usually an administrative choice but rather a choice that the teacher (individually) makes based upon his/her personal abilities. Classroom context is the way a teacher chooses to manage the daily concerns of teaching that indirectly shapes the perceptions of students. Treaqust and Fraser's (1986) College and University Classroom Environment Inventory (CUCEI), containing 49 items, 7 items for each domain (PERSONALIZATION, involvement, student cohesiveness, satisfaction, task orientation, innovation and individualization), was used to operationalize classroom context. Individual style factors reflect the individual and aid others in knowing how to react to that individual. Students respond to a teacher in relation to the teacher's communication style. Kearney's (1980) Teacher Communication Style (TCS), containing 36 items, 12 items representing three domains (assertiveness, responsiveness, and versatility), was used to operationalize teacher communication style. The research questions sought to identify and describe the relationship between a teacher's communication style and the classroom context. First, using canonical correlation analysis, a relationship was found to exist between teacher communication style and classroom context. Second, all three domains of teacher communication style and all seven domains of classroom context were involved in the relationship. Therefore, further analysis was required to isolate the relationships. A stepwise multiple regression analysis, determined (1) the only contributor to TCS's assertiveness domain was CUCEI's satisfaction domain, (2) the only contributor to TCS's responsiveness domain was CUCEI's innovation domain, and (3) the only contributor of TCS's versatility domain was CUCEI's PERSONALIZATION domain. Order #: AAC 8907531 ProQuest - Dissertation Abstracts throwback Linn, M. C. A. O. (1976). Personalization in Science: Preliminary Investigation at the Middle School Level. Instructional Science 5 3 227-51. A science program in which students were encouraged to select their own project goal as well as the apparatus to accomplish this goal was developed and tried in two 5th grade classes. (Author) personalization.essential EJ141575 M 0-315-80624-9 maybe doubtful includes both personalizaton and efficacy Mancuso, J. C., & Eimer, B. N. (1982). A Constructivist View of Reprimand in the Classroom. Interchange on Educational Policy v13 n4 p39-46 1982. Shortcomings of contingency management techniques used for student discipline are delineated, and personal construct studies with some pertinence to classroom reprimand are reviewed. Behavior science specialists should be involved in the constructivist approach, which considers the individual psychological frameworks that students and teachers bring to situations requiring reprimand. (PP) EJ273591 throwback MARCUS-NEWHALL, A. (1992). CROSSCUTTING AND CONVERGENCE OF CATEGORY MEMBERSHIP WITH ROLE ASSIGNMENT: UNDER WHICH INTERGROUP SITUATIONAL FEATURES WILL EACH LEAD TO REDUCED BIAS? Unpublished PHD, UNIVERSITY OF SOUTHERN CALIFORNIA (0208). Conflicting outcomes characterize past research on the effects of role assignments that crosscut or converge with category membership (Brown & Wade, 1987; Deschamps & Brown, 1983; Marcus-Newhall, Miller, Holtz, & Brewer, in press). The purpose of this study was to investigate the effects of role assignment (crosscut, convergent) and situational features (beneficial, detrimental) on intergroup behavior. The set of situational features simultaneously manipulated included anxiety about being paired with an outgroup member, personalization, perceived controllability over the team product, and intrateam competitiveness. A heterogeneous work team was formed and the experimental manipulations were implemented. It was predicted that crosscutting role assignment should yield less intergroup bias when the working situation contained beneficial situational features. Alternatively, more bias effects should occur when detrimental situational features were present. The presence of the beneficial features should also minimize bias somewhat in the convergent condition, but to a much smaller degree. Although the predicted interaction was not confirmed, the direction of means on the reward allocation bias score was supportive. In a series of post-hoc analyses, the team data was stratified on the dimension of status and it was found that low and high status subjects responded differently to the experimental manipulations. Overall, the results illustrate interesting aspects of the interplay between role assignment, intergroup situational features, subject status, and intergroup relations. (Copies available exclusively from Micrographics Department, Doheny Library, USC, Los Angeles, CA 90089-0192.) Order #: NOT AVAILABLE FROM UMI ProQuest - Dissertation Abstracts throwback Markham, N. W. (1989). Use of mock-up exhibits in the dinosaur hall to effect museum visitor behaviors related to learning: a study in three phases. Book throwback McFarland, D. A. (1993). A Management System for Refocusing Student Writing through Personalization and Cooperative Learning. The inability of students to become involved with writing assignments in two high-school sophomore honors classes was addressed at a writer's workshop by the implementation of collaborative learning, peer evaluation, conferencing, and broadened literature selection. Students responded to pre-workshop and post-workshop surveys to assess individual attitudes toward learning to write and writing abilities. Students were allowed to complete assignments in collaborative groups. Students were also allowed to choose the literature to be studied by the group. Results indicated increased interest in writing among the target group. Additionally, students in the target group demonstrated improved writing performance on the final writing project. Findings suggest that increased student participation in the selection of writing assignments and literature selections, along with interaction with peers on assignments, brought about improved performance on class writing assignments. (Twenty-six references and teacher and student survey instruments are attached.) (RS) ED359557 throwback MCGREW, M. W. (1987). THE TAT RESPONSES OF DISTURBED AND NORMAL BOYS USING AN INTEGRATED SCORING SYSTEM (APPERCEPTION). Unpublished PHD, UNIVERSITY OF MARYLAND COLLEGE PARK (0117). The Thematic Apperception Test is one of the two most frequently used projective personality tests. However, it has been seriously criticized for its lack of adequate norms and a widely agreed upon scoring framework. Currently no system exists for specific clinical use with children though relevant literature has stressed the need for such a system. The present study attempted to validate a number of TAT indicators of emotional disturbance in children using the Integrated Scoring System, which was developed and revised from portions of adult systems that have demonstrated minimally acceptable reliability and validity in separating normal from disturbed groups. Forty emotionally disturbed and forty well adjusted boys who were matched for ability and age, were administrated the TAT by impartial qualified clinicians. The subjects were low to upper middle class suburban males, ages six through twelve, of low average to superior intelligence. The data were blindly scored by advanced doctoral psychology students who established adequate interrater reliability that was maintained during the study. Data were analyzed using discriminant analytic techniques. Results indicated significant overall differences between the emotionally disturbed and well adjusted groups. As hypothesized, the emotionally disturbed group was also found to have significantly lower scores for the variables of Perceptual Organization, Internal Logic, Positive Feeling, Action and Outcome, as well as significantly higher scores for the variables of Perceptual PERSONALIZATION, Inadequacy, Inappropriate or Bizarre Comments, and Hostility. There were several unsupported hypotheses which involved the lack of significant differences along the variables of Egocentrism and Negative Feeling. It was also found that aggressive and less aggressive emotionally disturbed subgroups did not differ along the Hostility dimension. Descriptive analyses of age trends, individual TAT card factors and subcategory differences were also accomplished. Based on the results of the discriminant analyses the group membership of 90% of cases could be correctly predicted using the classification function. Revisions for the Integrated System were discussed in light of relevant literature, the above results and reliability data. Overall, initial support was offered for most of the system's components. Order #: AAC 8725533 ProQuest - Dissertation Abstracts throwback MCINTYRE, H. F. (1990). IN THE ABSENCE OF THE WOMAN: THE SPECTATOR'S PRESENCE IN HITCHCOCK'S 'REAR WINDOW', POLANSKI'S 'THE TENANT', AND LYNCH'S 'BLUE VELVET' (SIR ALFRED HITCHCOCK, ROMAN POLANSKI, DAVID LYNCH, POLAND, ENGLAND). Unpublished MA, THE UNIVERSITY OF MANITOBA (CANADA) (0303). The following discussion of Hitchcock's Rear Window (1954), Polanski's The Tenant (1976), and David Lynch's Blue Velvet (1986) was motivated by a sense that film criticism has become so sophisticated and self-referential that it has lost the capacity to speak about the affective experience of film viewing. By intending to expose cinema's guarantee to the male spectator of a vicarious possession of the woman, who is expressly there to be visually consumed by him, these critics hope to disturb the voyeuristic satisfaction that they suppose determines, and is determined by, narrative film. To that end they have charted the inherently sadistic Oedipal desire which apparently shapes the representation of the female figure on the screen, and which is narrativized by means of cinema's shot-reverse-shot system. However, by insisting on a strict gender identification, and on the spectator's immovable place as such within the spatial configuration continually re-stabilized by the system of the look, theorists are unable to satisfactorily account for the connections formed, lost, and re-formed by individual viewers of specific films. (Abstract shortened by UMI.) personalization.keeper Order #: AAC MM71768 ProQuest - Dissertation Abstracts 0-315-71768-8 Minter, W. J. (1967). The individual and the system: personalizing higher education: WICHE/College and University self-study group. personalization.essential LB 2301.C555 1967aa keeper maybe MOHAMED, O. (1990). AN ANALYSIS OF COUNSELING SUPERVISION EMPHASIS AND JUDGMENTS OF SUPERVISEE SATISFACTION IN THE SUPERVISION RELATIONSHIP. Unpublished PHD, OHIO UNIVERSITY (0167). The study investigated the contribution of the factors that counselor supervisors' emphasized (measured by the subscales of the Supervisor Emphasis Rating Form (SERF), process skills, PERSONALIZATION skills, conceptual skills, and professional behaviors) as predictors of counselor supervisees' satisfaction in the counseling supervision relationship. The supervisees' satisfaction was measured by the subscales of the Trainee Personal Reaction Scale - Revised (TPRS-R) (Evaluation of Supervisor, Evaluation of Self, and Level of Comfort). The subjects were Masters level counseling students doing their counseling practicum in the field setting at the Midwestern states of Illinois, Iowa, Kentucky, Michigan, Ohio, and West Virginia. The research study's $n$ = 60 was based on the field-site supervisor-supervisee dyads. The research findings concluded there is a multivariate relationship between the supervisees' satisfaction of the supervision with the factors on which counselor supervisors' emphasized in the counseling supervision process. The Omnibus multivariate Wilks Lambda =.68; with the alpha coefficient =.048 and the approximate multivariate $F$ = 1.83, $p<$.05. The supervisees' judgment of the supervision as measured by the Evaluation of Supervisor subscale of the TPRS-R was better predicted by the subscales of the SERF, professional behaviors skills and conceptual skills. The multivariate stepwise regression analysis indicated that the subscales of the SERF were not good predictors of both the Evaluation of Self and Level of Comfort, subscales of the TPRS-R. Also, there was no significant difference between the level of supervision experience of the supervisors with the supervisees' satisfaction in the supervision process. The MANOVA analyses suggested no main effects or interactions between supervisor gender with supervisee gender in the supervision relationship. Also, there were no main effects or interactions between the supervisors' experience with training in supervision. The results provided some bases for the supervision of supervisees based upon the developmental stages theory in counseling supervision. Order #: AAC 9034111 ProQuest - Dissertation Abstracts throwback MORI, M. (1990). THE EPIC IN TRANSITION: JOHN KEATS'S 'FALL OF HYPERION' AND MIYAZAWA KENJI'S 'GINGATETSUDO NO YORU' (ENGLAND, JAPAN). Unpublished PHD, THE PENNSYLVANIA STATE UNIVERSITY (0176). This dissertation treats the nature of the generic change that the epic has undergone in recent times through examining three constituents of epic grandeur (community, mortality, and expanse). Two recent epics, one from Europe and another from Japan--The Fall of Hyperion (1819) by John Keats (1795-1821) and Gingatetsudo no Yoru (A Night on the Galaxy Railroad) (1933) by Miyazawa Kenji (1896-1933)--are used as exemplary texts. No historical contact is known to have existed between these works; independently, they demonstrate some of the same characteristics of the epic (or its descendants) in the nineteenth and twentieth centuries. Chapter I points out various problems in defining the concept of epic. Chapter II places the two epics in their cultural contexts, pointing out the process of generic change as well as the general features of recent epics. In Chapter III, these two works are directly compared with each other, in terms of the three epic elements, to further our understanding of the generic change that has taken place in an almost parallel manner in two different parts of the world. In Chapter IV, a major similarity of the two works--a latent uncertainty about the very ideas they propose--is discussed. Chapter V recapitulates the main arguments of the preceding chapters and suggests the consequences for our discussion of epic. Through this analysis, the surprising similarity between these two works is illuminated despite their different cultural backgrounds. The works coincide in the exclusion of religious sectarianism in order to offer a broader perspective. This comparison helps us to reduce the ambiguity of the meaning of "epic" by suggesting the elements of the epic, so that we can ascertain that works with epic elements continued to written in the recent periods inside and outside Europe. This process also reveals that recent epics contain the two apparently contrary tendencies of PERSONALIZATION and enlargement, which evolve through a modification of the three epic elements. Because of these contrary tendencies, recent epics may suffer from a latent destructiveness that can be irrepressibly strong, to the extent of causing fragmentation. personalization.essential Order #: AAC 9104932 ProQuest - Dissertation Abstracts Moriarty, S. E. V., Ted W. (1985). The Personalization of Educational Media. Educational Considerations v12 n1 p13-16 Win 1985. This survey of technological change looks at the impact of new technology on mass media, spots observable cultural and social trends created by these changes, and then analyzes the effect of these trends on education. (Author/CT) EJ317853 maybe Moriyuki, M. (1993). The personalization of communication: Its present and future (text in Japanese),,. Kodo Kagaku Kenkyu, 43. SICI Code: 0389-2077 (1993) 1993:43L.:PCIP;1- maybe Morrison, T. R. (1982). The Soft Underbelly of Personal Construct Theorists: A Critique. Interchange on Educational Policy v13 n4 p76-81 1982. The author asserts that personal construct theory is just one more way of looking at the world, rather than a means of understanding the world as it really exists. Other articles appearing in "Interchange on Educational Policy" (volume 13, number 4, 1982), concerning education and constructivist theory, are critiqued on those grounds. (PP) personalization.essential EJ273595 MORSE, S. D. (1992). ADULT LITERACY AND SELF-EFFICACY (LITERACY, ADULT EDUCATION). Unpublished PSYD, STATE UNIVERSITY OF NEW YORK AT ALBANY (0668). This study is an investigation into the perceptions of the process of literacy acquisition in a small number of adult education students. The processes of improving reading and participating in adult education classes are described in terms of self-efficacy, a construct from social learning theory developed by Albert Bandura. Self-efficacy, which is an individual's beliefs about personal effectiveness, is viewed by Bandura as a powerful force in determining behavior as an individual will generally choose to be involved only with tasks in which he/she feels effective. The mastery of one behavior should lead to the generalization of self-efficacy and the belief by the individual that other tasks can be successfully accomplished as well. This study sought to elucidate the relation between self-efficacy and literacy acquisition. Six adult education students were interviewed about their experiences and goals in adult education, their perceptions of the literacy process, and any changes they perceived as resulting from their participation in adult literacy instruction. Their responses were analyzed in terms of specific aspects of self-efficacy theory, such as the development and generalization of self-efficacy and the four sources of self-efficacy information: personal accomplishment, verbal persuasion, vicarious experience, and emotional arousal. The results were such that some participants provided evidence that they experienced growth in self-efficacy while others gave no evidence of increased perceptions of their abilities. Factors such as teacher and family support, personal accomplishment in academics, and an ability to complete tasks previously perceived as too difficult appeared to be integral to the development of self-efficacy. In addition, self-efficacy as a theoretical construct proved to be useful in enhancing the understanding of the potential effects of the processes of adult literacy acquisition and participation in adult education on the lives of the adult learner. A concluding statement is provided which relates the research findings to the practice of school psychology. personalization.keeper Order #: AAC 9300298 ProQuest - Dissertation Abstracts self-efficacy N Newby, T. J. (1991). Classroom Motivation: Strategies of First-Year Teachers. Journal of Educational Psychology v83 n2 p195-200 Jun 1991. Motivational strategies used by 30 first year elementary school teachers and on-task behaviors of their respective students were monitored. Each teacher used several motivating strategies (concerning getting attention, emphasizing relevance, building confidence, and imposing rewards and punishments). There was a significant positive correlation between relevance strategies and on-task behaviors. (SLD) UMI Report/ISSN: ISSN-0022-0663 personalization.keeper EJ436879 motivation relevance getting attention NG, W.-J. (1992). THE IMPACT OF PUBLIC SERVICE ANNOUNCEMENTS ON AIDS RISK PERCEPTIONS AND PREVENTIVE HEALTH BEHAVIOURS (IMMUNE DEFICIENCY). Unpublished PHD, QUEEN'S UNIVERSITY AT KINGSTON (CANADA) (0283). The link between increased risk perception and increased probability of health behaviour implementation has been well documented (Janz & Becker, 1984). This association has been shown between AIDS risk perception and reported practice of preventive behaviours (Thurman & Franklin, 1990). Sexually-active heterosexuals, however, consistently perceive themselves at low risk of AIDS infection (Crawford, 1990). The "availability" heuristic (Tversky & Kahneman, 1973) suggests that this optimistic bias is a result of their perceived differences from the "AIDS victim" stereotype, while others (Freimuth, Edgar & Hammond, 1987) have attributed it to a lack of personalization of AIDS. Eight public service announcements, differing along speaker characteristics, were therefore produced to study the differential impact of short television advertisements on AIDS risk perceptions. Each 30-second video varied across three dimensions: gender, stated sexual orientation (heterosexual vs. homosexual), and AIDS status (infected vs. not infected) of the speakers. In addition, three televised Ontario Ministry of Health public service announcements were similarly assessed. Results indicated that reported risk perceptions to AIDS differed for single, white, male and female undergraduates along separate speaker characteristics for those exposed to the Queen's produced, but not the Ontario Ministry of Health, announcements. Female viewers reported greater perceived vulnerability to AIDS in the conditions where the speakers were female, and AIDS-infected. Male viewers' responses were, however, less predictable. Participants generally perceived themselves to be at low risk for AIDS infection; significantly lower than their risk estimations for either an "average university student" or their "closest friend". This rendered support for the constructs of "unique invulnerability" (Perloff, 1983) and "optimistic bias" (Weinstein, 1982), and suggests that perception of invulnerability to negative life events, among students, may be even more pronounced with a disease like AIDS. Risk perception had, however, limited predictive value in four preventive health measures against AIDS: (1) Intent to use condoms, (2) Intent to avoid casual sexual partners, (3) Condom use two months later at follow-up, and (4) Avoidance of casual sexual partners at follow-up. Separate regression analyses for sexually active and non-sexually active subjects were run in predicting intent. The present data suggested that predictors for preventive action against AIDS were not uniform and varied both as a function of the behaviour examined and whether subjects have been sexually active or not. Positive attitudes towards condoms remained an important influence on condom use intent and condom use at follow-up. Most importantly, the inverse relationship between avoidance intent and condom use at follow-up rendered support for the risk homeostasis theory (Wilde, 1982a), where condom use compensated for the increased risk of AIDS if intention to avoid casual or multiple sexual partners was low. The multifactorial influences on AIDS preventive behaviours inevitably limits any single campaign to curb the disease, but improving efficacy should still remain priority. Critical issues were discussed, focusing on the roles of public service announcements, risk perceptions, and other significant predictors in encouraging preventive health behaviours against AIDS. Order #: AAC NN80624 ProQuest - Dissertation Abstracts Nix, D. S., Rand J. (1990). Cognition, education, and multimedia: exploring ideas in high technology. personalization.essential Book NORLIN STATUS: Checked out -- CALL #: LB1028.5.C5258 1990 --10 of 34 NORLIN STACKS STATUS: Checked out -- CALL #: LB1027.K27 --31 of 34 NORLIN STACKS STATUS: Checked out -- CALL #: LB1032.C59 1979 --21 of 34 NORLIN STACKS STATUS: Not checked out -- CALL #: LC1032.D43 --22 of 34 throwback NORLIN STATUS: Not checked out -- CALL #: LC45.4.G55 1992 --5 of 34 throwback NORLIN STATUS: Not checked out -- CALL #: LC5251.G33 1989 --12 of 34 NORLIN STATUS: Not checked out -- CALL #: T 1979.K544 --23 of 34 NORLIN STATUS: Not checked out -- CALL #: T 1989.M341 --11 of 34 NORLIN STATUS: Not checked out -- CALL #: T 1991.K936 --7 of 34 O O'Connor, I. D., Len. (1986). The Impact of Social Work Education: A Personal Construct Reconceptualization. Journal of Social Work Education v22 n3 p6-21 Fall 1986. The impact of social work education on the individual is reconceptualized in terms of Kelly's personal construct theory. The conceptualization formed the basis of a cross-sectional study of students at the beginning, middle, and end of social work education. (Author/MH) UMI EJ369223 maybe to see what "Kelly's personal construct theory" is about Olsen, S. A. W., Kim. (May 91). A Follow-Up of Suspect Sophomore Scores on the COMP Test. The College Outcome Measures Program (COMP) objective test is used by colleges and universities to monitor the success of their undergraduate programs and as part of general assessment efforts. At Northeast Missouri State University (Kirksville), 102 students were identified as having suspect COMP scores based on the three criteria of: (1) COMP total score 20 points or more below the American College Testing Program (ACT) assessment battery composite score; (2) unrealistically high or low freshman to sophomore COMP total score change; and (3) COMP total score below the chance score (130) for the test. Because of student withdrawals and unwillingness to participate, only 45 students were interviewed concerning the rationale behind their performance on the COMP. Students were asked about their orientations with respect to the examination, their perceptions of testing conditions, and their motivation. Results suggest that lack of student motivation to perform well on the sophomore examination was the primary reason for the suspect scores. Test results were perceived as being of little importance or relevance. Recommendations for improving student motivation with regard to this examination are discussed. Seven tables and five references are included. The structured interview is provided. (SLD) ED339735 throwback Olson, J. (1982). Constructivism and Education: A Productive Alliance. Interchange on Educational Policy v13 n4 p70-75 1982. Teachers' problems are inadequately understood, and conceptions of their behavior are inadequate. As a result, expectations of rapid change in education have been disappointed. To understand people's actions, one must understand their intentions. Personal construct theory can help with the understanding of teachers. (PP) EJ273594 maybe for personal construct theory Omaggio, A. C. B., Patricia C. (1984). Strategies for Personalization in the Language Classroom. A collection of suggestions is presented for ways in which second langage students can be encouraged to express real feelings, opinions, and judgments within their level of linguistic competence. Sections are included which focus on dialogue, grammar, vocabulary, narratives, and culture as content areas for which lesson plans can be devised to promote the sharing of facts (about the self and the world); feelings, ideas, and judgements; and imagination. The section on dialogues suggests personalized question-answer sessions, use of Likert-type scales, and role-play and simulation to promote student participation. The section on grammar recommends weather and news reporting, personalized completion exercises, interviews, a simulated phone call to a native speaker, conversation cards, a "stump-the-teacher" game, captioning pictures, and chain stories. The vocabulary section lists student-prepared warm-ups, true-false statements, scrambled sentences, drawing pictures from a description, guessing games, jigsaw puzzles, ranking of likes and dislikes, captioning or describing pictures, a group story, and use of want ads, advertisements, and poetry as techniques for personalizing language instruction. A variety of activities based on a Spanish short story are outlined in the section on narratives, and suggested activities related to culture include jigsaw puzzles, use of Socratic questions, personal experiences, making evaluations about story characters' behavior, and creating a culture-specific dialogue from an existing one. (MSE) personalization.essential ED253057 P 84-7528-885-5 Publisher: PUBLICACIONS, UNIVERSITAT DE BARCELONA, GRAN VIA DE LES CORTS CATALANES, 585, 08007 BARCELONA, SPAIN throwback Parker, L. E., & Lepper, M. R. (1992). The effects of fantasy contexts on children's learning and motivation: Making learning more fun. Journal of Personality and Social Psychology, 62, 625-633. personalization.essential PECINA RODRIGUEZ, B. (1991). ANTHROPOLOGICAL BASIS OF PERSONALIZED EDUCATION: INFLUENCE OF THE FRENCH PERSONAL THESIS ON THE SPANISH EDUCATIVE LEGISLATION FROM 1870 (GENERAL BILL OF EDUCATION) TO 1991 (LOGSE) (EDUCATION LEGISLATION) [FUNDAMENTOS ANTROPOLOGICOS DE LA EDUCACION PERSONALIZADA: INFLUENCIA DE LAS TESIS PERSONALISTAS FRANCESAS EN LA LEGISLACION EDUCATIVA ESPANOLA DESDE EL ANO 1970 (LEY GENERAL DE EDUCACION) AL 1991 (LOGSE)]. Unpublished PEDAGD, UNIVERSITAT AUTONOMA DE BARCELONA (SPAIN) (5852). In the introduction, a chapter about basic concepts, the notions of Pedagogy and Education are clarified in order to frame my thesis. In the same way, it is explained that "education" is understood as a process. In the first section, the personal philosophic-pedagogic thought is analyzed. It is taken for granted the idea that "man" must be understood as a person, thus two tendencies are analyzed: on the one hand the substantialist tendency, on the other the projectivist one. Personalism is analyzed, its characteristics, the process of personalization, the reductionist models, the model of man who defends himself, and its pedagogic consequences. Three of the great French personalist men of some standing are also studied one by one: Maritain, Mounier and Faure, and their conception of education is emphasized. In the second section, Personalism and personalised education is studied. The causes of the movement of personalized education, precedents, conception, relationship with Personalism, likeness and differences between French personalized education and the Spanish one, and the underlying anthropology. The outlines of this movement, and the implications that it takes with itself, with regard to the personalization of the whole educative process are also analyzed. In the third section, the influence of Personalism on the Spanish legislation throughout forty years in three periods is addressed. A Preparatory Period which goes from 1945 to 1968. A Neoliberal one with two divisions: the autocratic Neoliberalism from 1969 to 1975, and the democratic Neoliberalism from 1975 to 1982. And A Socialist Period, from 1982 to now. Furthermore, a Legal Glossary which gathers up all the new concepts that Personalized education has introduced into Spanish Legislation is included. There are also five graphics, in order to achieve a better understanding of the matter, in which the relations between the various aspects analyzed are represented. (Abstract shortened by UMI.) personalization.essential Order #: NOT AVAILABLE FROM UMI ProQuest - Dissertation Abstracts 84-7929-341-1 Publisher: UNIVERSITAT AUTONOMA DE BARCELONA, SERVEI DE PUBLICACIONS, APDO. 20, E-08193 BELLATERRA, BARCELONA, SPAIN PER RM 3-5 1976-78 --33 of 34 PER RM PER RM HAS: 1-3 1979-81 --32 of 34 PER RM PER RM HAS: 1-4(5-6)7- 1978- --25 of 34 PER RM PER RM HAS: 3-5 1976-78 --24 of 34 PETERSON, A. J. (1987). THE CLARIFYING ENVIRONMENTS PROGRAM: AN APPLICATION TO INTERACTIVE VIDEODISC COURSEWARE. Unpublished PHD, UNIVERSITY OF PITTSBURGH (0178). A study was made of instructional psychology and the design of interactive videodisc courseware. The three major paradigms in contemporary psychology were considered as possible foundations for design. The behaviorist and cognitivist systems were reviewed, including paradigmatic strains. Constructivist psychology was presented as a preferred theoretical base. A specific research and development program was chosen as an exemplar of the constructivist approach to instructional design. A case history of the Clarifying Environments Program (CEP) was done using the research themes of the project (Technology, Formal Science, Application, and Theory) and the steps of instructional design to organize the material. Throughout the narrative, four basic design principles of CEP were applied to actual problems faced by designers. These design principles (Autotelic, Perspectives, Productive, PERSONALIZATION) were illustrated by technical and conceptual products from the 30-year project. The CEP products were: (a) vertical theory, (b) dynamic assessment paradigm, (c) Responsive Environments Foundation, (d) autotelic norms, (e) Talking Typewriter, (f) demonstration learning centers, (g) slow-scan television for quality control at a distance, and (h) magnitude scaling for program evaluation. A technique was developed for evaluation of interactive videodisc courseware. This technique was constructed for assessment of courseware packages, including disc, documentation, workstation, and instructional environment. Questions were developed according to 12 criteria distilled from the investigation of CEP principles and practices. The psychometric method selected for the technique was magnitude scaling. Knowing the statistical and administrative shortcomings of Likert-style, categorical questionnaires, magnitude scaling was chosen because of superior possibilities for data analysis as well as "user friendliness". A special feature of the technique is the possibility for automated magnitude scaling on the interactive videodisc workstation. Order #: AAC 8807928 ProQuest - Dissertation Abstracts throwback Peterson, A. J. (1987/1988). The clarifying environments program: An application to interactive videodisc courseware. Unpublished Doctoral dissertation, University of Pittsburgh. obtain from interlibrary loan PERSONALIZATION: Constructivist psychology as a preferred theoretical base; statistical shortcomings of Likert-style, categorical questionnaires, magnitude scaling was used for superior data analysis personalization.keeper Phillips, J. K. (1974). Individualization and Personalization. Responding to New Realities. ACTFL Review of Foreign Language Education, Vol. 5. Individualization and personalization of instruction in general and in foreign language study are examined. The historical and theoretical background of individualization and aspects of various programs are discussed. The concentration is on the literature and programs as developed in the 1971-73 period. Individualization of foreign language programs in the high school, college and university, and elementary school are considered. Since students learn at different rates, for different reasons, and in different ways, the concepts of individualization are well grounded in learning psychology. Self-pacing, learning packets or programmed learning, mini-courses, and career orientation are features that serve individual student needs. The development of techniques and procedures that make the daily operation of a program successful are discussed. Flexibility is a key word for the processes that are usually derived from informal classroom experimentation. Effective models for space utilization in the open classroom are presented. The use of performance objectives, contracting for grades, and the joint effort of teacher-student interaction to set goals and conditions for learning are elements of personalized and individualized programs. When individualized programs are part of the total school organization or the language department, differentiated staffing contributes greatly to an efficient operation. Group work is the most commonly employed strategy in individualized programs today; only a few operate under completely independent or programmed techniques. Student evaluation and testing in individualized programs are discussed. Programs are being evaluated as they affect motivation, attitude, and attrition. (SW) ED161250 maybe Phillips, J. K. (1979). Individualization and personalization. Responding to new realities. ACTFL, Review of foreign language education, Vol. 5. CityState: Affiliation (ERIC Document Reproduction Service No. ED 161 250). personalization.keeper Eric microfiche for now PINNICK, D. R. (1992). ASSESSMENT OF PERCEIVED BARRIERS TO THE ADOPTION OF A COMPUTER-BASED DECISION SUPPORT SYSTEM (DECISION SUPPORT SYSTEM, INTEGRATED ELECTRONIC MANAGEMENT, INNOVATION ADOPTION). Unpublished EDD, INDIANA UNIVERSITY (0093). The purpose of this study is to understand those processes which ultimately lead to failure to adopt and incorporate an innovation. Attention is concentrated on contextual aspects of directors; adoption decisions. This study invited the use of a qualitative methodology. Its attention to context, receptivity to emergent themes, and focus on interpretative understanding of the participants' world made a qualitative approach suitable. In the present instance multiple-cases were employed. Six directors of special education were recommended by a panel of three experts who all have a long history with the Integrated Electronic Management (I.E.M.) project. The directors were selected on the following criteria: (a) when they made the decision to adopt the I.E.M. system; (b) prior use and genuine interest in the I.E.M. system; (c) willingness of the director to participate in this study. The data collection process consisted of semi-structured interviews and observations conducted at each director's office. Throughout the data collection process, an ongoing analysis was conducted. As data were collected, it was examined and categorized based upon emerging themes. Upon completion of the data collection, an intensive data analysis was conducted. An auditor was utilized to validate the accuracy of the coding, cross checking of information, and to insure triangulation of methods was utilized in the interview process. The study identified six major barriers to implementing an innovation like the I.E.M. system. These are: (1) the leadership style of the director is a key factor in implementing any innovation; (2) lack of understanding of the change process by the participants hinders adoption and implementation; (3) lack of PERSONALIZATION at the local level will hinder implementation; (4) failure to address the social context of change and failure to provide ongoing training for the staff will hinder the implementation of innovation; (5) lack of financial resources will impede implementing innovation; (6) lack of local ownership will deter the implementation of the innovation. Order #: AAC 9228009 ProQuest - Dissertation Abstracts throwback PINZKA, L. C. (1993). SADO-MASOCHISM AND LITERARY PRODUCTION: THE CASE OF FLAUBERT (FLAUBERT GUSTAVE, FRANCE). Unpublished PHD, THE UNIVERSITY OF WISCONSIN - MADISON (0262). In my thesis, I examine the relationship between Flaubert's famed difficulty in writing and the literary production that resulted from that torturous experience. I use the phenomenon of sado-masochism as a guide to an understanding of both his writing practices and his most famous novel, Madame Bovary. My thesis is in two parts: first I read Flaubert "through" Sartre, emphasizing the latter's inquiry into what made Flaubert escape from life and "normal" sexuality through writing. The notion of vicarious experience and the fantasizing of a transsexual self, both intrinsic to sado-masochism, provide possible answers to the ultimately unknowable questions about what motivated Flaubert to write and why he chose a female protagonist with whom he professed to identity. Flaubert's depiction of Emma, "male" and "female" in both action and dress, "sadistic" and "masochistic," reflects the author's own desire to experience life from multiple points of view but chiefly in the realm of fantasy, the raw material of novelistic production. His narrative voice echoes that fantasy as it constantly switches positions from the point of view of various characters and from his most favored omniscient position. In the second part of my thesis, I perform a painstaking textual analysis of Madame Bovary, uncovering a narrative predilection for passages where either characters or the reader are called upon to witness scenes of violence and humiliation. A network of associations between words of the battre family and words phonetically similar to coup and cou also became readily apparent. I demonstrate the importance of those words to the text and their link to the vicissitudes of sadism and masochism and childhood beating fantasies. I also consider them within the corpus of Flaubert's literary production and draw conclusions regarding their significance to Flaubert's work as a whole. Order #: AAC 9330835 ProQuest - Dissertation Abstracts throwback Pope, M. L. (1982). Personal Construction of Formal Knowledge. Interchange on Educational Policy v13 n4 p3-14 1982. This paper discusses George Kelly's theories concerning ways that individuals build personal constructs of reality to interpret their experiences and illustrates how these theories could apply to science education. Teachers should encourage students to express their personal constructs; views of students and teachers should be respected. (PP) personalization.essential EJ273587 PRIOR, P. A. (1992). CONTEXTUALIZING WRITING AND RESPONSE IN GRADUATE SEMINARS: A SOCIOHISTORIC PERSPECTIVE ON ACADEMIC LITERACIES. (VOLUMES I AND II). Unpublished PHD, UNIVERSITY OF MINNESOTA (0130). This ethnographic study explores students' (native and non-native speakers of English) writing and professors' responses in four graduate seminars (Sociology, Geography, American Studies, and Agricultural Economics). Data included fieldnotes and recording of seminars, students' draft and final texts (typically with professors' responses), semi-structured and text-based interviews, and one process log. Data analysis was hermeneutic: I sought to understand how academic writing and response was cued, produced, and responded to in context and over time. To understand the dynamic interaction of multiple contexts (personal, interpersonal, institutional, and sociocultural), I took a sociohistoric perspective on academic literacies informed by the work of Bakhtin, Bazerman, Brandt, Myers, Phelps, Tannen, Vygotsky, Wertsch, and others. I discuss sociohistoric alternatives to structuralist notions of language, schemata, textual classifications, and discourse communities. Applying Bakhtin's notion of speech genres, I first compare the four seminars, examining how participants' multiple contexts and histories were reflected in the topical content of their talk and text and how classroom interactions, composing processes, professor responses, and students' reactions to response signalled engagement in different spheres of activity. Next I present two case studies from Sociology, where student writing reflected membership in a research team. The first case analyzes how oral response influenced revision of a dissertation prospectus. It traces how the multiple nature of classroom discourse and argumentation, particularly a series of sociocultural narratives on gender, were rhetorically transformed into a more unitary text that constructed disciplinarity and the student's authorship. The second case analyzes a student's conference paper across multiple episodes of written response and revision. Employing intertextual analyses and parallel discourse-based interviews with the student and professor, it examines how the unitary surface of the text masked its collaborative construction and how disciplinary enculturation was accomplished in complex negotiations involving authoritative and internally persuasive concepts, perceptions and identities. Taking a sociohistoric perspective on the construction of texts, identities, and knowledge in the four seminars provided valuable insights into the multiple, dialogic, and sociohistoric nature of academic work, insights with pedagogical as well as theoretical implications. Order #: AAC 9236970 ProQuest - Dissertation Abstracts throwback PRUSSIA, G. E. (1993). A MOTIVATIONAL INVESTIGATION OF GROUP EFFECTIVENESS USING SOCIAL COGNITIVE THEORY (COLLECTIVE EFFICACY). Unpublished PHD, ARIZONA STATE UNIVERSITY (0010). The purpose of this research was to evaluate the usefulness of Bandura's social cognitive theory in understanding group effectiveness. As such, a process model based on social cognitive theory predictions was developed and tested. The model emphasizes three group-level representatives of the cognitive mediators hypothesized in social cognitive theory. It was predicted that collective efficacy, group goals, and group affective evaluations mediate the influences of performance feedback and vicarious experience on group effectiveness. Following predictions of social cognitive theory, a central focus was given to the predictive powers of collective efficacy--perceptions of a team's ability to perform in a particular situation. Covariance structure analysis was used to evaluate the fit of the proposed model to the data. Results indicated general support for social cognitive theory predictions. Performance feedback affected both collective efficacy and group affective evaluations which in turn influenced group effectiveness. Collective efficacy also was influenced by vicarious experience. Further, collective efficacy and group affective evaluations completely mediated the influence of performance feedback on group effectiveness, and collective efficacy partially mediated the effect of vicarious experience on group effectiveness. No support was found for the mediating effect of group goals. Order #: AAC 9411000 ProQuest - Dissertation Abstracts maybe Q QUANE, J. M. (1992). SELF-EFFICACY AND WELFARE: AN EVALUATION OF CAUSAL EFFECTS (POOR). Unpublished PHD, THE UNIVERSITY OF AKRON (0003). Liberals and conservatives strongly disagree on the effects of welfare experiences on the lives of the poor. Some liberals contend that while welfare acts as a financial support in times of economic crisis, it may also adversely affect the poor by undermining their perceptions of themselves and their abilities to secure gainful employment. The experiences obtained while involved in the welfare system, they argue, may lead to a significant decrease in feelings of self-efficacy. Conservatives on the other hand would contend that the welfare system is in no way responsible for a decrease in feelings of self-efficacy among the group. The welfare poor, they argue, for the most part have no desire to work, and the existence of welfare benefits simply encourages this anti-social behavior. Guided by self-efficacy theory, this research seeks to determine the extent to which the welfare experience contributes to a decline in self-efficacy, specifically, occupational self-efficacy. The theory suggests that while people's feelings of occupational self-efficacy are affected by how society views them, other factors, namely, vicarious experiences, emotional arousal, and performance attainment also play a significant role. In order to test the associations of these variables with occupational self-efficacy a sample of poor youth aged 18 years or older in 1980 was extracted from the National Longitudinal Survey of Youth (NLSY). Occupational self-efficacy, measured in 1983, served as the outcome variable. No support was found for the hypothesis that welfare experience significantly affects self-efficacy. The measure of performance attainment in addition to race and educational attainment of the respondent had the only significant direct effects on the dependent variable. Indirect effects of vicarious experiences, race, educational attainment and performance attainment on self-efficacy were also uncovered. The dissertation concludes by discussing the implications of the findings for the liberal and conservative debate and identifies areas for further research. personalization.keeper Order #: AAC 9236173 ProQuest - Dissertation Abstracts for now Quay, R. H. (1982). On the nature of experiential learning in higher education: a bibliography of Morris T. Keeton. CALL #: Z 7164. A2 P7 P1039 Book maybe R RAMOS PEREZ, E. (1989). 1981-1987. FROM GESTURE TO REALITY: MY BEST PAINTINGS (SPAIN) [1981-1987. DEL GESTO A LA REALIDAD: MIS CUADROS PREFERIDOS]. Unpublished PHD, UNIVERSITAT DE BARCELONA (SPAIN) (1129). The object of research of this thesis is constituted by my own work. I believe that the best contributions furnished by someone devoted to artistic creation would always be those derived from the study, analysis, and research undertaken, as well as the discoveries made by the person him(her)self, modest though those contributions might be. Painting has an investigative nature. One must ask the appropriate question in order to find the right answer. It is the painter who develops painting. Therefore, my thesis is practical--my own paintings--and, as a guide, I am presenting a paper throughout which I attempt to discover the evolutionary process that has marked my work. I have chosen the period beginning in 1981 until 1987, which I deem important in the process of the acquisition of my personal language. 1987 is but the end of a phase within the analytic contribution, since I continue painting and, therefore, my evolution goes on; I should, then, say that my thesis is open to the latest contributions I may make before it is exhibited. I have selected representative paintings. I intend them to bear witness to the evolution and quality, to explain the results of my research, and to show some formal differences among the several stages. These differences are due to self-demand, PERSONALIZATION both of form and means of expression, and the gradual transition from spontaneity to containment, from exuberance to economy, and from the use of colour depending on the line and stroke to employing it as a constructive element. It all must be seen as the result of a process of accumulation of knowledge and decisions originating long ago and still extant. Order #: NOT AVAILABLE FROM UMI ProQuest - Dissertation Abstracts RANELLS, E. P. (1989). THE DYNAMICS OF THE INTERACTIVE INSERVICE PROCESS IN THE PERSONALIZATION OF THE CURRICULUM: CASE STUDIES OF SPECIAL EDUCATION TEACHERS. Unpublished EDD, ST. JOHN'S UNIVERSITY (0192). This study discusses the importance of the interactive process in teaching children with learning disabilities. The author focuses on how LD teachers conceptualized and used interactive processes to personalize learning and allow LD students to have more input into the curriculum. Using a qualitative method involving triangulation, data was gathered by interviews, observations, and document analysis. Results indicated that interactive processes enabled LD teachers to gain the insights necessary to monitor and modify their behavior as it affects their students' learning. The author concludes that the interactive process is a vehicle that can facilitate realizing educational goals for children with learning disabilities. Order #: AAC 9022342 ProQuest - Dissertation Abstracts maybe Ranells, E. P. (1989/1990). The dynamics of the interactive inservice process in the personalization of the curriculum: Case studies of special education teachers. (Doctoral dissertation, St. John's University). Dissertation Abstracts international, 51 (03), 824. maybe Rastogi, M. R. (1989). Personalization among males and females. Journal of Psychological Researches, 33(2), 50-. personalization.essential Reglin, G. L. (1990). The Effects of Individualized and Cooperative Computer Assisted Instruction on Mathematics Achievement and Mathematics Anxiety for Prospective Teachers. Journal of research on computing in education Sumr 1990 v 22 n 4, 404. AUR CSU CU UNC maybe doubtful REHNBERG, T. S. (1991). THE EFFECT OF A HEALTH BELIEF INTERVENTION ON SAFER SEX PRACTICES IN A SEXUALLY ACTIVE FEMALE COLLEGE POPULATION (COLLEGE WOMEN). Unpublished PHD, WASHINGTON STATE UNIVERSITY (0251). The recent increase in HIV infection among young heterosexual women has prompted researchers to call for the development of new and innovative interventions to increase Safer Sex practices in this population. This study was intended to test the effectiveness of an intervention conceptualized on the basis of the Health Belief Model (Maimen & Becker, 1974; Rosenstock, 1985; Rosenstock, Strecher & Becker, 1988) combined with Self-Efficacy Theory (Bandura, 1989). The objective of the intervention was to promote safer sex practices by increasing positive beliefs about safer sex, decreasing negative beliefs about safer sex, increasing self-efficacy for partner selection, increasing sexual refusal skills and increasing condom use. Dependent measures included indices of perceived vulnerability to AIDS, attitudes toward condom use, reported percentage of condom use, sexual self-efficacy for partner selection and sexual negotiation skills. Eighty-two subjects were randomly assigned to one of three groups. Subjects (n = 25) in the experimental group were exposed to four 1.5 hour group interventions which incorporated vicarious learning, mastery learning and modification of beliefs about personal vulnerability to HIV infection. Subjects (n = 28) in the alternate treatment were exposed to four 1.5 hour group interventions comprised of traditional AIDS information only. Pretest, posttest and follow-up data were analyzed using Split-plot analyses of variance. The experimental treatment produced increased beliefs about benefits of condom use, efficacy for condom use, intent to use condoms and to demand condom use; however, these changes were often short-term and not significantly different from changes produced by the alternate treatment. No changes were seen in percentage of condom use, perceived vulnerability to AIDS, or frequency of interviewing partners about their sexual histories. Two other variables, monogamy and recent negative sexual experiences, were found to have significant impact on five of the dependent variables studied. These findings suggest that modification of Health Beliefs may have potential to promote safer sex practices and that monogamy and recent negative sexual experiences should be factors taken into consideration when developing intervention strategies. Order #: AAC 9226169 ProQuest - Dissertation Abstracts throwback REINHART-RAHN, C. (1988). EDUCATING PARENTS IN METHODS OF COMPETENT PARENTING: THE EFFECTS OF INSTRUCTIONAL STRATEGY ON PARENT-CHILD BEHAVIOUR. Unpublished PHD, MCGILL UNIVERSITY (CANADA) (0781). A parent-child education programme was designed to encourage normal, middle-class parents to initiate behaviours with their infants (0-9 months) that white et al. (1973) and Carew (1980) have suggested to be related to high levels of infant development at three years of age. The structure of the curriculum was designed after an analysis of the literature concerning the relative importance of parents learning developmental information versus specific skill-training. The curriculum was presented under three instructional conditions which consisted of varying sources of efficacy (active participation, vicarious learning, timing of feedback), Bandura (1977). The Homework-Follow-up group (HWF-22) received 22 weekly sessions which were directed with homework assignments. The Homework-Follow-up-11 group (HF-11) experienced similar conditions but attended alternate weeks for a total of 11 sessions. The Optional-Input-22 group (Op-Input-22) attended 22 weekly sessions but could choose aspects of the topics they were given and were not required to complete the homework assignments. Video-taped samples of mother-infant interactions were taken before, during and after the programme. The dependent variables were: maternal teaching method; child compliance to maternal teaching method; activity performed by the child; maternal initiation of activity; and child initiation of activity. This data was compared to similar data of a Control group. Multivariate analyses of the video-taped data did not yield any significant differences between group effects but within group effects were obtained. Patterns observed across groups are discussed with respect to the nature of the curriculum, Bandura's model of efficacy and the value of parent education for normal, middle-class families. Order #: AAC NN75850 ProQuest - Dissertation Abstracts Rockarts, D. G. (1973). An experimental approach for the personalization of a teacher education program. Final report. CityState: Affiliation (ERIC Document Reproduction Service No. ED 079 273). Eric microfiche maybe Rockarts, D. G. (1973). An Experimental Approach for the Personalization of a Teacher Education Program. Final Report. This project attempted to design an experimental model for a teacher education program in the College of Education of the University of Alabama. The model attempted to identify students' concerns and problems and to test a novel approach for personalizing their programs through the inclusion of microteaching. Three distinct stages were included. Stage I, the sophomore year, included the administration of a battery of personality and personal preference tests. Stage II, the junior year, consisted of the experimental methods course, the initial counseling session, additional counseling sessions, and a terminal battery of tests. Stage III, the junior/senior year, consisted of follow-up evaluations by cooperating teachers and high school students. The success of the project is best reflected in the concern for students evident in the performance of student teachers who had participated in this project. (An appendix detailing the program comprises 50 percent of the document.) (Author/JB) Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Grant No.: OEG-4-71-0018 Project No.: BR-0-D-055 ED079273 throwback ROGAN, J. S. (1990). THE COMBINED EFFECTS OF OFFICE PERSONALIZATION STYLE AND GENDER ON IMPRESSION FORMATION IN BUSINESS ENVIRONMENTS. Unpublished PHD, SAINT LOUIS UNIVERSITY (0193). The purpose of this study was to determine whether various PERSONALIZATION styles would lead to different impressions of a business office occupant, and whether these impressions would vary depending on the occupant's gender. One hundred and sixty business and administration graduate students rated photographs of a single-occupant, managerial-level office which exhibited one of the following PERSONALIZATION styles: aesthetically-oriented, family-oriented, achievement-oriented, or no decoration present. As predicted, both the family and aesthetic styles produced the most favorable ratings for friendliness and visitor comfort. In addition, the family condition led to the highest ratings of self-confidence, emotional stability, and people orientation, while the aesthetic condition led to higher ratings of creativity and influence. In contrast, the achievement style had little effect on these ratings, nor did it have the expected effect of increasing ratings of competence. It was suggested that diplomas and achievement awards may connote different meanings in a business setting than in the therapy and faculty environments previously researched. Also contrary to predictions, there were no interactions between decoration style and occupant gender; the various PERSONALIZATIONs produced similar impressions regardless of whether the occupant was male or female. That women received equally favorable ratings as men in the family condition was particularly informative in light of the popular recommendation against family picture display by women in business situations. Finally, although there was a significant main effect for occupant gender, the female, counter to predictions favoring the male, was rated as more competent, ambitious, and intelligent, and as being higher in organizational rank. It was suggested this may have been due to a tendency for subjects to over-evaluate women due to the unexpected presence of physical features indicating success and/or to under-evaluate men due to an unexpected paucity of such status features. Order #: AAC 9102927 ProQuest - Dissertation Abstracts throwback Romiszowski, A. J. A. O. (1976). The Tutor's Role in the Individualisation of Service Courses in Mathematics, or Personalization in an Economic Crisis. Programmed Learning and Educational Technology, 13(1), 59-68. EJ136529 maybe Romiszowski, A. J., & al., e. (1976). The tutor's role in the individualisation of service courses in mathematics, or personalization in an economic crisis. Programmed Learning and Educational Technology, 13(1), 59-68. LB 1028.5 P766 maybe Rucker, M. A. O. (1984). Personalization of Mail Surveys: Too Much of a Good Thing? Educational and Psychological Measurement v44 n4 p893-905 Win 1984. Cover letters with and without pictures of the researcher were included with questionnaires mailed to a sample of 384 university alumni. The total number of returned questionnaires, after the initial mailing and two personalized follow-ups, were lower in the researcher-pictured cover letter conditions than in the control conditions. (Author/BW) UMI EJ309354 throwback RUST, B. J. (1989). CHARACTERISTICS AND SUPERVISION EMPHASES OF ACADEMIC, FIELD AND DUAL SUPERVISORS WITH BEGINNING COUNSELOR TRAINEES (ACADEMIC SUPERVISORS). Unpublished PHD, THE UNIVERSITY OF WISCONSIN - MADISON (0262). Supervised practicum experiences are components of training programs for beginning counselor trainees. It has been suggested that development of process, PERSONALIZATION, conceptual and professional skills is important to all counselors. Yet, little is known about the cooperative efforts of academic personnel and practitioners in the field, all of whom assume supervisory responsibilities with neophyte counselors. The present study focused on the characteristics and emphases of academic, field and dual supervisors. The study involved 189 supervisors (56 academic, 107 field and 25 dual) from 25 randomly-selected counselor preparation programs in the North Central Region of ACES. All subjects completed two questionnaires, a modified Supervisor Emphasis Rating Form (SERF) (Lanning, 1986) and the Supervisor Questionnaire (developed by the researcher for use in this study). Significant relationships ($p$ $<$.05) existed between role of supervisor (academic,field, dual) and gender, highest degree, training related to supervision, number of trainees, hours per week working with trainees individually, and hours per week supervising trainees in a group setting. The most commonly reported theoretical orientations of all supervisors were client-centered, behavioral, multimodal and systems. More field and dual supervisors than academic supervisors identified a client-centered counseling approach. Supervisors' emphases of process, PERSONALIZATION, conceptual and professional skills development were explored through responses on the SERF-M, self-ranking and regression equations. All areas of emphasis were considered important by all supervisors. Significant differences existed in the overall emphasis of professional and conceptual skills, with field and dual supervisors emphasizing professional skills more and academic supervisors focusing more on conceptual skills. Very few significant predictors were identified in the regression equations related to self-rankings of emphases. Finally, the emphases of six counselor functions were explored. Significant differences ($p$ $<$.05) between supervisors existed only in the emphasis of group counseling, with practitioners in applied settings emphasizing group work more than their academic counterparts. All supervisors emphasized individual and group counseling more than instruction, consultation, programming or evaluation. Many important questions related to supervisor roles and responsibilities remain unanswered. Implications for future research, as well as practical considerations, were offered in the final chapter. An acknowledgement that supervision of beginning counselor trainees is a shared venture between academicians and practitioners is an important first step. personalization.essential Order #: AAC 8916442 ProQuest - Dissertation Abstracts S SARGENT, P. A. (1991). A DESCRIPTIVE STUDY OF ELEMENTARY CLASSROOM TEACHERS' PERCEPTIONS OF CLASSROOM ARRANGEMENT. Unpublished PHD, THE UNIVERSITY OF AKRON (0003). Elementary teachers' perceptions of classroom arrangement were described and arrangements were diagrammed. Organization and management of the elementary classroom were necessary to establish and maintain an environment in which instruction could occur. The way in which the classroom was organized reflected the teacher's professional personality. The study addressed the arrangement of furniture found in 15 elementary classrooms. A questionnaire was developed that included the topics of furniture arrangement, types of furniture, territoriality, privacy, density, and PERSONALIZATION. Materials were included with the questionnaire that enabled the respondents to diagram their classroom arrangements. Three research questions were answered. How do elementary classroom teachers arrange their classrooms? Upon what basis do elementary classroom teachers arrange the furniture in their classrooms? What role does experience play in arrangement decisions? The questionnaire and related materials were distributed to classroom teachers after a short presentation at a staff meeting. Four schools participated on a voluntary basis. Data were presented in narrative, quantitative, and graphic forms. The implications for education and for teacher education were discussed. The physical environment sends messages subtly and inevitably. By first becoming aware of the importance of the environment and then formally preparing for the task of classroom arrangement, the elementary classroom teacher may become more effective. The sophisticated and purposeful use of the environment is an asset for which teachers must be trained. Suggestions were noted for both pre-service and in-service teachers. Order #: AAC 9208165 ProQuest - Dissertation Abstracts maybe for description of other types of personalization SCHAEFERS, K. G. (1993). WOMEN IN ENGINEERING: FACTORS AFFECTING PERSISTENCE AND ATTRITION IN COLLEGE MAJORS. Unpublished PHD, IOWA STATE UNIVERSITY (0097). This study examined factors related to persistence in engineering and related college majors, with attention to women's experiences. Participants were 278 upper-class undergraduates (135 women and 143 men) who as freshmen entered the college of engineering at a large midwestern university. Persisters in engineering, physical science, and mathematics were compared with those who did not persist. Participants completed a survey questionnaire, including variables predicted by self-efficacy theory (Bandura, 1986), expectancy-valence theory (Vroom, 1964), and interest congruence theory (Holland, 1973). Social support/environmental barriers, grade point averages, pre-college ability, and interests also were included. Four sources of self-efficacy information (personal performance accomplishments, vicarious learning, verbal persuasion, and emotional arousal) were measured. Theoretical variables were compared in predicting persistence status, using logistic regression analysis. A cumulative model was built, adding significant theoretical blocks. Ability was the most important factor, with self-efficacy, social support/environmental barriers, and interest congruence adding significantly to the model after ability. The expectancy-valence variables did not contribute to the model beyond ability. Gender also did not significantly contribute to the model. These findings suggest that at the college level gender is not an important factor in predicting persistence. The final model fit the data better than any subset, correctly identifying 57.4% of the nonpersisters and 91.4% of the persisters. Hierarchical regression analyses were conducted to determine if the sources of self-efficacy and ability predicted levels of mathematics self-efficacy. Personal performance accomplishments was the best predictor of level of mathematics self-efficacy, followed by ability. Vicarious learning accounted for some variance. Findings suggest that mathematics self-efficacy is strongly related to actual and perceived performance accomplishments. Overall these results suggest that decisions to persist in engineering and related college majors are multifaceted and complex, and at the college level influencing factors are similar for men and women. These findings have implications for designing interventions to promote persistence of women and men in engineering and related majors. personalization.keeper Order #: AAC 9321210 ProQuest - Dissertation Abstracts for methodology reread SCHEMPER, T. L. (1987). AGING, RELIGION, AND MASTERY STYLE AMONG THE QUECHUA OF POCONA, BOLIVIA. Unpublished PHD, NORTHWESTERN UNIVERSITY (0163). This study evaluated the effects of age on subjective religious experiences, and religious behaviors among men living in a traditional agricultural society--the Quechua of Pocona, Department of Cochabamba, Bolivia. It also examined the possible influences of adult personality development on the degree and quality of religious affiliation within different age groups. Gutmann's theoretical conceptualizations of adult development, particularly age-related changes in "mastery style," guided both the design and hypotheses of the study. Data was gathered by means of life history interviews. Scales were constructed which depicted both qualitative and quantitative aspects of the subject's religiosity. The TAT was administered and used to derive a mastery score for each subject. Chi square and correlations were used to evaluate the relationships between age, religiosity, and mastery style. In accord with the initial hypotheses: (1) The older Quechua, not unlike the older Americans, showed a greater PERSONALIZATION and greater sense of proximity to God and other religious figures. (2) Passive mastery was significantly associated with increased overall religiosity. (3) Age showed a strong positive correlation with a passive mastery orientation (r =.50, p $<$.001) supporting Gutmann's findings in five other cultures. Other findings were: (1) The Quechua organized their religious experience around the various figures in their religious ecology. (2) There were no age differences in belief in an afterlife. (3) The young showed high investment in the devil. (4) The young and old attributed different meaning to the same ritual practices--a difference seemingly influenced by their age related mastery orientation. The implications of the findings for the Quechua culture, the study of religion, the study of aging, and psychological development were discussed. Order #: AAC 8723713 ProQuest - Dissertation Abstracts throwback Schon, D. A. (1987). Educating the reflective practitioner: [toward a new design for teaching and learning in the professions]. personalization.keeper Book NORLIN STATUS: Checked out -- CALL #: LC1059.S45 1987 --15 of 34 Sieverts, E. G. A. O. (1992). Software for Information Storage and Retrieval Tested, Evaluated and Compared: Part V--Personal Information Managers, Hypertext and Relevance Ranking Programs. Electronic Library v10 n6 p339-57 Dec 1992. The fifth in a series of articles on microcomputer software for information storage and retrieval describes characteristics of and presents test results for seven programs in the following categories: personal information managers, including 3by5/RediReference, askSam, Dayflo Tracker, and Ize; Personal Librarian, a relevance ranking program; and hypertext, including Folio Views and HyperKRS/HyperCard. (32 references) (MES) UMI Report/ISSN: ISSN-0264-0473 EJ456203 throwback Sims, R. R. (1990). An experiential learning approach to employee training systems. Book maybe Singer, J. L. (1973). The child's world of make-believe. New York: Academic Press. personalization.keeper Singer, J. L. (1977). Imagination and make-believe play in early childhood: Some educational implications. Journal of Mental Imagery, 1, 127-144. personalization.keeper SOLON, P. T. (1993). VICARIOUS LEARNING (DAUGHTERS' PERCEPTIONS OF THEIR MOTHERS' INFLUENCE) AND WOMEN'S CAREER SELF-EFFICACY EXPECTATIONS. Unpublished PHD, UNIVERSITY OF MINNESOTA (0130). This study investigates vicarious learning, operationalized as daughters' perceptions of their mothers' influence, and women's career self-efficacy expectations. Participants were 67 adult females attending support groups at a multi-service women's agency. Participants completed the Career Decision-Making Self-Efficacy Scale, Role Model Influence Scale and a Survey Instrument designed by the researcher. Data analysis employed anovas across groups of women in their 20's, 30's, 40's and 50's when the dependent variable was quantitative and chi-square analysis for categorical data. Results differed from previous research in that women in this sample had strong career self-efficacy expectations. While there were no significant differences, participants indicated a tendency toward perceiving their mothers as a strong source of support in their career planning and choices and as a positive support in high school and college in mothers' verbal/overt support and as a positive role model (behavior/covert messages). Order #: AAC 9328389 ProQuest - Dissertation Abstracts maybe SOSNOWITZ, B. G. (1992). THE SOCIAL CONSTRUCTION OF AIDS AND THE PERSONALIZATION OF RISK (IMMUNE DEFICIENCY, DISEASE PREVENTION). Unpublished PHD, THE UNIVERSITY OF CONNECTICUT (0056). The number of persons in the United States who had been diagnosed as having Acquired Immune Deficiency Syndrome (AIDS) approached a quarter million by late 1992. While recent studies have described the problem of AIDS and how it affects minority communities specifically, ly nothing has been written about the processes through which adolescents, and specifically Black and Hispanic adolescents, learn about and personalize information on AIDS. This research seeks to add to sociological understanding of how some Black and Hispanic youth process disease prevention information. The research aims to contribute to understanding the factors that impede the adoption by individuals and communities of practices critical to future health prospects. The study used the participatory-action approach in an effort to change behaviors while simultaneously gathering data on the process of personalizing risk for AIDS. The findings suggest that as minority adolescents personalize risk for AIDS, the process increases their sense of vulnerability to dangers in their environment. As the implications of AIDS were socially constructed in intensive classroom and small focus group experiences, participants appeared to have difficulty aligning their behaviors to their perception of risk. The findings buttress those of previous research which suggests that, when overwhelmed by threat, people respond with emotional denial of personal vulnerability in an effort to allay their anxiety. Since AIDS is but one of multiple threats in the environment of inner-city minority youth, this population is in fact particularly vulnerable to using denial as an emotional defense mechanism and thus to risk of acquiring the disease. Suggestions are offered on the basis of the research findings for increasing the success of AIDS and other intervention efforts. personalization.essential Order #: AAC 9315397 ProQuest - Dissertation Abstracts SPELLMANN, M. E. (1993). DIRECT AND VICARIOUS TRAUMA AND BELIEFS AS PREDICTORS OF PTSD (TRAUMATIC CREW EXPERIENCES, EMPLOYEE ABUSE). Unpublished PHD, YESHIVA UNIVERSITY (0266). The purpose of this study was to examine the effects of pretrauma, trauma, and posttrauma variables in predicting the development of PTSD symptoms. Subjects were former employees of a large national magazine sales organization that systematically abuses and defrauds its employees. Fifty former sales agents in the door-to-door magazine subscription sales industry were interviewed. Demographics, precrew social support, traumatic crew experiences, postcrew social support, and postcrew belief system variables were assessed. Traumatic crew experiences assessed included direct physical and sexual abuse, verbal abuse, exposure to dangerous conditions, and vicarious abuse, i.e., witnessing or knowing of abuse that happened to others. Hierarchical multiple regression revealed that crew experiences and belief systems as measured by the World Assumption Scale (WAS) were significant predictors of PTSD symptoms as measured by the Impact of Events Scales (IES) and the PTSD symptom checklist. However, belief system measures were not related to traumatic experiences measures. Current social support did not yield a significant main effect for PTSD, though interactions between direct and vicarious trauma and social support showed a trend toward significance consistent with the predictions of the Buffering Hypothesis (Cohen and Wills, 1985). Further multiple regression analyses revealed that vicarious trauma; i.e., witnessing or being aware of physical, verbal, or sexual assaults on others, or knowing of others being exposed to dangerous conditions, was as traumatic as directly experienced abuse. The effects of verbal abuse were also found to be commensurate with physical abuse. Order #: AAC 9328582 ProQuest - Dissertation Abstracts throwback STATE UNIVERSITY OF NEW YORK AT ALBANY (0668). Current reform movements in American education have found educators and researchers both attempting to identify and describe alternative approaches to schooling. This is particularly the case in the teaching of reading and writing at the elementary school level. One alternative approach which is widely known in Europe and rapidly growing in North America is Waldorf education. This movement which began in Germany in 1919 was founded upon the holistic developmental model of Rudolf Steiner. A naturalistic qualitative model of observation and interview was used to describe reading/language arts instruction in one Waldorf school and to answer the following questions. What is the meaning of literacy in a Waldorf school? What do Waldorf teachers do and why do they do it? And why are these schools growing? Students in the school exhibited a high degree of cultural literacy which is consistent with the classic curriculum laid down by Steiner. The content material in literature in the elementary grades is intended to parallel the development of human consciousness while appealing to the child's imagination and sense of the pictorial. In the main lesson activities observed, reading was primarily recitation and writing was transcription. In this sense the Waldorf model is similar to other European approaches of the 19th century. The class teachers who move with the children throughout the elementary grades exhibited a high degree of consistency not only with Steiner's model, but also with one another in the holistic yet teacher directed nature of instruction in their classrooms. This consistency of approach and purpose coupled with a strong perception of teacher authority, integration of subject content, and personalization of instruction were considered to be strong positive factors among all constituencies of the school community. There was also a strong perception among Waldorf teachers and parents that this approach effectively combats categorization of children based upon developmentally inappropriate expectations. Order #: AAC 9311866 ProQuest - Dissertation Abstracts maybe doubtful see personalization relevance T 0-315-75850-3 throwback Thayer, L. (1976). 50 strategies for experiential learning. personalization.keeper Book Affective education. 1976 BUS STATUS: Not checked out -- CALL #: LB1025.2.A44 1976 bk.1 --27 of 34 Thrust for educational leadership. OCT 01 1993 v 23 n 2, 466 SICI Code: 0014-4029(19940301)19940360:19940305L.19940466:FSPI;19940301- Time out: taking a break from school, to trave. Book Torbert, W. R., 1944-. (1972). Learning from experience: toward consciousness [by] William R. Torbert. New York, Columbia University Press, 1972. xviii, 248 p. 21 cm. $10.00 Bibliography: p. [235]-242. SCIENCE [c.1] @. personalization.keeper Book for now SCIENC STACKS STATUS: Not checked out -- CALL #: LB1051 T652 --29 of 34 V Van Reusen, A. K. B., Candace S. (1994). Facilitating Student participation in Individualized Education Programs Through Motivation Strategy Instruction. VanSickle, R. L. (1990). The Personal Relevance of the Social Studies. Social Education v54 n1 p23-27,59 Jan 1990. Conceptualizes a personal-relevance framework derived from Ronald L. VanSickle's five areas of life integrated with four general motivating goals from Abraham Maslow's hierarchy of needs and Richard and Patricia Schmuck's social motivation theory. Illustrates ways to apply the personal relevance framework to make social studies more relevant to students. (GG) UMI personalization.essential EJ404419 for now VARDI, D. (1992). TRANSFORMATIONAL MENTORSHIP: PARALLEL PROCESSES IN TEACHER DEVELOPMENT (MENTOR TEACHERS). Unpublished PHD, CLEVELAND STATE UNIVERSITY (0466). Four research questions guided this exploratory investigation of mentoring relationships: (1) Which personal attributes of both mentors and mentees are related to the experienced outcomes? (2) Which professional attributes of both mentors and mentees are related to the experienced outcomes? (3) What roles do parallel processes play in explaining the experienced outcomes? (4) What are the personal, attitudinal, and behavioral attributes of the participants that facilitate learning and transference of new teaching strategies? Data were collected from 19 mentors and 20 mentees participating in a planned mentoring-program sponsored by the Cleveland City School District and the Cleveland State University. Mentors were Major Work teachers of gifted students, and mentees were teachers of regular classes. The principal purpose of the program was to train the mentees in special teaching strategies. Questionnaires containing measures of mentoring behavior, learning and teaching styles, self esteem, life and work satisfaction, were filled by all participants at the beginning and end of the one-year program. Face to face in-depth interviews were conducted after the program with each teacher separately. The semi-structured interviews probed aspects of expected and experienced outcomes and benefits from the program, parallel effects, mentoring interactions, and mentoring attributes. Data analysis consisted of both nonparametric statistical tests and content analysis of the transcribed interviews. The major conclusions were: (1) Participants were motivated by both personal growth and professional interests. (2) Similarities in styles within the pairs contributed to both satisfaction from the relationship and transference. (3) Participation in the program was only marginally related to general work related attitudes. (4) Task-orientation in mentors and mentees was conducive to both satisfaction and transference. (5) The quality of the core relationships tend to spill-over to within class and between class relationships through parallel processes. (6) Most participants perceived effective mentorship in transformational terms: sharing a vision, energizing, inspiring and changing based on reciprocity. The emergent model of transformational mentorship indicates that task-focused mentoring facilitates transference of teaching skills by producing psychological success, self worth, and commitment within both the mentor and the mentee. These effects, in turn, transcend the core relationship through parallel processes; they may be positive in nature enhancing transference, or negative--hindering it. When positive, transformational mentorship becomes transformational teaching as the changes in both persons spill-over to their respective students. Since such direct and vicarious effects are major outcomes of teacher development, they must be carefully considered when planning mentoring programs, especially for experienced teachers. Order #: AAC 9237172 ProQuest - Dissertation Abstracts throwback Varela, F. J., 1945-. (1991). The embodied mind: cognitive science and human experience. personalization.essential Book recall SCIENC STATUS: Checked out -- CALL #: BF311.V26 1991 --6 of 34 Vaughan, T. W. (1985). The personalization of educational media. Educational Considerations, 21, 13-16. personalization.essential not at Norlin W WACHS, B. E. (1990). A PRE-CURRICULAR STUDY OF STUDENTS' ATTITUDES TOWARD FAMILY AND JEWISH VALUES AS REFLECTED IN CLASSROOM RESPONSES TO RABBINIC TALES. Unpublished DHL, THE JEWISH THEOLOGICAL SEMINARY OF AMERICA (0315). Problem. A review of student materials produced for non-Orthodox students on the topic of the Jewish family was undertaken. Meager materials were discovered. The materials were primarily of the sociological/historical genre with minimal materials focusing on the Jewish family, living by Jewish values. The writer perceived a need for a curriculum which identified Jewish values that are transmitted in the family context. However, before undertaking such a project, a writer would need to know what knowledge and attitudes the target population of students will bring to the study. Study. A review of the research failed to uncover studies in this area. A pre-curricular study designed to obtain information about the beliefs and attitudes of Jewish pre-adolescents about the family was initiated. Classical texts which dealt with the Rabbis and their family life were taught, to ascertain how students would react to this material and the value-concepts that inform these tales. Method. Seventeen Rabbinic tales were taught to two different groups of seventh and eighth grade students over the course of two school years. Most of the tales were taken from the Jerusalem and Babylonian Talmudim. The teacher was the participant observer. All the classes were taped. The tapes were reviewed and coded by a scheme developed by the writer, based on "response to literature" systems. Findings. The tales provided an excellent medium through which to present Jewish value-concepts. The students understood the concepts, learned the traditional terminology and were accepting of the values. The students' responses to these classical texts did not differ from responses of this age group to general literature. The study showed an apparent need to discuss personal issues and the tales provided a safe framework to do so. The findings indicated that the students were intensely concerned with family stability. Implications. These findings can serve as a guide to curriculum writers interested in developing materials on family and Jewish values. The results indicate the importance of early placement of the materials. The power of Rabbinic tales as resource for models of family life was highlighted as well as the importance of providing opportunities for PERSONALIZATION. Order #: AAC 9030002 ProQuest - Dissertation Abstracts maybe for abstract information Waite, I. (1986). Language Teaching and Personal Development: An Answer to the Problem of Relevance? British Journal of Language Teaching v24 n3 p153-55 Win 1986. Topics of personal relevance to students can be used as a foundation for foreign language acquisition and become part of the developmental process of the learner. An example of a German unit of study incorporating interpersonal development is described. (CB) EJ350956 maybe Waller, J. E. (1991). A Personal Relevance Approach to Teaching Theories and History of Psychology. It may be suggested that one's reflection on psychology's past and present state is an important part of finding one's identity within psychology. The facilitation of each individual student's quest for identity within psychology may be taken as a fundamental goal of the theories and history of a psychology course. This quest may be stifled if students are allowed to simply become passive sieves of lists of names, dates, and events. Several pedagogical strategies can promote students' search for identity. These include short, in-class, contemplative essays (i.e., "microthemes") which are employed to present a structured means of utilizing certain polarities of psychology (e.g., empiricism versus rationalism) to guide students in clarifying their identity within psychology. The microtheme assignments flow from a presupposition that writing can be used to gain, and not just display, learning. Instructor presentation of model writing samples, peer debates and peer reader-based responses to the microthemes are follow-up strategies which further this search for identity. Finally, a detailed critical analysis assignment offers an opportunity for rewriting and clarification of selected microtheme polarities. A thorough critical analysis allows students to demonstrate the connections between the past, the present, and the future of an idea. (Author/ABL) personalization.keeper ED340999 (also for assessment) Walter, G. A., 1943-. (1981). Experiential learning and change: theory design and practice. personalization.keeper Book SCIENC STATUS: Checked out -- CALL #: LB1051.W235 --20 of 34 WALTHER, J. B. (1990). RELATIONAL COMMUNICATION IN COMPUTER-MEDIATED INTERACTION (COMMUNICATION TECHNOLOGY). Unpublished PHD, THE UNIVERSITY OF ARIZONA (0009). This study involved an experiment of the effects of time and communication channel--computer conferencing versus face-to-face meetings--on impression development, message PERSONALIZATION, and relational communication in groups. Prior research on the relational aspects of computer-mediated communication has suggested strong depersonalizing effects of the medium due to the absence of nonverbal cues. Past research is criticized for failing to incorporate temporal and developmental perspectives on information processing and relational development. In this study data were collected from, and observations made of 96 subjects assigned to computer conferencing or traditional zero-history groups of three, who completed three tasks over several weeks' time. Results showed that computer-mediated groups increased in several relational dimensions to more positive levels, and that these subsequent levels approximated those of face-to-face groups. Boundaries on the predominant theories of computer-mediated communication are recommended, and future research is suggested. Order #: AAC 9111979 ProQuest - Dissertation Abstracts throwback WANAK, L. (1992). A STUDY OF THREE APPROACHES TO DEVELOPING GUIDELINES FOR A STAFF DEVELOPMENT CURRICULUM IN PHILIPPINE BIBLE AND THEOLOGICAL SCHOOLS (BIBLE SCHOOLS). Unpublished PHD, INDIANA UNIVERSITY (0093). Curriculum development for Third World theological schools has at times followed patterns ill-suited for the development of indigenous leadership. The view that curriculum is a fixed set of courses irrespective of context has perpetuated traditional development patterns. Dysfunctional patterns dominated by a single individual or perspective fail to engender group consensus and investment in the curriculum. Increasingly, these patterns have been found to be unacceptable for development of Third World theological curricula. This study addressed the production of guidelines for a staff development curriculum for schools associated with the Philippine Association of Bible and Theological Schools (PABATS). The results from three group-based approaches to developing guidelines--a three-round Delphi technique, a three-round direct dialogical process, and a single-round broad-based survey--were analyzed and compared. The single-round survey approach was used with theological school educators attending professional conferences. The two multiple round approaches were tested on a purposeful sample of faculty and administrators from theological schools. Results of the study showed that the choice of approach to development of curriculum guidelines affects the outcomes of the process. The single round survey primarily results in information about individual preferences. The Delphi technique adds emphasis on consensus building as an outcome. The dialogical process results in information and consensus building, but also builds organizational culture. There were no significant differences in information on respondent opinions across approaches. However, the study showed that analyses of school based factors (size, age, urbanity) revealed more significant differences than individually based factors such as gender, role, experience, or education. This confirms the importance of school context in making curricular choices. The respondents affirmed the need for development of a modular, in-service curriculum that targets younger, smaller and/or urban theological schools with particular emphasis on shaping school cultures. In addition, the results of the study emphasized the respondents' desire for an emancipatory style of teaching that stresses vicarious efficacy in Christ, creativity, conscientization, and development of skills related to problem-solving, decision-making, human relations, and leadership. Order #: AAC 9231631 ProQuest - Dissertation Abstracts maybe (keep for future reference) Washington, S. R., Mukta Rani. (1989). Personalization Among Males and Females. Journal of psychological researches. SEP 01 1989 v 33 n 2 Teaching of Psychology v18 n2 p68-74 Apr. Scratch Pad:, 50. personalization.keeper UNC (try to obtain) Wear, D. H., Richard. (1991). No Matter How You Slice It...Emotional Spaces between Teachers and Students. Teaching Education v4 n1 p123-32 Sum-Fall 1991. Proposes two approaches for nurturing teachers' and students' ability to develop caring attitudes and to experience others' lives vicariously: critical reading of literature and writing narratives. The article suggests that intimate, confrontive engagement with texts read and/or written by students might inform teachers of previously unrecognized consciousness. (SM) Report/ISSN: ISSN-1047-6210 EJ440324 maybe WEHMAN, R. (1987). PERSONALIZATION AND PROBED INVOLVEMENT WITHIN THE FOOT IN THE DOOR FRAMEWORK OF MAIL SURVEYS. Unpublished MA, CALIFORNIA STATE UNIVERSITY, DOMINGUEZ HILLS (0582). Recent research has demonstrated that the foot in the door technique, PERSONALIZATION, and increased respondent involvement are effective methods of increasing response rates to mail surveys. This study examined those variables with a quasi-experimental, 2 x 2 design, involving initial request short questionnaires with the independent variables of respondent involvement induced by an open ended probe question (no probe versus probe) and PERSONALIZATION (low versus high). The dependent variable is the subject response as measured by compliance or non-compliance. The initial request was mailed to the treatment groups and 30 days later, the second larger request questionnaire was mailed to the treatment groups and a control group. The results partially supported the prediction based on the foot in the door technique. Significant increased compliance to the second survey was found with the high PERSONALIZATION/no probe and the probe/low PERSONALIZATION conditions. Order #: AAC 1331258 ProQuest - Dissertation Abstracts maybe for description of personalization types Welch, I. D., & Usher, R. H. (1978). Humanistic Education: The Discovery of Personal Meaning. Colorado Journal of Educational Research 17 2 17-22. Attempts to reveal the purpose of humanistic education as a search for personal meaning, to teach the skills of exploration so that students can sort through the wealth of information that surrounds them to discover what, of all those "facts", gives meaning, direction, and significance to their life. Also gives some guidelines for teachers. (Author/RK) personalization.keeper EJ180791 WILSON, B. J. (1988). RELATIONSHIPS BETWEEN PERSONALIZATION OF SOCIAL STUDIES INSTRUCTION AND ATTITUDES, PARTICIPATION, AND WRITTEN RESPONSES OF ELEMENTARY STUDENTS. Unpublished PHD, THE UNIVERSITY OF NEBRASKA - LINCOLN (0138). The purpose for conducting this study was to examine the relationships between incorporation of student nonschool experiences and activities into social studies instruction and student attitudes toward social studies, participation in class discussions, and written responses regarding recall of textbook content. Data were gathered from eighty students in three fifth grade social studies classes in Illinois and Michigan. Treatment consisted of personalized application level questions being incorporated into class discussions during a unit of social studies. The questions were developed from information contained in the Nonschool Activity Student Profile which had been completed by each student. These questions were used instead of the questions included in the teacher's manuals of the social studies textbook series and related the student's nonschool experience with textbook content. The students received one unit of social studies instruction taught by regular methods and one unit taught with PERSONALIZATION techniques. All students completed attitudinal surveys at the beginning and end of the study, were tested at the end of each unit, and were vidoetaped during instructional periods. Findings of the study indicated that integrating nonschool experiences of students into social studies instruction resulted in a significant increase of positive student attitudes toward social studies. Significant increases were also noted in the number of students participating in class discussions and the number of application level questions, according to Bloom's taxonomy, that were being asked during class discussions. Written responses were measured by the number of separate ideas accurately expressed and the length of responses in a summative essay question at the end of each unit; significant increases were measured after PERSONALIZATION was employed. The Nonschool Activity Student Profile appeared to function as a viable instrument for providing a wide variety of information about the nonschool interests, interactions, and activities of students and was readily accessible and versatile enough to adapt to several different areas. personalization.essential Order #: AAC 8818667 ProQuest - Dissertation Abstracts information in abstract about Nonschool Activity Student Profile Wilson, B. J. (1988/1989). Relationships between personalization of social studies instruction and attitudes, participation, and written response of elementary students. (Doctoral dissertation, The University of Nebraska - Lincoln). Dissertation Abstracts International, 49 (07), 1692. maybe WINSTED, K. F. (1993). SERVICE ENCOUNTER DIMENSIONS: A CROSS-CULTURAL ANALYSIS (JAPAN, UNITED STATES). Unpublished PHD, UNIVERSITY OF COLORADO AT BOULDER (0051). This research examines the way consumers evaluate service encounters both domestically and cross-culturally. It challenges traditional thinking about components of service and develops new service encounter dimensions, each with multiple behavioral measures, for the United States and Japan. It tests relationships of dimensions with satisfaction and examines cross-cultural differences. Literature reviews, focus groups, and open-ended surveys were used to identify dimensions and behaviors relevant to the service encounter in each country, and expected differences in salience. Behaviors were then measured for specific encounters and factor analysis was used to group these behaviors into new dimensions. These dimensions were then regressed on satisfaction. The approach adopted in this dissertation contrasts dramatically with previous services research which does not examine behaviors. The findings strongly support the value of beginning with indicators of service performance, rather than with abstractions such as personalization. The latter have minimal managerial import and suggest little about how the service provider should behave to create satisfactory outcomes. The findings also suggest limited validity of traditional service encounter dimensions and measures. In fact, traditional dimensions were found not to have discriminant validity, and quite different dimensions emerged from the factor analysis. For example, a communication factor emerged in both countries consisting of behaviors related to conversing with the customer. This concept is not examined in current research. Important cross-cultural differences are also revealed in both the dimensions and behaviors which emerge. For example, formality emerges as a factor in the Japanese sample only, and authenticity is a factor in the U.S. only. These findings support a difference in salience of these dimensions expected from focus groups and a review of the literature. Also, while some dimensions (e.g. personalization) appear in both cultures, the behaviors which indicate these dimensions are quite different. These findings suggest that researchers need to change the way they study services, responding more to the way consumers perceive an encounter. They suggest also that it is not appropriate to use the same dimensions or behavioral measures to examine the service encounter in different cultures. Order #: AAC 9320493 ProQuest - Dissertation Abstracts throwback Witmer, J. T. (1992). Teachers as Advisers. Executive Educator v14 n5 p41-42 May 1992. One antidote to the impersonal atmosphere of so many high schools is teacher-advisory program, in which a teacher meets regularly with and advises a small group of students. Advisories require no additional money, but demand reallocation of time and willingness to give of oneself. Students with close associations with caring adults will supposedly have fewer personal and school-related problems. (MLH) UMI Report/ISSN: ISSN-0161-9500 EJ444300 throwback Wong, R. Y. L. (1992/1993). Strategies for the construction of meaning: Chinese students in Singapore writing in English and Chinese. (Doctoral dissertation, University of Toronto, Canada). Dissertation Abstracts International, 53 (12), 4236. maybe doubtful WRIGHT, S. E. (1988). TEACHING STRATEGIES USED WITH NON-EUROPEAN IMMIGRANT STUDENTS IN NEW YORK CITY HIGH SCHOOLS. Unpublished EDD, COLUMBIA UNIVERSITY TEACHERS COLLEGE (0055). The aim of this research is twofold: to add to the body of knowledge on non-European immigrant children in American education, and to identify teaching strategies successfully used with non-European immigrant students (specifically Haitian, Dominican, and Korean secondary school students). A dual methodological approach is utilized in this study as it makes use of both historical and descriptive methods of research. An indepth review of the literature was conducted to investigate issues surrounding the education of immigrant children. Survey questionnaires were given to ninety faculty members of six New York City public secondary schools with a return rate of 68 or 75 percent. Sixty-five questionnaires were used in the final analysis. Teachers were randomly selected on the following basis: they were permanent certificated teachers; they were secondary school teachers in one of the sample area boroughs; they have taught for a minimum of two years; and they had a significant number of immigrant students in their classes (not less than 10 in a class of 25). Surveyed strategies included: grouping patterns, writing activities, listening activities, audio-visual equipment, and language programs currently used. Follow-up interviews were conducted (N = 10). The descriptive survey section of this research provides analysis and description of the facts and characteristics identified as effective teaching strategies that have been successfully used with non-European immigrant students, the purpose being to provide a detailed and accurate picture of these teaching strategies. The major findings revealed that teaching strategies were as diverse as the teachers. There were no homogeneous ideas as to how best to teach non-European immigrant students. In most cases, the teachers surveyed indicated that they used a variety of instructional strategies. Providing a non-threatening environment, PERSONALIZATION of the lesson, and letting students make choices about academic tasks were perceived as the most effective means of bringing about positive outcomes with non-European immigrant students. Teachers conducted their classes in what can best be described as the traditional manner. Information generally flows from the teacher to the student. Immigrant students received little or no special support services beyond mandated language instruction. Order #: AAC 8906488 ProQuest - Dissertation Abstracts maybe doubtful Wright, S. E. (1988/1989). Teaching strategies used with non-European immigrant students in New York City High Schools. (Doctoral dissertation, Columbia Univeristy Teachers College). Dissertation Abstracts International, 50 (01), 88. maybe Y Yager, R. E. (1989). A Rationale for Using Personal Relevance as a Science Curriculum Focus in Schools. School Science and Mathematics v89 n2 p144-56 Feb 1989. Reviews evidence in support of the primacy of the personal relevance orientation in science education. Provides a quick review of four other orientations and their shortcomings for curriculum planning. Orientation reviews focus on: (1) the development of cognitive processes; (2) social adaptation and reconstruction; (3) academic rationalism; and (4) the curriculum conceived as technology. (RT) UMI personalization.essential EJ391160 for discussion in dissertation next Spring Yanok, J. (1988). Individualized Instruction: A GOOD Approach. Summary: Four important considerations in individualized instruction are discussed. Academic therapy. NOV 01 1988 v 24 n 2, 163. personalization.keeper CU DU UNC UW out of interest Z Zerner, C. (1971). A phenomenological and experiential approach to design education: The Alligator Learning Experience. Book throwback Zuckerman, M., Porac, J., Lathin, D., Smith, R., & Deci, E. L. (1978). On the importance of self-determination for instrinsically motivated behavior. Personality and Social Psychology Bulletin, 4, 443-446. personalization.keeper Email this page to a friend Add or change any text to your message in the field below: Check out this web page: http://www.positivepractices.com/Personal/Personalization.html Enter your friend's email address: Enter your name (optional): Enter your email address (optional): Send this page.

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