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 Unpublished PHD, TEXAS A&M UNIVERSITY (0803).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 à 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 Windo