Cook, Joseph B.

The purposes of this study were the assessment of written language
skills of Embry-Riddle freshmen, the development of appropriate English
placement criteria and the evaluation of the existing remedial English
course. Data for the statistical analyses were collected during the
1982 calendar year and describe the test scores and course performances
of 418 freshman students.
T~irteen variables, two nominal,_ seven predictor and four criterion,
were intercorreiated using frequency distributions, Pearson product moment
correlations, stepwise multiple regression analyses and analysis of
variance calculations. Final grades in regular and remedial English
along with end-of-course essay and objective test scores were interrelated
with high school grade point averages (HS GPA), Scholastic Aptitude TestVerbal
(SAT-V) scores, Test of Standard Written English (TSWE) scores,
S~bry-Riddle English placement .exam (EPE) essay and objective scores,
and precourse · essay and objective test (Pretest-E, Pretest-G) scores. Statistically significant correlations were obtained between 86%
of the paired variables; higher coefficients appeared between tests of the
same genre (essay or objective) than between tests of different genres.
Regression analysis results indicate that writing samples predict essay
exam scores best, but that standardized tests and high school averages
predict final grades in freshman English better than University prepared
measures of writing skills. Final grades in first term English appear
to be less dependent upon demonstrated writing proficiency than had
been initially hypothesized.
Student gains in end-of-course test scores over precourse levels
were significantly greater among students taking remedial English than
among students in regular English .. Inconsistencies among instructors
in the assignment af course graaes proved to be significant, especia!Jy
between faculty of different academic ranks; this common reliability
limitation in the grading of individual - students by individual instructors
was taken into account in the interpretation of results.
Recognizing that English placement errors inhibit both individual
student progress and the overall educational process, it is recommended
that Embry-Riddle Aeronautical University adopt an optimally weighted
combination of writing skills measures, consistent with the findings of
this research, to replace its current placement model.

The literature reveals some studies dealing with behavioral objectives, but few of these concern the community college. Almost no research has dealt directly with student self-evaluation testing. The purpose of this study was to determine whether the use of behavioral objectives with and without student self-evaluation testing could improve achievement and reduce attrition in Intermediate Algebra at the community college. Three Intermediate Algebra sections at Broward Community College, Ft. Lauderdale, were each randomly subdivided into two classes. The investigator and a colleague each taught three classes, each class by a different instructional method. The control method LR involved traditional lecture and test review. In the experimental treatment LOR, references were made to stated lists of behavioral objectives during the lectures and review sessions. Treatment LOS was identical to LOR, except that review was replaced by self-evaluation testing. Students returned the self-evaluation tests after keying them and noting the objectives missed. A comprehensive pretest was administered the first class meeting. This same test served as a posttest and course final examination. Six unit tests were administered during the term. Student achievement was measured by the raw posttest score (A(,1)) and by a composite score of unit test and posttest percentages (A(,2)). Seven research hypotheses relating to the independent variables instructional method, instructor, and sex, and their interactions, were tested for both measures. Separate analyses of covariance with the covariates age and pretest score were performed to test the seven hypotheses for A(,1) and A(,2). No significant differences were found for A(,1). Sex, however, was found to be significant in affecting A(,2), F (1, 81) = 5.150, p (LESSTHEQ) .026, with females achieving higher scores than males. Differences in A(,2) due to method were near significance, F (2, 81) = 2.928, p (LESSTHEQ) .059. The mean A(,2) score for method LR was 1.39 above that of LOR and 6.99 above that of LOS. The analyses of covariance indicated that pretest scores did significantly affect both A(,1) and A(,2), p (LESSTHEQ) .001. Six research hypotheses tested the effects of method, instructor, sex, method and instructor acting together, method and sex acting together, and course time interval upon withdrawal rate, WR. Chi-square tests were applied to the withdrawal data. Withdrawal rate varied significantly with respect to sex at the .05 level; 56.3% of the males withdrew; 41.1% of the females withdrew. Method and sex acting together were found to affect WR. Females withdrew significantly less than males within method LR, (chi)('2)(1) = 8.978, p (LESSTHEQ) .01. Finally, 25.5% of the students taking the pretest withdrew between Unit Tests 1 and 3, prior to the completion of the review of Elementary Algebra. It was concluded that for Intermediate Algebra, composite scores are better measures of achievement than single posttest scores, that pretest scores can be used as predictors of achievement, that female students are more persistent and achieve better than males, and that students tend to withdraw during the review units of the course. Further, the use of behavioral objectives did not significantly affect student achievement in lecture-taught classes. Self-evaluation testing had a negative effect on achievement--perhaps due to anxiety resulting from the testing format. Research needs to further explore the use of self-evaluation testing as a learning tool. The causes of heavy attrition in Intermediate Algebra, particularly the attrition of males, need to be found. Also, more research is necessary to verify the usefulness of pretest scores as predictors and composite scores as measures of achievement in Intermediate Algebra.

The problem examined by this study is that there is no conceptual design for teachers and students in the social sciences for (1) organizing ethnic content and (2) comparing and analyzing ethnic group experiences. The following research questions were addressed: (1) What factors about the experiences of ethnic groups inhibit or promote the retention of original cultural characteristics? (2) Which of the original cultural characteristics of an ethnic group were lost voluntarily and which were lost as the price for inclusion into the larger society? (3) What factors account for the different rates of retention of original cultural characteristics among various ethnic groups? (4) What is the significance of presenting material in the social sciences from a monoethnic perspective? (5) Among the original cultural characteristics that ethnic groups have, which are most susceptible to extinction or modification? (6) What is the effect of the length of stay of an ethnic group in the host society on the retention of original cultural characteristics? and (7) What is the difference in the retention of original cultural characteristics, if any, among ethnic group members who settled in rural or urban areas? The study reviewed the literature in two categories: literature on the topic of ethnicity and works on incorporating ethnic content to create a multiethnic curriculum. The literature on ethnicity produced a series of characteristics which help to define the parameters of ethnic identity. This literature also gives steps which facilitate or retard the integration of an ethnic group in the host society. The literature on teaching ethnic content revealed some very useful approaches, models and typologies. Host materials in this field were found to have been published in the last decade. This literature did not produce a detailed design that could be used in the classroom to analyze the factors which affect the retention or loss of an ethnic group's original cultural characteristics. The theme developed in this study begins with an analysis of selected characteristics of an ethnic group's original culture. Experiences of an ethnic group which modified one or more of the characteristics of original culture were identified. The final phase is the determination of what characteristics selected survived until the present and in what form. The design then documents the characteristics at the point of origin, passing through the modifying experiences and the extent to which the characteristics chosen survived. The initial design was sent to a panel of experts in multiethnic education. Their reactions were then incorporated into a revised design. The revised design was then applied to three ethnic groups: Black, Cuban and Jewish-Americans. These groups were chosen because they represent ethnicity along racial, national and religious lines. The application of the design revealed that the design contained the flexibility to accommodate the analysis of different types of ethnic groups. The design was of significant assistance in examining and classifying information on each of the three ethnic groups as well as providing a framework from which a summary about each group could be compiled. Several recommendations for future research were made as a result of this study. The recommendations are: (1) Future research could focus on a cross-national comparison of an ethnic group's adaptation in two or more societies. (2) An analysis of stages of ethnic identification and the factors that affect this spectrum of identity is recommended. (3) More study needs to be done on cultural characteristics developed by an ethnic group which are neither derived from its original culture nor similar to patterns found elsewhere in the host society.

Little is known about teacher questioning behavior in World and American literature courses as taught in high schools, although most teachers from primary through college generally use the memory level question and do not plan questions in sequence. This study focused on the specific questions selected teachers of secondary literature asked their students in order to determine the frequency of questions asked at each cognitive level and the presence or absence of questioning patterns. Teacher characteristics such as age, sex, years of teaching experience, and academic preparation were examined to determine their relationship to the number of types of questions asked by teachers. Matched for similarity in size, socio-economic level, and geographically representative of their area, three secondary schools were chosen from Brevard County, one each from North, Central, and South Brevard. Twenty-two out of 26 cooperating teachers of students of average and above average ability in World and American literature courses participated. Using a cassette recorder, each teacher taped one discussion lesson per week for six consecutive weeks in the fall of the 1979-1980 school year. Rogers' checksheet, The Teacher Oral Question Observation Schedule was used to code four randomly selected tapes from each teacher. Memory questions totalled 56.4% of all questions asked, while interpretation totalled 20% and procedure 16.8%. The remaining categories (pupil input, translation, evaluation, application, analysis, synthesis, affective and textbook) accounted for 6.8% of the total number of questions asked. One of every two questions asked was a memory question; nine questions out of every 10 asked were either memory, interpretation or procedure. Generally, teachers with masters' degrees asked fewer questions than those who earned only a bachelor's degree. Teachers generally did not pattern their questions hierarchically. Patterns indicated a reliance on lower cognitive and procedural questions. Only three significant relationships were uncovered in correlating teacher characteristics with question level of frequency. Interpretation questions, 20% of all questions, were negatively correlated to the number of quarter hours' training the teacher had in English. Procedural questions, which totalled 16.8% of all questions, were positively correlated to the prior training a teacher had in classroom techniques. Pupil input questions, totalling 3% of all questions, were positively correlated to the teacher's number of years' experience. Hypothesis I, IA, and IB were rejected. The frequency of questions asked by teachers varied; however, the percentage use of categories remained constant. Teachers are choosing lower cognitive and procedural questions nine times out of 10. Hypothesis II was rejected. Teachers are choosing combinations of lower cognitive and procedural patterns of questioning. Hypothesis III was accepted. Except in three instances, teachers used a consistent pattern of questioning, no matter what their background was. The more quarter hours' training the teacher had in English, the fewer interpretation questions he asked. Training in classroom techniques tends to encourage the asking of procedural questions. Teachers who have taught longer generally ask more pupil input questions.

Community and junior colleges are becoming increasingly aware of
the importance of adding international dimensions to the curriculum.
As community-based institutions, the community colleges have begun
to recognize the importance of education for international understanding.
Community college presidents, national organizations, and government
officials have cited international education as a priority for
two-year institutions in the corning decade.
The purpose of this study was to research international education
programs at the eight Florida community and junior colleges which held
membership in the Florida Collegiate Consortium for International / Intercultural
Education during 1979. The international education officers were queried regarding the
status of international education within their institutions. Seven
of the eight officers cited the commitment of the president of the
college as a major factor contributing to their college's involvement
in international education. International student programs
and efforts to increase the international nature of the curriculum
were cited as the most important areas of international education
by seven of those interview-ed. Other persons within each institution
who are also involved in international education programs were
identified. None of the colleges researched have developed evaluation
procedures for international education programs. Faculty-related
problems were most often cited by those interviewed as internal
problems impeding international programs. Finally, the international
education officers were optimistic regarding the future of internatioral education in Florida community colleges.
More than one-third (37.5 percent) of Broward Community College
1977-78 graduates did not receive credit in a single international
course. Student enrollment in international courses was found to
vary according to student major.

The problem to be investigated in this study was to determine:
(1) if there were free cultural events in Jacksonville, Florida, which
were appropriate for public education; and (2) if these events could
be coordinated at the policy-making level in such a way as to enhance
public education.
The following research questions were addressed: (1) What was
offered free in the community? ( 2) What kinds of events were offered?
(3) Who offered these events? (4) What was the purpose of these
events? and (5) How frequently were the events offered? The study was needed in order to determine the availability of
cultural events free to the public in Jacksonville, Florida, and to
relate the findings of the study to the curriculum of the local community
college. It involved the examination of a set of complex and
interrelated phenomena, including data from a variety of sources . The
methodologies involved historical and survey research, plus descriptive
statistical analyses. Surveys were used to obtain data related
to the attitudes and opinions of cultural leaders in Duval County regarding cultural activities. Their views of Jacksonville's cultural
life provided a measure of contemporary values. Several recommendations Here made as a result of this study. The
recommendations are:
1. More effort should be made to coordinate activities of the
cultural community of Jacksonville .
2. The community college should make better use of the free
cultural opportunities in Jacksonville as an adjunct to its curriculum.
3. The community college should coordinate its cultural
presentations with those of the community.
4. The community college should endeavor to include within its
free cultural presentations, at least to some extent, areas with less
popular appeal.

The purpose of this study was to investigate trends in foreign
language programs in commmity/junior colleges in Florida. Most of the
data were obtained by sending questionnaires to each of the twenty-eight
commnunity/junior colleges in Florida. One questionnaire was sent to each
academic dean and one to the chairperson of each department of foreign
languages. Complete data were obtained from sixteen cnmmnunity colleges.
The findings were the following: foreign language enrollment as
percentage of the total enrollment was decreasing in fourteen out of the
sixteen participating colleges. Spanish was the dominant language with
56 percent of the total foreign language enrollment; French was second,
German third, Italian fourth, and Russian fifth. French and German enrollments were declining, Spanish, Russian, and Italian enrollments were increasing.
A study of course offerings showed that transfer needs of students
seemed to be met but that only fifty percent of the sixteen colleges
offered vocational courses, courses in continuing education, and community education in foreign languages. The study included a survey of the qualifications
and teaching load of foreign language instructors. These
instructors seemed to be academically well-qualified and experienced.
The recommendations were the following: foreign language departments
in each commnunity college should assess the foreign language related
needs of the student population as well as those of the surrounding
community. Since transfer needs seemed to be already met, more vocational
courses and courses in commnunity education and continuing education should
be developed. These programs would have to be "sold" and not merely
offered to students and members of the community. A promising development
was the growing involvement in international education of community
colleges in Florida as well as in the rest of the United States.

Recent literature has suggested that many entering college students
have not yet reached Piaget's formal operational level of intellectual
development. The material in introductory chemistry, however, requires
formal operational thought processes and chemistry instruction typically
assumes that this level has been reached by students.
The premise of this study was that if many introductory chemistry
students have not yet reached formal operational levels but work exclusively
at the concrete operational stage, instruction should be directed
toward concrete thought processes with the aim of helping the student
advance from the concrete to the abstract.
Desk-top kits containing chemicals, model-building materials and
demonstration devices were distributed to each student during lecture.
Each student handled the materials, contructed models and performed his
own demonstrations as concepts were introduced. Relationships between
the material or process itself (e.g., solutions or precipitation), seen
firsthand, and the symbolic representation of that material or process
were stressed. This study has demonstrated that, by taking into account the intellectual
level of the learner, greater growth and higher achievement
can result for introductory chemistry students. It has presented evidence
that the Piagetian model of intellectual development is a useful
approach for chemical educators to pursue. Presentation of new material
in concrete terms with individual handling of materials and models and
the individual performance of demonstrations can help introductory
chemistry students grow and achieve. It is interesting that, while
this approach may be necessary for the concrete operational members
of a class, the formal operational members can also benefit from it.

The purpose of the study was to determine the reading grade
placement levels of junior college students in relationship to the
readability grade placement levels of their assigned social science
textbook, and determine the relationship of these variables with the
grade in course.

The purpose of this study was to assemble the facts,
synthesize the elements -- personal, literary, and cultural
-- and evaluate the significance of these related factors as
they pertain to the life and works of Bertita Carla Camille
Leonarz Harding. The study followed the career of Bert ita
Harding from birth to death, demonstrating how the American
author distinguished herself in the literary field with her
romantic historical biographies, autobiography, and travelogues,
thus indicating how her works contribute to the world's literary
history.
The facts on which this writer has relied were obtained
from a number of interviews in Mexico City, Mexico, Indianapolis
and Bloomington, Indiana; from newspaper articles throughout the United States, Mexico, Cuba, England, and
Germany; from the author's books as follows: Phantom
Crown: The Story of Maximilian and Carlota of Mexico,
Amazon Throne: The Story of the Braganzas of Brazil, Age
Cannot Wither: The Story of Duse and D'Annunzio, Concerto:
The Glowing Story of Clara Schumann, Farewell 'Toinette: The Story of Marie Antoinette, Golden Fleece: The Story of
Franz Joseph and Elizabeth of Austria, Hungarian Rhapsody:
The Portrait of an Actress, Imperial Twilight: The Story of
Karl and Zita of Hungary, The Land Columbus Loved: The
Dominican Republic, Lost Waltz: A Story of Exile, Magic
Fire: Scenes Around Richard Wagner, Mosaic in the Fountain,
Royal Purple: The Story of Alexander and Drag a of
Serbia, and Southern Empire: Brazil; from memoirs and manuscripts
generously supplied by Pedro Leonarz, nephew of
Bertita Harding; from papers and letters in the Bobbs-Merrill
Company files, Indiana University Lilly Library files, and
Indiana State Library files; and through telephone conversations
and letters from individuals who knew Bertita Harding
personally and had recollections and reactions relating to
pertinent factors. The writer categorizes Bertita Harding's fourteen books
and harmonizes the relative subject matter. Further, she relates the author to the time in which she lived and her works
to her culture.
Since Bertita Harding's life was so related to the subject
matter of her works, the writer reveals those elements in her
writing that were pertinent in her life, which encompassed the
years 1902 through 1971.
The works of Bertita Harding are listed in the following
categories: (1) biographies -- eleven chronicles of persons -- Phantom Crown, Amazon Throne, Age Cannot Wither, Concerto,
Farewell 'Toinette, Golden Fleece, Hungarian Rhapsody,
Imperial Twilight, Lost Waltz, Magic Fire, and Royal Purple;
(2) autobiography -- Mosaic in the Fountain -- an analysis of
nine years of the author's childhood; and (3) non-fiction -- two
travelogues -- The Land Columbus Loved and Southern Empire:
Brazil -- written in a style combining history, economics, politics,
geography, guidebook, and interpretation.
The study specifically supports the hypothesis that the
life and works of Bertita Harding are highly integrated. The
subject matter, style, and final product of these biographies,
autobiography, and travelogues were a composite from the pen
of a talented woman -- a unique socialite, world traveler, lecturer, historian, and linguist. She applied these elements
as a catalyst to authorship and through a body of literary works reflected her predilection for nineteenth century subject matter
and projected them into the twentieth century culture. In that
context the writer concludes that there is more than ample
evidence that Bertita Harding's books offer the potential of
some very "rich" historical material to help history "live"
for students.