The purposes of this study were (1) to determine if the culture of the student's first language was a significant variable in field-dependent-independent cognitive learning style, and (2) if a student's second language achievement has a significant relationship to variables of grade level, sex, time in an English as a second language (ESL) program, second language proficiency level or cognitive learning style. It was hypothesized that (1) there are significant positive correlations between field-independence and the variables of achievement, proficiency level, and grade level, (2) there are significant positive correlations between second language achievement and proficiency level, grade level and time in an ESL program, (3) there are no significant differences in field-dependence between the sexes or the four cultures of Laotian, Spanish, Tongan, and Vietnamese, and (4) there is no significant difference in the mean achievement score between the sexes.

The purpose of this study was to compare student scores on geographic skills in the experimental group with student scores on geographic skills in the control group after adjustment was made in teaching methods and learning materials for verbal and spatial ability for students in the experimental group. Hypotheses tested at the .05 level were as follows. 1. Females would score higher than males on a criterion measure of verbal ability. 2. Males would score higher than females on a criterion measure of spatial ability. 3. Experimental/verbal students would score higher on a geography skills posttest. 4. Experimental/spatial students would score higher on a geography skills posttest. 5. The experimental group would score higher than the control group on a geography skills posttest. The sample was 150 high school United States History students in a medium-sized North Texas school district. Analysis of covariance was used to analyze results of the study of six classes after fifteen days of instruction in physical geography concepts. Experimental classes received geographic instruction directed to verbal and spatial abilities; control group classes received traditional geographic instruction which utilized textbook, lecture, and whole-group instruction. Three high schools participated in the study. Conclusions were that males and …

The problem of this study is concerned with the relationships between selected requirements for admission to elementary teacher education and teaching performance. The purposes of this study were (1) to investigate the relationships between teaching performance, as evaluated by a principal, and five selected admission criteria (the GPA at the time of admittance to teacher education; achievement test scores in reading, language, mathematics; and instructor appraisal of the student during the first education course); (2) to determine whether or not the five selected admission criteria used singly, or in some combination, predict success in teaching performance.

In an era of accountability and increased state control of curriculum, curriculum guides have become important legal documents, and many local districts seek to produce documents as a framework for both district and state objectives . Such curriculum development is a complex process. This study examined the curriculum procedures, roles of the participants , decision-making processes, and perceptions of the resulting documents in five school districts. Qualitative data collection included taped interviews using a focused in-depth interview schedule, field notes, observation, and document collection. The study included central administrators, building administrators, and teachers. Data Analysis was an interative, on-going process using a constant-comparative analysis of coded categories emerging from the transcribed data. This comparison examined curriculum models, curriculum trends, and teacher and administrator perceptions. The study of the curriculum processes in each district resulted in the development of a five-step curriculum model: pre-planning, planning, writing, implementation, and revision. Naturalistic models developed in each district as the curriculum was impacted by various pressures and influences. Within the five areas of each curriculum model, several patterns emerged. Each district had some impetus for a new curriculum direction. All districts reported some kind of data gathering within the planning stage and intensive training …

The problem of this study is twofold. The first is to discover in what ways are physics teachers and counselors in large Texas public secondary schools encouraging students to take physics, and second, what are their perceptions of reasons for student avoidance of physics. The population consisted of physics teachers and counselors in large (1,310 minimum enrollment) high and low percentage physics enrollment schools. Percentage enrollment in physics is defined as the number of students enrolled in physics compared to total twelfth grade enrollment. Thirty high (above 8.9) and thirty low (below 8.0) percentage enrollment schools comprise the sample population. Data were collected using separate questionnaires that related to (a) school, (b) physics teacher, and (c) counselor variables that could affect physics enrollments. The questionnaires addressed to perceptions of both physics teachers and counselors covered (a) the exchange of physics course information between students, teachers, and counselors, (b) the method of exchange of physics course information, and (c) the extent to which the physics program is sold to the student body. Also elicited were eleven responses from both physics teachers and counselors that pertain to perceived reasons for student avoidance of physics courses. A statistical analysis was made between physics …