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Title: THE EFFECT OF NOTE TAKING TRAINING ON NINTH-GRADE STUDENTS' COMPREHENSION OF EXPOSITORY AND HIGH INTEREST MATERIAL.
Creator: FABER, JEAN ELIZABETH., Florida Atlantic University, Childrey, John
Abstract/Description: The effect of note taking training on the comprehension of ninth grade students was explored. A sample of 115 suburban Philadelphia public school students participated in an extreme groups design that selected subjects with an Educational Records Bureau (ERB) aptitude score of greater than the 80th percentile and lower than the 35th percentile. Students were randomly assigned to two world cultures teachers. One teacher instructed his classes in the note taking technique used in this study,...
Show moreThe effect of note taking training on the comprehension of ninth grade students was explored. A sample of 115 suburban Philadelphia public school students participated in an extreme groups design that selected subjects with an Educational Records Bureau (ERB) aptitude score of greater than the 80th percentile and lower than the 35th percentile. Students were randomly assigned to two world cultures teachers. One teacher instructed his classes in the note taking technique used in this study, while the other did not. All students took two tests, one expository and one high interest, at the end of a nine week practice period. Analysis of the results using MANOVA indicated that the note taking training significantly affected, at the.05 level of significance, the students' comprehension regardless of ability level. This was mainly attributable to the expository passage. However, not all students applied the technique as instructed, and there was no carryover of the use of the technique to the high interest passage; thus, the group trained in note taking did not score significantly higher on the high interest test. An interaction was found between the treatment group and the passage type, indicating that note taking was more effective when the material was expository. Note taking training had a significant effect on subjects' comprehension; however, if transfer is desired and if the process is to be internalized, the practice period should probably be longer than nine weeks.
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Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11904
Subject Headings: Note-taking, Comprehension
Format: Document (PDF)

Title: TEACHING SHORT STORY COMPREHENSION WITH TEACHER-POSED AND STUDENT-GENERATED QUESTIONS.
Creator: KAY, GARY JACK., Florida Atlantic University, Childrey, John
Abstract/Description: This researcher investigated the effectiveness of the use of a story scheme with either student-generated or teacher-posed questions as a means of facilitating community college students' comprehension of short stories. Three groups of community college students attending Broward Community College South Campus, south Florida, and enrolled in English 1102, Composition, constituted the sample for this study. The first experimental group, consisting of 15 students, read short stories with the...
Show moreThis researcher investigated the effectiveness of the use of a story scheme with either student-generated or teacher-posed questions as a means of facilitating community college students' comprehension of short stories. Three groups of community college students attending Broward Community College South Campus, south Florida, and enrolled in English 1102, Composition, constituted the sample for this study. The first experimental group, consisting of 15 students, read short stories with the use of the story scheme as an aid in generating their own questions on the stories they read. The second experimental group, consisting of 16 students, read short stories with the help of teacher-posed questions based on the story scheme. The control group, consisting of 13 students, read short stories with no instruction in how to read each; however, they were given instruction designed to improve their writing skills. Each group read six short stories over a period of two weeks. The results of six 15-item multiple-choice tests administered after each story was read disclosed the following: (1) Instruction in reading short stories with the use of a story scheme and self-generated questions did not significantly improve student comprehension of stories read. (2) Instruction in reading short stories with the help of teacher-posed questions based on a story scheme did, after three sessions of instruction, significantly improve student comprehension of the story they read. However, the significant comprehension gains that students derived from this instructional method were not sustained over subsequent sessions. (3) It took several sessions of instruction for the two instructional methods tested in this study to produce significant or even slight gains in student comprehension of stories. (4) Teaching students the story element Theme, as described in the story scheme of this study, did not significantly improve their comprehension of the story they read when that story element was taught. (5) Students in the self-generated question group did apply what they learned about a particular story element to the questions they asked concerning its role in the story. However, this process did not significantly improve their comprehension of the stories they read.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11827
Subject Headings: Reading comprehension--Case studies, Supervised study--Case studies
Format: Document (PDF)

Title: Writing across the curriculum: Implications for preservice teacher education.
Creator: Kamman, Carol, Florida Atlantic University, Childrey, John, Arnov, Boris
Abstract/Description: Potentially, the most important response to widespread criticism about the quality of writing and writing instruction is Writing Across the Curriculum (WAC). WAC can mean a total immersion in writing, horizontally in all departments and vertically at all grade levels. It can encompass current writing theory, but only if teachers understand such theory and can apply it. WAC theory must be incorporated into the entire process of professional preparation. WAC philosophy believes that (a) writing...
Show morePotentially, the most important response to widespread criticism about the quality of writing and writing instruction is Writing Across the Curriculum (WAC). WAC can mean a total immersion in writing, horizontally in all departments and vertically at all grade levels. It can encompass current writing theory, but only if teachers understand such theory and can apply it. WAC theory must be incorporated into the entire process of professional preparation. WAC philosophy believes that (a) writing can be learned and should be taught, (b) writing is a way to clarify thought, (c) writing is a way to learn, and (d) writing is a complex, individualized process. This understanding is required to teach in a successful WAC program. The literature offers little evidence that schools of education feel a responsibility to emphasize writing and writing instruction at the preservice level. Therefore, a study was initiated to survey the eight Florida schools of education that are members of the National Council for Accreditation of Teacher Education (NCATE) for the purpose of determining practices and perceptions regarding WAC. This descriptive research called for two survey questionnaires, which invited responses from 8 administrators and 250 secondary education students and tested 11 hypotheses. These hypotheses related to required courses for writing and writing instruction, student understanding of WAC theory, student perception of WAC status, level of student confidence to write and use writing, student willingness to become writing teachers, and student perception of the importance of writing. The remainder of the study recommends a required preservice course in WAC for all future teachers and suggests some components that course should contain.
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/12257
Subject Headings: Language arts--Correlation with content subjects, Teachers--Training of--Florida
Format: Document (PDF)

Title: The effects of a Read a Book in an Hour, a wholistic reading technique, on reading comprehension, composition, speaking and listening skills.
Creator: Custureri, Mary Catherine, Florida Atlantic University, Childrey, John
Abstract/Description: This study examined the effects of a wholistic technique to reading instruction called "Read a Book in an Hour" on reading comprehension, vocabulary, reading rate, listening comprehension, and composition. One hundred forty-four control and experimental subjects were drawn from eight independent groups of 48 sixth grade, 20 eighth grade, 44 tenth grade and 32 twelfth grade students in both public and private schools. Sixth and eighth grade students were from English classes, tenth grade...
Show moreThis study examined the effects of a wholistic technique to reading instruction called "Read a Book in an Hour" on reading comprehension, vocabulary, reading rate, listening comprehension, and composition. One hundred forty-four control and experimental subjects were drawn from eight independent groups of 48 sixth grade, 20 eighth grade, 44 tenth grade and 32 twelfth grade students in both public and private schools. Sixth and eighth grade students were from English classes, tenth grade students from religion classes, and twelfth graders from social studies classes. The teachers involved in the experiment were instructed via modeling and discussion in using the Read a Book in an Hour technique and were asked to choose books consistent with the content they were teaching (see Appendix A). A pretest/posttest design in a ten-week study used a thematic sequence of five books with the Read a Book technique. Measures of reading comprehension, vocabulary and reading rate were determined through scores on the Stanford Diagnostic Reading Test Form B, Brown Level, for sixth and eighth grade students and the Stanford Diagnostic Reading Test, Form B Blue Level for tenth and twelfth grade students. A measure of listening comprehension was determined through scores on the Stanford Diagnostic Listening Test, Advanced Form E. Composition scores were assessed with the criteria determined in the Stanford Advanced Writing Assessment Program Guide. ANOVAs and t-tests were used to analyze data in the pilot study and in the present study. T-tests were used for the pretests to determine homogeneity between the Read a Book in an Hour group and the control group, using silent reading activities and lecture. ANOVAs were used to assess the final data. Results of ANOVAs suggested significant change on all measures at the p >.05 level. Anecdotal evidence from interviews with teachers who used the method also suggested the technique generated interest in further reading of the novels studied and increased students' abilities to narrate orally, both quantitatively (number of details) arid qualitatively (significant details, style). Teachers also suggested students became more self-confident in posing questions, in clarifying points, and in answering questions.
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Date Issued: 1989
PURL: http://purl.flvc.org/fcla/dt/11937
Subject Headings: Reading--Language experience approach, Reading--Research
Format: Document (PDF)

Title: FIELD DEPENDENCE/INDEPENDENCE AS A PREDICTOR OF INFERENCING AND PROBLEM SOLVING ABILITIES IN COMMUNITY COLLEGE STUDENTS (READING, COGNITIVE STYLE).
Creator: CAGLEY, CONSTANCE ELAINE, Florida Atlantic University, Childrey, John
Abstract/Description: Community college students are frequently characterized as students who were previously under-represented in higher education. That characterization implies an approach to education that molds curriculum to the needs of these students. The problem addressed in this study was the lack of fit between traditional standardized testing to determine abilities in specific areas of reading comprehension and the nontraditional community college student population to whom the testing is directed. The...
Show moreCommunity college students are frequently characterized as students who were previously under-represented in higher education. That characterization implies an approach to education that molds curriculum to the needs of these students. The problem addressed in this study was the lack of fit between traditional standardized testing to determine abilities in specific areas of reading comprehension and the nontraditional community college student population to whom the testing is directed. The purpose of this study was to determine if a measure of the cognitive style dimension of field dependence/independence could predict community college students' ability to: (1) make inferences in reading; and (2) solve problems. The sample consisted of 132 students from two campuses of Broward Community College in South Florida. The Group Embedded Figures Test (GEFT) was used to determine student cognitive style. Inferencing ability was determined using the Nelson-Denny Reading Test. Problem solving ability was assessed through the Problem Solving subtest of the McGraw-Hill Basic Study System Study Skills Test. Pearson Product Moment Correlations were obtained using GEFT score and corresponding problem solving and inferencing scores. The predictive equations, which were cross validated, indicated that the GEFT was a minimal predictor of both problem solving and inferencing abilities. However, further analysis was performed using Analyses of Variance after dividing the sample into high and low scoring students (field independents and field dependents, respectively). Results of the ANOVAs indicated significance (p .05) regarding inferencing ability among these same students. Demographic information revealed other findings: (1) Non-Caucasians were more highly represented in the field dependent category; (2) Males were more highly represented in the field independent category, whereas females dominated the field dependent category; and (3) females tended to be older than males, with the largest age disparity existing between female and male Caucasian students. The study gives evidence that the GEFT is an effective predictor of problem solving ability among community college students identified as highly field dependent or field independent. Implications and recommendations for instruction, counseling and curriculum design are presented.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11840
Subject Headings: Cognitive styles, Field dependence (Psychology), Reading--Ability testing, Problem solving--Ability testing
Format: Document (PDF)

Title: Heeding the Antiheroine's Call: the Rise of the Antiheroine in Literature and Popular Culture.
Creator: Lyles-Scott, Cynthia C., Childrey, John, Florida Atlantic University
Abstract/Description: In my thesis, I argue three assertions: 1) that the 21 st Century antiheroine who has figured so prominently in literature and film is an evolution of the heroine archetype that combines both the action-oriented traditional male hero archetype and the tragically flawed, antagonistic anti-heroine archetype, 2) that the foundation for this newly modified pop culture antiheroine can be traced back to Margaret Mitchell's iconic character, Scarlett O'Hara, and finally 3) that this new modem...
Show moreIn my thesis, I argue three assertions: 1) that the 21 st Century antiheroine who has figured so prominently in literature and film is an evolution of the heroine archetype that combines both the action-oriented traditional male hero archetype and the tragically flawed, antagonistic anti-heroine archetype, 2) that the foundation for this newly modified pop culture antiheroine can be traced back to Margaret Mitchell's iconic character, Scarlett O'Hara, and finally 3) that this new modem heroine archetype, the antiheroine, has become an integral part of popular culture, both in literature and film as well as other popular media. As my primary texts I used Margaret Mitchell's Gone With the Wind, the David O. Selznick film ofthe same title, Joseph Campbell's The Hero with a Thousand Faces, as well as several other primary and secondary sources, including the published volume of Margaret Mitchell's Gone With the Wind related letters.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000935
Subject Headings: Mitchell, Margaret,--1900-1949--Gone with the wind--Criticism and interpretation, Campbell, Joseph,--1904-1987--Hero with a thousand faces--Criticism and interpretation, Women in literature, Heroines in literature, Popular culture--United States--20th century
Format: Document (PDF)

Title: Let us go then, you and I: Teaching "The Love Song of J. Alfred Prufrock".
Creator: Pence, Ava Whelan., Florida Atlantic University, Childrey, John
Abstract/Description: The teaching of the Modernist movement can be frustrating for both teachers and students. "The Love Song of J. Alfred Prufrock," which is commonly found in high school textbooks, can be daunting for teachers who do not know how to approach it. The purpose of this document is to supply teachers with the knowledge they need to effectively teach this important poem. The Modernist movement as a whole is examined, as is the life of T. S. Eliot. The poem is elucidated on a stanza-by-stanza basis;...
Show moreThe teaching of the Modernist movement can be frustrating for both teachers and students. "The Love Song of J. Alfred Prufrock," which is commonly found in high school textbooks, can be daunting for teachers who do not know how to approach it. The purpose of this document is to supply teachers with the knowledge they need to effectively teach this important poem. The Modernist movement as a whole is examined, as is the life of T. S. Eliot. The poem is elucidated on a stanza-by-stanza basis; this examination is followed by individual essays on theme, allusion, and metaphor. Last, the teacher will find questions to pose to students and ways in which these issues can be tackled by the student critic.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/12843
Subject Headings: Eliot, T S--(Thomas Stearns),--1888-1965--Love song of J Alfred Prufrock, Poetry, Modern--Study and teaching, Eliot, T S--(Thomas Stearns),--1888-1965--Criticism and interpretation
Format: Document (PDF)

Title: Three current trends in English usage.
Creator: Chandler, Katherine R., Florida Atlantic University, Childrey, John
Abstract/Description: The English language, like all other living languages, is in a constant state of change. Currently, three trends in usage call particular attention to themselves. First, use of the words they, them, and their in reference to singular antecedents has become firmly established in speech and is increasingly seen in writing. Second, the word whom has virtually disappeared from spoken and written English, being replaced by who which now serves as both subject and object. Third, use of subjunctive...
Show moreThe English language, like all other living languages, is in a constant state of change. Currently, three trends in usage call particular attention to themselves. First, use of the words they, them, and their in reference to singular antecedents has become firmly established in speech and is increasingly seen in writing. Second, the word whom has virtually disappeared from spoken and written English, being replaced by who which now serves as both subject and object. Third, use of subjunctive verbs has declined, particularly in conditional clauses, but not to the extent that is commonly assumed.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/15098
Subject Headings: English language--Usage, English language--Grammar
Format: Document (PDF)

Title: Using a new historical approach in the Shakespeare classroom.
Creator: Brunner, Tracy Anne., Florida Atlantic University, Childrey, John
Abstract/Description: Two main approaches dominate the literature about and the practice of teaching Shakespeare. These include performance pedagogy and teacher led line by-line interpretation of the text. Although both methods have advantages, class performance can be difficult to manage and line-by-line interpretation tends to kill the text for students. Used in conjunction with other pedagogical methods, New Historical study allows students the freedom of pursuing their own interests without straying into...
Show moreTwo main approaches dominate the literature about and the practice of teaching Shakespeare. These include performance pedagogy and teacher led line by-line interpretation of the text. Although both methods have advantages, class performance can be difficult to manage and line-by-line interpretation tends to kill the text for students. Used in conjunction with other pedagogical methods, New Historical study allows students the freedom of pursuing their own interests without straying into overly personal territory. Most importantly, New Historicism can help students to ground difficult texts into more understandable historical contexts. A New Historical reading of Hamlet is included, discussing the ways in which everyday tensions about Queen Elizabeth I's reign are reflected in Hamlet's character, particularly in many of his actions or characteristics that we often consider interpretively problematic.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/13022
Subject Headings: Shakespeare, William,--1564-1616--Study and teaching, Shakespeare, William,--1564-1616--Hamlet, Shakespeare, William,--1564-1616--Criticism and interpretation, Historicism
Format: Document (PDF)

Title: Beginning a novel.
Creator: Daniels, Hal Eric., Florida Atlantic University, Childrey, John, Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description: Writing a novel is a formidable task. The average 300-page novel must contain a beginning, middle and end and is comparable to the structure of the movie screenplay. The latter comprises a first act in which characters and their situation are "set up;" a second act, which reveals the conflicts of the characters; and a third act, in which the situation and conflicts are resolved. The author, a community college writing teacher, recommends that his students create vivid characters and then...
Show moreWriting a novel is a formidable task. The average 300-page novel must contain a beginning, middle and end and is comparable to the structure of the movie screenplay. The latter comprises a first act in which characters and their situation are "set up;" a second act, which reveals the conflicts of the characters; and a third act, in which the situation and conflicts are resolved. The author, a community college writing teacher, recommends that his students create vivid characters and then write an outline. The outline will serve as a roadmap, guiding the students from the beginning of their novels (the set up) to the end. Several famous authors, including Stephen King and Elmore Leonard, insist they do not use outlines. Rather, they create their characters and project the novel to its logical conclusion, according to the parameters of character. However, screenwriting guru Syd Field disagrees. Field believes an outline, written on a paradigm diagram, will keep the storyline on course and result in a more satisfying ending. The author agrees with Field.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/12906
Subject Headings: Fiction--Technique, Creative writing, Fiction--Authorship, Fiction--Outlines, syllabi, etc
Format: Document (PDF)

Campbell, Joseph,--1904-1987--Hero with a thousand faces--Criticism and interpretation (1)	+ -
Cognitive styles (1)	+ -
Comprehension (1)	+ -
Creative writing (1)	+ -
Eliot, T S--(Thomas Stearns),--1888-1965--Criticism and interpretation (1)	+ -

Eliot, T S--(Thomas Stearns),--1888-1965--Love song of J Alfred Prufrock (1)	+ -
English language--Grammar (1)	+ -
English language--Usage (1)	+ -
Fiction--Authorship (1)	+ -
Fiction--Outlines, syllabi, etc (1)	+ -
Fiction--Technique (1)	+ -
Field dependence (Psychology) (1)	+ -
Heroines in literature (1)	+ -
Historicism (1)	+ -
Language arts--Correlation with content subjects (1)	+ -
Mitchell, Margaret,--1900-1949--Gone with the wind--Criticism and interpretation (1)	+ -
Note-taking (1)	+ -
Poetry, Modern--Study and teaching (1)	+ -
Popular culture--United States--20th century (1)	+ -
Problem solving--Ability testing (1)	+ -
Reading comprehension--Case studies (1)	+ -
Reading--Ability testing (1)	+ -
Reading--Language experience approach (1)	+ -
Reading--Research (1)	+ -
Shakespeare, William,--1564-1616--Criticism and interpretation (1)	+ -
Shakespeare, William,--1564-1616--Hamlet (1)	+ -
Shakespeare, William,--1564-1616--Study and teaching (1)	+ -
Supervised study--Case studies (1)	+ -
Teachers--Training of--Florida (1)	+ -
Women in literature (1)	+ -

Childrey, John (10)	+ -
Florida Atlantic University (10)	+ -
Arnov, Boris (1)	+ -
Brunner, Tracy Anne. (1)	+ -
CAGLEY, CONSTANCE ELAINE (1)	+ -

Chandler, Katherine R. (1)	+ -
Custureri, Mary Catherine (1)	+ -
Daniels, Hal Eric. (1)	+ -
Department of English (1)	+ -
Dorothy F. Schmidt College of Arts and Letters (1)	+ -
FABER, JEAN ELIZABETH. (1)	+ -
KAY, GARY JACK. (1)	+ -
Kamman, Carol (1)	+ -
Lyles-Scott, Cynthia C. (1)	+ -
Pence, Ava Whelan. (1)	+ -

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