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You searched for +publisher:"Oregon State University" +contributor:("Rees, Lucille"). Showing records 1 – 2 of 2 total matches.

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Oregon State University

1. Walker, Thomas Jerry. An analysis of certain effects of teaching students to construct and analyze questions.

Degree: EdD, Education, 1972, Oregon State University

The purpose of the study was to analyze the effects of teaching elementary and secondary students the Gallagher Topic Classification System as a technique for constructing and analyzing questions. The subjects for the study were the students of three groups of randomly selected teachers from Coos and Douglas Counties of Oregon. One group of 25 teachers, Experimental Group I, was taught the Gallagher Topic Classification System by means of the lecture method. Another group of 25 teachers, Experimental Group II, was given the same material through a work shop approach. A third group of 25 teachers were designated as the control, Group III, and were given no instruction. The experimental groups of teachers were requested to teach the material to their students in the same manner in which they were taught. The students supplied the data for the study by means of an open-ended test on which they were instructed to write five questions on each of three pictures. The same test utilizing the same pictures was given before and after the instruction period. The questions written by the students were coded and categorized according to the Gallagher Topic Classification System. The data were transferred to IBM cards and submitted to analysis of variance treatments. The findings of the study were: 1. Students can be taught the Gallagher Topic Classification System as a technique for constructing and analyzing questions. 2. Instruction in question construction and analysis was most effectively presented with the workshop approach to instruction. 3. Instruction in question construction and analysis was more effective in the middle school grades than in the lower elementary or high school levels. Advisors/Committee Members: Strowbridge, Edwin D. (advisor), Rees, Lucille (committee member).

Subjects/Keywords: Questioning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Walker, T. J. (1972). An analysis of certain effects of teaching students to construct and analyze questions. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/45143

Chicago Manual of Style (16th Edition):

Walker, Thomas Jerry. “An analysis of certain effects of teaching students to construct and analyze questions.” 1972. Doctoral Dissertation, Oregon State University. Accessed November 14, 2019. http://hdl.handle.net/1957/45143.

MLA Handbook (7th Edition):

Walker, Thomas Jerry. “An analysis of certain effects of teaching students to construct and analyze questions.” 1972. Web. 14 Nov 2019.

Vancouver:

Walker TJ. An analysis of certain effects of teaching students to construct and analyze questions. [Internet] [Doctoral dissertation]. Oregon State University; 1972. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/1957/45143.

Council of Science Editors:

Walker TJ. An analysis of certain effects of teaching students to construct and analyze questions. [Doctoral Dissertation]. Oregon State University; 1972. Available from: http://hdl.handle.net/1957/45143


Oregon State University

2. Schultz, Alan R. An empirical study of the problem of attrition of students of first-year accounting in Oregon community colleges.

Degree: EdD, Business Education, 1973, Oregon State University

The study was conducted in order to learn of the extent to which attrition exists among students enrolled in the first-year accounting course in Oregon community colleges, the factors tending to contribute to the problem, and the approaches which might be used to help alleviate the problem. The design of the study consisted of two parts. The first part of the study was to gather information about the teaching philosophies and practices of the accounting faculties, and the number of students enrolled in and completing the three-terms of first-year accounting during the college years 1970-1972 at the eleven community colleges offering the course throughout the state. These same students were also analyzed by age, sex, marital status, high school background, major, military background, class (freshman/sophomore), and courseload. The second part of the investigation consisted of a two-year controlled study of the students at Linn-Benton Community College in Albany, Oregon, who had enrolled in the first term of the three-term sequence of first-year accounting in the fall of 1970 (the control year) and those who had enrolled in the first term of the three-term sequence in the fall of 1971 (the experimental group). In this study the day classes of the control year were compared to the day classes of the experimental year, while the evening classes of the control year were compared to the evening classes of the experimental year. The purpose of this latter study was to determine if two types of personalized attention (mandatory individual counseling and voluntary accounting "help" sessions) given to all classes in the experimental year would (1) allow more of these students to complete the three-term accounting sequence, and (2) allow more of these students to score significantly higher on the American Institute of Certified Public Accountants' (AICPA) Achievement Test, Level I, Form E-S. To insure that all students of both years entering the first-term of accounting were equal in accounting aptitude, the AICPA Orientation Test, Form B, Revised, was given. The results of the findings indicate that the accounting instructors (1) did not have adequate background information about (a) the student's reading and comprehension level, (b) how the student viewed himself as a scholar, and (c) the student's level of interest in accounting at the time he entered; (2) agreed on (a) informing the students early in the course of the value of accounting, (b) building the student's self-confidence, (c) building their own self-confidence, (d) reviewing solutions to homework in class, (e) providing the students with the best text available, and (f) using all input available to improve their instruction; (3) tended to prefer grouping accounting students (although this was not the case at the time); (4) continued to use the lecture method of instruction exclusively; (5) offered a wide variety of informal opportunities to personalize the learning of accounting by the availability of office hours,… Advisors/Committee Members: Winger, Fred E. (advisor), Rees, Lucille (committee member).

Subjects/Keywords: Accounting  – Study and teaching  – Oregon

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Schultz, A. R. (1973). An empirical study of the problem of attrition of students of first-year accounting in Oregon community colleges. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/45919

Chicago Manual of Style (16th Edition):

Schultz, Alan R. “An empirical study of the problem of attrition of students of first-year accounting in Oregon community colleges.” 1973. Doctoral Dissertation, Oregon State University. Accessed November 14, 2019. http://hdl.handle.net/1957/45919.

MLA Handbook (7th Edition):

Schultz, Alan R. “An empirical study of the problem of attrition of students of first-year accounting in Oregon community colleges.” 1973. Web. 14 Nov 2019.

Vancouver:

Schultz AR. An empirical study of the problem of attrition of students of first-year accounting in Oregon community colleges. [Internet] [Doctoral dissertation]. Oregon State University; 1973. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/1957/45919.

Council of Science Editors:

Schultz AR. An empirical study of the problem of attrition of students of first-year accounting in Oregon community colleges. [Doctoral Dissertation]. Oregon State University; 1973. Available from: http://hdl.handle.net/1957/45919

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