• Early Adolescents' Perceptions and Attitudes Towards Gender Representations in Video Games

      Liu, Helen; Department of Graduate and Undergraduate Studies in Education
      This study investigated adolescents’ perception and attitudes towards gender representation in video game covers, and the degree to which these depictions may influence their notions on gender and identification. Seventeen participants ranging from ages 12 and 13 from an independent boarding and day school in Ontario participated in semi-structured interviews to explore this topic. Data were analyzed using a qualitative approach. The study’s conceptual framework encompassed social cognitive theory, gender schema theory, and cultivation theory. Findings suggest that gender representation in video games does influence the majority of participants’ notions of gender; however, there are differences between how males and females approach, interpret, and respond to this type of media. Findings also showcased that evidence of implicit bias was detected in both male and female participants, demonstrated through inconsistencies in their responses. Finally, the findings revealed a significant lack of identification from the majority of participants with video game characters, as many participants were able to clearly distinguish between simulated and real-life experiences. Through this investigation, the present study aimed to precipitate awareness and to provide better understanding about gender and identity in relation to video game playing.
    • Early childhood pedagogical practice within a cultural kaleidoscope

      Kazim, Farah; Department of Graduate and Undergraduate Studies in Education (2013-01-02)
      Research strongly suggests that efforts to create effective classroom environments for young children from diverse cultural backgrounds should be based in part on knowledge about the role that culture plays in shaping children's learning opportunities and experiences. An equally important consideration in child development and learning is that of developmentally appropriate practice which recognizes that each child is unique and has individual personality characteristics, learning styles, experiences, and a particular family background, all of which impact the child's age-related emerging mental abilities and developmental milestones. This research endeavour was a qualitative, ethnographic case study which explored issues of early childhood education and developmentally appropriate practice as well as the strategies that teachers used to promote cultural awareness and relevance. The study was based on a single instance in action, that of a specific senior kindergarten class at a private school in Trinidad and Tobago, consistent with the need to assess the scope and adequacy of early education in a culturally diverse population of children. The study focussed on data from in-depth interviews, unobtrusive observations and recorded field notes, studied reflections from a researcher diary, and items from 3 selected subscales of the Early Childhood Environment Rating Scale (Revised Edition). The data consistently supported a teaching practice that encouraged self-reflection and cultural awareness, resulting in a holistic model of education which was both developmentally appropriate and culturally sensitive. Further, the observed pedagogical practice suggested a fully inclusive, contemporary model of multicultural learning based on a common, shared understanding and profound knowledge of all the cultures.
    • Early Education Foundation: Portuguese Canadian Mothers' Preferences and Choices

      Rodrigues, Laudalina; Department of Graduate and Undergraduate Studies in Education (2013-04-11)
      The purpose of this study was to explore Portuguese-Canadian mothers' preferences and choices regarding their children's early care and education. The findings revealed that Portuguese-Canadian mothers value early care and education and are conscious of their role in their children's lives. Regardless of the type of care setting, the participants' responses revealed that the caregiver's care, emotion, and responsiveness are most important. More than developing "savvy" children, we need to nourish "happy" children. The study's participants include 9 Portuguese Canadian mothers without any assumption of a hyphenated identity and who have moved away from their immigrant parents' script. They embraced the vision of their children's success and cultivated their vast potential. Their responses revealed that the family, culture, and traditions are important factors in their child's academic and social growth and played a critical role in establishing the foundations for learning. The research study findings showed that the field of early care and education is undergoing a paradigm shift and that other practices, ideologies, and theories are surfacing. This study aimed to help develop a new grounded theory that contributes to a better understanding of this arena. The present findings reveal important issues for further discussion and lay a theoretical and empirical framework for future research in early education and care.
    • Educating for Community Resilience: How the Work of Thomas Homer-Dixon and JohnDewey's Pattern of Inquiry Can Help Us Prepare for the Ecological and Social Challenges of the 21st Century

      Sarbu, Mihai B.; Department of Graduate and Undergraduate Studies in Education (2013-04-15)
      Scientists have overwhelmingly concluded that global warming occurs as a consequence of human activities and that climate change, combined with the depletion of resources, could have catastrophic consequences for the human civilization later this century. However, in political circles and in the public sphere these conclusions are not taken seriously, or they are laid aside for future generations to deal with; at the same time, significant efforts are being deployed to discredit the scientific evidence. In this thesis I have studied the positions of climate scientists as well as those of climate change deniers, and I also examined how their points of view are likely to impact the interests and habits of corporations and citizens. The work of Thomas Homer-Dixon was used as an important source for analyzing the complex interaction between our natural, economic, and social systems, and John Dewey's pattern of inquiry provided the theoretical foundation for an analysis of the current crisis and its possible solutions. No concerted action to deal with climate change has yet been taken by the leaders of the Western world; I corroborated data from four reliable sources (Hansen, 2009; IPCC, 2007; Lynas, 2007; Steffen, 2011) regarding several development scenarios and their likely consequences on greenhouse gas emissions, and I concluded that a future temperature increase of more than 2°C appears now as unavoidable. In the light of this conclusion I argue that education for increasing the resilience of smaller communities is a realistic alternative that can offer some hope in dealing with the challenges ahead.
    • Education in the halls : students' perspectives on cultural expression and resistance

      Boyd, Greg.; Department of Graduate and Undergraduate Studies in Education (Brock University, 1995-07-09)
      This research is a qualitative study of cultural reproduction and resistance from students' perspectives. Thirteen teenagers (eight in attendance in regular high schools and five drop-outs) were recruited to take part and were involved to varying degrees through interviews, journal writing, and group interactive sessions. A purposive sampling design was used initially to recruit individuals known to the researcher through contacts in an alternate education setting. Other participants were recruited throughout the research phase. The theoretical aspects are premised on the work of Paul Willis, Michel Foucault, and Pierre Bourdieu. The reflexive praxeology of Bourdieu reflects the position taken as one way of understanding how students construct and respond to the situations of cultural dominance they experience in schools. The same reflexivity is offered for suggestions as to how teachers can respond to their own position in the education system.
    • Education, sport and myth in the community of Glengarry, Ontario : the athletic career of Roderick R. McLennan. 260 St. Catharines, Ont. : Faculty of Education, Brock University ;

      Gillespie, Gregory Eric.; Department of Graduate and Undergraduate Studies in Education (Brock University, 1998-07-09)
      This study examined how the athletic career of Roderick R. McLennan contributed to the popularization and subsequent development of Caledonian games in Ontario during the latter nineteenth century. Initially, the development of Caledonian games during the 1800s was examined to provide a contextual framework for McLennan's career. This investigation revealed that the games emerged from rural athletic events at pioneer working bees in the first quarter of the nineteenth century to regional sporting events by the mid-1800s, and finally into annual federated Caledonian games in 1870. Noteworthy primary source material for this chapter included the John MacGillivray Papers at the National Archives of Canada, the Scottish American Journal (NY) and the files retained by the Glengarry Sport Hall of Fame in Maxville, Ontario. Following the investigation of Caledonian games, McLennan's early athletic career was studied. Analysis of the Roderick and Farquhar McLennan Papers at the Archives of Ontario and the newspapers from the period revealed that McLennan rose to popularity in 1865 through a "Championship of the World" hammer throwing match in Cornwall and two "Starring Tours". The next chapter examined the height of McLennan's career through an investigation of the Roderick McLennan versus Donald Dinnie rivalry of the early .. n 1870s. It was detennined that the rivalry between McLennan and Dinnie, the champion athlete of Highland games in Scotland, was a popular attraction and had an impact on the Toronto and Montreal games of 1870 and the Toronto games of 1872. Finally, the athletic records established by McLennan during the 1860s and 1870s were investigated. These records were examined through the context of a media controversy over McLennan's feats that developed in the early 1880s between two newspapers. This controversy erupted between the Toronto Mail and the Spirit of the Times. Caledonian games in Canada have only been briefly examined and a thorough examination of prominent Canadian figures in this context has yet to be undertaken. This study unearths a prominent Canadian athlete of Scottish decent and details his involvement in the Caledonian games of nineteenth century Ontario.
    • Educational issues perceived by expectant lesbian couples /

      MacDonnell, Judith A.; Department of Graduate and Undergraduate Studies in Education (Brock University, 2001-05-21)
      Despite the increasing public profile of lesbian childbearing, public health resources for expectant women often bear heterosexist assumptions and create barriers to accessing information relevant to lesbian mothering experiences. This descriptive, exploratory study examined one lesbian couple's perceived educational needs for effective support, barriers to access, strategies for locating care, and the impact of childbearing on their lives, as well as their reflections on inviting ways to offer supportive practices in a public health context. A case study approach used feminist ethnographic methodology and purposeful convenience sampling. A prenatal and a postnatal open-ended interview were completed with 1 white, middle-class, able, lesbian childbearing couple, each ofwhom has birthed as coparent and biological mother in this couple relationship. Despite this couple's immense situated privilege, they struggled to locate the support they sought for childbearing in a way that offered optimal emotional and physical care from the preconceptual to postpartum stages and which maintained confidentiality or anonymity as desired. They created meaningful care through personal networks. The findings were framed using invitational and feminist theories: how people, places, programs, processes, policies, and politics contributed to educational support. A three part conceptual framework emerged which identified components of access to support: perceived safety of resources, disclosure status, situated privilege, and public or private availability of information. The consequences of lack of public access to comprehensive childbearing care for lesbian women and their communities are described. Educational possibilities addressed systemic heterosexism through the development of sensitive educators, meaningful curriculum, program planning, explicit policies, community partnerships, and political leadership with respect to both institutional and research venues.
    • Educational Technology Decision-Making: A Case Study on Technology Acquisition for 746,000 Ontario Students

      Ribeiro, Jason; Department of Graduate and Undergraduate Studies in Education
      Very little research has examined K–12 educational technology decision-making in Canada. This collective case study explores the technology procurement process in Ontario’s publicly funded school districts to determine if it is informed by the relevant research, grounded in best practices, and enhances student learning. Using a qualitative approach, 10 senior leaders (i.e., chief information officers, superintendents, etc.) were interviewed. A combination of open-ended and closed-ended questions were used to reveal the most important factors driving technology acquisition, research support, governance procedures, data use, and assessment and return on investment (ROI) measures utilized by school districts in their implementation of educational technology. After participants were interviewed, the data were transcribed, member checked, and then submitted to “Computer-assisted NCT analysis” (Friese, 2014) using ATLAS.ti. The findings show that senior leaders are making acquisitions that are not aligned with current scholarship and not with student learning as the focus. It was also determined that districts struggle to use data-driven decision-making to support the governance of educational technology spending. Finally, the results showed that districts do not have effective assessment measures in place to determine the efficacy or ROI of a purchased technology. Although data are limited to the responses of 10 senior leaders, findings represent the technology leadership for approximately 746,000 Ontario students. The study is meant to serve as an informative resource for senior leaders and presents strategic and research-validated approaches to technology procurement. Further, the study has the potential to refine technology decision-making, policies, and practices in K–12 education.
    • Educator Evaluation of Academic and Social Competence in Students with Acquired Brain Injury (ABI) Relative to Assessed Performance and Sense of Belonging

      Wlodarczyk, Kathy; Department of Graduate and Undergraduate Studies in Education (Brock University, 2012-09-18)
      Acquired brain injury (ABI) is the leading cause of death and disability amongst children and adolescents andpresents itself with challenges associated in cognitive, social, emotional, and behavioural domains. These changes may interfere with academic performance and social inclusion, influencing self-esteem and personal success. The current study examined a subset of data to capture the sense of academic and social belonging for students with ABI as a function of the classroom teachers’ subjective perception of ability, their ABI knowledge, and student identification. Overall, a discrepancy was found between educators’ subjective ratings of student performance and students’ neurocognitive capacity. Educator knowledge and identification of ABI influenced student success in academic and social domains independent of teaching approach. This research has implications for the identification of ABI in the classroom and related challenges students experience. Educators are underprepared for the reintegration of students returning to school and lack appropriate knowledge and strategies to accommodate individual needs.
    • An educator's perspective of Dr. Feingold's K-P (Kaiser- Permanents) elimination diet for hyperkinetic children and others

      Campbell, Joannes.; Department of Graduate and Undergraduate Studies in Education (Brock University, 1980-07-09)
      Do evaluation of the literature and a regional observational report support Dr. Feingold's claim that the K-P (Kaiser-Permanente) elimination diet improves the behaviours of hyperkinetic children, and others? Dr. Feingold suggests that some hyperkinetic children, and other children as well, are genetically predisposed to intolerance of food additives, particularly food colours and flavours. He claims that the K-P diet, that eliminates salicylates and artificial food colours and flavours, improves the hyperkinetic child's behaviour, muscle co-ordination, and scholastic performance. Public acceptance of the K-P diet has outstripped acceptance in the medical and scientific communities. Evaluation of available data and additional studies are needed to arrive at a conclusion of acceptance or rejection of the K-P diet for hyperkinetic children and others. My interest in the K-P elimination diet for hyperkinetic children is educational. My experience as an elementary school teacher in special education and in the classroom from K-8 has taught me that attentiveness is crucial to learning. Hyperkinesis appears to impair a child's ability to attend. Learning problems appear, followed by behavioural and social problems. l If we accept the possibility of a relationship between diet and attentiveness, and attentiveness and school behaviours, then the diet-behaviour link could be of lay importance. For instance, if a diet such as the K-P diet could do what is claimed, substantial benefits could accrue to the child. One could, for example, improve a child's behaviours. One could identify attending disturbances early in the child's education, possibly minimizing, or eliminating future difficulties in school. Finally, the greatest benefit may be the fulfillment of the basic goal of our Ontario schools, that the eh~ld-,lIla1p.evelop happily and competently within our educational framework. 2 This thesis reports evidence from the literature and from a regional observational investigation to determine the possibility of a link between the behaviours of children and Dr. Feingold's K-P elimination diet. The literature research examines (1) Dr. Feingold's concept of H-LD, (2) his K-P elimination diet, and (3) the response from three sectors, medicine, science, and the public. The regional investigation examines the observed behaviours of nine children in Regional Niagara during a nine-month period on the K-P diet.
    • Educators' attitudes to philosophies of music education

      MacDonald, Elizabeth A.; Department of Graduate and Undergraduate Studies in Education (Brock University, 1993-07-09)
      This study used Q methodology to measure the extent to which individuals with five educational roles (student teacher, elementary music teacher, principal, high school music teacher, and music consultant) held five proposed philosophies of music education (hedonic, utilitarian, aesthetic cognitivism, aesthetic formalist, and praxial). Twenty-seven sUbjects participated in the Q study. These subjects were a convenience sample based on their educational role, accessibility, and willingness to participate. Participants completed a background sheet which indicated their background in music, and their responsibility for teaching music. The sUbjects in this Q study rank-ordered a set of 60 Q sort items (each item representing a proposed philosophical position) twice: Sort P to reflect current practice, and Sort I to reflect the ideal situation. The results of the sorting procedures were recorded by the participant on the response page which organized the rankings according to an approximated normal distribution as required by Q methodology. The analysis of the data suggested that the comparison across philosophical positions was significant and that the results of the interaction between philosophical position and educational role were significant, although educational role alone was not significant. Post-hoc analysis of the data was used to determine the significant differences between the levels of the, independent variables used in the model: philosophical position, educational role, and music background. A model of the association of the five philosophical positions was presented and discussed in relation to the Q study results. Further research could refine the Q sort items to better reflect each philosophical position.
    • The effect of calculators on the numerical problem-solving skills and attitudes of primary students towards mathematics /

      McDowell, Jennifer J.; Department of Graduate and Undergraduate Studies in Education (Brock University, 2000-05-21)
      The purpose of this study was to determine the effect that calculators have on the attitudes and numerical problem-solving skills of primary students. The sample used for this research was one of convenience. The sample consisted of two grade 3 classes within the York Region District School Board. The students in the experimental group used calculators for this problem-solving unit. The students in the control group completed the same numerical problem-solving unit without the use of calculators. The pretest-posttest control group design was used for this study. All students involved in this study completed a computational pretest and an attitude pretest. At the end of the study, the students completed a computational posttest. Five students from the experimental group and five students from the control group received their posttests in the form of a taped interview. At the end of the unit, all students completed the attitude scale that they had received before the numerical problem-solving unit once again. Data for qualitative analysis included anecdotal observations, journal entries, and transcribed interviews. The constant comparative method was used to analyze the qualitative data. A t test was also performed on the data to determine whether there were changes in test and attitude scores between the control and experimental group. Overall, the findings of this study support the hypothesis that calculators improve the attitudes of primary students toward mathematics. Also, there is some evidence to suggest that calculators improve the computational skills of grade 3 students.
    • Effect of combined care nursing on patient satisfaction, staff satisfaction, and quality of care /

      Crawford, Heather M.; Department of Graduate and Undergraduate Studies in Education (Brock University, 1988-06-09)
      This research evaluates the effect of combined care nursing on three outcomes: i) patient satisfaction; ii) staff satisfaction; and iii) quality of care. Oakville-Trafalgar Memorial Hospital was in the early planning stages of changing to combined care nursing from the traditional method of providing separate postpartum and nursery care to mothers and babies. The opportunity existed to evaluate formally the change to combined care. There were three hypotheses to be investigated. Data were collected from four sources: patient surveys, staff surveys, informal interviews, and internal hospital documents. Both quantitative and qualitative data were analyzed. The surveys were administered on three different occasions to patients and staff. Other sources of data included informal interviews with patients and staff who responded to the surveys, and chart audits.The study findings revealed that the majority of respondents had increased levels of satisfaction and perceptions of increased quality of care following implementation of combined care. These findings, related to combined care and the role of change in its implementation and evaluation, indicate that there are no right or easy answers about how to make new ideas become reality in a smooth, pleasant way.
    • The effect of context on the acquisition of vocabulary in good and poor readers

      McNamara, Helen.; Department of Graduate and Undergraduate Studies in Education (Brock University, 1991-07-09)
      This study examined the effectiveness of context on the acquisition of new vocabulary for good and poor readers. Twentyeight Grade Three children, fourteen good readers and fourteen poor readers, took part in a word-learning task within three conditions: (1) strong sentence context, (2) weak sentence context, and (3) list condition. The primary hypothesis was that poor readers would show less learning in the list condition than good readers and that there would be no difference in the amount of learning in the sentence conditions. Results revealed that: (a) Words are read faster in sentence contexts than in 1 ist contexts; (b) more learning or greater improvement in performance occurs in list contexts and weak sentence contexts as opposed to strong sentence contexts; and (c) that most of these differences can be attributed to the build-up of meaning in sentences. Results indicated that good and poor readers learned more about words in all three condi tions. More learning and greater performance occurred in the list condition as opposed to the two sentence conditions for both subject groups. However, the poor readers learned significantly more about words in both the list condition and the weak sentence condition than the good readers.
    • The effect of literacy training on the self-concept of moderately mentally handicapped adults

      Thrasher, S. D.; Department of Graduate and Undergraduate Studies in Education (Brock University, 1995-07-09)
      In this single group, pretest/posttest design study the literacy level and self-concept of nine moderately mentally handicapped adults was assessed. The participants in the study were involved in reading lessons using the Ball-Stick-Bird reading system, a brainbased program. No significant differences were found in either literacy level or reading level after intervention. However, there were changes in reading behaviour. These changes occurred in the subskills ofdirectionality, letter-sound correspondence, wordreading, and use of reading materials.
    • The effect of motor-encoding activities on memory and performance in a grade one reading program

      Stanton, Carol E.; Department of Graduate and Undergraduate Studies in Education (Brock University, 1992-07-09)
      This study examined the effectiveness of motor-encoding activities on memory and performance of students in a Grade One reading program. There were two experiments in the study. Experiment 1 replicated a study by Eli Saltz and David Dixon (1982). The effect of motoric enactment (Le., pretend play) of sentences on memory for the sentences was investigated. Forty Grade One students performed a "memory-for-sentences" technique, devised by Saltz and Dixon. Only the experimental group used motoric enactment of the sentences. Although quantitative findings revealed no significant difference between the mean scores of the experimental group versus the control group, aspects of the experimental design could have affected the results. It was suggested that Saltz and Dixon's study could be replicated again, with more attention given to variables such as population size, nature of the test sentences, subjects' previous educational experience and conditions related to the testing environment. The second experiment was an application of Saltz and Dixon's theory that motoric imagery should facilitate memory for sentences. The intent was to apply this theory to Grade One students' ability to remember words from their reading program. An experimental gym program was developed using kinesthetic activities to reinforce the skills of the classroom reading program. The same subject group was used in Experiment 2. It was hypothesized that the subjects who experienced the experimental gym program would show greater signs of progress in reading ability, as evidenced by their scores on Form G of the Woodcock Reading Mastery Test--Revised. The data from the WRM--R were analyzed with a 3-way split-plot analysis of variance in which group (experimental vs. control) and sex were the between subjects variables and test-time (pre-test vs. post-test) was the within-subjects variable. Findings revealed the following: (a) both groups made substantial gains over time on the visual-auditory learning sub-test and the triple action of group x sex x time also was significant; (b) children in the experimental and control groups performed similarly on both the pre- and post-test of the letter identification test; (c) time was the only significant effect on subjects' performance on the word identification task; (d) work attack scores showed marked improvement in performance over time for both the experimenta+ and control groups; (e) passage comprehension scores indicated an improvement in performance for both groups over time. Similar to Experiment 1, it is suggested that several modifications in the experimental design could produce significant results. These factors are addressed with suggestions for further research in the area of active learning; more specifically, the effect of motor-encoding activities on memory and academic performance of children.
    • The effect of schooling on student self-concept /|nRonald S. Cowley. -- 260 St. Catharines [Ont. : s. n.],

      Cowley, Ronald S.; Department of Graduate and Undergraduate Studies in Education (Brock University, 1976-07-09)
      The following research paper was a study into change in student academic and general self-concept with increase in grade level and age# The majority of literature found by this researcher dealt with self-concept and its relationship to achievement and interactions with others, Review, then, was in these two areas-particularily within the academic setting, but outside of it as well. It wrs hypothesized that there would be a decrease in both academic and general student self-concept with increase in grade level and age. Self-Appraisal inventories, measuring general and academic selfconcept, and Inferential Self-Reports, measuring only academic selfconcept, were the instruments used* Subjects were students, Trade 1 to 13, and ranging in age from 5 to 21„ Although al] Self-Appraisal inventories and all Self-1?eports were very similar, they differed according to three Grade levels: Primary (Grades 1 to 3)> Intermediate (Grades L to 8), and Secondary (Grades 9 to 13) • Students in the Primary division received only their respective Self-Appraisal inventory, while others v/ere administered both inventories designed for their grade level. Scores on the inventories were computed to percents and then mean percents were arrived at for epch grade, each of the three grade levels, each age, and each of three age intervals. In all of these instances Spearman1 s rank order coefficients (!lpff) were calculated and significance, at the *05 level, was determined by referring to a table of critical values for one-tailed tests* Similarily fftff scores were computed, but only for individual grades and ages, and significance was determined at the *0b level* In only one instance, the General Dimension for individual grades, was significance of overall decrease found* Consequently the hypotheses put forth did not gain support* The fltff scores, however, revealed some isolated significant changes for the Academic Dimension, which were generally decreases in mean percents from the last grade of one level to the first grade of the next* For age mean percents, significant changes generally took place at early (5 or 6) and late (20 or 21) ages* A number of reasons for the results were presented and were generally based upon the studentfs encounters, or lack of encounters, with achievement or success* No definite conclusions, relevant to the hypotheses stated^ could be made, although a number of isolated ones were drawn on the basis of significant fltff scores* As well, mention was made of the possible trends or tendencies that were revealed by the results, but that could not, or were not, proven significant by "t's11 or "p's"* Teaching methods stressing improvement in academic, as well as socially related, situations, were recommended and a model teaching approach was presented in Appendix B#
    • The effect of social skills training on grade 3 students' self-esteem, moral development and perceptions of classroom environment

      Kolenko, Irene.; Department of Graduate and Undergraduate Studies in Education (Brock University, 1994-07-09)
      Two Grade 3 classes were used to study the effects of a formal social skills training program. Specifically, comparisons were made on self-esteem, classroom environment, and moral development to see whether changes occurred as a direct result of social skills training. One group participated in the social skills program, while the other group did not. It was hypothesized that formal social skills training would improve students' selfesteem, moral development, and the classroom environment. At the end of the program, however, data from class observations, teacher interviews, journal of the social skills training group teacher, and measures of self-esteem, classroom environment and moral development did not support this hypothesis. Although the social skills training group scored significantly higher in class cohesiveness, they did not show marked improvement in the other measures. In fact, in some measures (e.g., friction and competitiveness), they demonstrated greater scores at both pretest and posttests. The social skills training group was, however, able to vocalize and utilize the strategies of several skills which had been a focus of the program, suggesting that formal social skills training is a useful tool for presenting and reinforcing some specific behaviours.
    • The effectiveness of a computer program on career planning for university students

      Pollock, Janet E.; Department of Graduate and Undergraduate Studies in Education (Brock University, 1992-07-09)
      This study investigated the effectiveness of a computer program, PERSONAL CAREER DIRECTIONS (PC DIRECTIONS) (Anderson, Welborn, & Wright, 1983) on career planning and exploration for twenty-four Brock University students (18 women and 6 men) who requested career planning assistance at the Career/Placement Services of the Counselling Centre. A one-group pretest/posttest design was used in the study_ Progress in career planning and exploration was measured by Career Planning (CP) and Career Exploration (CE) scales of the Career Development Inventory (College and University Form) (Super, Thompson, Lindeman, Jordaan, & Myers, 1981). A paired samples 2-tailed t test for Career Development Attitudes (CDA) , the combined CP and CE scales, revealed the posttest scores were significantly higher than the pretest scores, t(23) = 3.74, 2 < .001. Student progress was also assessed by self-report lists of job titles which reflected positive changes after students used PC DIRECTIONS. In response to several questions, students' attitudes were more positive than negative toward the program. Implications are that PC DIRECTIONS is an effective component in promoting career planning for university students. Further studies may reveal that different types of students may benefit from different interventions in the career planning process.
    • The effectiveness of a goal-setting model on behavioural change

      Weldon, Donna M.; Department of Graduate and Undergraduate Studies in Education (Brock University, 1996-07-09)
      To evaluate the effectiveness of a goal-setting model on behavioural change, thirty nine adults between the ages of23 and 73 years who were in a weight loss program were assigned to one oftwo groups. One group was taught to change eating behaviour using a weight-reducing diet. The other group was taught to use a goal-setting model to change behaviour. Pretest and posttest surveys were completed by all participants, and a callback survey by theexperimentals. The PET Type Check and Kolb's Learning Style Inventory were administered to all participants. As well, five ofthe experimentals were interviewed. Results of qualitative analyses showed no significant difference between the two groups, but qualitative research suggested that experimentals were more likely to use the goal-setting model to make behavioural changes, and that being successful increased their self-efficacy.