Digital Commons Network^™

Effect Of Self-Regulation Of Mathematics Using Prompt Cards In Students With Learning Disabilities, Amanda D. Hunter

Graduate Theses and Dissertations

Students with learning disabilities are often confronted with difficulties when progressing through adolescence. During these years students need to become increasingly independent while maintaining an appropriate degree of academic success. As students with learning disabilities make the transition from childhood to adolescence, they are presented with new obstacles to achieving academic success. Students with learning disabilities often lack a repertoire of learning strategies which facilitate achievement of academic success (Pressley & Woloshyn, 1995). For instance, they may be deficient in self-monitoring strategies. Recognizing the different steps in problem solving is one strategy in teaching independent thinking skills. Metacognition strategies can …

The Relation Between Intrapersonal Cognitive Discrepancies And Relationship Satisfaction Using Expanded Scales Of The Relationship Beliefs Inventory, Elizabeth Curtis Johnson

Graduate Theses and Dissertations

No abstract provided.

Writing And Self-Regulation In Students With Learning Problems, Heather R. Johnson

Graduate Theses and Dissertations

No abstract provided.

Analysis Of Bibliotherapeutic Content Of Award-Winning Children's Literature: A Two-Generation Comparison, Sheryl B. Higginbotham

Graduate Theses and Dissertations

No abstract provided.

Examining The Perfectionism-Depression Link: Achievement Motivation As A Mediating Variable, Hal Aram Guterman

Graduate Theses and Dissertations

The purpose o f this study was to examine the relation between perfectionism and depression, and the role of achievement motivation in mediating that link. The participants were 94 males and 124 females from the University of Dayton who were fulfilling course requirements for an introductory psychology class. Three self-report paper-and-pencil inventories were administered, the Multidimensional Perfectionism Scale (MPS) to determine participants’ levels of perfectionism, the Cassidy and Lynn Achievement Motivation Questionnaire (CLAMQ) to assess their levels of achievement motivation, and the Costello-Comrey Depression Scale (CCDS) to ascertain their proneness to depression. The results indicated that self-oriented perfectionism and other-oriented …

Technological Writing Interventions For Students With Specific Learning Disabilities, Elizabeth A. Hanes

Graduate Theses and Dissertations

In the 1970’s Congress passed Public Law 94-142 which states that children with disabilities will be provided a free and appropriate education in the least restrictive environment in their local school district (Ohio Schools, 1993). This law is now referred to as the Individuals with Disabilities Education Act 20 USC 1041.As a result, children were mainstreamed into regular education classrooms for some subjects activities. Inclusion is the provision of educational and supplemental services to all special education students into the regular classroom setting for all or a substantial part of the school day (Ohio Schools, 1993). Inclusion is a support …

Standardized Test Scores And Teacher Personality Type: Is There A Relationship?, Tammy L. Harris

Graduate Theses and Dissertations

No abstract provided.

An Exploration Of The Motives, Attitudes, And Experiences Of Sport Fans, Michael James D'Amico

Graduate Theses and Dissertations

No abstract provided.

Subordination Of The Public Good, Heather E. Klasing

University of Dayton Law Review

Swanson v. Roman Catholic Bishop, 692 A.2d 441 (Me. 1997).

The Image Of Mary In Twentieth-Century Art, Terrence Dempsey

Marian Studies

No abstract provided.

Inside And Back Cover

Marian Library Studies

No abstract provided.

The Organization And Planning Of Adult Education, Theodore J. Kowalski

Educational Leadership Faculty Publications

The heightened interest in and the rapid expansion of adult education has become a trend in a variety of environments. In order to serve these developing areas, educators, personnel directors, as well as staff development specialists require improved methods for planning learning activities within their own unique organizational contexts.

In The Organization and Planning of Adult Education Kowalski examines the issues created by providing a social service in diverse organizational settings and presents a format for initiating and developing adult education programs. In order to comprehend the complexity of the context of programming within an organization, two novel components are …

Qualitative-Quantitative Research Methodology: Exploring The Interactive Continuum, Isadore Newman, Carolyn Ridenour

Educational Leadership Faculty Publications

Rejecting the artificial dichotomy between qualitative and quantitative research strategies in the social and behavioral sciences, the authors argue that the two approaches are neither mutually exclusive nor interchangeable; rather, the actual relationship between the two paradigms is one of isolated events on a continuum of scientific inquiry.

Constitutional Predispositions, Richard B. Saphire

University of Dayton Law Review

No abstract provided.

Mea Culpa: Formal Education And The Dis-Integrated World., Brian P. Coppola, Douglas S. Daniels

Chemistry Faculty Publications

Formal education has removed itself so far from any truly integrated view of the Natural World that fragmentation and certainty are prevailing ethics. Technological progress has resulted in increased specialization within academic disciplines and their concurrent separation from each other. Knowledge is extracted from a fully integrated world, but is examined and defined by the 'dis-integrated' objectives.

Human Cloning: A Choice Or An Echo, George J. Annas

University of Dayton Law Review

No abstract provided.

Images Of Mary: Effects Of Style And Content On Reactions To Marian Art, Donald J. Polzella, Johann G. Roten S.M., Christopher W. Parker

Psychology Faculty Publications

105 college students rated digitized facsimiles of works of art depicting the Virgin Mary, which varied in style (Pre-Renaissance versus Renaissance and Post-Renaissance) and content (depictions of events versus devotional images). Viewer reactions were affected strongly by style, content, and their interaction. For example, the newer style was perceived to have greater power and clarity than the older style, and this effect was greater for event depictions than for devotional images. Other findings included differences in reactions between men and women.

Daytonian 1998, University Of Dayton

University Yearbooks

University of Dayton student yearbook. Early yearbooks cover St. Mary's Institute. Annual publication of the Daytonian began in 1923; it was not published in 1929, 1932-1934 and 1944. Short volumes highlighting the graduating class were published in 1930, 1931 and 1945 under different titles.

Editorial Policy

Basic Communication Course Annual

No abstract provided.

Predictors Of Self-Perceptions Of Behavioral Competence, Self-Esteem, And Willingness To Communicate: A Study Assessing Impact In A Basic Interpersonal Communication Course, Sherwyn P. Morreale, Michael Z. Hackman, Michael R. Neer

Basic Communication Course Annual

Considering the emergent role of evaluation in higher education, it is important that assessment procedures be developed for all communication courses. Courses such as public speaking already have well established assessment programs while other courses are in need of additional attention. This article describes an assessment program that examines the impact of an interpersonal course on undergraduates' self-perceived behavioral and affective competence. Using a pre- and post-test model, assessment was based on administration of the Communication Behaviors Inventory, the Rosenberg Self-Esteem Scale, and the Willingness to Communicate Scale. These outcomes were measured as a function of gender, age, and ethnicity. …

Learning Style Preferences And Academic Achievement Within The Basic Communication Course, Charles A. Lubbers, William J. Seiler

Basic Communication Course Annual

Students enrolled in a basic communication course taught using the personalized system of instruction (PSI) were studied to determine the influence of learning style preferences on academic achievement. The twenty measures of the Canfield Learning Style Inventory (CLSI) were regressed with three measures of student academic achievement. Eight of the twenty were significant in at least one of the three equations. Two of the learning style measures (class organization and performance expectations) were significant with all three measures of achievement. Two applications of the findings for basic course instructors are presented.

Applying Multiple Intelligences Theory To The Basic Public Speaking Course, Kristi A. Schaller, Marybeth G. Callison

Basic Communication Course Annual

This article examines the theory of Multiple Intelligences (MI) (Gardner, 1983; 1993) as it applies to the basic public speaking course. According to MI theory, intelligence is not a single dimension but is a composite of several aptitudes and talents. Gardner believes that individuals possess more than one intelligence, and MI theory defines seven. We argue that the basic public speaking course is an excellent forum for addressing students’ multiple intelligences while teaching oral and written communication skills. This paper introduces MI theory and provides suggested course assignments and activities that correspond with the multiple intelligences.

Delineating The Uses Of Practical Theory: A Reply To Hickson, Shawn Spano

Basic Communication Course Annual

Let me begin by thanking Professor Hickson for his comments on the article I published in the 1996 issue of the Basic Communication Course Annual (Hickson, 1996; Spano, 1996). I consider it a compliment that my ideas about practical theory interested him enough to write a rejoinder. More importantly, Hickson’s response provides us with an opportunity to “continue the conversation” on the role of theory in the basic course. It might be useful here to provide some background on how this conversation started.

In 1995 I presented a paper on practical theory on a SCA program sponsored by the Basic …

Commentary: The Research Foundation For Instruction In The Beginning Public Speaking Course, Lawrence W. Hugenberg, Barbara S. Moyer

Basic Communication Course Annual

The history of public speaking instruction is rooted in classical rhetorical theories. There is a lack of recent communication research findings cited in textbooks to support instruction in the beginning public speaking course. This research examined five leading public speaking texts in the hopes of finding contemporary communication research findings to support the advice given to students. This survey reveals little research being cited in beginning public speaking texts. The authors conclude with a discussion of reasons why research is not cited and offer communication scholars a challenge to conduct research to support pedagogical claims.

Basic Communication Course Annual Vol. 10

Basic Communication Course Annual

Full issue (174 pages, 6.4 MB)

At The Table In Sarajevo: Reflections On Ethnic Segregation In Bosnia, Charles J. Russo

Educational Leadership Faculty Publications

No abstract provided.

148th Commencement, Winter

Commencement Programs

No abstract provided.

Socratic Autonomy And Responsibility In The Apology , Raymond M. Herbenick

University of Dayton Review

In short, the theme of "Autonomy and Responsibility" becomes more intelligible once two shortfalls are remedied: first, failure to recognize a good reasons model of ethical reasoning in the elenchial activities of Plato's historical Socrates; and second, failure to adequately correct Plato's historical Socrates with guises of Socrates offered by contemporaries such as Xenophon and Aristophanes and by next-generation historians of philosophy such as Aristotle. However, only the first shortfall will be remedied in what follows.

Autonomy, Responsibility And Human Maturity, Bruce M. Taylor

University of Dayton Review

The Humanities Base theme of Autonomy and Responsibility, as we have seen tonight and throughout the Symposium presentations, is conceptually slippery and offers challenges in interpretation for both faculty and students. Dr. Gene August mentioned in his keynote address that the terms are usually presented as if in tension with one another: "Autonomy versus Responsibility." History records numerous examples of persons who, when faced with momentous opportunities for choice, acted with responsibility as they saw it. Dr. August, however, introduces a different interpretation of the relationship between autonomy and responsibility. In his announcement of the showing of our film for …

Self-Love And Social Are The Same: Reflections On Autonomy, Autobiography, And The Responsible Self, Eugene R. August

University of Dayton Review

I begin with this question for a specific, local reason. When the Humanities Base theme of autonomy and responsibility is raised in the classroom, students frequently misperceive the terms as opposites: they see autonomy vs. responsibility. As a result, classroom discussions of this theme often go nowhere because the discussants have defined autonomy as one's right to do as one pleases and responsibility as a restriction imposed by those in power. Attempts to explore issues such as abortion, gun control, same-sex marriage, and physician-assisted suicide quickly become mired in the mono-theme of a debate between individual rights and social repression. …