UNT Theses and Dissertations - 94 Matching Results

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Adult Learner Satisfaction with Web-Based Non-Credit Workforce Training.: Web-based training has become a billion dollar industry in the United States. Electronically aided learning is viewed by many companies as a cost-effective way to deliver the up-to-date, up-gradable job-related training that the industry is demanding. This study sought to examine the relationship between learners’ satisfaction with online training as it relates to learner readiness, online features, and course relevance. The population for this study was adults seeking non-credit workforce training, specifically library professionals who were involved in web-based training through the Lifelong Education @ Desktop (LE@D) program at the University of North Texas, Denton. Online methods of training are used most extensively in the area of mandatory or compliance training, in which 35 % of training is conducted mostly or completely online. The total potential library population using LE@D product to date is approximately 4,000 unique enrollments nationwide. Participants were selected from a complete list of unique LE@D users over a 90-day period. A survey instrument was sent via e-mail to 514 enrollees who had completed a recent LE@D online training course. In total, 254 participants responded to the survey. Bivariate analysis of the variables using the Pearson product-moment correlation was used to determine the occurrence and strength of a relationship between each of the three independent variables and the dependent variable in order to test the three research hypotheses. A regression model was used to explain how significantly the three independent variables, that is, online features, learner readiness, and course relevance, would have an impact on learner satisfaction. Results suggest that learner awareness of issues surrounding online features, learner readiness, and course relevance have a statistically significant impact on the overall satisfaction of the Web-based training event. As companies continue to adopt eLearning as a training investment, attention should be given to the end-users experiences. Employee responses to …
Comparing outcome measures derived from four research designs incorporating the retrospective pretest.: Over the last 5 decades, the retrospective pretest has been used in behavioral science research to battle key threats to the internal validity of posttest-only control-group and pretest-posttest only designs. The purpose of this study was to compare outcome measures resulting from four research design implementations incorporating the retrospective pretest: (a) pre-post-then, (b) pre-post/then, (c) post-then, and (d) post/then. The study analyzed the interaction effect of pretest sensitization and post-intervention survey order on two subjective measures: (a) a control measure not related to the intervention and (b) an experimental measure consistent with the intervention. Validity of subjective measurement outcomes were assessed by correlating resulting to objective performance measurement outcomes. A Situational Leadership® II (SLII) training workshop served as the intervention. The Work Involvement Scale of the self version of the Survey of Management Practices Survey served as the subjective control measure. The Clarification of Goals and Objectives Scale of the self version of the Survey of Management Practices Survey served as the subjective experimental measure. The Effectiveness Scale of the self version of the Leader Behavior Analysis II® served as the objective performance measure. This study detected differences in measurement outcomes from SLII participant responses to an experimental and a control measure. In the case of the experimental measure, differences were found in the magnitude and direction of the validity coefficients. In the case of the control measure, differences were found in the magnitude of the treatment effect between groups. These differences indicate that, for this study, the pre-post-then design produced the most valid results for the experimental measure. For the control measure in this study, the pre-post/then design produced the most valid results. Across both measures, the post/then design produced the least valid results.
Intent to quit perceptions of nursing assistants working in Oklahoma state veterans administration-owned and administered nursing homes.: The purpose of this study was to examine a select set of organizational variables and determine their relationship to nursing assistants' intentions to quit in state-owned veterans' long-term care facilities located across the United States. America's long-term care industry (e.g., nursing homes, assisted living facilities) is a multibillion dollar industry. Because the U.S. government is projecting a 250% increase in the elderly population, staffing these nursing homes and related facilities is a critical concern. A vitally important but often overlooked factor of the long-term care industry is employee turnover. Of the staff in long-term care facilities, the nursing assistant (NA) position is particularly susceptible to turnover. Approximately 80% of NAs who enter the workforce leave within the 1st year and many leave within the first 3 months of employment. Some facilities report that they are unable to accept new residents because of a lack of qualified NAs. While many studies have researched this issue, staff turnover in long-term care facilities remains a serious and widespread problem. This study provides a foundation for future research related to the perceptions of intentions to quit of nursing assistants (NAs) working in state-owned veterans long-term care facilities by providing primary data regarding NAs intentions to quit. Results of this study indicate that NA intentions to quit might be reduced provided that pay and rewards are increased, workplace violence is addressed, and better access to patient care plans is provided. This research is useful to state-owned and operated long-term care facilities by giving them additional insights into nursing assistants' intentions to quit perhaps resulting in lower rates of turnover. It is suggested that future research be performed using populations of individuals from other segments of the long-term care industry, mainly, for-profit institutional care nursing homes, and federally owned veterans long-term care facilities.
An investigation of the use of instructional simulations in the classroom as a methodology for promoting transfer, engagement and motivation.: Innovative educators seek technologies to facilitate or enhance the learning experience while taking nothing away from the message of instruction. Simulations have been shown to meet this requirement. While simulations cannot replace the teacher or the message of instruction, they can provide a deeper and more cognitively engaging learning experience. Classroom use of simulations has been ongoing since the 1960's. However, substantive research on their efficacy remains limited. What research has been conducted indicates that simulations possess great potential as aids to instruction. The author of this dissertation pursued this question focusing on whether simulations contribute to instruction by facilitating transfer, improved motivation and increased engagement. This dissertation documents a study in which instructional simulations were used in undergraduate science courses to promote engagement, transfer and knowledge-seeking behavior. The study took place at Midwestern State University (MSU), a public university located in north-central Texas with a student population of approximately 5,500. The study ran during the fall 2006 and spring 2007 terms. Samples consisted of students enrolled in GNSC 1104 Life / Earth Science during the fall term and GNSC 1204 Physical Science during the spring term. Both courses were offered through the Department of Science and Mathematics at MSU. Both courses were taught by the same professor and are part of the core curriculum for undergraduates in the West College of Education at MSU. GNSC 1104 and GNSC 1204 yielded samples of n = 68 and n = 78 respectively. A simulation focusing on earthquakes was incorporated into the curriculum in GNSC 1104 while a simulation which presented concepts from wave propagation was included in GNSC 1204. Statistical results from this study were mixed. Nevertheless, studies of this type are warranted to gain a more complete understanding of how students are impacted by their interactions with simulations as well …
Use of Phillips's five level training evaluation and ROI framework in the U.S. nonprofit sector.: This study examined training evaluation practices in U.S. nonprofit sector organizations. It offered a framework for evaluating employee training in the nonprofit sector and suggested solutions to overcome the barriers to evaluation. A mail survey was sent to 879 individuals who were members of, or had expressed an interest in, the American Society for Training and Development. The membership list consisted of individuals who indicated association/nonprofit or interfaith as an area of interest. Data from the survey show that training in the nonprofit sector is evaluated primarily at Level 1 (reaction) and Level 2 (learning). It also shows decreasing use from Level 3 (application) through Level 5 (ROI). Reaction questionnaires are the primary method for collecting Level 1 data. Facilitator assessment and self-assessment were listed as the primary method for evaluating Level 2. A significant mean rank difference was found between Level 2 (learning) and the existence of an evaluation policy. Spearman rho correlation revealed a statistically significant relationship between Level 4 (results) and the reasons training programs are offered. The Kruskal-Wallis H test revealed a statistically significant mean rank difference between "academic preparation" of managers with Level 3 evaluation. The Mann-Whitney U test was used post hoc and revealed that master's degree had a higher mean rank compared to bachelor's degree and doctorate. The Mann-Whitney U test revealed that there were statistically significant mean rank differences on Level 1, Level 2, Level 3, and Level 5 evaluation use with the barriers "little perceived value to the organization," "lack of training or experience using this form of evaluation," and "not required by the organization." Research findings are consistent with previous research conducted in the public sector, business and industry, healthcare, and finance. Nonprofit sector organizations evaluate primarily at Level 1 and Level 2. The existence of a written policy increases …
An Analysis of the Characteristics of Female Juvenile Offenders as Predictors of Resocialization or Recidivism.: Because there has been a paucity of research on the educational needs of females with academic, behavioral, and emotional problems involved with the juvenile justice system, this study has been an attempt to classify and compare specific characteristics of this population. In particular, it examined their demographics, disability prevalence rates, along with academic, behavioral, and emotional functioning levels, in order to further understand their relationship to the resocialization or recidivism of the different groups of female juveniles incarcerated in the state of Texas, and contribute to the research for further developing successful prevention and intervention programs. Various demographic factors of the female juveniles in this study were examined: (a) offender type, (b) county of commitment, (c) race/ethnicity, (d) age at first referral, and (e) English language proficiency. Prevalence rates of special education disabilities were determined. Academic functioning was measured by (a) IQ; (b) last school grade completed; (c) Test of Adult Basic Education (TABE) reading gain score; and (d) TABE math gain score. Behavioral functioning was indicated through (a) offense history, (b) documented behavior incidents, and (c) total risk score. Emotional functioning included DSM-IV diagnoses and treatment needs. Due to the design of the research being a descriptive exploration, the findings produced this compilation of attributes. The population of study typically reached an education level of 8th grade or less before becoming incarcerated. Their IQ is usually in the range of 80 to 90 points, with their reading and math achievement levels lagging about five years behind those of their age group. Their gains in reading and math are usually two to three levels per year. The female juveniles averaged 10 documented behavior incidents during their periods of incarceration. Their Global Assessment of Functioning (GAF) scores at intake showed they had moderate mental health symptoms and/or moderate difficulty in social, …
Applying Cognitive Load Theory to the Design of Online Learning.: The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge gained from the lesson (cognitive domain of learning) and perceptions of mental effort involved. Independent samples t-tests were used to compare the mean performance scores of the treatment groups (i.e. the sections using redesigned materials) versus the control groups for all three courses. Cohen's d was also computed to determine effect size. Mental effort scores were similarly compared for each group on the overall cognitive load score, for a total of six data points in the study. Of the four hypotheses examined, three (H1, H2, H4) found no statistically significant difference between the experimental and control groups. Negative significance was found between the experimental and control group on the effect of modality (H3). On measures of cognitive load, no statistically significant differences were found.
Comparison of Evangelical Christian Children's God-Concepts and Logical Thinking Ability.: God-concepts of 24 third to sixth grade evangelical Christian children were compared with the children‘s logical thinking abilities in a mixed-method study. Measurements included the Children‘s Interview and the Group Assessment of Logical Thinking (GALT). God-concepts among the children were Biblical, comforter, communicates, creator, empowering, protector, provider, purposeful, human characteristics, lives in heaven, male, counselor, God is Jesus, all-knowing, loving, perfect, powerful, real, and parental. The majority of concrete thinkers conceptualized God as a gracious guide. The majority of transitional thinkers viewed God also as a gracious guide as well as a distant divinity. Implications were given for religious educators to develop a model for age-appropriate instruction and curriculum and to equip parents to promote spiritual development with children at home.
Faculty training and professional development programs designed to impact Web-based instruction in higher education: A faculty perspective.: Web-based instruction has fast become a common component of higher education. Although such instruction began as a supplemental form of interaction, it has now become a basic aspect of many college courses and degree programs. If teacher and student are not in the same place at the same time, it becomes necessary to introduce a communications medium that will not only deliver information but also provide a channel of interaction between them. This study focused on faculty training and development programs designed to impact Web-based instruction in higher education at the five largest state-funded universities in Texas within a college of education. The instrument used in this study was developed by the research to collect data relating to faculty perception of training and development opportunities available to them at their institutions, perceptions of administrative support, and technical support. The objective was to determine if there was a relationship between these items listed above and faculty members' levels of confidence and perceptions of effectiveness when teach Web-based courses. The population consisted on 151 faculty members at the University of Texas at Austin, Texas A&M University, the University of Houston, the University of North Texas, and Texas Tech University. This research study suggests that full-time tenure track faculty members at the five largest state-funded universities in Texas perceive that the amount of formal training they have received increases their ability to teach Web-based courses effectively and that the amount of formal training received also increases their perceived level of confidence when teaching Web-based courses. The researcher discovered similar results when faculty members were asked about their perceived level of institutional commitment and current initiatives for teaching Web-based courses.
Female adolescents identified with emotional disturbance and adjudicated female adolescents: A comparison of self-concepts.: This study addresses the academic, social, and self-image self-concepts of females ages 13-17 who are labeled emotionally and behaviorally disordered by their public school systems and are in residential treatment, and females ages 13-17 who are adjudicated, or labeled “juvenile offenders” and are involved with the juvenile justice system. The purpose of this study is to examine and compare the self-concepts of these populations of adolescent females. Research questions focus on whether or not there is a difference in the confidence scores of self-image, academic, and social self-concepts, the importance scores of self-image, academic, and social self-concepts, and the confidence composite and outcome composite scores among female adolescents according to whether or not the female is adjudicated. Results show no statistically significant differences on seven of the eight measures. On the eighth measure, a statistically significant difference was found, with the non-offenders having a higher Outcome Confidence Composite score than the offenders.
The historical significance of professional contributions of a leader in the field of emotional and behavioral disorders in special education: A qualitative case study of Richard J. Whelan.: Historical documentation of the impact of PL 88-164 on the field of emotional and behavioral disorders (E/BD) and the development and implementation of teacher-training programs for children and youth identified as E/BD is limited. This study was designed to document the historical significance and professional contributions of Dr. Richard J. Whelan, Professor Emeritus, University of Kansas and his work in the development of teacher preparation training programs in the field of E/BD in institutions of higher education (IHE). The second purpose of this study was to document the legislative and program initiatives that have impacted the services, education, teaching, and research initiatives in the field of E/BD as interpreted by Dr. Whelan. The final purpose of this study was to examine the views of Dr. Whelan regarding the need for future developments in the field of E/BD. Legislative and policy efforts continue to change the climate in which children are educated. The field of special education relies on the efficacy of the training programs in IHE to provide appropriate teaching and research efforts in a manner that is consistent with the current needs of students with E/BD, their families, and the schools in which they seek to be educated. As this study revealed, understanding the history of the field, the foundational framework from which research and evidence-based practices have emerged, is paramount to forward movement in the field and necessary to the measurement of effective interventions and strategies in support of the students, their families, and those who choose this field as their lifework. It is the foundation from which educational theory is developed, researched, revised, and reflected.
One-to-one technology and mathematics achievement for eighth grade girls and boys in the state of Maine.: This study analyzed the eighth grade mathematics portion of the spring 2004 Maine Educational Assessment (MEA) achievement test and the survey questions that were also administered. The analysis was on a school-wide level (n = 182). The two survey questions used were: “Which statement best describes the use of calculators in your mathematics classes?” and "Which statement best describes how you use your laptop in mathematics class: getting data from the Web, finding mathematics problems online, creating graphs?" Correlational analysis, partial correlation, and regression were used to determine if there was any association between calculator usage, laptop usage, and mathematics achievement for girls and for boys in the first state-wide group of students to have one-to-one laptops in Maine. Calculator usage was found to be positively associated with mathematics achievement for both girls (partial correlation coefficient of .189 (p = .011)) and for boys (partial correlation coefficient of .193 (p = .010)) even after controlling for school size and socio-economic status. Though no significant association between laptop usage and mathematics achievement for either girls or boys was found, this may be more a reflection on the survey question being a weak measure than the usage of laptops. In a post-hoc analysis of findings, schools were rank ordered based on the average mathematics achievement score regardless of gender; the top 25% (n = 45) and the lower 25% (n = 45) of the schools were evaluated. In the top 25%, there was no statistically significant difference between school-wide girls' and boys' mathematics achievement scores. However, in the lower 25% of the schools, there was a statistically significant difference (p = .01) between the school-wide average of girls' and boys' mathematics achievement scores, with the girls' score being 1.49 points higher (p = .01, d = .447) than the boys'. Recommendations for …
Perceptions of importance of diagnostic competencies among educational diagnosticians.: This research was two-fold in its purpose: the first purpose being to assess the perceived relevance of the current state competency standards adopted in Texas by the State Board for Educator Certification (SBEC) as they apply to the work of the educational diagnostician and the second being to examine the diagnostician's perceived ability of training institutions to prepare professionals for the field of special education evaluation. This study examined the perceptions of educational diagnosticians (N = 432) through the use of a survey instrument. Specifically the survey instrument was designed to assess diagnosticians' perceptions of importance of the SBEC competencies to special education evaluation in general, and to their practice in particular; the frequency with which they use the competencies; and their degree of training to meet the demands of the competencies through their preparatory program. Results indicate variability with regard to the perceived importance of the competencies and the degree of preparation to meet the demands of the competencies in practice.
State and local level implementation of schoolwide positive behavior support: An examination of the Texas Behavior Support Initiative (TBSI).: This study examined the current status of schoolwide positive behavior support efforts in Texas. The study specifically (a) examined the impact of statewide positive behavior interventions and supports (PBIS) training on the rates of discipline records, in-school ¬suspensions, out-¬of¬-school suspensions, disciplinary alternative education placements, and expulsions of public schools in Texas; (b) investigated the overall effectiveness of schoolwide positive behavior support; and (c) determined the differences between rates of discipline records, in-school ¬suspensions, out-¬of¬-school suspensions, disciplinary alternative education placements, and expulsions in schools participating in the Texas Behavior Support Initiative (TBSI): Schoolwide PBS Project when compared with matching schools who did not participate in the project. This study demonstrated that schools can significantly reduce problem behavior in their schools when implementing PBIS with fidelity. Creating effective systems of PBIS required training, coaching, and on¬site technical assistance by trained and experienced PBIS facilitators.
The Supply and Demand of Physician Assistants in the United States: A Trend Analysis: The supply of non-physician clinicians (NPCs), such as physician assistant (PAs), could significantly influence demand requirements in medical workforce projections. This study predicts supply of and demand for PAs from 2006 to 2020. The PA supply model utilized the number of certified PAs, the educational capacity (at 10% and 25% expansion) with assumed attrition rates, and retirement assumptions. Gross domestic product (GDP) chained in 2000 dollar and US population were utilized in a transfer function trend analyses with the number of PAs as the dependent variable for the PA demand model. Historical analyses revealed strong correlations between GDP and US population with the number of PAs. The number of currently certified PAs represents approximately 75% of the projected demand. At 10% growth, the supply and demand equilibrium for PAs will be reached in 2012. A 25% increase in new entrants causes equilibrium to be met one year earlier. Robust application trends in PA education enrollment (2.2 applicants per seat for PAs is the same as for allopathic medical school applicants) support predicted increases. However, other implications for the PA educational institutions include recruitment and retention of qualified faculty, clinical site maintenance and diversity of matriculates. Further research on factors affecting the supply and demand for PAs is needed in the areas of retirement age rates, gender, and lifestyle influences. Specialization trends and visit intensity levels are potential variables.
A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder.: The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound individuals who had been diagnosed with a learning disability (LD) and/or attention-deficit/hyperactivity disorder (ADHD). Fifty-six (35 eleventh and 21 twelfth) graders, attending a private college-preparatory school for students with LD and/or ADHD, were administered the Spontaneous Writing composite of the Test of Written Expression - Third Edition (TOWL-3). The TOWL-3 has equivalent forms, Form A and Form B. One form was administered in accordance with the test manual, using paper and pencil (standard format). The other form (i.e., alternate format) was administered with word processing access. Paired samples tests (repeated measure) and bivariate correlation designs were computed to explore the relationships between measures. Results of the study revealed significant increases (p<.01) in the subtest and composite scores when participants were administered the test in the alternate format. Other components of the research study did not reveal strong meaningful relationships when cognitive ability, graphomotor speed, and keyboarding rate were compared with the standard and/or alternative formats of the writing composite. A high rate of comorbity was exhibited with the majority of participants (75%) having two or more LD and/or ADHD diagnoses. On an informal questionnaire, the participants endorsed a strong preference for the use of word processors in the majority of their written academic tasks. The study concludes that for students who are accustomed to producing written work on a word processor, restriction from this writing tool can adversely affect the results of their product, leaving a false impression, underestimating their writing skills, ability, creativity, and subject knowledge. In addition, having access to a word processor during high stakes testing is paramount. Inaccurate results can affect future opportunities, such as admission to postsecondary educational settings. In …
Current Practices in Working With Special Education Paraeducators.: With so many paraeducators working in special education, it is important for teachers, administrators, and researchers to know how paraeducators are being utilized, supervised, and managed in order to create the most effective programs for students with special needs. Research is needed regarding current practices in supervising paraeducators. The purposes of this study were to (a) delineate the current practices being utilized by special education teachers of students with emotional and behavioral disorders (EBD) who supervise paraeducators that work with students with EBD in the general education classroom and (b) determine how effective the supervised paraeducators perceive those practices to be. Current practices were revealed by answering the following questions: (1) According to special education teachers and paraeducators, what procedures and practices are being utilized to supervise paraeducators who work in the general education environment with students with EBD? (2) In what ways do teachers and paraeducators see these supervision practices as being effective? (3) What is the relationship between actual supervision practices and accepted best practices? There were 60 participants in all, 30 professional teachers and 30 paraeducators. All 60 participants completed a survey; of these 60, 5 teachers and 5 paraeducators were individually interviewed Findings from the study indicate that actual supervision practices of teachers do not represent the best practices found in the literature. The study found that each of the seven executive functions of supervision (orientation, planning, scheduling, delegating, training/coaching, monitoring/feedback, and managing the workplace) need additional attention from school districts in order to maximize paraeducator effectiveness.
The Effects of Team Dynamics Training on Conceptual Data Modeling Task Performance: Database modeling is a complex conceptual topic often taught through the use of project-based teams. One of the problems with the use of project-based teams in university courses is the determination of whether this is the most effective use of instructor and student time involvement and effort level. Therefore, this study investigated the impact of providing team dynamics training prior to the commencement of short-duration project-based team conceptual data modeling projects on individual data modeling task performance (DMTP) outcomes and team cohesiveness. The literature review encompassed conceptual data design modeling, the use of a project-based team approach, team dynamics and cohesion, self-efficacy, gender, and diversity. The research population consisted of 75 university students at a North American University (Canadian) pursuing a business program requiring an information systems course in which database design components are taught. Analysis of the collected data revealed that there was a statistically significant inverse relationship found between the provision of team dynamics training and individual DMTP. However, no statistically significant relationship was found between team dynamics training and team cohesion. Therefore, this study calls into question the value of team dynamics training on learning outcomes in the case of very short duration project-based teams involved in conceptual data modeling tasks. Additional research in this area would need to clarify what about this particular experiment might have contributed to these results.
Enhanced learning performance in the middle school classroom through increased student motivation, by the use of educational software and question-based gaming technology.: The purpose of this research was to determine if the introduction of a competitive and collaborative computer-based gaming software system into middle school classrooms would result in improved attendance and grades, and motivate students to have a greater interest in their studies. This study was conducted over a 6 week period, with attendance and performance data being collected from 284 students. Two quantitative surveys were used to measure course interest and motivation: (a) the Course Interest Survey (CIS), and (b) the Instructional Materials Motivation Survey (IMMS). Participation in these surveys consisted of 84 students taking the CIS and 40 students taking the IMMS. The results indicated that the experimental group showed statistically better scores than the comparison group in attendance and performance. Students participating in the experimental group had significantly lower mean ranks of absenteeism compared to students in the comparison group. Results also revealed significant differences on grades. Students that were in the experimental group had significantly higher grades compared to students that were in the comparison group. Results of the CIS suggest that a statistically significant difference does not exist on Attention, Relevance, Confidence, and Satisfaction between the experimental and comparison groups. Results of the means and standard deviations for the IMMS Motivation Scores fell somewhere between Moderately true and Mostly true. This research study suggests that student's attendance and performance can be improved when quiz based gaming software that is both collaborative and competitive is used regularly in the classroom. However, for student's that participated in the gaming software, their interest in studying the subject doesn't appear to be significantly different from students that did not participate.
Hiring preferences of employers of entry-level biomedical equipment technicians in Texas.: This study examined the signaling strength, or marketing power, of the most common qualifications of entry-level biomedical equipment technicians (BMETs) in Texas, based on stated hiring preferences of BMET managers, using order ranking of fictitious resumes. This study also sought to determine whether certification status, education background, military training background as a BMET, or type of employer [hospital or ISO] of the hiring manager had an effect on hiring preference for applicant qualifications of associate degree, military training as a BMET, or certified biomedical equipment technician (CBET) certification candidacy. Participants were asked to rank 16 fictitious resumes representing the most common qualifications of entry-level BMETs and to fill out a background questionnaire regarding their education, military, certification, and employer. The number of times each resume ranked in first place was tabulated and inter-rater reliability was calculated. Resumes with qualifications of associate degree versus military training as a BMET were compared at three levels of work experience. A chi-square test for independence was conducted for the comparisons to determine whether work experience influenced preference. Chi-square tests were also conducted for comparisons of associate degree with candidacy for CBET certification versus associate degree and military training with CBET candidacy versus military training. No statistically significant results were found for the chi-square tests, indicating that work experience did not significantly influence participant preferences for the compared qualifications. BMET hiring managers indicated a preference for combinations of qualifications rather than any single qualification. Correlations in hiring managers' educational background, certification status, military training as a BMET, type of employer, and preference for applicant qualifications were examined. Statistically significant correlations were found between participants' preference for associate degree or military training and level of education, military training background, and type of employer. Statistically significant correlations were also found between participants' preference of military training with …
Measurement and Utility of Functional Behavioral Assessments and Behavior Intervention Plans in Classrooms for Students with Emotional and Behavioral Disorders: This research study examined how education service providers conduct functional behavioral assessments and utilize behavior intervention plans to address the social and emotional needs of students with challenging behaviors. The data are based on a 20-item survey administered to educators who identified themselves as working with students diagnosed with emotional and behavioral disorders. The results and implications of the survey are discussed and evaluated to the review of literature conducted prior to the study. Recommendations for future research are also explored.
Measuring the Perceived Transfer of Learning and Training for a Customer Service Training Program Delivered by Line Managers to Call Center Employees in a Fortune 200 Financial Services Company: The purpose of this study was to explore what effect manager involvement in the delivery of training has on employee learning (transfer of learning) and on student behavior after training (transfer of training). Study participants were randomly assigned to the experimental and control groups and a customer service training program was delivered with and without manager involvement. Quantitative and qualitative data were collected immediately after training using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of learning. Quantitative and qualitative data were collected approximately 4 weeks after training also using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of training. Quality assurance data generated by the organization for the first full month after the training program was completed were collected to measure the actual transfer of training. A 13-item version of the Marlowe-Crowne Social Desirability Scale (MC-C) was included with the perceived transfer of training survey to measure the potential for self-perception bias with the perceived transfer of learning and the perceived transfer of training data. ANOVA results for the perceived transfer of learning and perceived transfer of training data indicated that there were no statistically significant differences between the experimental and control groups. ANOVA results for the actual transfer of training data mirrored the results found for the perceived transfer of training. The possibility of self-perception bias in using the retrospective pretest-then/posttest-now instruments was recognized as a study concern with MC-C data indicating a much higher level of social desirability with the sample population than with reported non-forensic norms. A slight positive influence on the transfer of learning and on the transfer of training was found when a participant's direct manager was involved in the delivery of training.
Well-Being of Gifted Students Following Participation in an Early-College-Entrance Program: The concepts of well-being and life satisfaction are explored in this study of the experiences and psychological traits of highly-gifted students who have been radically accelerated into an early-college-entrance program. The study was conducted after participation in the early-college-entrance program. The primary focus of the study is on personal well-being and life satisfaction including the variables of subjective well-being, efficacy, and the dispositional traits of cheerfulness, seriousness, and bad mood. These variables are gathered as the initial phase of a longitudinal study of the early-college entrants' personal and professional experiences, their life satisfaction, and dispositions. The subjects for this study were participants in the Texas Academy of Math and Science (TAMS). TAMS is a state run early-college-entrance program at the University of North Texas in Denton.
Bias and Precision of the Squared Canonical Correlation Coefficient under Nonnormal Data Conditions: This dissertation: (a) investigated the degree to which the squared canonical correlation coefficient is biased in multivariate nonnormal distributions and (b) identified formulae that adjust the squared canonical correlation coefficient (Rc2) such that it most closely approximates the true population effect under normal and nonnormal data conditions. Five conditions were manipulated in a fully-crossed design to determine the degree of bias associated with Rc2: distribution shape, variable sets, sample size to variable ratios, and within- and between-set correlations. Very few of the condition combinations produced acceptable amounts of bias in Rc2, but those that did were all found with first function results. The sample size to variable ratio (n:v)was determined to have the greatest impact on the bias associated with the Rc2 for the first, second, and third functions. The variable set condition also affected the accuracy of Rc2, but for the second and third functions only. The kurtosis levels of the marginal distributions (b2), and the between- and within-set correlations demonstrated little or no impact on the bias associated with Rc2. Therefore, it is recommended that researchers use n:v ratios of at least 10:1 in canonical analyses, although greater n:v ratios have the potential to produce even less bias. Furthermore,because it was determined that b2 did not impact the accuracy of Rc2, one can be somewhat confident that, with marginal distributions possessing homogenous kurtosis levels ranging anywhere from -1 to 8, Rc2 will likely be as accurate as that resulting from a normal distribution. Because the majority of Rc2 estimates were extremely biased, it is recommended that all Rc2 effects, regardless of which function from which they result, be adjusted using an appropriate adjustment formula. If no rationale exists for the use of another formula, the Rozeboom-2 would likely be a safe choice given that it produced the greatest …
A model of best practice: Leadership development programs in the nuclear industry.: This study looked at leadership development at top performing nuclear plants in the United States. The examination of leadership development as actually practiced in the nuclear energy industry lead to the development of a best practice model. The nuclear industry is self-regulated through the Institute for Nuclear Power Operations (INPO). INPO has been evaluating nuclear plants over the past 15 years. Recently they have identified supervisor performance as a key factor in poor plant performance. INPO created a model for leadership development called Growing Industry Leaders. The nuclear industry has identified its aging workforce and subsequent loss of leadership as an emerging issue facing the nuclear industry in the next five to ten years. This initiative was aimed at both the supervisor shortfalls identified through plant evaluations and the state of the workforce within the nuclear industry. This research evaluated the elements of this model and compared them to a model of best practice. This research answered the following questions: What elements of leadership development should be included in leadership development programs? What would a model of best practice in leadership development look like? Data was collected from nine out of 103 top performing plants. Development activities were categorized by a seven member panel of experts. These categories were then validated using three rounds of a Delphi process to reach consensus. This became the basis for the best practice model for leadership development.
Technology adoption and integration levels: A comparison study between technology-minded general educators and technology-minded deaf educators.: The purpose of this study was to determine whether working in the field of deaf education, as opposed to general education, results in a higher level of technology integration. A secondary goal was to determine if deaf educators who are deaf integrate technology at a higher level than their hearing counterparts. The instrument chosen for this study was the LoTi Technology Use Profile, a tool used to explore the role of technology in the classroom. A total of 92 participates were included in the study of which 48 were regular educators and 44 were deaf educators. The participants were selected from a population pool whereby teachers were presumably pre-disposed to using technology based upon their attendance at a technology training session in the form of a conference or a class. Deaf educators as a whole did not perform as well as general educators on the LoTi scales. Given the fact that the technology-minded general educators who comprised the sample population of this study scored exceptionally high on the LoTi scales, further research is needed to ensure comparability between the two groups. The findings of the current study do suggest, though, that deaf educators who are deaf have the potential to integrate technology to a greater degree than deaf educators who are hearing. Thus, a primary recommendation is to conduct a national LoTi survey of typical, rather than technology-minded, deaf educators as a comparison to the 2004 national survey of typical general educators.
Cross-Cultural Validation of the Will, Skill, Tool Model of Technology Integration: The teacher professional development component of the will, skill, tool model of technology integration was tested for predictive validity in the cross-cultural context of data from Texas, USA, and data from Mexico City, Mexico. Structural equation modeling (SEM) analysis, path analysis, and multiple regression analysis, were statistical procedures employed. The analyses yielded positive results for the model's validity and reliability. The resulting model was found to be a reliable tool to evaluate technology integration among elementary and middle school teachers in Texas and in Mexico City. For the purposes of this study, the teacher professional development component of the will, skill, tool model of technology integration is referred to as the will, skill, tool model of technology integration (WiSTTI). This was one of the seven alternative models tested for goodness of fit across a total of 7 data samples. The structural equation modeling approach proved to be a good technique to find the best fit model in a cross-cultural environment. Latent variables and a set of parameters to judge the validity and reliability of each model were set for testing and retesting in an iterative process. Eventually a "new" modified version of the WiSSTI model was found to fit the data for all samples studied from both countries. From a theoretical perspective, the variation of the WiSTTI model found to be the best fit to the data indicates that increased teacher willingness to integrate technology brings about increased skill, and increased skill leads to more advanced technology integration, if access to technology is available for instruction. Results derived from the model with respect to the evaluation of technology integration for teachers from Texas and Mexico City suggest a differential effect by country, with the Texas teachers (representing USA) currently more advanced in technology integration than their colleagues from Mexico. No …
The Effects of ARCS-based Confidence Strategies on Learner Confidence and Performance in Distance Education.: The purpose of this research was to manipulate the component of confidence found in Keller's ARCS model to enhance the confidence and performance of undergraduate students enrolled in an online course at a Texas university using SAM 2003 software delivery. This study also tested whether the aforementioned confidence tactics had any unintentional effect on the remaining attention, relevance, and satisfaction subscales of the ARCS model as well as on learners' overall motivation for the class and the instructional materials. This study was conducted over a 5.5-week period with an initial sample of 81 total students. Two quantitative surveys were used to measure confidence and motivation: (a) the Course Interest Survey (CIS), and (b) the Instructional Materials Motivation Survey (IMMS). The results indicated that the treatment group showed statistically greater gains than the control group in terms of learner confidence on the CIS but not the IMMS. In terms of performance, the treatment group outperformed the control group on all of the individual posttest measures and on the overall aggregate mean performance score. The results showed no statistically significant difference on the attention subsection of the ARCS model. However, statistically significant differences were noted for the relevance and satisfaction subscales of the model. There was also a statistically significant difference in overall learner motivation as measured on both surveys. This research study suggests the feasibility of improving overall learner motivation and performance through external conditions such as systematically applied confidence tactics. The research further supports claims about the effectiveness of the ARCS model as a viable tool for enhancing online learner motivation and performance. What was unclear in this study was whether individual subsections of the ARCS model, such as confidence, can be independently manipulated.
Exploring the relationship between continuing professional education and job satisfaction for information technology professionals in higher education.: The study had four main hypotheses that examined the relationships between job satisfaction and the reasons for attending continuing professional education (CPE). The purpose of this study was to examine the relationships between training and job satisfaction with the objective of adding to the body of knowledge related to both job satisfaction and training and development. Participation Reasons Scale was used to measure the reasons for attending CPE activities, and the Job in General Scale and Job Descriptive Index was used to measure job satisfaction. The surveys were administered over the Internet to information technology professionals working in higher education. The participants were contacted by email with a message explaining the purpose of the research and a Web link that took the participants directly to the survey. After collecting the data, it was exported into SPSS and analyzed using Spearman Rho and Mann Whitney U statistics and a simple structure exploratory factor to determine any underlying structures between the job satisfaction and CPE.
An investigation of prior learning assessment processes in Texas public universities offering nontraditional baccalaureate degrees.: Undergraduate enrollment in colleges and universities has grown and changed drastically over the past 2 decades, with a significant portion of this growth coming from the increased number of nontraditional students who have made the decision to make their way onto college and university campuses to pursue a college degree. Due to these changes, many institutions of higher education have had to rethink the way they have historically operated. In an attempt to better meet the needs and demands of adult nontraditional students, colleges and universities have reviewed their existing programs and instituted programs that allow for the awarding of academic credit for prior learning. For those institutions of higher education involved in the prior learning assessment (PLA) process and interested in providing a quality program, an increased emphasis and focus should be on the importance of determining what a learning activity is, and more importantly, what constitutes college-level learning. This study focused on the identification and profiling of prior learning assessment (PLA) processes in Texas public universities offering nontraditional baccalaureate degree programs, the identification of commonalties among such programs, and the determination of program quality based on established standards. The instrument utilized in this study was designed on Urban Whitaker's 10 Standards of Good Practice. The population consisted of those public institutions of higher education in Texas that offer the Texas CIP code 30.9999.40 - Applied Arts and Sciences - baccalaureate degree. A within-stage mixed-model methodology was used. Open-ended questions were used to strengthen the data obtained from the quantitative portion. This research study suggests that, although there are similarities with regards to the types of PLA processes used in the awarding of PLA credit, many of the organizations could benefit from an evaluation of their current policies, procedures, and/or common practices related to the process of awarding credit …
Jobs for America's Graduates: A school-to-career program.: The purpose of this study was to examine a school-to-career program created and operated by a non-profit organization called Jobs for America's Graduates, Inc. (JAG). During the school year 2003-2004, they provided this service to 12,205 students in 426 schools and 21 states. Data was collected to measure the following: (a) were they successful in helping students graduate from high school, find a career, enter postsecondary education or the military; (b) how many of the youth were still employed 12 months after graduation; and (c) did school demographic and socioeconomic factors affect JAG's performance. JAG is a 25 year old organization that works with at-risk youth to help them graduate from high school and move into gainful employment, further education or the military. They provide students with nine months of in school instruction, mentoring, career connections and 12 months of follow-up service. Data was collected by job specialists through job placement reports and 12 month follow-up reports. School demographic and socioeconomic information was collected via the Internet. This study discovered that JAG students are graduating from high school at levels well above the national rates, attaining 90% graduation rather than the average of 68% (Swanson, 2004a). A year after graduation the data revealed similar good news: 25% were enrolled in college, 5% in the military and 55% were working full time. Another interesting revelation showed that neither high school socioeconomic or demographic factor affected the high school graduation rate for JAG participants, which is contrary to most current research.
A study of the relationship between work experience and occupational work ethic characteristics of baccalaureate nursing students.: The primary purpose of this study was to test the theory of experiential learning by measuring to what extent work experience predicts the work ethic characteristics of students in baccalaureate nursing programs at three regional universities in Texas, including Midwestern State University in Wichita Falls, Tarleton State University in Stephenville, and West Texas A&M University in Canyon. Work experience is the amount full-time or part-time on-the-job experience. Work ethic attributes are referred to as considerate, ambitious, dependable, and cooperative. Results generated in this study failed to reject the null hypotheses, which means that work experience, does not provide evidence of the ability to predict the development of work ethic characteristics in baccalaureate nursing students who participated in this research study. Knowledge generated in this study provided alternative directions for future research with respect to the relationship between work experiences and work ethic characteristics in nursing students. Such research may be useful to nursing educators and trainers in the design and delivery phases of the educational process for nurses.
The Effects of a Career Education Program on the Career Choices of Fifth-grade Students.: The career development of students, demonstrated by students' career interest, is important for a more effective career education program. This study focused on the career choices of fifth grade students through the use of a career interest inventory before and after the use of a career education program. The design was experimental, and the purpose was to determine if there were differences in the career interest of fifth grade students who participated in a career education program compared with the career interest of fifth grade students who did not participate in a career education program. The COPS-PIC Picture Inventory of Careers (COPS-PIC) was used as a pretest and posttest for fifth grade students to determine baseline career interests. The COPS-PIC career inventory results were incorporated into the career education program and served as a career planning guide for incorporating students' input into career choices and exploration of those choices for a better understanding of the process of finding out who they want to be and what type of careers exists. The experimental group was provided instruction and career exploration opportunities for 4 weeks. The control group was not provided career education instruction and career exploration opportunities. This study suggests that fifth grade students who participated in a career education program were able to make more concentrated career choices at higher levels of interest after participating in the career education program. Additional studies that include the use of career interest inventories and a career education program are needed before extensive generalizations can be made.
Nontraditional Students in Community Colleges and the Model of College Outcomes for Adults: The purpose of this study was to examine three components of Donaldson and Graham's (1999) model of college outcomes for adults: (a) Prior Experience & Personal Biographies, (b) the Connecting Classroom, and (c) Life-World Environment, and to assess their application to traditional and nontraditional students in community colleges in both technical and nontechnical courses. The study sample was comprised of 311 community college students enrolled in technical and nontechnical courses during fall 2005. A survey instrument was developed based on the three model components through a review of the literature. Demographic data collected were utilized to classify students into a technical or nontechnical grouping as well as four classifications of traditionalism: (a) traditional, (b) minimally nontraditional, (c) moderately nontraditional, and (d) highly traditional. This study found that nontraditional students vary from traditional students in regards to the three model constructs. A post hoc descriptive discriminate analysis determined that the Life-World Environment component contributed the most to group differences with the minimally nontraditional group scoring the highest on this construct.
Parental Understanding and Satisfaction with Special Education Services in the State of Texas: Parental participation in educational issues is relevant in assisting parents in understanding and becoming satisfied with their child's educational experience. Parental involvement is not only an ethical issue for teachers, but mandates have been established for special educators through various public laws. When involving parents in their children's education, it is relevant to consider various factors associated with students who are culturally and linguistically diverse. Parental satisfaction plays an important role in many cultures in obtaining parental involvement in decision-making meetings. If parents experience negative interactions, parental participation can be diminished. In other cultures, the satisfaction level raises parental trust in allowing school staff to make the appropriate choices for their children. Family values and beliefs among the various cultures should be a consideration when encouraging parents to participate in their child's educational process. Several barriers exist when involving different cultural groups; therefore, it is essential for educators to become aware of these barriers and learn strategies to overcome them. This study addresses parental understanding and satisfaction among ethnic group and throughout various disability groups by evaluating parental responses from a statewide survey and three focus groups.
The use of journaling as a means of reflection for greater technology implementation among teachers.: The purpose of this multiple case-study was to determine whether the use of reflective journals during graduate coursework impacts the level of technology implementation in instructional settings for experienced teachers. This study examined the relationships between: (1) levels of reflection demonstrated in journal responses, (2) the level of technology implementation, and (3) teachers' attitudes about technology implementation. The coding scheme used to determine levels of reflection in the journals was based on the framework of Leung and Kember. The LoTi questionnaire, developed in 1995 by Chris Moersch, was used to determine the levels of perceived technology implementation. The goal of this study was to provide information that may be utilized to plan more effective technology staff development. By providing insights on how to evaluate written work consistently for reflective thinking and on teachers' perceptions of technology implementation, university programs and school districts can develop better strategies for technology professional development. The findings suggest that teachers who demonstrated the characteristics of high levels of reflection also demonstrated characteristics of higher levels of technology implementation. Four of the five cases demonstrated a relationship among their scores on the Level of Reflection, Level of Technology Implementation (Loti), and Current Instructional Practice (CIP) measures. This study adds to the research regarding evaluation of reflection, the use of journals for reflection, and the impact of this strategy on technology implementation. The results of this qualitative study illustrate the process of using the theoretical framework of Lueng and Kember to evaluate the levels of reflection in written journal responses during professional development programs. The findings suggest that the use of reflective journals, in the context of the action research process during technology training, has a positive impact on technology implementation for practicing teachers.
Descriptive Analysis of Comments Obtained during the Process of Regulating the Reauthorization of the Individuals with Disabilities Act of 2004: This study examined the comments submitted by the public to the United States Department of Education (USDE), the Office of Special Education Programs, in response to the 2004 amended IDEA, prior to the development and publication of proposed regulations under 34 Code of Federal Regulations (CFR) parts 300 and 303 to implement programs under IDEA. Specifically, this study analyzed the types of individuals (e.g., parents, advocates, administrators, lawyers, support staff personnel) and interest groups along with the number of submissions, types of comments made, and specific provisions in the legislation that received the most comments during the period open to the public prior to the publication of the proposed regulations. In addition, an exploration of the existence of differences in comments submitted by states and regions was analyzed in terms of types of individuals, interest groups, types of comments, and specific provision of the 2004 amended IDEA. Content analysis approach utilizing qualitative data collection and analysis procedures was used for this study. The sample consisted of 2,199 comments submitted to the USDE via the U.S. Postal system, e-mail, and verbal testimony transcripts obtained during one of the public meetings held throughout the United States during the 60 day period open for commenting. The findings of this study revealed a large number of a particular type of respondent types, the majority of the comments were neutral in nature, and the largest percentage of comments received were directed at one particular section of the Act.
Distance Education in the Preparation of Special Education Personnel: An Examination of Videoconferencing and Web-based Instruction: This study examined the effectiveness of employing videoconferencing and Web-based instruction in the preparation of special education personnel. Due to the acute shortage of special education personnel, it was anticipated that the use of videoconferencing and online instruction would provide a convenient way for students to attend class without having to travel to the actual location of the educational site. Further, it was believed that this initiative would result in higher student enrollment in special education teacher certification programs, consequently leading to an increase of personnel in the field. Moreover, the increase in personnel would enhance the ability of educational institutions to address the dismal academic, social, and behavioral outcomes of students with disabilities. Information for the study was collected from surveys that investigated how students perceived the use of videoconferencing and web-based instruction in the preparation of special education personnel. Ninety-four graduate students responded to the videoconferencing surveys while 88 responded to the Web-based instruction surveys. Six respondents were randomly selected to participate in face-to-face interviews designed to investigate the effectiveness of both approaches. Findings indicated that videoconferencing and Web-based instruction are convenient ways for students to attend class although videoconferencing sites may not be conveniently located to all learners. Furthermore, the effectiveness of these media depends on several factors: the instructor, the course structure, the learners' learning styles, the quality and quantity of interaction between learners and the instructor, and whether technological problems interfere with the learning process. The study determined that the more structured and organized the course, the more significant the learning outcomes. Also, the maturity level of the students lends itself to accountability toward achieving the desired learning goals. Technological problems and the lack of user-friendly technology lower the effectiveness of videoconferencing and Web-based instruction. Further research will be valuable in improving theories and approaches …
Examination of Web-based teaching strategies at the University of North Texas.: This study examined the degree to which University of North Texas (UNT) instructors involved in Web-based instruction are implementing teaching strategies as identified in Chickering and Gamson's (1987) model, seven principles for good practice in undergraduate education. In addition, the study examined training received by instructors in developing and delivering a Web-based course and the relationships between their training and reported use of the teaching strategies in the seven principles. The study also examined the relationship between the number of Web-based courses taught and the use of the teaching strategies. Seventy-two surveys were distributed, with a return rate of 90.3%. Results of the first three research questions were as follows: (a) Self-taught (49%) and UNT Center for Distributed Learning (CDL) (31%) were the most frequently used types of training in preparation for teaching a Web-based course, whereas peer taught (17%) and conferences/workshops (3%) were the least used; (b) the average number of Web-based courses taught by the instructors was M = 8.26; and (c) the most frequently used principles were "Gives prompt feedback" and "Communicates high expectations." UNT CDL assists faculty with the development and delivery of online courses, offering a series of training courses to better prepare faculty to use Web-CT. The relationship between the training received and the instructors' reported use of the teaching strategies was examined using correlations and a MANOVA analysis. The correlations resulted in both positive and negative relationships between the four types of training and three of the principles. The MANOVA procedure found significant differences between self taught instructors and instructors that received most of their training through the CDL in relation to the principle "Respects diverse talents and ways of learning." The final research question examined the relationship between the number of courses taught and instructors' reported use of the teaching strategies, revealing …
An Investigation of the Impact of Technology Expenditures on Student Achievement in Texas Districts: The purpose of this study was to explore the relationship between money spent on technology hardware, software, and training on district-wide achievement as measured by Texas standardized achievement tests, the Scholastic Aptitude Test (SAT), and the American College Test (ACT). A series of studies were carried out to develop a model of the relationship between Texas district TAKS, TAAS, ACT, and SAT scores for all subjects and district expenditures on technology hardware, technology software, and technology training. The findings of this study showed that although the mixture of uneven distribution of training, incentives, and equipment in these Texas districts clouds the issue of effective integration as it does for all districts (Anderson & Becker, 1998), and the mean level of per pupil technology expenditure for participating districts is of an amount ($192 per student) deemed unlikely to have substantial impact on student outcomes (Anderson & Becker, 1998), there are strong positive links between levels of expenditure and student achievement on the Texas Assessment of Knowledge and Skills and the American College Test that indicate that establishing guidelines for levels of expenditure, schedules of acquisition of materials and equipment, and timeframes for training and implementation may be vital to the success of technology integration in these districts and potentially for all districts in the nation. More study into effective funding levels, schedules of acquisition of materials and equipment, and timeframes of implementation is necessary to create truly successful programs of technology integration in school districts.
Meta-Analysis of Reading Interventions for Students with Learning and Emotional Disabilities: Developing effective literacy skill has become an increasingly critical skill in today's information age. Students with emotional/behavioral disorders (E/BD) routinely lack these skills and are not being taught how to read effectively. The field of special education needs more comprehensive and specific information about how to most effectively teach reading skills to students with E/BD. When reading interventions are conducted using student with E/BD, the interventions are generally drawn from the LD field. The assumption is that the reading interventions that have worked with students with LD will work equally well with the E/BD population. This study performed a meta-analysis to examine whether reading interventions are equally effective on the E/BD and LD populations. In addition, it will examine whether the instruction mode (e. g., peer, self, or teacher directed), gender, or grade group affects the success of the intervention. The meta-analysis found that the reading interventions for both disability groups had high effect sizes. In addition, neither disability group, teaching method, gender, nor grades were predictive of the variance in the effect size. These results indicate that reading programs that have been designed for students with LD are also effective for students with E/BD and furthermore, reading programs can improve the academic achievement of students with behavioral disorders. Recommendations for teacher training and future research are given based on these results.
Parental Understanding of Discipline Issues, Functional Behavioral Assessment, and Behavior Intervention Plans: Using a State-wide Survey to Examine Parents' Reports Related to Discipline: The Individuals with Disabilities Education Act (IDEA) mandated that each child who qualifies for special education must have an individualized education program (IEP). Disciplinary issues and procedures under IDEA have been a source of concern among parents, schools, and advocates from disability groups. At issue are fundamental concerns about the protection of rights for students with disabilities, which must be balanced with the ability of school personnel to maintain safe school environments that benefits all students. This research examined the four survey questions related to discipline from a state-wide survey conducted by Education Service Center (ESC) Region 9 through a comparison of selected disability categories as they compare to the responses received from parents of students with the disability category of emotional/behavioral disorders (E/BD). In addition, the research examined the open-ended questions from surveys to determine the types of concerns reported by parents. Data accrued from a focus group of parents receiving special education services are also reported. Parents of students identified as having an E/BD rated their understanding of the school's discipline policy lower than parents of students from other eligibility categories. Almost 67% of parents of students identified as having E/BD stated that they knew that their child might be eligible for alternative discipline procedures. Parents of students identified as E/BD reported at a much higher percentage that they were aware that services must be continued if the child was removed from the instructional setting for discipline problems. In a focus group discussion, a majority of the parent's (67%) responded that they felt like they understood the school's discipline policies. When given a chance to respond through an open-ended questionnaire, parents addressed a variety of problems, such as children being continually suspended for behaviors related to their disability or the behavior intervention plan not being implemented.
The Relationship of the Learning Styles of High School Teachers and Computer Use in the Classroom: This study sought to determine if the dominant learning styles of high school teachers is related to the amount of time computers are used in the classroom by students. It also examined the types of software used by those teachers, and their levels of technology adoption. Subjects (N=177) were from high schools in a large urban school district. Instrumentation included the Gregorc Style Delineator, a modified version of the Snapshot Survey and the Stages of Adoption of Technology. An ANOVA showed no statistical significance between teachers with different dominant learning styles in the numbers of minutes per week that computers were utilized in their classrooms with students. A chi square test showed no statistical significance in the types of software used in the classrooms of teachers with different dominant learning styles. A chi square test showed no statistical significance in the Stages of Technology Adoption of teachers with different dominant learning styles.
Assessing Allied Health and Nursing Post-Secondary Career and Technical Education Teacher Attitudes and Beliefs About Reading: This study examined allied health and nursing career and technical education (CTE) teacher beliefs and attitudes about reading. Since beliefs and attitudes influence the way teachers teach, it is important to understand what those beliefs and attitudes are, especially in relationship to reading in subject matter classrooms. One hundred twelve individuals responded to a written survey concerning their attitudes and beliefs about reading. A four-factor solution was achieved with a principal components factor analysis. A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning.
The Effect of an Electronic Evaluation Questionnaire Format on the Return Rate From Field Supervisors.: The purpose of this study was to examine the usefulness of electronic-based questionnaires as a tool to gather data from field supervisors in the medical profession at various military bases. The study compared the response effects of an electronic evaluation questionnaire with the traditional method of paper-based questionnaires in gathering Level 3 data. The number of returns affects the amount of information available to the course personnel in creating a viable program that ensures the success of service members entering the occupational field and, ultimately, affecting the number of service members who remain beyond their first enlistment. The return rate and amount of missing data were tracked. Supervisors of graduates of a medical program who had observed service members for a minimum of 4-months were participants in the study. The z-test for comparing two proportions was used to determine significance of the study at the .05 level. Findings indicate that there was a significant difference in return rates and the amount of missing data when using the electronic format. Based on this study, the electronic-based questionnaire as a data-gathering tool provided a higher number of returns in a quicker time frame with fewer missing data in the technical training environment. Copyright is held by the author, unless otherwise note
Knowledge management in virtual organizations: A study of a best practices knowledge transfer model.: Knowledge management is a major concern for organizations today, and in spite of investments in technology, knowledge transfer remains problematic. This study sought to determine whether a relationship exists among participant group demographics (experience), implementation of an integrated knowledge transfer system (best practices model), knowledge transfer barriers, and knowledge transfer project (Web-based training) outcome in a virtual organization. The participant organization was a network of individuals and groups who practice patient advocacy in the research and treatment of cancer. These advocates volunteer in various capacities and are not collocated nor do they report to any single organizational entity. Volunteer participants were randomly assigned to a treatment or control condition. The treatment participants received a training supplement based upon a best practices knowledge transfer model. All participants reviewed a Web-based communications training module scheduled for deployment by the participant organization. Upon completion of the training program, participants were instructed to practice specific techniques from the program. At the end of this period, participants completed an online survey that measured demographics, perceived barriers to the knowledge transfer, and project outcome. Knowledge transfer barriers were defined as knowledge, source, recipient, and organizational context characteristics that inhibit the expected transfer. Project outcome was a composite score of items measuring completion time, budget, and satisfaction of the user. Multiple regression identified two significant predictor variables, source (the training program and implementation) and experience (amount of time spent in advocacy practice). Additional analyses found knowledge (causal ambiguity and unproven knowledge) and the experimental treatment condition to show a strong relationship with the explained variance of the dependent variable, knowledge transfer project outcome. Results suggest that an online training implementation is a valid tool for certain specific transfer design characteristics. Experience was a negative predictor of outcome, suggesting that participant-specific level of training material may produce improved …
Leadership preferences of a Generation Y cohort: A mixed methods study.: Presently there are four generational cohorts in the workplace. Born from 1977 to 1997, the youngest cohort group, referred to as Generation Y (or Gen Y) in this study, has 81 million members, of whom over 29 million are already in the workplace. The importance of leader-subordinate relationships in the workplace has been confirmed; in recognizing this, leaders must identify and adapt to the changing era-shaped needs of employees, who cannot fully participate in organizational life if their most urgent needs are not being met. Because Gen Y employees are only now entering the workforce, little is actually known about the workplace needs of this cohort group. This study attempted to determine leadership needs of a Gen Y cohort as a means to enhance workplace relationships in the 21st century organization. A sequential, mixed methods study was employed to explore leadership preferences of a Gen Y cohort. Initially, focus group interviews were used to generate leadership themes. Based on these themes, an instrument was designed, and Gen Y business students from three higher education institutions were surveyed. Confirmatory factor analysis using LISREL software was used to test the themes. The driving force behind this research design was to build a foundation of understanding through inductive research (qualitative) and to test and enrich the foundation through deductive means (quantitative).
A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders: A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.
Reading and Math Outcomes for Incarcerated Youth with Emotional and Behavioral Disorders: Helping youths acquire educational skills is one of the most effective approaches to the prevention of delinquency and reduction of recidivism. Access to a high-quality education is particularly important for the growing number of youth committed to juvenile corrections, especially for those who have been diagnosed with a disability. Research has shown a tremendous gap about the academic outcomes of incarcerated juveniles with emotional disabilities. Thus, the focus of this study was to examine the academic outcomes in reading and math for youth with emotional/behavioral disorders (E/BD) released from Texas Youth Commission (TYC) programs between September 2003 and September 2004. The study examined if the rate of academic growth in reading and math as indicated by pre- and post-test scores on the Test of Adult Basic Education (TABE), are different for youth with E/B as compared to youth with other disabilities and youth without disabilities who were adjudicated in TYC programs.
The Relationship Between Career and Technical Education and Texas Assessment of Academic Skills and Other Academic Excellence Indicators: This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices. AEIS data was collected by the Texas Education Agency. In addition, a survey was used to measure CATE effectiveness and the relationship between effectiveness and AEIS performance. Two-factor mixed repeated measures ANOVAs were used to observe group differences over time. CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means but there was not statistical significance indicating that CATE students performed as well as non-CATE. Two-factor mixed repeated measures ANOVAs were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group. Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However there was statistical significance between CATE program effectiveness and dropout correlation for 2001.

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