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  Partner: UNT Libraries
 Decade: 1990-1999
 Degree Discipline: Curriculum and Instruction
 Collection: UNT Theses and Dissertations
Current and Future Trends in Computer Use in Elementary School Settings

Current and Future Trends in Computer Use in Elementary School Settings

Date: August 1999
Creator: Al-Awidi, Hamed M.
Description: The study examined current and future trends in computer use in elementary school settings. A survey instrument was developed and validated for distribution to a random sample of 200 technology coordinators in the public school districts in the state of Texas from whom 95 responses were received. The survey instrument was used to obtain information about five areas of computer use in elementary schools. These areas are: physical configurations, instructional uses, implementation issues, training and staff development, and Internet use. The study found that all public school districts that participated in the study have acquired computer hardware in their elementary schools. In addition, some other advanced computer technology components are starting to be found in elementary schools, such as teacher workstations, CD-ROM, interactive video, computer multimedia, LCD panels, and laser printers. Respondents reported that elementary school teachers in their districts have incorporated computers into their classrooms as an instructional tool and many changes have occurred in teachers’ teaching styles due to computers. However, there are some problems that hinder the effective use of computers. The major problem is lack of training. A high percentage of respondents, 81.3%, indicated that the majority of their elementary school teachers had completed less than ...
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Teacher Implementation of a Pretreatment Assessment Procedure in a Public Middle School

Teacher Implementation of a Pretreatment Assessment Procedure in a Public Middle School

Date: May 1999
Creator: Alcala, Angelo L. (Angelo Lee)
Description: In an attempt to determine the effectiveness of a pretreatment assessment procedure known as the scatter plot (Touchette, MacDonald, & Langer, 1985), direct observational data was collected by 13 middle school teachers on four "problem" students. After four weeks of data collection, interobserver agreement probes were calculated and a visual analysis of the plotted data was performed to ascertain a possible pattern of problem behavior. Additionally, in an attempt to assess the teachers' perceptions of the scatter plot, the 13 teachers were asked to complete a questionnaire. Although a visual analysis of the plotted data suggested a possible pattern of problem behavior, interobserver agreement probes failed to achieve a desired overall reliability of 90% or higher. Despite a low IOA, results of the questionnaire administered to the 13 teachers generally supported the use of the scatter plot as a means of assessing student behavior. Possible reasons for failing to attain an IOA of 90% or higher include the total number of students in a class, the number of subjects observed per period, the teacher's location in the classroom, and the subjects ability to recognize if the teacher was "looking." Recommendations are provided regarding future research concerning the scatter plot and ...
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The Implementation of Transition from Spanish Reading to English Reading Programs in Bilingual Classrooms

The Implementation of Transition from Spanish Reading to English Reading Programs in Bilingual Classrooms

Date: December 1994
Creator: Amaya, Jesús, 1956-
Description: The purpose of this study was to describe the actual implementation of the transition process as observed in bilingual classrooms, and in particular, to examine the critical components (policy, curricular, and instructional characteristics) of the Spanish-to-English reading transition policies implemented in bilingual education programs in elementary schools in the Denton Independent School District in Texas. Four research questions drove this study. To investigate these questions, a multidimensional, descriptive research design was employed. The researcher used questionnaires, interviews, and field observations. The 11 educators, 6 bilingual teachers, 2 school-site principals, 2 school-site coordinators, and 1 district bilingual coordinator, were asked several types of questions (open response and closed response) using different types of instruments (questionnaires and interviews). Also, the six bilingual teachers were observed using two types of instruments (field notes and video tapes).
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Perceptions of the Changing Roles of Central Instructional Support Staff as Site-Based Decision Making is Implemented in One School District: A Descriptive Study

Perceptions of the Changing Roles of Central Instructional Support Staff as Site-Based Decision Making is Implemented in One School District: A Descriptive Study

Date: May 1995
Creator: Barnum, Rebecca Ann
Description: The purpose of this study was to analyze ways in which the roles of instructional support staff as perceived by principals and instructional support staff members in a large, suburban school district have been affected by the implementation of site-based decision making (SBDM). Research questions focused on changes which have occurred in the roles of instructional support staff and in the services provided to schools by support staff since the implementation of SBDM, the roles which support staff members believe they have in SBDM, the perceptions of principals regarding the roles of instructional support staff in SBDM, and a comparison of the views of instructional support staff and principals regarding the district's implementation of SBDM.
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The Effect of Increased Collaboration Among the Library Media Specialist and School Personnel on Perceptions of the Roles and Responsibilities of the Library Media Specialist

The Effect of Increased Collaboration Among the Library Media Specialist and School Personnel on Perceptions of the Roles and Responsibilities of the Library Media Specialist

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Date: August 1999
Creator: Beaird, Marilyn Miller
Description: This study measured and explored changes in perceptions of the roles and responsibilities of the library media specialist when the level of collaboration increased. Seven library media specialists targeted four members of their educational communities with whom to increase collaborative activities. Before and after the collaboration began, the library media specialists, the teachers with whom they chose to collaborate, other members from the same educational community, and a control group that did not participate in increased collaboration were given a roles and responsibilities rank-order form. This form was used to measure changes in perceptions regarding the importance of the three roles and selected responsibilities related to the three roles before and after the collaborative experience. The library media specialists and the targeted teachers also kept reflection logs to record factors that enhanced collaboration, factors that inhibited collaboration, and any changes in their teaching style as a result of the collaborative experience. Results indicate that the participating library media specialists themselves experienced the most change. Role identification remains a problem as library media specialists seek to become teaching partners with classroom teachers yet still must keep the library media center aligned with school and district goals and move toward making it ...
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Texas Public School Library Media Specialists' Perceptions of the Use of the Internet in their Schools

Texas Public School Library Media Specialists' Perceptions of the Use of the Internet in their Schools

Date: June 1997
Creator: Bruns, Loretta A. (Loretta Ann)
Description: With the advent of the 21st century, technological innovations are transforming the face of education and the school library media center. One of these significant developments is the ability to communicate through the Internet. The purpose of this study is to examine the perceptions of Texas public school library media specialists who are active Internet users about their utilization of the Internet, and how their efforts in implementing and supervising Internet access in their school library media centers impact the Texas public schools that they serve. A survey instrument of Likert items was developed that queried these public school library media specialists for their perceptions of Internet use in their schools. MANOVA was the chosen statistical measure for this study. An initial electronic mail-out to 1,232 Texas public school library media specialists (K-12) with Internet addresses were contacted to participate in this study. After a time frame of one month, 196 Texas school library media specialists e-mailed the researcher, confirming their willingness to be a survey participant. All respondents to this e-mail request participated in this study, and a second U.S. mail-out was sent containing the actual survey instrument. The researcher found that the use of the Internet by school ...
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The Effect of Problem Solving Software on the Improvement of Critical Thinking Skills

The Effect of Problem Solving Software on the Improvement of Critical Thinking Skills

Date: August 1993
Creator: Clay, Ernestine K. (Ernestine Ann K.)
Description: The purpose of this study was to determine the accuracy of advertised reports by computer software companies claiming to improve critical thinking skills.
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The Use of Technology in the Delivery of Instruction in Algebra II in Texas Public Secondary Schools

The Use of Technology in the Delivery of Instruction in Algebra II in Texas Public Secondary Schools

Date: August 1993
Creator: Clay, James H. (James Hamilton)
Description: The purpose of this study was to survey Algebra II teachers in the State of Texas to determine the extent to which they use technology for the delivery of instruction. Additionally, the study attempted to determine reasons why teachers do or do not use technology when they have a choice.
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A Comparative Analysis of the Effects of Video-Based versus Live Presentation Staff Development on Teachers' Cognitive Learning and Attitudes

A Comparative Analysis of the Effects of Video-Based versus Live Presentation Staff Development on Teachers' Cognitive Learning and Attitudes

Date: December 1995
Creator: Cox, Alan R. (Alan Ray)
Description: The problem of this study was the identification of effective and efficient means of providing quality staff development for reading instruction within a school-district setting. The study investigated the comparative effectiveness of two staff development delivery systems measured by 1) a cognitive test of a school district's reading program and 2) an affective measure of teacher attitudes toward staff development. The sample was drawn from the teacher population of a large urban school district. The 46 subjects were elementary school teachers in grades K-5 randomly divided into two groups: Group A (videotape with a trained on-site facilitator) and Group B (face-to-face live presenter). Participants in the study received training using "The Fort Worth Reading Program," a staff development program designed by the researcher. In addition to the presentation of content information, which is the central component, the program features small group discussions, off-line activities, and question and answer periods. Both groups received the same treatment with the following exception. A central component to the Group A training was the presentation of content information in a videotape format. Group B did not view the videotape, but received the same information via live presenter. Two instruments developed by the researcher were used ...
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The Effect of Parent Involvement Training on the Achievement of Hispanic Students

The Effect of Parent Involvement Training on the Achievement of Hispanic Students

Date: December 1993
Creator: Davis, Lori Anne Jancuska
Description: The purpose of this study was to ascertain the effect of a parent involvement education program on the academic achievement, school behavior, and educational motivation of Hispanic students enrolled in a bilingual education program. Fifty bilingual fourth-grade students and their parents were compared to 50 bilingual fourth-grade students and their parents who were subjected to a parent education program. The groups were randomly assigned from a stratified random sample. Students in each group were given the Student Attitude Measure prior to treatment and immediately following the parent involvement training. Parents in each group were given the Parent Opinion Inventory prior to and immediately following the parent involvement training. Students were also compared utilizing a norm-referenced achievement test. Discipline referrals were compared between the experimental group and the control group.
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Texas Teacher Education Reform of 1992: An Analysis of Events, Processes, and Results

Texas Teacher Education Reform of 1992: An Analysis of Events, Processes, and Results

Date: May 1997
Creator: Dixon, Marva T. (Marva Thomas)
Description: This was a qualitative study designed to document the historical process which brought about a performance-centered accountability (or results-based) system in educator preparation in Texas as reflected in the documents of the first 17 institutions approved under the new approval process for educator preparation. The study will also serve as a historical record which used the change process in political systems to analyze the adoption of the Accountability System for Educator Preparation (ASEP). Additionally, the study provided a thorough review of the literature on Michael Fullan's Change Process Model and David Easton's Political Systems Model.
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Phasing Out Basic Classes: Patterns of Response to an Administrative Mandate

Phasing Out Basic Classes: Patterns of Response to an Administrative Mandate

Date: August 1994
Creator: Dugger, Harry Neil
Description: The problem of this study was to determine patterns of response of Texas schools in implementing the Texas Education Agency mandate to phase out below grade level courses. High schools were instructed to phase out these courses, using one of four options outlined by the Texas Education Agency. The study was conducted in two parts with both a telephone survey and a mail survey. The data collected from the telephone survey was used to construct and validate the mail survey instrument. The mail survey was sent to a stratified sample of Texas high schools based on school size, district wealth, and geographical location.
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An Internal Belief System: Variables that Influence Eighth-Grade Girls' Mathematics Achievement-Related Behaviors

An Internal Belief System: Variables that Influence Eighth-Grade Girls' Mathematics Achievement-Related Behaviors

Date: May 1995
Creator: Fair, Margaret Reed
Description: The purposes of this study were to apply a model of achievement-related behaviors to a sample of eighth-grade girls and to ascertain whether this theoretical model continued to describe girls' internal beliefs regarding mathematics.
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A Survey of Young Writers' Conferences in School Districts in the State of Texas

A Survey of Young Writers' Conferences in School Districts in the State of Texas

Date: May 1996
Creator: Garrett, Sandra E. Renfro
Description: This study describes young writers' conferences in school districts in the state of Texas. The study proposed: (a) to describe the characteristics of young writers' conferences; (b) to determine how young writers' conferences were created and implemented; (c) to identify the purpose of writing conferences; (d) to identify the population served; (e) to describe the unique contribution of conferences; (e) to determine the perceived value of conferences to school district personnel. A 26 item survey was developed and distributed to 133 Texas school districts. One hundred percent of the districts responded to the survey or telephone interview Data was collected from the ten districts that provided young writers' conferences for young writers during the 1994-95 school year. Eighty percent of the school administrators surveyed rated their program as very beneficial for young writers. Twenty percent rated their program at the second highest rating, or beneficial. All of the districts reported that as a result of the workshop, writing has become more important in the districts. In addition, the majority of the districts reported that parents are more aware of the importance of writing and that teacher attitudes toward writing have improved as a result of participation in the workshop Districts ...
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The Effect of the Use of Laser Video Disc on Achievement, Attitude, and Confidence of High School Biology Students

The Effect of the Use of Laser Video Disc on Achievement, Attitude, and Confidence of High School Biology Students

Date: August 1994
Creator: Garza, Federico (Federico Angel)
Description: The purpose of the study was to determine the effects of level III video disc instruction on high school biology students. There were three areas studied: students' achievement in biology, students' attitude toward biology, and confidence. The experimental group consisted of 70 biology students. The control group also consisted of 70 biology students. The teacher of the experimental group used level in video disc instruction to teach about invertebrates, vertebrates, human systems, and plants throughout the semester. The teachers of the control group taught the same topics during the same period using the traditional lecture method and without level III video disc instruction. Students took the Biology Achievement Test, the Purdue Master Attitude Scale, and the Confidence in Learning Inventory before and after the treatment period. A t-test on the pretest scores of the experimental group and the control group showed no significant difference between the two groups. The experimental group also took the Technology Preference Survey after the treatment period.
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A Comparison of Teachers' Sense of Efficacy of Traditionally and Alternatively Certified First Year Teachers

A Comparison of Teachers' Sense of Efficacy of Traditionally and Alternatively Certified First Year Teachers

Date: May 1998
Creator: Groves, Katherine A. (Katherine Alice)
Description: The purpose of this study was to compare the self-efficacy of two groups of first year teachers working in a large urban school district in North Texas. Twenty-eight of the participants were certified teachers. Ten participants held college degrees unrelated to teaching and were undergoing an alternative certification process. The Teacher Efficacy Scale was administered at the beginning and the end of the school year. Data from this scale was analyzed to determine if there were differences between the regular certification teachers and the alternative certification teachers at the beginning and the end of the school year, and to determine if their sense of efficacy changed over the course of the school year.
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Design and Evaluation of a Staff Development Program for Technology in Small Schools

Design and Evaluation of a Staff Development Program for Technology in Small Schools

Date: December 1992
Creator: Halderman, Cheri Floyd
Description: Technology experts suggest that one barrier in implementing technology has been a lack of appropriate training for teachers. Past efforts have been few in number, poor in quality, and uncoordinated. Some large school districts are developing comprehensive programs. However, few models exist and none are suitable for small school districts. The purposes of this study were: (1) to survey 53 small school districts in Texas to identify hardware and software configurations, patterns of recent technology staff development, and needs for future technology staff development; (2) to design a staff development program which addresses these technology needs; and (3) to evaluate the program in a small school district.
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Implementation of the Middle School Concept: a Profile of Perceived Effects

Implementation of the Middle School Concept: a Profile of Perceived Effects

Date: December 1994
Creator: Hartin, Gail Bantle
Description: This study addressed the perceptions of teachers, parents, and students in a suburban middle school about the effects of implementation of the middle school concept on instruction, peer group interaction, teacher attitudes and practices, and school culture. A qualitative approach was used for this study. Interview questions were developed to determine perceptions about effects in the areas identified in the research questions. Interviews were conducted with selected teachers, parents, and students who had exposure to the school before and after planned changes were implemented. Documents were examined for evidence of perceptions in the four areas identified. In addition, an existing data set (a student survey} was examined and the same survey was administered to a more recent group of students to identify possible patterns in student perceptions.
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Effects of a Teacher Inservice Training Model on Students' Perceptions of Elementary Science

Effects of a Teacher Inservice Training Model on Students' Perceptions of Elementary Science

Date: May 1995
Creator: Haynes, Dawn (Dawn Marie)
Description: The purpose of this study was to test a teacher inservice training model which was designed to increase the number and use of hands-on science activities, increase the number of times teachers teach science, and improve students' perceptions of science.
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Effects of a Technology Enriched Learning Environment on Student Development of Higher Order Thinking Skills

Effects of a Technology Enriched Learning Environment on Student Development of Higher Order Thinking Skills

Date: May 1998
Creator: Hopson, Michael H. (Michael Hugh)
Description: The problem for this study was to enhance the development of higher order thinking skills and improve attitudes toward computers for fifth and sixth grade students. The purpose of this study was to determine the impact of a Technology Enriched Classroom on student development of higher order thinking skills and student attitudes toward the computer. A sample of 80 sixth grade and 86 fifth grade students was tested using the Ross Test of Higher Cognitive Processes. The Ross Test was selected because of its stated purpose to judge the effectiveness of curricula or instructional methodology designed to teach the higher-order thinking skills of analysis, synthesis and evaluation as defined by Bloom. The test consisted of 105 items grouped into seven subsections. In addition, the students were surveyed using the Computer Attitude Questionnaire developed by the Texas Center for Educational Technology. The questionnaire assessed sixty-five questions combined to measure eight attitudes.
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The Effects of a Strategic Thinking Program on the Cognitive Ability of Seventh Grade Students

The Effects of a Strategic Thinking Program on the Cognitive Ability of Seventh Grade Students

Date: August 1993
Creator: Houchins, Joyce S. (Joyce Ann S.)
Description: This study used a posttest only design to determine the effects of a strategic thinking program on the Cognitive Abilities Test (CogAT, Form 4) scores of seventh graders who received direct instruction in Strategic Thinking Skills (STS) with the scores of seventh graders who did not receive direct instruction in STS. The study was conducted in a large suburban middle school in north Texas.
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The Interpretations of the Concept of "Inclusion" Held by Key Policy Makers, Policy Drivers and Policy Implementers Concerned with Service Delivery to Special Education Students in Texas Urban Public School Settings

The Interpretations of the Concept of "Inclusion" Held by Key Policy Makers, Policy Drivers and Policy Implementers Concerned with Service Delivery to Special Education Students in Texas Urban Public School Settings

Date: May 1997
Creator: James, Leslie Charles
Description: The purpose of this study was to examine concepts of "inclusion" held by policy drivers (PD), policy makers (PM) and policy implementers (PI) from various national organizations, state agencies and school districts. Interviews were conducted with 14 informants, and responses recorded, transcribed and clustered according to patterns of language. Documents provided by informants were reviewed. A Likert-type questionnaire was developed, grounded in patterns of language used in interviews and documents. Descriptive and inferential statistics identified variance between and within groups. Of 430 questionnaires sent, 266 were returned. Factor analysis of 29 items yielded 5 factors (definition of inclusion, training and support, receptivity, benefits/barriers, and prerequisites). One way analysis of variance, tests for homogeneity and multiple range tests were performed. Patterns of understanding of inclusion were clarified, and interpretations and conclusions were drawn. Significant variance was found among PD, PM, and PI on 3 of 5 factors (benefits/barriers, prerequisites, receptivity) with the greatest variance being between PD and PI. The most significant variance among 8 school districts occurred with factor 1 (benefits/barriers of inclusion). Informants' degree of support for inclusion was frequently not reflective of the organizations they represented. All groups associated inclusion with attitudes and beliefs, rather than with actions ...
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The Relationship between Level of Implementation of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards and 5th Grade Louisiana Educational Assessment Program Math Scores

The Relationship between Level of Implementation of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards and 5th Grade Louisiana Educational Assessment Program Math Scores

Date: August 1996
Creator: Jones, Gregory A. (Gregory Alan), 1960-
Description: This study examined the relationship between levels of implementation of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards and 5th Grade Louisiana Educational Assessment Program Math Scores with the effects of race of students accounted for. Secondary areas of interest were the relationship between LEAP mathematics scores with the effects of race of students accounted for and the teacher characteristics of years experience and educational attainment and of the relationship between level of implementation of the Standards and teacher characteristics. The population, from which a sample size of 250 was randomly drawn, was comprised of 1994-95 Louisiana public school teachers who taught in a regular 5th grade or departmentalized math class. Survey research was used to place the responding teachers at one of the five levels of implementation. Hierarchical Multiple Regression was used to analyze the question of primary interest. Race of the students was found to have accounted for nearly 9% of the variance in LEAP mathematics scores. This figure was statistically significant. The independent variable Level of Implementation of the Standards produced ambiguous results. Students of Level 1 (non-implementers) teachers were found to have statistically significantly higher LEAP scores than did students of Level 2 ...
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From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992

From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992

Date: December 1993
Creator: Kelly, Janet Arlene
Description: The purpose of this study was to identify and analyze secondary science education curriculum and instruction trends for the period 1953-1992 by using the technique of content analysis to examine a representative portion of journal articles and policy statements in secondary science education. Two major science publications, The Science Teacher and Science Education, were selected for analysis.
Contributing Partner: UNT Libraries
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