The purpose of this study was to identify and compare specific writing assignments provided in the four basal mathematics textbook series, grades six through eight, accepted by the state of Texas in 1990. The student and teachers' editions by each publisher were analyzed (1) for the total number and types of writing assignments provided, (2) to compare how the writing assignments compared with the four purposes of writing mandated in the English Language Arts Framework, Kindergarten through Grade 12 for the state of Texas, (3) to compare how the writing assignments compared with the recommendations for communication opportunities stated in the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics for grades five through eight, and (4) to compare the number and types of writing assignments among the four publishers. The total number of writing assignments varied among publishers ranging from 151 to 316 in the student editions and from 147 to 523 in the teacher's editions. The findings of this study indicate that from 80 to 98 percent of the writing assignments in the student editions and from 72 to 96 percent of the writing assignments in the teacher's editions corresponded to the Informative purpose of writing. Very few writing assignments were provided corresponding to the Literary, Expressive, and Persuasive purposes of writing. The writing assignments corresponding to the NCTM recommendations varied among publishers. Writing assignments dealing with modeling mathematical situations ranged from 14 to 66 percent in the student editions and from 24 to 39 percent in the teacher's editions. Writing assignments focusing on understanding and definitions ranged 15 to 61 percent in the student editions and from 31 to 53 percent in the teacher's editions. Writing assignments focusing on interpretation and application ranged from 5 to 29 percent in the student editions and …
This research sought to discover whether minority and economically disadvantaged students are underrepresented in gifted and honors programs. Another goal was to ascertain attitudes of students and teachers currently participating in gifted and honors programs regarding: admission criteria; adequacy of teacher preparation to meet special needs of gifted and honors students; levels of needs satisfaction of gifted and honors students; perceptions of students and teachers about program modification.
The purpose of this study was to determine the effect on selected Upward Bound students' vocabulary retention rate and attitude toward computers when using color in a computer assisted instructional (CAI) program. Past research on the use of color in the educational process does not answer questions about possible effects it may have when used in CAI programs. Specific areas addressed by this study include: (1) differences in color computer assisted instructional software and achromatic versions of the lesson, (2) differences in the short-term vocabulary retention rate for color versus achromatic versions, (3) differences in the long-term vocabulary retention rate for color versus achromatic versions, (4) differences on the affective attitude scale for color versus achromatic versions, (5) differences in short-term memory based on gender and computer experience, (6) differences in long-term memory based on gender and computer experience and (7) differences on the affective attitude scale based on gender and computer experience. Subjects in the experiment were high school students participating in Upward Bound programs at Texas Christian University and the University of North Texas. A pretestposttest design was used and data were obtained from seventy-one students. A CAI program presented students with twenty words and definitions via a drill and practice mode. The words came from Schuster's list of rare and seldom used words considered easy to learn. Two computer systems were used in this study, achromatic and color. Students completed the Computer Attitude Scale at the beginning and end of the CAI lesson. A pretest, immediate posttest and two week delayed posttest were administered to both experimental groups. Analysis of the data revealed a significant difference in long-term memory based on gender and computer experience. Girls using the color version of the lesson scored significantly higher on the delayed posttest than girls using the achromatic version.
The purpose of this study was to investigate the effects of Project SAIL, a program designed to increase student achievement through interdisciplinary learning, upon the achievement, attendance, and attitude toward school of the ninth grade students who participated in it. The study also identified its benefits and liabilities from the perspective of teachers and students.
Even though the Youth Opportunities Unlimited program has been in effect for ten years, there exists no current, comprehensive, effectiveness research on YOU. Such analysis is needed to determine the value of the YOU program. The purpose of this study is to evaluate the effectiveness of the YOU program. Both quantitative and qualitative research methods are used in this study. Quantitative analysis is provided through factual data collected through an alumni survey. Qualitative analysis is provided through personal opinion information obtained from YOU alumni through the survey and by personal interview. The YOU program at UNT is a successful compensatory education program that helps improve the education and the lives of America's at-risk students.
The purpose of this study was to determine the extent specific ergonomic factor implementations in computer and video display terminal (VDT) installations for student use in middle school classrooms. The data interpretations using existing furniture without modification or adaptation. Of all the seating observed, 75% of the seating met standards for middle school students. Keyboards and video display screens had been placed on existing tables and were all higher than ergonomically desirable for middle school students or adults.
The Inclusion of Texas Literature in Texas Public School Curricula advocates the organized inclusion of Texas literature in Texas public schools. The first chapter, the introduction, establishes the study's contention that Texas literature, an internationally admired body of literature, is worthy of an organized state inclusion. Another contention in the introduction is that this inclusion would offer its own needed content while reinforcing concepts and skills already mandated for social studies and English and language arts classes.
The impacts resulting from the integration of students with moderate-to-severe disabilities into a contemporary technology education program are described in this study. The research centered around questions that addressed impacts on students with disabilities, on regular students, on teachers, and on parents of students with disabilities. The study took place in a ninth-grade technology education class and involved two students with moderate-to-severe disabilities. One subject was a 15-year-old male student who was autistic, had a speech handicap, and was mildly retarded. The other student was a 17-year-old male who was emotionally disturbed and learning disabled. Data were collected through classroom observations, videotaped sessions, and interviews with teachers and parents. Notes taken during observations and from videotaped sessions were transcribed, coded, and analyzed. Interviews were also transcribed. The transcripts were reviewed, and significant data were transferred to interview synopsis sheets for incorporation with the other findings. No major problems were found with the integration of the students with disabilities into the technology education program. The students with disabilities caused no discipline problems and were readily accepted by the regular students. However, because the students with disabilities were not actively involved in many of the activities of the class, much of their time was spent off task. The findings reveal that the technology education teacher, who was provided only minimal orientation prior to the placement of the students with disabilities in his class, used regular students as well as individual attention to direct the students with disabilities. A strong need for in-depth, ongoing communication was indicated between special education staff members and mainstream teachers. The importance of providing an orientation for regular students before students with disabilities are placed in mainstream classes was also evident from this study.
This study is a partial replication of research conducted by Perkes (1973). The problem in this study is to assess the magnitude of the relationship between student knowledge of the environment, student gender, grade level, and size of school attended; and the level of attitudinal differences between students based upon student gender, grade level, and the size of school that students attend. Methods of data collection include the use of an environmental knowledge and attitude inventory used by Perkes (1973) and modified by Hardy and Fox (1976). This thesis includes an added dimension, a survey of environmental education curricula in the Permian Basin Region of Texas.
This investigation sought to determine how seventh-grade social studies teachers perceive TAAS objectives for social studies, language arts, and mathematics and how they apply them in the classroom. A detailed questionnaire was submitted to fifty teachers in the Dallas metropolitan area; a 72 percent. return was received. Though teachers expressed a favorable attitude toward emphasizing the higher-level thinking objectives, many indicated that their lesson plans and teaching methods have remained unchanged in the past year. The data suggests that teachers want and need additional training and teaching resources to satisfy the call for incorporating performance-based assessment into the classroom curriculum. TAAS standards cannot drive the intended curriculum improvements without a model for reorienting instructional practices.
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