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  Partner: UNT Libraries
 Department: Department of Teacher Education and Administration
 Degree Level: Master's
 Collection: UNT Theses and Dissertations
An Evaluation of the University of North Texas' "Youth Opportunities Unlimited" Program (a Compensatory Education Program for At-Risk, Secondary School Students)

An Evaluation of the University of North Texas' "Youth Opportunities Unlimited" Program (a Compensatory Education Program for At-Risk, Secondary School Students)

Date: August 1995
Creator: Stovall, Pat Weeks
Description: 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.
Contributing Partner: UNT Libraries
The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers

The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers

Date: December 1997
Creator: Syrrakou, Ioanna
Description: Sixty Greek kindergarten teachers were surveyed regarding their teaching beliefs and practices using the Teachers Questionnaire based on guidelines recommended by the National Association for the Education of Young Children. A Varimax factor analysis produced four factors for the Teacher Belief Scale and five factors for the Instructional Activities Scale. Scores on developmentally appropriate factors were consistently higher than factors classified developmentally inappropriate. Correlation between appropriate beliefs and activities was significant (r = .470); correlation between inappropriate beliefs and practices was significant (r = .475). However, developmentally inappropriate beliefs were also positively correlated with developmentally appropriate practices (r = .537). Developmentally appropriate beliefs were not correlated with inappropriate practices. Results were discussed with possible theoretical and practical implications for future research and teacher development.
Contributing Partner: UNT Libraries
Parents' understanding of developmentally appropriate practice in early childhood education.

Parents' understanding of developmentally appropriate practice in early childhood education.

Access: Use of this item is restricted to the UNT Community.
Date: May 1999
Creator: Grebe, Julie M.
Description: The intent of this study was to determine what understanding and knowledge parents had of developmentally appropriate practice (DAP). The study examined whether the beliefs of parents who enrolled their children in a National Association for the Education of Young Children (NAEYC) accredited program had any impact on their expectations for a philosophy and curriculum that is centered around DAP. In addition, the study examined whether parents' understanding of DAP changed when their children transitioned from infant and toddler programs, to preschool. The study group consisted of parents with children in two privately owned NAEYC accredited centers in 1998 (N=131). Results from parent reports indicated a high level of parent knowledge regarding DAP.
Contributing Partner: UNT Libraries
The Effectiveness of Homeschool Collegiate Preparation: Four Alumni's Perceptions

The Effectiveness of Homeschool Collegiate Preparation: Four Alumni's Perceptions

Access: Use of this item is restricted to the UNT Community.
Date: August 2001
Creator: Bryant,Cynthia T.
Description: This qualitative study seeks to assess the effectiveness of homeschool collegiate preparation through the eyes of homeschool alumni. Four alumni who are current college students participated in the study. A triangulation of methods, which included surveys, open-ended questionnaires, and interviews, ensured reliability and validity. Although the students represented a wide range of varied homeschool experiences, the perceptions of all the students were that their environments prepared them for collegiate-level work at levels that are above average.
Contributing Partner: UNT Libraries
Better Teaching Model?  Middle School Science Classroom Using the 4MAT Instructional Strategy vs. Lessons Created Without this Model

Better Teaching Model? Middle School Science Classroom Using the 4MAT Instructional Strategy vs. Lessons Created Without this Model

Date: August 2002
Creator: Delaney, Alice
Description: The problem investigated was the need for effective and efficient learning for middle school science students to meet expectations set in Goals 2000. The use of the 4MAT Instructional Method was investigated as a possible method for attainment of current science standards. The study included one middle school science instructor's classes with 89 participating students. Measurements were taken and comparisons drawn using three assessment methods to determine if improved academic achievement and attitude scores resulted. Data analysis yielded no significant conclusion in either academic achievement or attitude improvement; however, observations of the researcher indicated potential usefulness of the 4MAT approach. The t-value calculated in the assessment methods was insufficient with a .05 probability of error present in the findings. The limitations of the study skewed the results and outweighed the possible observational insight.
Contributing Partner: UNT Libraries
A Study of Factors Related to Teacher Retention

A Study of Factors Related to Teacher Retention

Date: December 2003
Creator: McKee, Kerry Lyn
Description: Teacher attrition is a problem with a number of implications, not the least of which is the teacher shortage. Almost half of all new teachers leave the profession within the first five years, creating a difficult model where more teachers leave the teaching profession compared to teachers entering the profession. Part of the problem is a result of career progression. However, most of teacher attrition is a result of factors such as inadequate pay, administrative support, workplace conditions, student related issues, and collegiality with peers. Without a thorough understanding of the factors that contribute to teacher attrition it is impossible to create an environment where "No Child is Left Behind". Although teachers do not enter the profession with the notion of getting rich, they do need to make enough money to support themselves and their families. Furthermore, professional status in America is closely tied to socioeconomic status. Therefore, while salary may be the largest component of teacher attrition, school and district characteristics, teacher qualifications, and demographics also affect a teacher's decision to leave the profession.
Contributing Partner: UNT Libraries