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  Partner: UNT Libraries
 Department: Department of Counseling, Development and Higher Education
 Collection: UNT Theses and Dissertations
Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand

Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand

Date: August 2007
Creator: Israsena, Vasinee
Description: The Thai government has strongly advocated for the learner-centered education for the past decade. Success For Life Thailand (SFLT), a brain-research-based early childhood education program blended with the theories of the developmentally appropriate practices and child-centered philosophies, has been implemented in Thailand for over 8 years. The purposes of the present study were to: (a) describe the current statuses of the Thai early childhood educators' learner-centered beliefs and practices, (b) identify if the SFLT training workshop affects teachers' learner-centered beliefs and practices, and (c) examine if other variables, along with familiarity with the SFLT program, predict teachers' learner-centered beliefs and practices. Ninety-three preschool and kindergarten teachers participated in the study. Among them, 17 were SFLT trainees in 1999 and 2000 (i.e., the previously trained group), 43 were trained in Year 2006 (the currently trained group), and the others were comparable to the currently trained group by matching the key personal and school variables. The Teachers Beliefs and Practices Survey: 3-5 Year Olds (Burts et al., 2000) and the Learner-Centered Education: the Assessment of Learner- Centered (ALCP) for K-3 (McCombs, 2001) were used to collect data on the various domains of the learner-centered beliefs and practices. Findings reveal that: (a) Thai ...
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Theological Higher Education in Cuba: A Case Study of the Eastern Cuba Baptist Theological Seminary

Theological Higher Education in Cuba: A Case Study of the Eastern Cuba Baptist Theological Seminary

Date: August 2003
Creator: Esqueda, Octavio J.
Description: This research attempted to provide a comprehensive overview of the Eastern Cuba Baptist Theological Seminary within the context of theological education in Cuba and the Cuban Revolution. Three major purposes directed this research. The first one was historical: to document and evaluate the rise, survival and achievements of the Eastern Cuba Baptist Theological Seminary, which has continued its mission through extraordinary political opposition and economical difficulties. The second major purpose was institutional: to gain insight into Cuban seminary modus operandi. The third purpose of the study was to identify perceived needs of the seminary. This study sought to provide information that can facilitate a better understanding of Cuban Christian theological higher education. The Eastern Cuba Baptist Theological Seminary was founded in the city of Santiago the Cuba on October 10, 1949 by the Eastern Baptist Convention. This seminary exists for the purpose of training pastors for the Eastern Baptist Convention. The school offers a four-year program leading to a bachelor in theology degree. The Eastern Cuba Baptist Convention experienced the same oppression from the communist revolution as the rest of the evangelical denominations during the sixties and seventies. The worst period for the convention and the Eastern Cuba Baptist Theological ...
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To Include or not to Include: Early Childhood Preservice Educators' Beliefs, Attitudes, and Knowledge about Students with Disabilities

To Include or not to Include: Early Childhood Preservice Educators' Beliefs, Attitudes, and Knowledge about Students with Disabilities

Date: August 2000
Creator: Aldrich, Jennifer E.
Description: The first purpose of this study was to develop and validate the Inventory of Opinions About Persons with Disabilities (IOPD). The IOPD was developed to collect preservice early childhood educators’self-report data related to inclusion. A total of 332 participants enrolled in graduate programs in a college of education served as the validation sample. After validation and revision of the IOPD, the researcher used the instrument to investigate preservice early childhood educators’ beliefs, attitudes, and knowledge about students with disabilities and their inclusion in general education classrooms. Data were collected from 172 participants from 10 universities in Texas during their student teaching/final intern semesters. This research demonstrated that an instrument, the IOPD, could be developed to effectively measure preservice early childhood educators’ beliefs, attitudes, and knowledge about the inclusion of children with disabilities in their classrooms. The participants reported positive self-perceptions (mean = 2.0388) about their beliefs and attitudes toward inclusion. However, the participants reported less positive attitudes about training (mean = -.09884). Discriminant function analyses indicated a negligible statistical effect for type of program (professional development school or traditional) and a statistically significant effect for preferred classroom setting (non-inclusive, special education, inclusive). Further research with the same participants or similar ...
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Training family therapists to work with families with young children: Current practices in accredited family therapy programs and recommendations for the future

Training family therapists to work with families with young children: Current practices in accredited family therapy programs and recommendations for the future

Date: December 2000
Creator: Crane, Jodi M.
Description: This study examined how current family counseling/therapy programs train students to work with families with young children and made recommendations for training in this area based on recommendations of child and family therapy experts and the research and clinical literature. These recommendations explored what knowledge and skills all students should acquire versus students who want to specialize with this population. Changes to accreditation standards were also proposed as well as a description of resources to support changes in program curricula. Current training was measured by examining curricula from master's level marriage and family counseling/therapy programs accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) and the Council for Accreditation of Counseling and Related Education Programs (CACREP) and master's level social work programs with a family-related concentration accredited by the Council on Social Work Education Commission on Accreditation (CSWE), the accreditation standards from these three organizations, course syllabi from the COAMFTE and CACREP programs, and surveys of COAMFTE and CACREP program directors (60% response rate). Recommendations for training were obtained through a qualitative analysis of quotations from the literature concerning training and through interviews of child and family therapy experts (65% response rate). The results revealed the ...
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Trends in admission policy criteria for CACREP approved masters and doctoral counselor education programs.

Trends in admission policy criteria for CACREP approved masters and doctoral counselor education programs.

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Date: December 2005
Creator: Midgett, Pam
Description: Counselor education program faculties evaluate applicants to masters and doctoral level programs using criteria that the faculties hope will predict the applicant's potential for academic success and then effectiveness as a counselor, counselor educator, or researcher. Choosing admission criteria to assess this level of potential in an applicant is quite a task. Those counselor education programs that are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) have the benefit of the admission guidelines provided by CACREP standards for accreditation. These guidelines give only basic, general direction to programs regarding their admission criteria but each individual program determines their own criteria for admission. The purpose of this study was to discover any recognizable trends in admission policy criteria, in terms of specific criteria used to evaluate and select students from the applicant pool, for CACREP accredited masters and doctoral programs. This study also sought to discover any recognizable trends in admission policy criteria, in terms of a specific number of criteria used to evaluate and select students for CACREP accredited master and doctoral counselor education programs. This qualitative study investigated 178 masters level CACREP accredited counselor education programs and 45 doctoral CACREP accredited counselor education programs. ...
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Twenty-five years of Scholarship: A Sociology of The Review of Higher Education Contributors, 1977-2002

Twenty-five years of Scholarship: A Sociology of The Review of Higher Education Contributors, 1977-2002

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Date: August 2005
Creator: Moss, Ron W.
Description: Given today's hurried pace of change in higher education and its institutions, it is imperative for the higher education research community to reflect on its current composition and resulting ability to understand and respond to the breadth and rapidity of that change. Accordingly, the purpose of this study was to identify selected social and academic characteristics of the primary contributors (authors, editorial board members, and editors) to The Review of Higher Education, to categorize institutional affiliations of contributors via the Carnegie Classification System and to synthesize the data in a historical and sociological perspective. The contributions to The Review's articles, editorial board positions, and editorships in its first 25 years have predominantly been from male members of the higher education professoriate affiliated with and receiving doctoral degrees from major research universities ranked highest in the Carnegie Classification System. Trends toward greater gender and disciplinary representation, especially among author contributors, began to appear by the mid-point (1990s) of the study period.
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A two-year college typology for the 21st century: Updating and utilizing the Katsinas-Lacey classification system.

A two-year college typology for the 21st century: Updating and utilizing the Katsinas-Lacey classification system.

Date: May 2005
Creator: Hardy, David Earl
Description: This study had two primary purposes. The first goal was to bring the 1993/1996 Katsinas-Lacey two-year college classification system into the 21st century using data from the 2000 United States Census and the National Center for Education Statistics' Integrated Postsecondary Educational Data System (IPEDS) surveys for the 2000-2001 and 2001-2002 academic years. The second goal was to create a descriptive portrait of the universe of two-year, publicly controlled institutions that primarily offer the associate's degree mapped against the updated classification system and to describe and discern similarities and differences within this particular population by class and subclass in terms of multiple measurable characteristics for which IPEDS data were available. The study, based upon classification theory utilized in social science and management sciences - particularly the work of Bailey and McKelvey - assessed the efficacy of a number of other recent proposed community college classification systems, the original Katsinas-Lacey system and the revised version of Katsinas-Lacey created through the current research. It found both the original Katsinas-Lacey system and the revised version to meet the criteria for a well-made classification model. The study includes directories of all colleges and universities in the United States that offer the associate's degree with geographic, ...
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A Typology of Ethics Education in Healthcare

A Typology of Ethics Education in Healthcare

Date: August 2004
Creator: Porter, Russell Dean
Description: This study is a qualitative analysis of the author's previous publications, academic and operational practitioners input, the literature, and accreditation requirements for ethics education in healthcare. Two research questions were addressed: 1. Is a typology of ethics education in healthcare needed, and 2. Is more specificity of ethics education in healthcare required? Both research questions were answered in the affirmative. The results indicated that a typology of ethics education in healthcare is needed with the primary reason being the need for a focused manuscript that uses content validity to illustrate the hierarchy of ethical reasoning in healthcare. No one manuscript brings together the six ethics education domains that were identified as required for appropriate ethics education in healthcare. The second research question result indicated that there are sparse educational objectives available in the context of cognitive and affective educational domains, especially for the six ethics domains presented here: 1. Decision ethics, 2. Professional ethics, 3. Clinical ethics, 4. Business ethics, 5. Organizational ethics, and 6. Social ethics. Due to the limited specificity of the ethics education objectives identified in the literature, the author developed and presented a typology, beginning with 270 ethics educational objectives, for use in healthcare instruction. A ...
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Use of the college student inventory to predict at-risk student success and persistence at a metropolitan university

Use of the college student inventory to predict at-risk student success and persistence at a metropolitan university

Date: December 1999
Creator: Harris, Joneel J.
Description: Using Tinto's longitudinal model of institutional departure as the theoretical basis for this research, the purpose was to determine what extent selected motivational factors measured by the College Student Inventory (CSI) predict academic success and persistence of at_risk students at the University of North Texas (UNT). The study focused on United States citizens and permanent residents entering UNT as at_risk first_time freshmen admitted via individual approval for the fall 1994 semester. The 409 subjects were enrolled in a developmental course titled Personal and Academic Effectiveness where the CSI was administered during the first 2 weeks of class. Selected predictor variables were tested in relation to the separate criterion variables of grade point average and enrolled status during the 2nd and 4th years of the study. Grade point averages and enrollment data for the 1995-96 and 1997-98 academic years were extracted from the student information management system. The research design employed appropriate multiple regressions, multiple correlations, multiple discriminant analyses, and bivariate correlations. Findings confirmed the ability of five CSI factors to predict grade point average (p < .05) of at_risk students over the time frames used in this study. Nine factors predicting enrolled status were also significant at the .05 level; ...
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The WASI™ as a Screening Tool for Counselors in the Referral Decision for a Neuropsychological Evaluation

The WASI™ as a Screening Tool for Counselors in the Referral Decision for a Neuropsychological Evaluation

Date: August 2004
Creator: Snowden, Marie Dillon
Description: When a client has cognitive impairment resulting from cerebral dysfunction (CD) that goes undiagnosed and, therefore, untreated, psychotherapy and rehabilitation outcome is likely to be impacted negatively. Due primarily to managed care, screening for CD has reduced substantially. Master's level counselors need a cost-efficient way to detect possible CD and, thus, justify referral for neuropsychological evaluation. This study examined the Wechsler Abbreviated Scale of Intelligence™ (WASI™) instrument's ability to screen for possible CD by examining the relationship between a) WASI Performance IQ (PIQ) and Verbal IQ (VIQ) scores and neuropsychological test scores, and b) the VIQ-PIQ discrepancy and the severity of disability. In this retrospective study, test scores were extrapolated from neuropsychological assessments conducted between 2001 and 2004 on 73 CD-diagnosed adults at a CARF accredited rehabilitation facility. Disability severity ratings of mild, moderate, and severe were assigned based on clinical judgment and interrater agreement. The assessment battery included the WASI and several neuropsychological tests: Halstead-Reitan TPT, TMT-A and B, and FOT; WMS-III VR-I and 2, LM-1 and 2, and MC; McCarron-Dial HVDT; SDMT; and SCT. Based upon a multitrait-multimethod matrix, mild to moderate convergent and discriminant validity was found with the WASI VIQ and PIQ traits among neuropsychological verbal ...
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