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 Department: Department of Technology and Cognition
 Collection: UNT Theses and Dissertations
Perceptions of parents of students with autism towards the IEP meeting.

Perceptions of parents of students with autism towards the IEP meeting.

Date: December 2004
Creator: Fish, Wade W.
Description: The purpose of the study was to investigate how parents of students with autism perceived individualized education program (IEP) meetings. I determined factors that contributed to the belief held by parents that their children were or were not being properly served by IEP meetings. Parental relationships with educators, IEP meeting experiences, IEP outcomes, and treatment by educators were revealed through participant input. Parents were asked to share their experiences of previous IEP meetings. Additionally, parents provided input regarding practices that school districts could take to improve IEP meetings, and actions that parents could take to serve as better advocates for their children. Research findings indicated that parents did not perceive themselves as being treated as equals during IEP meetings. Parents believed that their input was not valued or welcomed by educators. Not having an equal voice toward their child's education prevented parents from positively influencing outcomes in their child's IEP meetings in terms of obtaining quality services and building positive relations with educators. Parents further revealed that educators failed to implement proper IEP protocol. According to parents, student objectives agreed upon in IEP meetings were often not always fully implemented for students receiving special education services. Research findings concluded that ...
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Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills

Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills

Date: December 2002
Creator: Robinson, Linda Marie McDonald
Description: This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. ...
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Prediction of community college students' success in developmental math with traditional classroom, computer-based on-campus and computer-based at a distance instruction using locus of control, math anxiety and learning style

Prediction of community college students' success in developmental math with traditional classroom, computer-based on-campus and computer-based at a distance instruction using locus of control, math anxiety and learning style

Date: May 2000
Creator: Blackner, Deborah Martin
Description: The purpose of this study was to investigate the relationship between individual student differences and academic success in three pedagogical methods (traditional classroom, computer-aided instruction (CAI) in an on-campus setting, and CAI in a distance education setting) for developmental mathematics classes at the community college level. Locus of control, math anxiety and learning style were the individual differences examined. Final grade, final exam score and persistence were the indicators of success. The literature review focused on developmental mathematics, pedagogical techniques and variables contributing to academic performance. Two parallel research populations consisted of 135 Beginning Algebra students and 113 Intermediate Algebra students. The Rotter I-E Locus of Control Scale, the Abbreviated Mathematics Anxiety Rating Scale, the 4MAT Learning Type Measure, and an instrument to gather demographic data were used. It was the conclusion of this study that the instructional methods were not equal with respect to achievement. In Beginning Algebra, the CAI students received significantly higher final grades than did the traditionally taught students. In Intermediate Algebra traditional students scored significantly higher on the final exam than did the CBI students. There were more students persisting than expected in traditionally taught Beginning Algebra and no significant difference in attrition in Intermediate ...
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Psychometric development of the adaptive leadership competency profile

Psychometric development of the adaptive leadership competency profile

Date: December 2000
Creator: Sherron, Charles T.
Description: This study documented the psychometric development of the Adaptive Leadership Competency Profile (ALCP). The ALCP was derived from a qualitative database from the National Science Foundation project (NSF 9422368) and the academic body of literature. Test items were operationalized, and subject matter experts validated 11 macro-leadership competencies and 65 items. Rasch rating scale measurement models were applied to answer the following questions: (a) How well do the respective items of the ALCP fit the Rasch rating scale measurement model for the 11 scales of the ACLP? (b) How well do the person's abilities fit the Rasch rating scale measurement model, using the 11 scales of the ALCP? (c) What are the item separation and reliability coefficients for the 11 ALCP scales? (d) What are the person separation and reliability coefficients for the 11 ALCP scales? This study also sought to discern whether the ALCP could predict leader effectiveness as measured by the likelihood ratio index and frequency of correct predictions indices. The WINSTEPS and LIMDEP programs were used to obtain Rasch calibrations and probit estimates, respectively. The ALCP profiles the frequency and intensity of leadership behavior. Composite measures were calculated and used to predict leadership effectiveness. Results from this study ...
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A qualitative analysis of the negative symptoms of schizophrenia interfering with academic and social success, and the exacerbators and diminishers of those symptoms.

A qualitative analysis of the negative symptoms of schizophrenia interfering with academic and social success, and the exacerbators and diminishers of those symptoms.

Date: December 2003
Creator: Flint, Paula J.
Description: The Individuals with Disabilities Education Act (IDEA) mandates that public schools provide appropriate school programs and transition services for students with emotional and behavioral disorders (E/BD), and the law specifically names schizophrenia as a disability for which services are to be provided. To date, little, if any, research has been conducted on schizophrenia in the field of special education. New antipsychotic medications for schizophrenia are controlling the positive symptoms of hallucinations, illusions, and the severest of delusions, thus enabling these students to remain in school. However, many interfering negative symptoms remain (e.g., loss of goals, loss of former interests, cognitive regression). The purpose of this qualitative research study was to identify the negative symptoms of schizophrenia that interfere with a student's academic and social success, primarily within a school setting, but also as they affect functioning within the family and the student's transition into the community. In addition, specific factors that act as exacerbators or diminishers of these symptoms were identified through this study. Research participants included 5 students who developed schizophrenia from the ages of 12 to 22, their parents, and their teachers. They were interviewed using a semi-structured approach resulting in over 30 hours of taped interview data. ...
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A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders

A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders

Date: May 2005
Creator: Wang, Hsin-Yi
Description: 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.
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Reading and Math Outcomes for Incarcerated Youth with Emotional and Behavioral Disorders

Reading and Math Outcomes for Incarcerated Youth with Emotional and Behavioral Disorders

Date: May 2005
Creator: Monfore, Dorotha Rombuck
Description: 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.
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The Relationship Between Career and Technical Education and Texas Assessment of Academic Skills and Other Academic Excellence Indicators

The Relationship Between Career and Technical Education and Texas Assessment of Academic Skills and Other Academic Excellence Indicators

Date: May 2005
Creator: Mooneyham, Mary Charlotte Shepherd
Description: 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 ...
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The relationship between the reasons for participation in continuing professional education and the leader effectiveness of first-line supervisors.

The relationship between the reasons for participation in continuing professional education and the leader effectiveness of first-line supervisors.

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Date: December 2003
Creator: McCamey, Randy B.
Description: This research examined the reasons for participation in continuing professional education (CPE) and the predictive relationship of those motivational reasons to the perceived leadership effectiveness of first-line supervisors. For this study, 105 first-line supervisors were surveyed from four electric utility companies. Input was also collected from each supervisor's subordinate employees. Using the five motivational reasons for participation, collected via the Participation Reasons Scale and the effectiveness score collected using the Leader Behavior Analysis IIĀ®, regression techniques were used to asses the data. The five participation reasons of the PRS were regressed individually against the effectiveness scores to determine the extent to which leader effectiveness could be predicted by the participation reasons. In each case, the null hypothesis failed to be rejected. Regression of the five PRS reasons collectively on leader effectiveness also failed to reject the null, producing a p value of .800 and an R2 value of .023. An "all possible subsets" regression was conducted to determine whether a smaller subset of the five predictor variables might improve the predictive value of the participation reasons. No subset improved the predictive value. This study concludes that motivation to participate in CPE does not predict leader effectiveness. Thus, training organizations do ...
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The Relationship Between Time-on-Task in Computer-Aided Instruction and the Progress of Developmental Reading Students at the University of Texas at Brownsville and Texas Southmost College

The Relationship Between Time-on-Task in Computer-Aided Instruction and the Progress of Developmental Reading Students at the University of Texas at Brownsville and Texas Southmost College

Date: December 1999
Creator: Lansford, Carl Edwin
Description: This research sought to determine what relationship exists between time-on-task in computer-aided instruction (CAI) using Destinations courseware and progress in reading ability of developmental reading students as indicated by the reading portion of the Texas Academic Skills Program (TASP) test. Time-on-task is the time during which a student actively works on Destinations activities, as recorded by the software management system. TASP, an exam required of all students in Texas public colleges, assesses reading, math, and writing skills. The population was made up of 482 students who took the TASP exam before and after CAI and who used Destinations CAI for remediation of reading skills. Null hypotheses were explored using Pearson correlation and linear multiple regression. The findings for the null hypotheses were the following: Ho1 - Correlation and linear regression correlation showed that time-on-task in Destinations CAI had no significant effect on the TASP scores of the population studied. Ho2 - Correlation and linear regression correlation showed that females made significantly better gains on the TASP test from CAI than males. Ho3 - Correlation and linear regression correlation showed that low-achiever students made no better gains on the TASP test from time-on-task in CAI than high-achiever students. Difference between the ...
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