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 Department: College of Education
 Collection: UNT Theses and Dissertations
A Comparison of IRT and Rasch Procedures in a Mixed-Item Format Test

A Comparison of IRT and Rasch Procedures in a Mixed-Item Format Test

Date: August 2003
Creator: Kinsey, Tari L.
Description: This study investigated the effects of test length (10, 20 and 30 items), scoring schema (proportion of dichotomous ad polytomous scoring) and item analysis model (IRT and Rasch) on the ability estimates, test information levels and optimization criteria of mixed item format tests. Polytomous item responses to 30 items for 1000 examinees were simulated using the generalized partial-credit model and SAS software. Portions of the data were re-coded dichotomously over 11 structured proportions to create 33 sets of test responses including mixed item format tests. MULTILOG software was used to calculate the examinee ability estimates, standard errors, item and test information, reliability and fit indices. A comparison of IRT and Rasch item analysis procedures was made using SPSS software across ability estimates and standard errors of ability estimates using a 3 x 11 x 2 fixed factorial ANOVA. Effect sizes and power were reported for each procedure. Scheffe post hoc procedures were conducted on significant factos. Test information was analyzed and compared across the range of ability levels for all 66-design combinations. The results indicated that both test length and the proportion of items scored polytomously had a significant impact on the amount of test information produced by mixed item ...
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A Comparison of Three Different Presentations of Reading Material Presented to Fifth-Grade Children

A Comparison of Three Different Presentations of Reading Material Presented to Fifth-Grade Children

Date: August 1970
Creator: Hill, John Paul, 1940-
Description: The purposes of this study were (1) to ascertain the effect of three approaches of presenting reading material to fifth-grade children, (2) to analyze the results of each approach in relationship to reading ability, mental ability, and sex, and (3) to ascertain the implications of these approaches for elementary teachers and principals.
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A Comparison Study of Individual and Group Play Therapy In Treating Kindergarten Children With Adjustment Problems

A Comparison Study of Individual and Group Play Therapy In Treating Kindergarten Children With Adjustment Problems

Date: May 2000
Creator: Rennie, Robyn Lynette
Description: This study was designed to determine the effectiveness of individual child-centered play therapy in the elementary school in: 1) enhancing the self-concept of kindergarten children who are experiencing adjustment difficulties; 2) decreasing the overall behavioral problems of kindergarten children experiencing adjustment difficulties 3) decreasing externalizing behavior problems such as aggression and delinquency of kindergarten children experiencing adjustment difficulties; 4) decreasing the internalizing behavior problems such as withdrawal, somatic complaints, anxiety and depression of kindergarten children experiencing adjustment difficulties; 5) increasing parental perception of change in the problematic behaviors of kindergarten children experiencing adjustment difficulties; and 6) enhancing self-control in kindergarten children experiencing adjustment difficulties. A secondary objective was to compare the participants involved in individual child-centered play therapy with participants in a previous study who were involved in child-centered group play therapy on the above named dimensions. The experimental group, consisting of 14 kindergarten children experiencing adjustment difficulties, received 10-12, 30-minute individual play therapy sessions in a 12 week period in their elementary school. The comparison group, utilized from the 1999 McGuire study, consisted of 15 children with adjustment problems and received 12-14, 45-minute group play therapy sessions in 14 weeks in their elementary school. The control group, consisting of ...
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Comparisons of Improvement-Over-Chance Effect Sizes for Two Groups Under Variance Heterogeneity and Prior Probabilities

Comparisons of Improvement-Over-Chance Effect Sizes for Two Groups Under Variance Heterogeneity and Prior Probabilities

Date: May 2003
Creator: Alexander, Erika D.
Description: The distributional properties of improvement-over-chance, I, effect sizes derived from linear and quadratic predictive discriminant analysis (PDA) and from logistic regression analysis (LRA) for the two-group univariate classification were examined. Data were generated under varying levels of four data conditions: population separation, variance pattern, sample size, and prior probabilities. None of the indices provided acceptable estimates of effect for all the conditions examined. There were only a small number of conditions under which both accuracy and precision were acceptable. The results indicate that the decision of which method to choose is primarily determined by variance pattern and prior probabilities. Under variance homogeneity, any of the methods may be recommended. However, LRA is recommended when priors are equal or extreme and linear PDA is recommended when priors are moderate. Under variance heterogeneity, selecting a recommended method is more complex. In many cases, more than one method could be used appropriately.
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Computer supported collaboration: Is the transfer of cognitive structures mediated by mode of communication?

Computer supported collaboration: Is the transfer of cognitive structures mediated by mode of communication?

Date: May 2002
Creator: Bandy, Kenneth E.
Description: The objective of this study was to observe evidence of structural transfer among subjects in a group problem-solving activity and determine whether mode of collaborative technology or use of a priming agent affected the nature of transferred structures. Evidence for structural transfer is found in three theoretical perspectives: organizational ditransitive (linguistic) verb structures, adaptive structuration theory, and mental model transfer theory. Dependent variables included various grammatical structures and coefficients derived from pretest and posttest scores on David Kolb's Learning Styles Inventory, modified for the experiment. The combination of changes in grammatical frequencies and learning style may suggest that one or more media or the priming agent may affect structural transfer. Results indicate that groups using the GroupSystems™ collaborative technology produced less overall linguistic content than did subjects using a generic chat system, but employed more complex language as indicated by frequency of the organizational ditransitive verb structure. Also, subjects supplied with an organization chart (priming agent) during the group problem-solving session experienced greater change on the learning styles inventory than did those participating in the session without the chart. These findings suggest that mode of communication and use of priming agents may contribute positively or negatively to the transfer of ...
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Concurrent Validity of the Wide Range Assessment of Memory and Learning and the Woodcock-Johnson Tests of Cognitive Ability-Revised with a Neurologically Compromised Pediatric Population

Concurrent Validity of the Wide Range Assessment of Memory and Learning and the Woodcock-Johnson Tests of Cognitive Ability-Revised with a Neurologically Compromised Pediatric Population

Date: December 2000
Creator: Rochelle, Gary B.
Description: The Wide Range Assessment of Memory and Learning (WRAML) is a relatively new instrument used in the assessment of memory in children. The purpose of this study was to examine the validity of the WRAML by comparing the performance of children on both the WRAML and the Woodcock-Johnson Tests of Cognitive Ability- Revised (WJTCA-R). Subjects for the study were children in treatment for a brain tumor at a regional children's medical center. Fifty children participated in the study ranging from ages 6 to 17. A multiple regression analysis was conducted to determine which of four selected clusters from the WJTCA-R would have the highest correlation with the Verbal Memory Index (VERI) from the WRAML. The Short-Term Memory (GSM) cluster had the highest correlation ( r = .82) as predicted. A Pearson's product-moment correlational analysis was conducted between the Visual Processing (GV) cluster from the WJTCA-R and the Visual Memory Index (VISI) from the WRAML. GV was found to have a high positive correlation ( r = .63) with VISI. A similar analysis was conducted between the Long-Term Retrieval (GLR) cluster from the WJTCA-R and the Learning Index (LRNI) from the WRAML. GLR was found to have a high positive correlation ...
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Constructing transformative experiences through problem posing in a high school English research project.

Constructing transformative experiences through problem posing in a high school English research project.

Date: May 2009
Creator: Revelle, Carol L.
Description: This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy theory is used to describe the four phases of the problem posing process in shaping student research and action. Grounded in Freire's approach and consistent with Dewey and others who advocate inquiry, action and relevance, Wink's process is built into the instructional plan described in this study. Because of the real-life context of the classroom and the complex social phenomena being considered, a case study methodology was utilized in which multiple sources of data converged to develop the themes. Data sources included the work and artifacts of ten students in a tenth grade English class during the spring semester of 2008. The analysis focuses on the supports, the constraints and the impact of problem posing on the high school research assignment. The analysis, findings, and conclusions contribute to the literature in three areas: audience, reflection and grading.
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The Current Status of High School Mathematics Programs in North Central Texas as Related to Selected Factors

The Current Status of High School Mathematics Programs in North Central Texas as Related to Selected Factors

Date: June 1970
Creator: Miller, Edward J. (Edward Jeremiah)
Description: The problem of this study was to investigate and compare the current status of mathematics programs in large, medium, and small high schools in North Central Texas in relation to selected factors.
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Curriculum analysis in teacher preparation programs at the college of basic education in Kuwait

Curriculum analysis in teacher preparation programs at the college of basic education in Kuwait

Access: Use of this item is restricted to the UNT Community.
Date: August 2000
Creator: Bufarsan, Fawzi A.
Description: Preparing quality teachers is a continuing issue and concern in discussions about the future of schools in many countries. This study described and compared the stated goals and perceived outcomes of teacher preparation programs at the College of Basic Education (CBE) in Kuwait. This information will assist educational decision makers in Kuwait to align teacher preparation at the CBE and decide what is needed to make the programs more effective. The study assessed the perceptions of knowledge, skills, and attitudes of student teachers, new teachers, and instructors toward the existing program at the CBE in Kuwait. The discussion of teacher preparation in Kuwait was used to set a cultural and historical context. The literature reviewed recommendations from the United States to develop a framework of five common standards for analyzing the teacher preparation curriculum: content knowledge, instruction, diversity, professional development, and field work. In addition, research and evaluation of teacher education programs were reviewed for perceptions of student teachers and new teachers about their preparation and for methodology. Document analysis techniques were used with current documents from four major teacher preparation programs in the CBE. Five standards from U.S. recommendations were also found in the CBE curriculum. However, the analysis ...
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Cyberbullying: Responses of Adolescents and Parents toward Digital Aggression

Cyberbullying: Responses of Adolescents and Parents toward Digital Aggression

Access: Use of this item is restricted to the UNT Community.
Date: December 2009
Creator: Wong-Lo, Mickie
Description: Cyberbullying is a category of bullying that occurs in the digital realm which affects our students at astonishing rates. Unlike traditional bullying, where displays of aggression may be evident to bystanders, the ramification of cyberbullying occurs through unconventional ways (e.g., text messaging; online weblogs; video sharing), which results in many cases being camouflaged by the advancement in technology. Nonetheless, the effects of this digital form of peer aggression can be as detrimental as face-to-face bullying. The characteristics of cyberbullying and its influences on adolescents and parents of adolescents were examined. The data accrued is based on an anonymous survey through one of the following methods: (a) paper-pencil survey for adolescent group with 37-question items on the adolescent questionnaire and (b) web-based survey for the parent group with 22-question items on the parent questionnaire. Each survey was systematically coded according to the participating group and assigned code numbers (i.e., 1 represents adolescent group and 2 represents parent group) was provided to ensure confidentiality of the study. Survey examined individual variables among the two target groups: (a) adolescents between 13 and 17 years of age and (b) parents of adolescents between 13 and 17 years of age. Specifically, individual variables examined include ...
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