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  Partner: UNT Libraries
 Degree Discipline: Curriculum and Instruction
 Collection: UNT Theses and Dissertations
The effects of individualized test coaching on teacher certification test scores.

The effects of individualized test coaching on teacher certification test scores.

Date: August 2008
Creator: Hall, Kathryn Cowart
Description: While student populations are growing, the gatekeeping devices of teacher certification examinations prevent many who want and are trained to teach from entering the profession. If failing these exams predicted failure to teach well, blocking students who do not pass certification exams from entering the profession might be a well-reasoned policy. However, many studies indicate that there is little correlation between certification test scores and quality of teaching. The present study investigated the effectiveness of a program to improve the scores of Texas elementary preservice teachers on a required certification exam. The program consisted of one-on-one coaching of preservice teachers upon the completion of coursework and prior to their taking the state's certification exam. Subjects' scores on a representative form of the certification test were used as pre-treatment measures. The content of the treatment program was individualized for each subject and determined by the specific items missed by each subject on the representative form. The post-treatment measure was the subject's score on the certification exam. Scores on the representative form and on the certification examination were compared to determine if there were significant differences between scores of preservice teachers who had been coached and those who were not coached. Since ...
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A meta-analysis of service learning research in middle and high schools.

A meta-analysis of service learning research in middle and high schools.

Access: Use of this item is restricted to the UNT Community.
Date: December 2001
Creator: White, Amy E.
Description: This study examines the relationship between service learning innovations and improved academics, self-concept, and social or personal growth in middle and high school students. Meta-Analysis is employed to arrive at effect-size estimates for each construct. A historical overview of service learning is presented and a detailed description of the study selection process is provided. The data revealed a moderate relationship between service learning participation and academics, self-concept and social or personal growth in middle and high school students. The findings are presented, and some appropriate conclusions are drawn. A discussion of the implications of these findings and recommendations for future research are also provided.
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Teenager's doing history out-of-school: An intrinsic case study of situated learning in history.

Teenager's doing history out-of-school: An intrinsic case study of situated learning in history.

Date: May 2008
Creator: Johnston, Glenn T.
Description: This intrinsic case study documents a community-based history expedition implemented as a project-based, voluntary, out-of-school history activity. The expedition's development was informed by the National Education Association's concept of the intensive study of history, its structure by the history seminary, and its spirit by Webb's account of seminar as history expedition. Specific study objectives included documentation of the planning, implementation, operation, and outcomes of the expedition, as well as the viability of the history expedition as a vehicle for engaging teenagers in the practice of history. Finally, the study examined whether a history expedition might serve as a curriculum of identity. Constructivist philosophy and situated learning theory grounded the analysis and interpretation of the study. Undertaken in North Central Texas, the study followed the experiences of six teenagers engaged as historians who were given one year to research and write a historical monograph. The monograph concerned the last horse cavalry regiment deployed overseas as a mounted combat unit by the U.S. Army during World War II. The study yielded qualitative data in the form of researcher observations, participant interviews, artifacts of participant writing, and participant speeches. In addition, the study includes evaluations of the historical monograph by subject matter experts. ...
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An Analysis of the Impact of Curriculum Management Audits on Public School Systems in Texas

An Analysis of the Impact of Curriculum Management Audits on Public School Systems in Texas

Date: August 1997
Creator: Murdock, Sunnye (Sunnye J.)
Description: The purposes of this study were to (1) identify the recommendations of Curriculum Management Audits conducted in Texas Public School systems, (2) determine the degree to which each of the recommendations had been implemented, and (3) determine the perceptions of stakeholders as to the factors instrumental in the real and potential impact of the audit. The researcher conducted interviews with superintendents and key central office administrators with a working knowledge of the audit report in each of the eleven Texas school districts studied. Respondents were asked to rate recommendations written for their districts using the following descriptors: Implemented, In Progress, Plan to Implement, Recommendation Modified, No Implementation. The ranking of recommendation implementation revealed that 85% of the recommendations made in the 11 audit reports reviewed in this study had received action toward implementation to some degree. Respondents were also asked to cite factors which facilitated or impeded recommendation implementation. Significant factors facilitating the implementation of recommendations were reported to be time, organizational structure/personnel and planning. The analysis of the collective recommendations revealed that school board policies were not adequate to direct the design, delivery and monitoring of curriculum when measured against audit Standard One criteria. School districts in Texas rely ...
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An Analysis of Teaching Periodicals for Aging Education Content

An Analysis of Teaching Periodicals for Aging Education Content

Date: May 2001
Creator: Wimsatt, T. Joy
Description: Ninety elementary public school teachers were surveyed to find out where they obtained their teaching ideas. Seven popular elementary-level teaching periodicals, dated 1989-1999, were analyzed for aging-related content, and compared with 27 of the National Academy for Teaching and Learning about Aging (NATLA) aspects of aging recommended for students' learning. Results indicate that public elementary teachers obtain their teaching ideas from various places: teaching institutes or workshops; other teachers; ideas or lessons they develop themselves; and teaching periodicals. A large percentage obtain lesson ideas from teaching periodicals that they browse or read. This finding may assist NATLA in making recommendations to particular editorial boards. Surprisingly, few teachers obtain their teaching ideas from state and local curricular mandates. When the periodical issues were analyzed, aging-related content was categorized in four ways: informational articles with selected teaching or learning activities; articles describing intergenerational programs or activities; book reviews with selected learning activities; and book review titles mentioning older adult characters. Category totals among the 7 periodicals were highest in book review titles mentioning older adult characters and book reviews with selected learning activities. The content was compared to NATLA's recommendations for students' learning. The findings were not significant. The aging aspect that ...
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Effects of a Technology Enriched Learning Environment on Student Development of Higher Order Thinking Skills

Effects of a Technology Enriched Learning Environment on Student Development of Higher Order Thinking Skills

Date: May 1998
Creator: Hopson, Michael H. (Michael Hugh)
Description: The problem for this study was to enhance the development of higher order thinking skills and improve attitudes toward computers for fifth and sixth grade students. The purpose of this study was to determine the impact of a Technology Enriched Classroom on student development of higher order thinking skills and student attitudes toward the computer. A sample of 80 sixth grade and 86 fifth grade students was tested using the Ross Test of Higher Cognitive Processes. The Ross Test was selected because of its stated purpose to judge the effectiveness of curricula or instructional methodology designed to teach the higher-order thinking skills of analysis, synthesis and evaluation as defined by Bloom. The test consisted of 105 items grouped into seven subsections. In addition, the students were surveyed using the Computer Attitude Questionnaire developed by the Texas Center for Educational Technology. The questionnaire assessed sixty-five questions combined to measure eight attitudes.
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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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The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom.

The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom.

Date: May 2009
Creator: Williams-Rossi, Dara
Description: Despite the positive outcomes for inquiry-based science education and recommendations from national and state standards, many teachers continue to rely upon more traditional methods of instruction This causal-comparative study was designed to determine the effects of the Inquiry Institute, a professional development program that is intended to strengthen science teachers' pedagogical knowledge and provide practice with inquiry methods based from a constructivist approach. This study will provide a understanding of a cause and effect relationship within three levels of the independent variable-length of participation in the Inquiry Institute (zero, three, or six days)-to determine whether or not the three groups differ on the dependent variables-beliefs, implementation, and barriers. Quantitative data were collected with the Science Inquiry Survey, a researcher-developed instrument designed to also ascertain qualitative information with the use of open-ended survey items. One-way ANOVAs were applied to the data to test for a significant difference in the means of the three groups. The findings of this study indicate that lengthier professional development in the Inquiry Institute holds the most benefits for the participants.
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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 Impact of Collegial-Teaming on High-School and University Instructors: A Descriptive Multi-Case Study

The Impact of Collegial-Teaming on High-School and University Instructors: A Descriptive Multi-Case Study

Date: December 2011
Creator: Dearman, Christina T.
Description: This descriptive multi-case study systematically explored the team teaching relationship between a secondary teacher and a university faculty member. Multiple interviews, classroom observations, and analysis of available data provided insights into the interactions of these particular collegial-teams, drawn together for the purpose of providing rigorous STEM curriculum to high-ability students during a three-week residential program. Data revealed that successful collaboration can be described by the emergent themes of reciprocity, respect, flexibility, and time. It appears that an active interchange, or reciprocity, and mutual respect between partners during curriculum/lesson/unit planning, instructional delivery, and assessment facilitate effective collaborative instruction. Findings further revealed that instructors expressed an overall positive experience with collegial-teaming; one that has been valuable to them as professionals. The university instructors reported acquiring and improving upon their own pedagogical skills, while the high-school instructors reported gains in terms of obtaining in-depth content knowledge. The partnership also assisted in bridging insights between the secondary and college arenas in terms of content and academic expectations at both levels. The overall experience provided professional growth and development that would not have occurred without the unique pairing of a high-school instructor and a university faculty member.
Contributing Partner: UNT Libraries