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  Partner: UNT Libraries
 Degree Discipline: Curriculum and Instruction
 Collection: UNT Theses and Dissertations
The Effects of Technology Integration Techniques in Elementary Mathematics Methods Courses on Elementary Preservice Teachers' Computer Self-Efficacy, Software Integration Confidence, and Lesson Planning

The Effects of Technology Integration Techniques in Elementary Mathematics Methods Courses on Elementary Preservice Teachers' Computer Self-Efficacy, Software Integration Confidence, and Lesson Planning

Date: August 2003
Creator: Maninger, Robert M.
Description: The purpose of this study was to demonstrate the effect of computer technology integration techniques on preservice teachers' feelings of computer self-efficacy and feelings of confidence in software integration. It was also the purpose of this study to interpret these preservice teachers' confidence in using computer technology integration techniques in their own planning and instruction during student teaching. The participants in this study were from two intact, non-randomly-formed classrooms. They were 27 preservice teachers enrolled in the College of Education at a university in north central Texas in two sections of a course entitled EDEE 4350, Mathematics in the Elementary School. This study was quasi-experimental, with a nonequivalent pretest-posttest control group design. The independent variable was the type of instruction experienced in an elementary mathematics methods course: novel instruction with specialized computer technology integration techniques versus traditional instruction with no specialized technology integration techniques. The dependant variables were measured using the following instruments: the Demographic Data and Previous Context Use of the Computer Survey which described participants' demographics and their previous usage of the computer; the Self-Efficacy With Computer Technologies Scale; the Preservice Teacher Software Integration Confidence Scale; and the Lesson Plan Infusion/Integration Scale. The results of the data analysis ...
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The Effects of Using Children's Literature with Adolescents in the English As a Foreign Language Classroom.

The Effects of Using Children's Literature with Adolescents in the English As a Foreign Language Classroom.

Date: December 2006
Creator: Belsky, Stella
Description: This study provides quantitative and qualitative data about the effects of using children's literature with adolescents in a language classroom and the role of children's literature in students' second/foreign language development, including listening, speaking, reading, and writing skills. The study presents qualitative data about the role of children's literature in developing more positive attitudes toward reading in the second/foreign language and toward reading in general. With literature being a model of a culture, presenting linguistic benefits for language learners, teaching communication, and being a motivator in language learning, this study presents empirical data that show that inclusion of children's literature in adolescents' second/foreign language classroom promotes appreciation and enjoyment of literature, enhances the development of language skills, stimulates more advanced learning, and promotes students' personal growth.
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The Effects of Using Integrated Testing and Skills Software in Reading Instruction for At-risk Students

The Effects of Using Integrated Testing and Skills Software in Reading Instruction for At-risk Students

Date: December 1992
Creator: Pitre, Barbara J. (Barbara Jean)
Description: The purpose of this study was to determine the effects of using computer-managed, integrated testing and skills software with individualized homework packets on the reading achievement and attitudes of at-risk students in a low achieving urban school. An additional purpose was to determine teacher attitudes toward using technology to deliver, measure, and manage instruction.
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The Effects of Using Networked Integrated Testing and Skills Software and Parental Involvement on Achievement, Attitude, and Self-esteem of At-risk Students

The Effects of Using Networked Integrated Testing and Skills Software and Parental Involvement on Achievement, Attitude, and Self-esteem of At-risk Students

Date: December 1992
Creator: Robinson, Gary E. (Gary Edwin)
Description: The purpose of this study was to determine whether using integrated, networked testing and skills software combined with parental participation would increase students' achievement in reading, improve students' self-esteem and improve attitude toward school. Further, the purpose was to determine if parental participation promotes improved attitude toward school.
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The Effects of Writing-to-learn Tasks on Achievement and Attitude in Mathematics

The Effects of Writing-to-learn Tasks on Achievement and Attitude in Mathematics

Date: May 1994
Creator: Millican, Beverly Robinson
Description: The problem of this study was to determine the effects of implementing writing-to-learn tasks in mathematics instruction on fourth grade students' achievement and attitude toward mathematics. Also addressed in this study is whether or not achievement and attitude measures of female students and low achieving students are effected by the use of writing in mathematics.
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Eighth Grade Science Teacher Quality Variables and Student Achievement

Eighth Grade Science Teacher Quality Variables and Student Achievement

Date: December 2010
Creator: Harp, Amy
Description: While No Child Left Behind ushered in the age of the "highly qualified" teacher, accountability focus has been shifted to the "highly effective" teacher, defined as teacher impact on student achievement. The Science Texas Assessment of Knowledge and Skills (TAKS) is used to judge the adequate yearly progress of students in Texas public schools. Therefore, the purpose of this study was to examine the relationship of teacher factors (i.e., ethnicity, gender, teaching experience, university selectivity, certification route, National Center for Education Statistics Locale/Code, number of science content and pedagogical course semester credit hours, grade point average for science content and pedagogical coursework) on student achievement using the eighth grade Science TAKS. The primary dependent variables were students' five objective scores and their overall scores on the eighth grade Science TAKS examination. The sample was 44 eighth grade science teachers and 4,119 students in Texas public schools. Multiple linear regression models enabled examinations of the relationships between teacher quality variables and student achievement. No significant relationships between the variables were found. Small effect sizes for the beta weights and structure coefficients occurred between teachers' science credit hours and TAKS objectives to explain 20% of the variance for TAKS Living Systems and ...
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Elementary Pre-service Teachers’ Perceptions and Experiences of Mathematics Intervention and Response to Intervention Practices

Elementary Pre-service Teachers’ Perceptions and Experiences of Mathematics Intervention and Response to Intervention Practices

Date: August 2015
Creator: Hurlbut, Amanda Renee
Description: Response to intervention has become a widely implemented early intervention and pre-referral program in many schools due to the reauthorization of the 2004 Individuals with Disabilities Education Act. Limited studies exist that validate how teacher preparation programs are preparing the next generation of teachers to assess students, apply early academic interventions, monitor progress, and make educational decisions for students with learning difficulties as part of an RTI program. The purpose of this study was to examine elementary pre-service teachers’ perceptions and experiences in a mathematics intervention project (MIP), as part of a university mathematics methods course as related to RTI practices. Data were collected from multiple sources, including: Seidman’s three-step interview series with pre-service participants and course instructors, document analysis of the Mathematics Interactions Project (MIP) students’ responses, mathematics methods course syllabi, and observations of the mathematics methods course instruction. Haskell’s transfer theory was used as the framework from which to analyze the data. It was assumed that if a majority of the 11 principles of meaningful transfer were addressed, higher levels of transfer from university instruction to intervention instruction would be observed during the MIP. Findings indicate differences in RTI understanding according to elementary education degree plan. Candidates in ...
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Elementary Teacher Attrition and Factors of Organizational Climate

Elementary Teacher Attrition and Factors of Organizational Climate

Access: Use of this item is restricted to the UNT Community.
Date: May 2003
Creator: Cotten, Virginia E.
Description: As the United States faces a critical teacher shortage, it is important to examine all factors that may contribute to the revolving door of teacher attrition. This study explored the climate of elementary schools to determine if there was a correlation between teacher attrition and school organizational climate. Three basic research questions were addressed: 1) Is there a relationship between school organizational climate and teacher attrition? 2) Is a change in campus leadership related to school organizational climate? 3) Is there a relationship between a change in campus leadership and teacher attrition? Thirty-seven elementary schools were examined in terms of their individual teacher attrition rates and their climate survey scores. The data utilized in this study came from one school district's climate survey and teacher attrition rates for the 2000-2001 school year. The findings of this study indicate that factors of organizational climate may predict teacher attrition rates. Specifically, instructiona support may be related to teacher attrition. Major components of instructional support include principal behaviors, respect for teaching and learning, and communication with administrators. Teacher attrition was not related to principal experience. Also, principal experience was not related to factors of school organizational climate.
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The Emergence of an Inner-City Professional Development School: A Case Study

The Emergence of an Inner-City Professional Development School: A Case Study

Date: August 1995
Creator: Kutcher-López, Judith M. (Judith Marie)
Description: This paper examined the process followed in the selection and establishment of an inner-city Professional Development School located in a large, North Texas school district.
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An Evaluation of Student Learning and Engagement in a Technology-Enhanced Algebra Unit on Slope

An Evaluation of Student Learning and Engagement in a Technology-Enhanced Algebra Unit on Slope

Date: August 2000
Creator: Beck, Elaine K.
Description: The purpose of this study was to examine the effectiveness of a technology-enhanced unit on slope in algebra. The technology used in the study was the Topological Panorama Camera (Topocam). The research questions explored the learning and transfer of knowledge about slope and the engagement level of students during Topocam learning activities. The Topocam is a computer-controlled camera that moves on a modular track while it scans a scene through a vertical slit. Students can program the speed of the camera and frequency of pictures. They then witness the results of time and motion in the image created by the camera. Data for this study were collected from a pretest/posttest, as well as from observations of indicators of engaged learning. The research population consisted of 46 students from three classes of Algebra I students. Three classroom teachers each taught a unit on slope, while a fourth teacher conducted the activities with the Topocam for all the classes. The classroom activities focused on the concept of slope as a rate of change utilizing coordinate grids. The Topocam activities involved students in collaboratively making and testing predictions about slope. The findings of the study indicate that student learning did occur with this ...
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