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  Partner: UNT Libraries
 Degree Discipline: Curriculum and Instruction
 Collection: UNT Theses and Dissertations
The International Newcomer Academy: A Case Study

The International Newcomer Academy: A Case Study

Date: August 1997
Creator: Maduawuchukwu, Augustina Eberechukwu
Description: This initial investigation into the special program for English as a Second Language (ESL) students, the International Newcomer Academy (INA), examines and describes the nature of this new school in comparison with the nature of the Language Centers functioning in host schools as schools within schools. This study was prompted by the need to document perceptions, behaviors, and practices of all principal players, which might result in program improvement to benefit students. The primary goal for establishing this new school was to focus primarily on beginner limited English proficient (LEP) students so that the language centers would be relieved, and so do a better job of teaching intermediate and advanced LEP students.
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The Interpretations of the Concept of "Inclusion" Held by Key Policy Makers, Policy Drivers and Policy Implementers Concerned with Service Delivery to Special Education Students in Texas Urban Public School Settings

The Interpretations of the Concept of "Inclusion" Held by Key Policy Makers, Policy Drivers and Policy Implementers Concerned with Service Delivery to Special Education Students in Texas Urban Public School Settings

Date: May 1997
Creator: James, Leslie Charles
Description: The purpose of this study was to examine concepts of "inclusion" held by policy drivers (PD), policy makers (PM) and policy implementers (PI) from various national organizations, state agencies and school districts. Interviews were conducted with 14 informants, and responses recorded, transcribed and clustered according to patterns of language. Documents provided by informants were reviewed. A Likert-type questionnaire was developed, grounded in patterns of language used in interviews and documents. Descriptive and inferential statistics identified variance between and within groups. Of 430 questionnaires sent, 266 were returned. Factor analysis of 29 items yielded 5 factors (definition of inclusion, training and support, receptivity, benefits/barriers, and prerequisites). One way analysis of variance, tests for homogeneity and multiple range tests were performed. Patterns of understanding of inclusion were clarified, and interpretations and conclusions were drawn. Significant variance was found among PD, PM, and PI on 3 of 5 factors (benefits/barriers, prerequisites, receptivity) with the greatest variance being between PD and PI. The most significant variance among 8 school districts occurred with factor 1 (benefits/barriers of inclusion). Informants' degree of support for inclusion was frequently not reflective of the organizations they represented. All groups associated inclusion with attitudes and beliefs, rather than with actions ...
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An investigation into the current practices of formal and informal teacher technologists on the use of computers in the classroom in an urban academy school and a private academy school.

An investigation into the current practices of formal and informal teacher technologists on the use of computers in the classroom in an urban academy school and a private academy school.

Date: August 2003
Creator: Herring, Jennifer C.
Description: The purpose of this study was to explore the practices of formal and informal teacher technologists in two school settings: an elite private, high school academy and an urban poor, middle school academy. This investigation included clarifying the role of the formal and informal teacher technologist and investigating the need for both formal and informal teacher technologists. This study also explored the technological differences between the public academy middle school and the private academy high school. Two formal and eight informal teacher technologists were interviewed face-to-face three times, each using the transcendental phenomenology research design. Each teacher technologist was also observed at least once in classroom and teacher training sessions. The results of this study revealed (1) the role of the teacher technologist was a fast technology problem solver; and (2) although students and teachers used technology, the schools lagged in adequate technology and/or teacher training; (3) the teacher technologists used the Internet to build and evaluate curriculum; (4) most students used tool software centered around project-based activities; (5) teacher technologists trained other teachers to be collaborative risk-takers in using technology; (6) teacher technologists shared what they learn with students and other teachers; and (7) students could be student-learners or ...
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An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender

An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender

Date: August 2013
Creator: Hamilton, Christina
Description: The purpose of this study was to determine what relationships exist between the age, rank, and gender of university faculty in teacher education and their technological pedagogical content knowledge. The survey instrument used was the Survey of Teacher Educators’ Technological Pedagogical Content Knowledge (TPACK) which is an adaptation of the Survey of Preservice Teachers’ Knowledge of Teaching and Technology developed by Schmidt. A total of 347 public Texas university teacher education faculty members participated in the study. Multiple regressions were utilized and the effect size was considered to determine the strength of the relationship between the variables. A statistical significance was found relating to the age, rank, and gender of the university teacher educator faculty member and their technological knowledge (TK). Based on the information provided for the b weights, age was found to be the best predictor of their technological knowledge (TK). The discriminant analysis identified what relationship exists between the ages of university teacher education faculty technology knowledge. The results of the discriminant analysis indicate the range 20-30 and 60+ contribute equally to teacher educators’ technological knowledge. Although no statistically significant results were determined with respect to the correlations between gender, age, and rank and technological content knowledge, ...
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Latent Transition Analysis of Pre-service Teachers' Efficacy in Mathematics and Science

Latent Transition Analysis of Pre-service Teachers' Efficacy in Mathematics and Science

Date: December 2009
Creator: Ward, Elizabeth Kennedy
Description: This study modeled changes in pre-service teacher efficacy in mathematics and science over the course of the final year of teacher preparation using latent transition analysis (LTA), a longitudinal form of analysis that builds on two modeling traditions (latent class analysis (LCA) and auto-regressive modeling). Data were collected using the STEBI-B, MTEBI-r, and the ABNTMS instruments. The findings suggest that LTA is a viable technique for use in teacher efficacy research. Teacher efficacy is modeled as a construct with two dimensions: personal teaching efficacy (PTE) and outcome expectancy (OE). Findings suggest that the mathematics and science teaching efficacy (PTE) of pre-service teachers is a multi-class phenomena. The analyses revealed a four-class model of PTE at the beginning and end of the final year of teacher training. Results indicate that when pre-service teachers transition between classes, they tend to move from a lower efficacy class into a higher efficacy class. In addition, the findings suggest that time-varying variables (attitudes and beliefs) and time-invariant variables (previous coursework, previous experiences, and teacher perceptions) are statistically significant predictors of efficacy class membership. Further, analyses suggest that the measures used to assess outcome expectancy are not suitable for LCA and LTA procedures.
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The Launching of an Accelerated School: A Case Study

The Launching of an Accelerated School: A Case Study

Date: May 1995
Creator: Montgomery, Alcynthia R. (Alcynthia Rose)
Description: The purpose of this qualitative study was to explore the readiness, planning, training and implementation stages of staff development in the implementation of the Accelerated Schools Program in a suburban elementary school. The research questions focused on how the school became interested in the accelerated program; the steps that were taken to make the school ready to accept the program; the training made available to the staff, parents and students; how teacher approval and acceptance were achieved; and how the implementation was initiated and to what degree.
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Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice

Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice

Date: August 2009
Creator: Norris, Karen S.
Description: The purpose of this study was to examine the lived experience of reflection and document how a holistic approach to teacher reflection contributes to teachers' understanding of, and improvement in their pedagogical practice. The investigation asked how classroom observations, when followed by a reflective dialogue, impact pedagogical practice. The particular focus included how teachers make sense of observational data during a post-observation, reflective dialogue; how teachers reflect on classroom observational data; and how the holistic reflection experience impacts teachers' pedagogical practice. Three research questions guided this study. How do teachers make sense of observational data during a post observation reflective dialogue? How do teachers reflect on classroom observational data? How might the holistic reflection experience impact teachers' pedagogical practice? Findings from this study provide implications for incorporating the practice of teacher reflection and reflective dialogue as professional development and for educational research.
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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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Metacognition, Motivation, and Learning: A Study of Sixth-Grade Middle School Students' Use and Development of Self-Regulated Learning Strategies

Metacognition, Motivation, and Learning: A Study of Sixth-Grade Middle School Students' Use and Development of Self-Regulated Learning Strategies

Date: December 1993
Creator: Shapley, Kelly S.
Description: This study investigated whether students can be taught to use self-regulated strategies.
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A model for developing and disseminating multimedia materials for teacher educators.

A model for developing and disseminating multimedia materials for teacher educators.

Date: December 2002
Creator: Hodges, Linda S.
Description: The purpose of this study was to develop a model that would enhance the development, dissemination, and adoption of educational multimedia materials. The grounded theory definition of open coding was used to analyze data collected from the 3-year Technology Leadership Web Library Project at the University of North Texas. Weekly meeting minutes, email communication, reports, notes, questionnaires, and surveys were examined to determine major factors involved in the process of product development and dissemination. From the analysis of this study, five major factors in product development and dissemination were identified. These factors were leadership, team dynamics, expert advisors, feedback, and consumers. The synthesis of the factors led to the development of the PROMOTE (process revolving around ongoing management of team and evaluative feedback) model. The PROMOTE model is based on the establishment of a system that includes leadership, development team, and expert advisors at its center. The system is tied together with well-established feedback loops for stages of evaluation. The PROMOTE model is iterative and uses consumer feedback to generate new products. The PROMOTE model differs from other product development and evaluation models both in the focus of the process and the nature of the evaluation feedback.
Contributing Partner: UNT Libraries