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 Degree Discipline: Curriculum and Instruction
 Collection: UNT Theses and Dissertations
Staff Development Methods for Planning Lessons with Integrated Technology

Staff Development Methods for Planning Lessons with Integrated Technology

Date: December 2002
Creator: Heine, Jennifer Miers
Description: This study compared cooperative and individual staff development methods for planning lessons with integrated technology. Twenty-three teachers from one elementary school participated in the study. The sample was the entire population. Nine participants were assigned to the control group, and fourteen participants were assigned to the experimental group. Names of participants were randomly drawn to determine group assignment. Participants in the control group worked individually in all three staff development sessions, while participants in the experimental group chose a partner, with whom they worked cooperatively in all three staff development sessions. Each participant or pair of participants submitted a lesson plan prior to participation in three staff development sessions. Following the sessions, each participant or pair of participants submitted a lesson plan. Three independent raters rated lesson plans to determine the participants' respective levels on the Level of Technology Implementation Observation Checklist (Moersch, 2001). The ratings of the lesson plans submitted before the training were compared to those collected after the training using a two-by-two mixed model ANOVA. The occasion (pre- vs. post-test), group, and interaction variables were all statistically significant at the .1 level; however, only the occasion variable had a strong effect size. These data suggest that (1) ...
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Students' and teachers' perceptions of culturally responsive teaching: A case study of an urban middle school.

Students' and teachers' perceptions of culturally responsive teaching: A case study of an urban middle school.

Date: December 2002
Creator: Curtin, Ellen Mary
Description: This was a qualitative study that used the procedures of case study design while incorporating ethnographic techniques of interviewing and non-participant observation in classrooms with six selected students, six teachers, and eight interviews of selected administrators and staff members in one middle school in a large Texas urban school district. The purpose of this study was to understand the educational experiences and perceptions of selected immigrant students and their mainstream teachers. Following the method of case study design, the educational experiences of English Language Learner (ELL) students were examined in the naturally occurring context of the school and the classroom. Because the goal of case studies is to understand a given phenomenon from the perceptions of the participants (referred to as “emic” perspective) all participants were interviewed in-depth in order to understand their unique perceptions. The study took place during a five-month period in the spring of 2002. Data were analyzed concurrently during data collection and were framed by Geneva Gay's (2000) characteristics of culturally responsive teaching. The findings and interpretation of data are divided into three parts that encompass the results of the five research questions that guided this study. Part one presents the teachers' perceptions and addresses the ...
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Assessing the effect of inquiry-based professional development on science achievement tests scores.

Assessing the effect of inquiry-based professional development on science achievement tests scores.

Date: December 2002
Creator: Dickson, Teresa K.
Description: This study analyzed student test scores to determine if teacher participation in an inquiry-based professional development was able to make a statistically significant difference in student achievement levels. Test scores for objectives that assessed the critical thinking skills and problem-solving strategies modeled in a science inquiry institute were studied. Inquiry-based experiences are the cornerstones for meeting the science standards for scientific literacy. State mandated assessment tests measure the levels of student achievement and are reported as meeting minimum expectations or showing mastery for specific learning objectives. Students test scores from the Texas Assessment of Academic Skills Test (TAAS) for 8th grade science and the Biology End Of Course (EOC) exams were analyzed using ANCOVA, Chi Square, and Logistic Regression, with the Iowa Test of Basic Skills (ITBS) 7th Grade Science Subtest as covariate. It was hypothesized that the students of Inquiry Institute teachers would have higher scale scores and better rates of mastery on the critical thinking objectives than the students of non-Institute teachers. It was also hypothesized that it would be possible to predict student mastery on the objectives that assessed critical thinking and problem solving based on Institute participation. This quasi-experimental study did not show a statistically significant ...
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Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation

Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation

Date: December 2002
Creator: Cowan, Charisse L.
Description: The purpose of this study was to determine whether: 1) Southwest Region TRIO high school students between the years 1991 - 2001 continued to college immediately after high school at rates significantly different than similar population students on national and state levels; and 2) immediate college continuation for this group was a function of social and economic characteristics including race, gender, parental education, and home-care environment. The sample included 414 TRIO program participants from Texas, Oklahoma, New Mexico, Louisiana, and Arkansas. Data on the 414 participants were gathered using an existing database containing demographic and post-secondary enrollment information on study participants. The findings of this study reveal Southwest Region TRIO students during this ten-year period continued to college immediately after high school at rates not significantly different than the national low-income population of students. Results indicate that when compared to all students in the five-state southwest region, the majority low-income, first-generation TRIO population continued to college at rates not significantly different than all-income students in the region. Findings of this study also revealed select social and economic characteristics were not predictors of immediate college continuation for this group. Finally, the study showed out-of-home care environment students continued to college at ...
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Teacher-directed student use of the Internet for curricular activities: Profiles of frequent and infrequent use.

Teacher-directed student use of the Internet for curricular activities: Profiles of frequent and infrequent use.

Access: Use of this item is restricted to the UNT Community.
Date: May 2002
Creator: Charles, Joan T.
Description: The purpose of this study was to develop profiles that described teachers with infrequent and frequent teacher-directed student use of the Internet for curricular purposes. Responses to the teachers' self-reported needs, beliefs, demographics, Internet skill levels, and other information were examined as the basis for the study. The study was descriptive in nature, utilized correlation and causal-comparative methods, and employed a convenience sample. The population consisted of 3,187 public school teachers from Nebraska and four service regions in upstate New York. Data related to the research questions were gathered using an online survey. After minimum access was determined, frequencies, percentages, t tests, and correlations were used to examine the data. Teachers with infrequent (<15 mins. /week) teacher-directed student use of the Internet comprised 63% of the sample. Teachers from elementary and high school levels were almost equally represented in the infrequent use group. The majority of the high school level teachers were assigned to language arts, mathematics or science courses. Teachers in the frequent (>. 90 mins. /week) use group were predominately (75%) high school level, with the majority teaching computer and business subjects. Significant differences were found between the use groups regarding beliefs about the Internet's effect on students ...
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Preservice teachers' attitudes toward and knowledge about cooperative learning in Kuwait: A quasi-experimental study

Preservice teachers' attitudes toward and knowledge about cooperative learning in Kuwait: A quasi-experimental study

Date: December 2001
Creator: Al-Dawoud, Afeefa
Description: The issue of developing effective teacher preparation and professional programs by providing effective teaching and learning strategies to prepare teachers to teach in more challenging ways and change their old ways of teaching to more powerful ones has gained great attention around the world. Cooperative learning was one of the astonishing strategies introduced by many researchers to prepare effective teachers and to solve many educational problems. Teacher educators have taken different approaches to help teachers learn and change in powerful ways. They have focused on the knowledge and attitudes of teachers in promoting their adoption of new practices through educational courses, workshops, and training. After introducing the cooperative learning strategy through a training workshop, this study investigated the knowledge of and attitude of teachers at the College of Basic Education (CBE) in Kuwait towards cooperative learning as a new teaching and learning strategy. The literature reviewed the historical and practical use, theoretical roots, different models, and outcomes of cooperative learning. In addition, (1) teachers' knowledge and attitudes as factors affecting implementation and (2) preservice teacher preparation and training in the use of cooperative learning were reviewed. An attitude survey and a knowledge test were developed based on Bouas, (1993) survey ...
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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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A Study of the Effect of School-Sponsored, Extra- Curricular Activities on High School Students. Cumulative Grade Point Average, SAT Score, ACT Score, and Core Curriculum Grade Point Average

A Study of the Effect of School-Sponsored, Extra- Curricular Activities on High School Students. Cumulative Grade Point Average, SAT Score, ACT Score, and Core Curriculum Grade Point Average

Date: August 2001
Creator: Miranda, Janet Young
Description: This study investigated the effect of school-sponsored, extra-curricular activities on academic achievement for students at a private school in north central Texas. Students selected for this study were graduates from the classes of 1996, 1997, 1998, 1999, and 2000. With a minimum participation of two years during grades nine through twelve, students were categorized into subgroups of activities. After eliminating students who participated in more than one of the extra-curricular activities of music, drama, visual arts, and athletics, three hundred sixty-one students were represented. The identity of students was encoded and information was recorded for gender, school-sponsored, extra- curricular activities, cumulative grade point averages, SAT Scores, ACT Scores, and cumulative grade point averages in core curriculum subjects. A two-way ANOVA test with a two-by-five factorial design was completed for research questions one through four. A one-way ANOVA with a one-by-five factorial design was completed for research question five. When a significant F was found, Scheffe and LSD post hoc tests were completed to determine pair wise interaction. Statistical differences did exist when comparing school-sponsored, extra-curricular activities and cumulative grade point averages with musicians having a significantly higher cumulative grade point average, SAT scores, and ACT scores than athletes. A significant ...
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A comparative analysis of traditional versus block and accelerated block scheduled high schools over an eight-year period in a large urban school district

A comparative analysis of traditional versus block and accelerated block scheduled high schools over an eight-year period in a large urban school district

Date: August 2001
Creator: McCumber, Patricia Morrison
Description: This study compared traditional, A/B and accelerated block scheduling and its effects on student achievement and attendance by comparing the differences in student outcomes observed before and after the adoption of block/accelerated block schedules. The independent variable was the use of time in a block-scheduling model. The dependent variables were student outcomes measured by nine indicators based on the Academic Excellence Indicator System in Texas: student attendance, graduation rate, dropout rate, percentage of students taking advanced courses, percentage of students passing all Exit-level Texas Assessment of Academic Skills tests, percentage of students taking College Admissions Tests, mean SAT total score of those students who took the SAT, mean ACT total score of those students who took the ACT, and percentage of students who are at or above criterion on the SAT or ACT of those students taking the SAT or ACT. Data from archival files from the Texas Education Agency's Academic Excellence Indicator System for each respective year of the eight-year longitudinal study was collected. Scheduling models (traditional, alternating block and accelerated block) were investigated. The sample was drawn from the student population of a large urban school district in north central Texas, a district serving approximately 77,000 students. The ...
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The relationship between models of student laptop computer use and teacher instructional behavior

The relationship between models of student laptop computer use and teacher instructional behavior

Date: August 2001
Creator: Ashmore, Barbara A.
Description: This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and student roles, assignments and learning tasks, and instructional activities. The evaluation of instruction component was examined with regard to assessment tasks, grading, and assessment of homework. Using a researcher-designed questionnaire, data was gathered in a single-stage cross-sectional survey from 356 teachers working in 74 public and private schools nationwide. Results indicated models of student laptop computer use had differential effects on teacher instructional behaviors. On average, teachers found planning to be more arduous, but more collegial, especially in the mixed model. The full access and mixed models were more likely to advance a constructivist approach to teacher instructional behaviors with ...
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